Architecture of a maturity model for information systems in higher education institutions: multiple case study for dimensions identification

Higher education institutions (HEIs) are complex and dynamic organizations in terms of information management, forcing their information systems to respond to enormous challenges and threats. In order to evaluate the HEIs’ information systems, we propose the development of a maturity model capable of supporting the role of HEI’s managers, as well as accreditation agencies, in the assessment of the maturity of these systems, thus, promoting continuous improvement. In this paper, we present and discuss our proposal for an architecture of the maturity model being developed. This one is based on a two-dimensional architecture composed of vertical and horizontal dimensions. We selected a multi-case study approach, based on five Portuguese HEIs, and reviewed the literature to identify the dimensions. This case study was supported by interviews with experts from the selected HEI. The results of this research work were both encouraging and promising amongst the interviewed experts, revealing a high level of acceptance of the general model architecture, as well as positive expectations about its usefulness in the future. The development of our maturity model is carried out by following a formal methodology specially designed to support the construction of this type of model.info:eu-repo/semantics/publishedVersio

A process mining maturity model: Enabling organizations to assess and improve their process mining activities

Organizations employ process mining to discover, check, or enhance process models based on data from information systems to improve business processes. Even though process mining is increasingly relevant in academia and organizations, achieving process mining excellence and generating business value through its application is elusive. Maturity models can help to manage interdisciplinary teams in their efforts to plan, implement, and manage process mining in organizations. However, while numerous maturity models on business process management (BPM) are available, recent calls for process mining maturity models indicate a gap in the current knowledge base. We systematically design and develop a comprehensive process mining maturity model that consists of five factors comprising 23 elements, which organizations need to develop to apply process mining sustainably and successfully. We contribute to the knowledge base by the exaptation of existing BPM maturity models, and validate our model through its application to a real-world scenario

Towards a Digital Capability Maturity Framework for Tertiary Institutions

Background: The Digital Capability (DC) of an Institution is the extent to which the institution's culture, policies, and infrastructure enable and support digital practices (Killen et al., 2017), and maturity is the continuous improvement of those capabilities. As technology continues to evolve, it is likely to give rise to constant changes in teaching and learning, potentially disrupting Tertiary Education Institutions (TEIs) and making existing organisational models less effective. An institution’s ability to adapt to continuously changing technology depends on the change in culture and leadership decisions within the individual institutions. Change without structure leads to inefficiencies, evident across the Nigerian TEI landscape. These inefficiencies can be attributed mainly to a lack of clarity and agreement on a development structure. Objectives: This research aims to design a structure with a pathway to maturity, to support the continuous improvement of DC in TEIs in Nigeria and consequently improve the success of digital education programmes. Methods: I started by conducting a Systematic Literature Review (SLR) investigating the body of knowledge on DC, its composition, the relationship between its elements and their respective impact on the Maturity of TEIs. Findings from the review led me to investigate further the key roles instrumental in developing Digital Capability Maturity in Tertiary Institutions (DCMiTI). The results of these investigations formed the initial ideas and constructs upon which the proposed structure was built. I then explored a combination of quantitative and qualitative methods to substantiate the initial constructs and gain a deeper understanding of the relationships between elements/sub-elements. Next, I used triangulation as a vehicle to expand the validity of the findings by replicating the methods in a case study of TEIs in Nigeria. Finally, after using the validated constructs and knowledge base to propose a structure based on CMMI concepts, I conducted an expert panel workshop to test the model’s validity. Results: I consolidated the body of knowledge from the SLR into a universal classification of 10 elements, each comprising sub-elements. I also went on to propose a classification for DCMiTI. The elements/sub-elements in the classification indicate the success factors for digital maturity, which were also found to positively impact the ability to design, deploy and sustain digital education. These findings were confirmed in a UK University and triangulated in a case study of Northwest Nigeria. The case study confirmed the literature findings on the status of DCMiTI in Nigeria and provided sufficient evidence to suggest that a maturity structure would be a well-suited solution to supporting DCM in the region. I thus scoped, designed, and populated a domain-specific framework for DCMiTI, configured to support the educational landscape in Northwest Nigeria. Conclusion: The proposed DCMiTI framework enables TEIs to assess their maturity level across the various capability elements and reports on DCM as a whole. It provides guidance on the criteria that must be satisfied to achieve higher levels of digital maturity. The framework received expert validation, as domain experts agreed that the proposed Framework was well applicable to developing DCMiTI and would be a valuable tool to support TEIs in delivering successful digital education. Recommendations were made to engage in further iterations of testing by deploying the proposed framework for use in TEI to confirm the extent of its generalisability and acceptability

Development methodology of a higher education institutions maturity model

Maturity models have been introduced, over the last four decades, as guides and references for Information System (IS) management in organizations from different sectors of activity. In the educational field, maturity models have also been used to deal with the enormous complexity and demand of Educational Information Systems. This article presents a research project that aims to develop a new comprehensive maturity model for the Higher Education Institutions (HEI) area. The HEIMM (Higher Education Institutions Maturity Model) will be developed to help HEI to address the complexity of there IS, as a useful tool for the demanding role of the management of these systems, and institutions as well. The HEIMM will have the peculiarity of congregating a set of key maturity influence factors and respective characteristics, enabling not only the assessment of the global maturity of the HEI IS but also the individual maturity of its different dimensions. In this article, we present the second phase of our project by discussing the methodology for the development of maturity models that will be adopted for the design of the HEIMM and the underlying reasons for its choice.info:eu-repo/semantics/publishedVersio