Conclusiones del análisis externo

It is in accordance with ITIL recommendations to start out small with a few processes when ITIL is introduced in an organization, and we propose that educational institutions start with the SS processes. To make such an introduction we have to introduce various changes in the organization and since ITIL is large and complicated the researcher should acquire relevant competence and skills, and be involved in the implementation process. Therefore we propose to use the five principles of canonical action research (Davison, Martinsons & Kock 2004) as a research method and a guide for such a project. Action research is a growing post-positivist social scientific research method that is ideally suited to the study of technology in its human context (Baskerville & Wood- Harper 1996). “Action research embodies a strategy for studying change in organizations. This strategy involves the formulation of a theory, intervention and action-taking in order to introduce change into the study subject, and analysis of the ensuing change behavior of the study subject” (Baskerville & Pries-Heje 1999, p.1). The cyclical process of action research (Susman & Evered 1978) is in many ways similar with the quality improvement cycle of W. Edwards Deming. The Deming Cycle is generally used in connection with ITIL process improvements and particularly in connection to CSI (Taylor, Case & Spalding 2007). Thus, we believe that research on ITIL implementations, using action research, is consistent with the recommendations and “best practices” from the ITIL framework itself.

6. Conclusion

In this study, we have checked whether ODL can be offered as a portfolio of services, and whether this service production can be based on ITIL processes. Available literature concerning ODL shows that additional services are important for a comprehensive and sustainable ODL program. However, we find few examples that have exploited the ITIL framework in connection with ODL. Therefore we suggest that this is tested on a small scale and in this context we propose to start the implementation of a Service Strategy. Since this will involve various organizational changes we propose to use the action research method, and the researcher in an active role. If the institution is successful with this, we will probably move forward to implement ITIL more fully and consistently in the next turn. We believe that such a strategic approach will help the educational institutions in the following ways:

x Educational institutions will be better prepared to offer higher education provision that is in line with the needs of companies and students.

x Educational institutions will be able to offer a flexible delivery method that is adapted to the market need as they will be prepared for online services. Lectures, content distribution, training schemes, tutoring, exams and student administration must be considered in relation to online availability.

If the educational institutions introduce ITIL on a broader basis, they will probably also gain some advantages in relation to customers and the market. Companies sometimes want training packages that cuts across the traditional structures the educational institutions offer. Educational institutions will probably be better prepared to use learning objects from different courses or disciplines, when they do the learning design, if ITIL processes like Service Asset & Configuration Management, Service Knowledge Management, Service Catalogue Management and Change Management are implemented. In this context, it is also important to perform valuation of the individual course elements, and to implement a revenue model that is appropriate. Service valuation and Financial Management is part of the SS, and we believe it is easier to implement such component based learning design concepts, on a broader basis, if it is part of the overall strategy.

Companies however, will in some cases prefer training packages with a content that does not exist in the existing programs of study. Educational institutions or relevant partners will probably be better prepared to develop new and specially designed training packages for companies if ITIL processes from the SD lifecycle are implemented. In this context, the learning design methods and processes should be adapted to the overall strategy and integrated with the SD processes.

Focus on quality and improvements is central to any organization, and this work would have been systematized beneficially if we introduce processes for service analysis, service reporting, and service improvement, in accordance with the CSI lifecycle of ITIL version 3.

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