3.1.5. Finding out what really happens

There are a variety of ways of finding out the above information, but it is worth noting now that part of the fact finding will invariably involve carrying out audits and mapping exercises. For example you might do audits of the functions and processes in different departments and then a mapping exercise of where they connect or overlap and identify potential gaps and how this information relates to the proposed MLE project. Audits might also focus on providing an outline of existing organisational structures and the mapping of existing practices. A major difficulty with this is making the tacit explicit, as much of the information resides with individuals rather than being formally recorded. To take the example of the lifecycle of the student recruitment: people involved in the activity will have multiple and overlapping roles and functions, processes will be carried out in different ways under different circumstances, the process is unlikely to be clear cut or linear, and is likely to include redundant and repetitive actions. Finally much of the knowledge and understanding of the process will be in the minds of those involved in the process, not recorded in any way. This will be drawn on almost intuitively with decisions being made based on past experience and local understanding.

This approach is supported by Banff & Buchan College who recognised that there is an need to review business processes and communication across the whole organisation.

The Process Review infoKit can help you with process mapping and analysis.

N.B. A number of resources are provided to help with some of the above activities and are available in the resources section.

3.1.6. Checklist for this section

PESTLE and SWOT analyses are useful tools here.

External environment and current drivers

Carry out a PESTLE analysis of the external context.

Questions to consider include:

• What are the current influences and external drivers which might impact on your organisation in relation to your MLE development?

• What current funding initiatives (for example funding calls such as the NLE, JISC or ESRC) could you apply for to supplement your activities?

• What are the current policy drivers and government priorities which might be of relevance (how will the new accessibility law for example impact on planned MLE developments)?

• What are the relevant internal drivers (impact of an institutional e-learning strategy for example)?

• What related developments from elsewhere could you draw on?

Institutional context

The SWOT analysis could be done at institutional, faculty and/or department level as relevant.

Questions to consider might be:

• Which strategy documents are relevant to the MLE development - do you have copies of these?

• What funding opportunities exist for you to bid to within your organisation?

• What other relevant developments are taking place in your institution (eg new Student Record System, finance system etc)?

• Are there any related department initiatives - portal or gateway developments which should be considered, incorporated or aligned?

• What are the current administrative issues and problematic processes which might be addressed as part of the MLE development? (Note the section 'Why might you want an MLE?' asked you to implicitly think about the intended outcomes and benefits of your MLE development)

Follow this link for key resources for this section (these open in a new window)

Follow this link for more resources for this section (these open in a new window)