More on WVNET

I think technology is readily understandable if you focus first on the “what,” and then on the “how.”  The State of West Virginia has lost millions of dollars because people didn’t take the time to figure out technology basics.  Indeed the very first thing I did when I came to state government in 2001 was unravel a multi-million dollar technology debacle.  Despite the terrible circumstances, I had a wonderful opportunity to meet outstanding technology people in various corners of K-12, higher education, and state government, including several extremely helpful WVNET staffers.

As for today, WVNET does far more than I possibly could describe here – and light years more than you’re reading in the news articles and reports discussing WVNET.  By way of illustration:

  • WVNET supports institutions’ Sungard Banner data systems to various degrees.  Sungard Banner is back office software for our colleges and includes student record, financial aid, and finance modules, just to name a few.
  • WVNET hosts WebCT for numerous institutions.  WebCT is higher education’s primary distance learning system.
  • WVNET supports K-12 and others with internet and other comparable services and ensures that K-12 maximizes e-rate discounts (federal discounts provided thanks in significant part to Senator Rockefeller, by the way).
  • WVNET manages significant segments of the state telecommunications infrastructure, which combines K-12, higher education, state government and other technology traffic.  K-12 is the largest user, followed by higher education, followed by state government.
  • WVNET serves as WVU’s major back-up site and provides similar services for others.
  • WVNET coordinates cross-institutional procurements.

While I could continue with my list, the real issue is that each service that WVNET provides needs to be analyzed thoroughly: (1) What is provided? (2) For whom is it provided? (3) At what cost?  (4) Does someone else provide the same service?  (5) Is it something that’s needed, and will it be needed in two years/five years? (6) Is the charge reasonable and could the services be obtained elsewhere more cheaply? (7) Are there other economies of scale that should be taken into consideration?

A thorough analysis, I am sure, would find things that should change, but it also would find that WVNET provides important services that are not readily replaceable, particularly by smaller institutions. Although the proposals to shut down WVNET have been on the frontburner for a long time, nobody has undertaken a thorough analysis of WVNET’s portfolio of services.  And until they do, no one can argue effectively that WVNET should be shut down, moved, or merged.

Finally, any analysis of WVNET should address the significant logistical challenges and costs involved in a move.  On the logistics front, WVNET has a lot of equipment and circuits that must somehow be transferred seamlessly if higher education, K-12 and state government in West Virginia are not to come to a grinding halt.  (Insert joke about whether anyone would notice here.  But the truth is they would.)  This probably means creating additional redundancy in advance of a move. On the cost front, it is possible that significant moving costs should be incurred for the greater good, but those costs will be far more significant than political and education leaders currently realize.

I have been critical of late of many poorly-thought-out plans for major change.  The WVNET proposal provides yet another case in point.  Fortunately, the House of Delegates appears poised to make higher education perform its due diligence before tearing WVNET asunder.

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WVNET

It’s hard for me to imagine anything in politics funnier than the West Virginia Higher Education Policy Commission’s repeated efforts to throw WVNET overboard one minute and then make a 180 degree turn the next.

Before anyone does anything with WVNET, it would be a good idea if someone learned what it truly does.  The statements I’ve been reading in print miss the mark rather dramatically.  Equally important, someone needs to learn about the telecommunications infrastructure going into the WVNET site … and, while they’re at it, whose emails cross its servers.  Finally, there’s one last thing people should know, but they’ll have to look to others for the answer.  Technology is not all that complicated.

UPDATE: 10 March 2010 @ 11:47 AM.  As requested, I edited the first link so that it takes you to the document to which I was referring.  I must say that I am amazed by the number of views of this post.  I passed the previous record for most views in an entire day before 9:00 AM this morning and am very close to the “double” mark now.

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Tune in tomorrow

At the end of my last post, I asked a question that I said I would answer tomorrow. Tomorrow came and went as I became extremely busy with a work-related project. But here’s the answer to the question:

What major sector of the United States economy has seen costs rise more quickly than the health care sector – and by a wide margin?

Higher education, of course.

Why have higher education costs risen so quickly? Certain higher education officials would like to convince you that it’s because state appropriations have not kept pace with inflation. But that’s really only a small part of the explanation – and not even that if you factor in all the new federal and state funding coming through the back door in the form of merit- and need-based financial aid. The dirty little secret: The back door funding of rich and poor kids with financial aid has removed market forces from the fee-setting calculus. With almost no pressure to control prices, tuition costs – and thus the revenue institutions have to operate in real dollar terms – has increased exponentially. I’m oversimplifying a bit here, but this certainly is the case for West Virginia’s four-year higher education institutions over the last decade – and what the public higher education sector tries to hide using an inflation measure called the higher education price index. (It has a legitimate purpose, just not the purpose for which it is most frequently used.)

Were I less busy, I would connect the dots that support my contentions for you sooner, rather than later. But alas market forces require me to do real, paying work. When I return to posting on this blog (this coming weekend), I will share my thoughts about our newest higher education market force – the Governor, who’s saying “no” to tuition increases, as well as address the legislative auditor’s assessment of the appropriate number of four-year institutions, which I think may be wrong-headed. Plus I’ll flag three interesting news articles about subjects that I think may have a larger impact than people realize.

But alas it’s back to paying work.

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Week after week this year, I have watched Inside Higher Ed‘s list of new stand-alone academic programs include environmental sustainability or some permutation thereof.  According to the Washington Monthly‘s College Guide blog (h/t), at least 100 such programs were established in 2009.

During the process of facilitating the development of West Virginia’s green jobs education and training plan, I had an opportunity to read some very rosy assessments of future green jobs needs.  Those reports (e.g., O*NET) repeatedly emphasized that green jobs were primarily, but not exclusively, going to be found in existing occupations.

As a result of these assessments, the leading national report on green jobs education and training, titled Greener Pathways, had this to say: “More time should be spent embedding green skills training within current curricula, and less energy inventing new programs.”  This admonition caused the West Virginia GREEN-UP Council to propose expending most new green education and training dollars on greening up existing programs and existing workers, not on starting a lot of new sustainability programs.

Is Greener Pathways right?  I think so:

  • To design a green building, you must have basic architectural skills.
  • To build or renovate a building using green products, you must have building and construction trades skills.
  • To install or retrofit an energy efficient HVAC system or maintain a wind turbine, you must have basic electro-mechanical skills.
  • To ensure that a community’s water supply is environmentally safe, you must have basic chemistry and biological testing skills.

While I’m convinced that a green revolution is upon us, I worry that students pursuing these new sustainability degrees will not be able to find jobs upon graduation unless they also have other, more practical skills.

In my opinion, this push to create stand-alone environmental sustainability programs is another example of higher education being out of touch with real world needs, even as it tries to address those needs.

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Uh oh!

The U.S. Commission on Civil Rights announced today that it will subpoena the records of 19 higher education institutions, including Shepherd University, in the Washington, DC area to determine whether those institutions discriminated against female applicants for undergraduate admission in violation of Title IX.  As discussed in a post several months ago, men are becoming a scarcer commodity in higher education, and I’d be surprised if it weren’t the case that at least a few of these institutions have de facto affirmative action programs for men to counterbalance that trend, which would violate Title IX if it can be proven.

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