During the past decade, many colleges and universities have encountered significant challenges regarding information technology. Most institutions are in the process of migrating from centralized mainframe computing systems and analog phone systems to distributed computing and digital phone capabilities. Many institutions are engaged in distance learning activities which offer a variety of courses and even complete degree programs. Furthermore, there have been massive investments in infrastructures to build campus-wide networks.
Typically, institutions have assembled technology infrastructure in stages that have often been determined by the demand for equipment and software to accommodate ever more complex forms of information. A second phenomenon that has affected information technology is the merging of data with other forms of information, namely voice and video. This blending of information has resulted in the reorganization of traditional structures so that groups such as telephone services, academic computing and administrative computing have merged into a single communications unit. Finally, many private and public institutions that lead in innovation and deployment of information technology have developed and implemented institutional strategic plans for information technology that are an integral part of the institutions missions and overall plans. These events have not been the norm at the Rhode Island public institutions.
As this report will document, Rhode Island public institutions of higher education are rapidly falling behind their counterparts. To illustrate this point, basic characteristics of computing systems and telecommunications are compared between institutions; comparisons are also made to recently published national statistics (CAUSE, 1994a). The data clearly indicate that the University of Rhode Island (URI), Rhode Island College (RIC) and the Community College of Rhode Island (CCRI) are situated well back from the cutting edge of technology -- and if the financial resources are not forthcoming, "We will find ourselves relegated to the slow lane of the information highway, at best. Even worse, we might find ourselves stalled on the entrance ramp" (Carothers, 1994a).
Colleges and universities that make significant investments in technology are better able to attract and retain students and faculty. Factors such as investment in network infrastructures, wide access to campus databases, and desktop communications tools can deliver a clear message about where an institution is headed and where it ranks with its peer institutions. On these factors, Rhode Island's public institutions of higher education do not rank very high. Because of the deficient technology base, it is likely that over the next decade the Rhode Island system of public higher education will experience difficulty in recruiting students and faculty.
In recognition of the expanding importance of technology, on May 5, 1994, the Rhode
Island Board of Governors for Higher Education approved the formation of the External
Committee on Telecommunications and Higher Education. The purpose of the committee
was to "address the issues related to the role of higher education in the state's
telecommunications infrastructure."
Our colleges and universities are already immersed in the information age. For the past
decade higher education has experienced a proliferation of personal computers, scientific
workstations and networks that provide new and more efficient ways to do administrative
tasks, carry out research, and enhance instruction. A series of papers on the integration
of technology on campuses (HEIRA, 1992a) indicates that "most institutions report
increasing pressure from various constituencies for access to the power they believe to be
available through the information technologies: instant answers, process shortcuts,
responsiveness to individual needs and cost savings." In short, academia faces a
constantly growing demand for improved telecommunications and networking technologies
to enhance activities within the institution -- that is, for research, instruction and
administration. Additionally, higher education is now facing increased demand for
information technology services from constituencies that are not directly affiliated with an
institution -- schools, museums, private industry, government and the public in general.
As a result of this increasing demand and because of the considerable cost of
telecommunications and network infrastructures, careful planning and the development of
sound policy are critical to the deployment of state-of-the-art technology on our campuses.
This study is primarily a general assessment of the telecommunications and campus
networking within the Rhode Island system of public higher education. The report contains
seven key sections. First, there is a vision statement and a series of assumptions that are
intended to be a starting point for the development of institutional strategic plans for
information technology. Second, the report lists some background information on what
U.S. colleges and universities are doing in terms of telecommunications and networking.
Third, a listing of the current network/telecommunications resources for URI, RIC and CCRI
is presented; comparisons of various characteristics of those resources are made with
state-of-the-art institutions and national trends and averages. Fourth, basic technical
factors are identified that make the networks and computer systems incompatible across
the system of higher education. Fifth, a comparison of special legislative programs that
have provided funds for telecommunications and networking projects in other states and
Rhode Island is presented. Sixth, a series of long-range goals is suggested for the public
system of higher education. Finally, the report lists recommendations to be considered by
the Rhode Island Board of Governors for Higher Education.