ICT Outsource Management

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Chadaporn K. Sanguankaew 2010 1

ICT outsourcing management model

for private school administration

Chadaporn K. Sanguankaew Ed. D.

Bangkok Thailand 2010

Executive Summary

ICT outsourcing management model for private school administration was

the conceptual model that represents a guideline to manage ICT in private school

by using ICT outsourcing unit as a partner. With the quality spiral management

processes that are developing continuously and flexibly, the school can adopt and

adjust the model depending on its own context and needs.

The purposes of this research were: to study the current status of ICToutsourcing management in private schools, to develop an ICT outsourcing

management model for private school administration, and to assess the

developed ICT outsourcing management model for private school administration.

The research was divided into three phases.

The first phase was to study the current status of ICT outsourcing

management in private schools. Five administrators of the private ICT best

practice schools were interviewed. The data collected were analyzed by means of

content analysis. The questionnaire data regarding the ICT outsourcing practices

were collected from school administrators, ICT teacher and ICT responsible units

of the private school in Bangkok and the vicinities.

The second phase was to develop an ICT outsourcing management

model for private school administration. Two school administrators of the private

ICT best practice and Five ICT selected expertise were interviewed.

The third phase was to assess the appropriateness and applicability

of the developed ICT outsourcing management model for private school

administration, the data were collected by focus group discussions with nine ICT

selected key informants: school administrator, ICT responsible units, ICT expertise

and ICT outsourcing.

The findings revealed that every school was aware of the ICT importancefor education and utilizing the mixing method of ICT outsourcing management.

Each school had its own management style depending on its needs and goals

which best suited its contexts. The ICT outsourcing management model for private

school administration consisted of input: ICT resources, i.e. hardware, software,

peopleware and ICT budget; process: a) goals and strategies setting, b) recruiting

and selecting, c) cooperative working, d) revising and reflecting and e) control and

feedback; output: school administration, i.e. academic, budget, human resource

and general management; outcome: satisfactory to needs and goals of students,

teachers and staff, school, community and stakeholders; and feedback: the results

of ICT using in school for work improvement and continuous development.


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The assessment of the appropriateness and the applicability of the

developed ICT outsourcing management model for private school administration

resulted from the focus group discussion and the consensus of the scholars was

that the developed model was useful and practical. This model was a manual

guideline and described activities and steps of using the ICT partnershipoutsourcing.

The information was presented in systematic patterns starting from setting

a goal or the future perspectives of the school, consisted of input, process, output,

outcome, and feedback. (Figure 2) The process presented was a dynamic and

qualitative management for continuous development with graphic effects and

caption which were used to effectively convey the ideas leading to practical

exercise. The steps were in a straightforward, modern and adaptable format so

that it can used as the instruction for ICT outsourcing management, which schools

can adopt or apply in relation to the context, readiness, and requirements that

differed from each school. The instruction could be applied in other institutions and

could be applied in other areas of management. This was acknowledged

as an innovation of educational management. This school management tool

facilitated decision making, and creating awareness to the importance of ICT

outsourcing management, which grasps on the development of technologies that

responded to the needs of society and appropriately corresponded to the second

educational reform.

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Abstract

The purposes of this research were: to study the current status of ICT

outsourcing management in private schools, to develop an ICT outsourcing

management model for private school administration, and to assess thedeveloped ICT outsourcing management model for private school administration.

The research was divided into three phases: the first phase was to study the

current status of ICT outsourcing management in private schools; the second

phase was to develop an ICT outsourcing management model for private school

administration; and the third phase was to assess the appropriateness and

applicability of the developed ICT outsourcing management model for private

school administration.

Key informants of the study were school administrators and some selected

scholars. The research instruments used were interviews, questionnaires, and the

focus group discussion questions. The data were analyzed by using statistical

methods including percentage, mean, standard deviation and content analysis.

The findings were as follows:

1. Every school was aware of the ICT importance for education and utilizing

the mixing method of ICT outsourcing management. Each school had its own

management style depending on its needs and goals which best suited its

contexts.

2.The ICT outsourcing management model for private school administration

consisted of 1) input: ICT resources, i.e. hardware, software, peopleware, and ICT

budget; 2) process: a) goals and strategies setting, b) recruiting and selecting, c)cooperative working, d) revising and reflecting and e) control and feedback; 3)

output: school administration, i.e. academic, budget, human resource and general

management; 4) outcome: satisfactory to needs and goals of students, teachers

and staff, school, community and stakeholders; and 5) feedback: the results of ICT

using in school for work improvement and continuous development.

3. The assessment result of the developed ICT outsourcing management

model for private school administration was verified and was found that the ICT

outsourcing management model for private school administration was useful and

practical.

Keywords: ICT management,

ICT outsourcing management,

ICT management in private school,

ICT outsourcing management in private school

Research Background

The context of globalization in the 21thcentury together with the role of the

Information and Communication Technology (ICT) were driven the change of theknowledge-based economy and society to creative economy. To prepare Thai


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society to meet the changes in global demands, a strategic creative education was

being managed. Consequently, ICT functions as an important tool to strengthen

the competency in the international market by creating the knowledge value-

added and learning with no limitations; likewise, developing the changes grasp on

the globalization in both opportunities and limitations in resources that hadpotential use.

The provisions and educational plans had stated on the rights and

education autonomy. Decentralization and participation in the educational

management, overall quality and standard of education progression relatively. The

change of world economy and society, and the flexibility of private school

administration had significantly influenced on expanding the educational

opportunities and creating the changes in response to the second educational

reform. The changes emphasized the proficiency, learning opportunity,

stakeholders participation, and ICT application for education.

Educational management of the ICT-based management use created a

burden to teachers and staff that were technologically unskilled (Becta, 2008). In

order to solve that problem, therefore ICT outsourcing management for school

administration had accounted as an effective innovation of a globalization ideal in

terms of resource sharing and collaboration to supplement the competitiveness

and while focusing on the core tasks. Dominguez (2006) stated that, to maximize

output a person should be assigned to do the work he has expertise in it. The

collaborative or the partnership management should solve and organizations

predicament problems, while developing, and achieving the same goals and

objectives.Based on present circumstances and alternative approaches in school,

ICT- based management had not been clearly defined. The researcher had

developed an ICT outsourcing management model for private school

administration as guidelines for planning a strategy to mobilize resources to

support participatory, and managing the risks. The school would highly benefit as

it would perceive the remuneration; the school can then intentionally devote on

their exertions, which was developing the education, institution, and students.

Research Questions

1. What is the status of ICT outsourcing management for school

administration in private school?

2. What is the appropriate model of ICT outsourcing management for

private school administration?

3. Is the developed model of ICT outsourcing management for private

school administration appropriate to what extent?


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Research Objectives

1. to study the current status of ICT outsourcing management in private

schools

2.

to

develop an ICT outsourcing management model for private schooladministration

3. to assess the developed ICT outsourcing management model for private

school administration

Conceptual Framework

Private School Administration

ICT Management in School

Outsourcing Management

ICT OutsourcingManagement

for PrivateSchool Administration

Developing Model

ICT Outsourcing Management Model for Private School Administration

ICTresources:hardware,

software,

peopleware

and ICT

budget

ICT

outsourcing

management:

a) goals and

strategies

setting,

b) recruiting

and selecting,

c) cooperative

working,d) revising

and reflecting

e) control and

feedback

school

administration:

academic,

budget, human

resource and

general

management.

satisfactory to

needs and

goals of

students,

teachers and

staff, school,

community

and

stakeholders

the results of

ICT using in

school for

work

improvement

and

continuous

development.

Input Process Output Outcome Feedback

Figure 1. Research Conceptual Framework


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Research Methodology

This was a quantitative and qualitative research with multi-data collection

patterns, which composed of target population, samples, and data.

There were three phases for this research study, they were as follows:

The first phase was to study the current status of ICT outsourcing

management in private schools.

1.1 The current status of ICT outsourcing management for school

administration: the data were collected by interviewing the ICT best practice

private schools from five different resource persons, which were school

administrator and ICT responsible units.

The research instrument was a structured interview, divided into three

parts:

Part 1 the details of the school (1) school backgrounds, (2) interviewee

backgrounds.

Part 2 the issues for interviews (1) the current status of using ICT

outsourcing management for school administration, (2) the benefits of the ICT

outsourcing management for school administration, (3) the limitations of the ICT

outsourcing management for school administration and (4) the support

components in ICT outsourcing management for school administration.

Part 3 the comments or suggestions to develop the ICT outsourcing

management model for private school administration.

Validity of the interview was checked by the dissertation advisor. Thequalitative data were analyzed using content analysis, a content description

analysis was categorized according conceptual framework.

1.2 The current status of ICT outsourcing management for private school

administration: the data were collected by asking private schools in Bangkok and

the vicinities. The total population size was 607 and the sample was 235 (Krejcie

and Morgan, 1970, p.608) by using multi-randomization methods. The resource

persons, were school administrator and ICT responsible unit.

The research instrument was questionnaires, divided into four parts:

1) nineteen questions on details of the informant data and the school

data

2) fifty eight questions on the status of the operations of ICT

outsourcing in the school with four contexts: a) goals and strategies setting, b)

recruiting and selecting,

c) cooperative working, and d) revising and reflecting

3) three questions on the relevant condition of the operations

4) four questions on the suggestions and recommendations

Validity of the questionnaires was checked by index of congruency (IOC)

was performed by five experts to validate the appropriateness of the coverage

issues, which contained IOC between 0.06-1.00 and reliability by tryout with 10private schools at 30 copies analyzed by using an alpha coefficient (Cronbach


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alpha coefficient) which was 0.98. Mail service was used to provide and collect the

questionnaires, the data were analyzed by descriptive statistics: percentage,

mean, standard deviation and content analysis.

The second phase was to develop an ICT outsourcing managementmodel for private school administration.

2.1 Guidelines for ICT outsourcing management for school administration:

the data were collected by interviewing the two ICT best practice private schools

with experiences in managing ICT outsourcing in school. The resource persons

were the school administrator.

The research instrument was a semi-structured interview, and the

questions were in term of: a) goals and strategies setting, b) recruiting and

selecting, c) cooperative working, and d) revising and reflecting

Validity of the interview was checked by the dissertation advisor. The

qualitative data were analyzed by using content analysis and then a content

description analysis was categorized according to conceptual framework.

2.2 To develop an ICT outsourcing management model for private school

administration: the data were collected by interviewing five ICT selected expertise.

The research instrument was a semi-structured interview, and the

questions were in term of: a) goals and strategies setting, b) recruiting and

selecting, c) cooperative working, d) revising and reflecting and e) control and

feedback

Validity of the interview was checked by the dissertation advisor. The

qualitative data were analyzed by using content analysis and then a contentdescription analysis was categorized according to conceptual framework.

The third phase was to assess the appropriateness and applicability

of developed ICT outsourcing management model for private school

administration.

The data were collected by focus group discussions with nine ICT selected

key informant: school administrator, ICT responsible units, ICT expertise and ICT

outsourcing

The research instrument was focus group item: (1) formatting background,

(2) systematic management elements, (3) scope and procedures by element of

format, and (4) conditions to apply format.

Additionally, to verify the tools quality to find in-depth content, a meeting

with the dissertation advisor was to evaluate on the qualitative information by

categorized a content description analysis as the guideline.


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Research Results

1. The current status of ICT outsourcing management in the ICT bestpractice private schools was that every school was aware of the importance of ICTfor education. The ICT outsourcing was a part of the school management because

of the limitations in terms of readiness, ICT teams proficiencies, and the teachersworkload. Moreover, most schools were utilizing the mixing method of ICToutsourcing management. Each school had its own management style dependingon its needs and goals which best suited its contexts, particularly focusing on thestudents, teachers, staff and the school itself.

2. The ICT outsourcing management model for private school administrationwas consisted of: 1) input: ICT resources, i.e. hardware, software, peopleware,and ICT budget. 2) process: ICT outsourcing management a) goals and strategiessetting, b) recruiting and selecting, c) cooperative working, d) revising andreflecting and e) control and feedback 3) output: school administrator, i.e.academic, budget, human resource and general management. 4) Outcome:

satisfactory to needs and goals of students, teachers and staff, community andstakeholders. 5) Feedback: the results of ICT using in school for workimprovement and continuous development. (Details of the model was presentedon page 11)

3. The assessment of the appropriateness and applicability of thedeveloped ICT outsourcing management model for private school administrationwas a flexible application with modern presentation, noncomplex proceduralsystem, and dynamic illustrators, ideas and interests stimulation. The consensusof the scholars was used to verify the developed model.

Conclusion

1. The study found that all schools agreed on the importance of convergencefor educational and ICT outsourcing in the school management due to limitationsof the school readiness, ICT teams proficiencies, and the teachers workloads.Moreover, it indicated that the number of schools using ICT outsourcingmanagement had increased because of the main purpose of private schoolsfocusing on academic, budgets management, human resources management,and general administrative work by the teachers and staff.

The lack of ICT experts forced the private schools to use the expertise ofexternal sources. The use of outsourcing model in private schools was therefore

most welcome. This finding was corresponded to the study of Becta (2008). Thefinding, focused on a Managed Service Approach analysis of the ICT outsourcingmanagement, indicated that all schools had experienced and benefited from usingexternal agencies specialized in ICT. Smith (2007) who worked on BuildingSchools for the Future: the ICT outsourcing route had mentioned that futureschools, if integrated with managed service provider professional in the ICT areawould immensely helped in supporting the work of the school. Frost and Sullivan(2005) who studied Benchmarking of the Smart School Integrated Solution the useof ICT in Ireland and New Zealand through the use of outsources.The idea of using a service provider to focus on core business was correspondedto study of Boonlert Watjatrakul (2008, pp.14-15) who mentioned that the use of

outside information and communications technology was to hire the people or


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external service providers to manage a part or the whole system of ICT resourcesso that the schools administration could effectively focus on the core businesses.

Friedman (2008) and Corbett (2004) stated that the use of outsource as abusiness strategy had become widely popular, which majorly depended on theworld economic situation of the 21st century. The system had allowed organization

to manage and build upon their operations and main activities that create the truevalue-added organization. Dominguez (2006) defined the outsourcing as theagency business strategies with experts from outside performing no variousbusiness processes of the main business of the organization but maintaining theability to compete as well as reinforcing the opportunity to reduce costs, increasingthe quality and productivity. Vatcharapol Sukhotu (2007, pp. 7-11) also definedthe outsourcing as strategies to quickly change the technological advances andbusiness complex to maintain the ability to grow continuously.

2. The finding of this study corresponded with the above propositions due tothe ICT outsourcing management model for private school administration the

scholars verified the system format as appropriate concepts and related tocharacteristics of ICT outsourcing management guidelines such as how tocooperate with the ICT outsourcing unit; and a handbook explaining the activitiesand steps in utilizing the ICT outsourcing its unit; presenting in systematic stepsbeginning from setting goals or targets; it also consisted of vital elements such asinput, process, output, outcome and feedback with the process of qualitativemanaging as dynamic and continued development.

Elements of the ICT outsourcing management model for private schooladministration were:

Figure 2. ICT Outsourcing Management Model for Private School Administration


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1) input: ICT resources, i.e. hardware, software, peopleware, and

ICT budget.

2) process: five aspects ICT outsourcing management:

a) goals and strategies setting: the new school management

performance era necessary to the participation of the stakeholders. Setting schoolfor the future could be done through ICT strategies, visions, missions, goals and

implementation and the decision to choose the ICT management for the school,

either through self-management or outsourcing management. The Scholars

recognized that outsourcing ICT was an alternative management method for the

school.

b) recruiting and selecting: the school decided to outsource

the ICT with scholars agreement, through their recommendations, also through

valid references, and the examination of various outsourcing agencies. The

schools administrators then discussed and selected an ICT agency through the

process of selection and ethical. The experts would clarify the existence of

confidentiality between the school and the outsourcing agency and then

agreement was drown out.

c) cooperative working: the school had a representative from

the operating level committee working with the outsourcing agency for controlling,

auditing, sharing experiences, and developing the work as partners to monitor the

quality. Also, the team would make plan, operate, evaluate, and update

collaborative development of work oriented products and network collaboration

which had a significant relation to the interviews with the schools administrator

and scholars.

d) revising and reflecting: a school committee revised the re-

evaluated operations. There may be a need to prepare the school for ending

contract after having revised the operation of the contracted company. The

committee then needed to reflect the results in cooperative working with the

outsourcing agency to allow for

re-thinking and changing of policy and technology to best suit the school and the

system. This step needed to be processed again carefully, and managing the risks

that may occur.

e) control and feedback: a critical step of the process was toappoint and delegate teachers and staff to work with the outsourcer. The

exchange of information was consistently monitored to ensure the services of

outsourcing conformed to the agreement between the school ant the agency.

3) output: the ICT system within the school administration in term of

academic, budget, human resource and general management.

4) outcome of the use of ICT in school: satisfactory to needs and

goals of students, teachers and staff, school, community and stakeholders.

5) feedback: the data providing feedback from ICT in school which

was used for work improvement and continuous development. The school


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community and its participation reflected upon input, process, output and outcome

to improve in the ICT operations.

3. The assessment of the appropriateness and the applicability of the

developed ICT outsourcing management model for private school administrationresulted from the focus group discussion and the consensus of the scholars found

that the developed model was useful and practical. This model was a manual

guideline and described activities and steps of using the ICT partnership

outsourcing.

The information was presented in systematic patterns starting from the

setting a goal or the future perspectives of the school, consisted of input, process,

output, outcome, and feedback. (Figure 2) The process presented was a dynamic

qualitative management for continuous development with graphic effects and

caption which were used to effectively convey the ideas leading to practical

exercise. The steps were in a straightforward, modern and adaptable format so

that it can used as the instruction for ICT outsourcing management, which school

can adopt or apply in relation to the context, readiness, and requirements that

differed from each school.

The instruction could be applied in other institutions and could be applied in

other areas of management. This was acknowledged as an innovation of

educational management. This school management tool facilitated decision

making, and creating awareness to the importance of ICT outsourcing

management, which grasps on the development of technologies that responded to

the needs of society and appropriately corresponded to the second educational

reform.

Recommendation

Strategic Policy:

1. There should be an effective communication system to clarify the policy

level and to create a good attitude and understanding that illustrate the importance

of ICT outsourcing management working with the school together as partners in

the implementation.2. There should be a third party responsible for defining the standards,

monitoring, and controlling the middle person in negotiation to create the

confidence for the school and the ICT outsourcing agency.

Application:

1. School administration should be aware of the importance of ICT

outsourcing management and involved participation of all parties within the

partnership.


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2. There should be more supportive inference on the ICT human resources

outsourcing, as sustainable development was to promote on the human

resources.

3. The study on the application of ICT outsourcing management must be

closely reviewed so that the school administration could better regulate thesystem.

Further research study:

1. Study of the strategies of ICT partnership outsourcing management for

school administration.

2. Study of the ICT outsourcing management model for ICT human

resources.

3. Study of the results of the ICT outsourcing management model for

private school administration from this research.

Reference

Boonlert Watjatrakul. (2008). IT Strategic Outsourcing. Bangkok: Se-Education.

Vatcharapol Sukhotu. (2007). Outsource: the managers step-by-step guide to

outsourcing. Bangkok: E.I. Square.

Becta. (2008). A Managed Service Approach. http://schools.becta.org.uk.

(15 January 2009).

Corbett F.M. (2004). The Outsourcing Revolution: why it makes sense andhow to do it right. Chicago:Dearborn. http://outsourcingprofessional.org.

(20 October 2008).

Dominguez R. L. (2006).The Managers Step-by-Step Guide to Outsourcing.

New York: McGraw-Hill.

Friedman L.T. (2007). The World is Flat 3.0: A Brief History of the Twenty-first

Century. http://www.thomaslfriedman.com. (19 February 2009).

Frost, S. and Sullivan, P. (2005). Benchmarking of the Smart School Integrated

Solution. http://www.mscmalaysia.my. (19 June 2009)

Smith, S. (2007). Building Schools for the Future: the ICT outsourcing route.

School Financial Management October 2007.

http://www.teachingexpertise.com. (19 February 2009)

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