Beruflich Dokumente
Kultur Dokumente
Facilitating Conversations
A plan such as this is best understood within the context of the leadership style and approach to community engagement undertaken by those IT leaders who are directing the implementation of the plan.
Timothy M. Chester, VPIT UGA
August 1, 2012
ne of the things that I will be grateful for throughout my tenure as the Vice President for Information Technology at the University of Georgia is the work of dozens of students, faculty, and staff during the 20102011 IT master planning process that resulted in this Long-term Information Technology Master Plan. I am especially grateful to my predecessor, Dr. Barbara A. White, for her tireless leadership throughout this process. I have reviewed the fruits of these efforts and I do not believe you will find a better plan for Information Technology at any institution of higher education. Throughout my tenure at the University of Georgia, my job will be to lead the efforts to operationalize the principles, goals, and aspirations of this plan and to turn them into an agenda for action for organizations across the University of Georgia; and then to regularly convene conversations that assess the effectiveness of those programs and update them when appropriate. The plan that follows provides a strong foundation for advancing the effective delivery and use of Information Technology at the University of Georgia for years to come. A plan such as this is best understood within the context of the leadership style and approach to community engagement undertaken by those IT leaders who are directing the implementation of the plan. It is customary that this context be communicated in an introductory letter such as this one. I recently was asked to write an opinion piece on the subject of IT leadership and governance in higher education. That piece, I believe, articulates my approach to IT leadership, and the style in which I (and those organizations reporting to me) shall engage the community as we work together towards the goals articulated in this plan. Therefore, I have included it here as an introduction.
Thanks to social networking tools such as Facebook, Twitter, and Wikipedia... individuals today are constantly connected to one another and can
Most of our IT organizations began as traditional computing centers, with services available on demand for a price. With the advent of the internet, network- and information-security concerns came to the fore, prompting us to centralize parts of the IT environment as a way to preserve order and protect critical resources. Two severe recessions in the past decade led us to centralize services in a bid to increase efficiency and reduce costs. While fully compatible with the needs of a one-to-many world, our continued emphasis on centralization led Walt Mossberg, technology columnist for the Wall Street Journal, to proclaim in 2007 that the central IT organization in higher education was the most regressive and poisonous force in technology today.
If you find yourself missing out on important conversations about the effective use of IT, its probably because you are seen more as a barrier to innovation than a supporter.
Central to a master planning process is a clear understanding of the institutional drivers, strategic priorities, and culture of the environment in which these entities will operate.
(cont.)
In a many-to-many world, efficiency and innovation no longer correlate to centralized authority and control. Today, we need to think less about being the sole drivers of innovation on campus and focus instead on creating an environment that facilitates the innovation of others. Where we can support students and faculty in the rapid adoption of consumer technologies and cloudbased services, we should do soeven when these services conflict with our own offerings. A paring of services in our IT portfolios is in order, and correlates strongly with our need to reduce complexity and cost. The only areas that should be immune are our central administrative systems and network infrastructure, where the need for enhanced connectivity and collaboration, better analytics and the protection of sensitive information predominate. As we transition from service providers to service enablers, we also need to rethink the notion of leadership. It was only about 15 years ago that computing service directors became CIOs and vice presidents, as campus leaders recognized the need for strategic leadership in IT. In todays many-to-many world, leadership becomes less about making decisions and controlling access to scarce resources and much more about credibly convening important conversations about the effective use of technology on campus. This is an often-overlooked change. Every institution has thought leaders who engage others about the transformative potential of technology, but these thought leaders are not exclusively CIOs. In fact, ITs traditional notions of authority and control often lead others to exclude the organization from these conversations until the last possible minute, for fear that it will make innovation more difficult. If you find yourself missing out on important conversations about the effective use of IT, its probably because you are seen more as a barrier to innovation than a supporter. This brings me to my final point: The most important word in the phrase credibly convening important conversations is credibly. In the one-to-many world, credibility was based on reporting lines and formal policy. In a many-to-many world, credibility is created and maintained, not in sweeping fashion, but through constant interactions, each and every time the IT organization engages end users or delivers services. How our campus constituents perceive the strength, quality, and reliability of our servicesand our commitment to do what we say we will dohas never been more important. All of us know administrators on campus with well-deserved reputations for running organizations that deliver inferior services who never shy away from telling us how to run our own organizations. Dont be that person. In a many-to-many world, if you find yourself faced with resistance to key initiatives, realize that it is probably tied to your credibilityor lack thereofon campus. If, as CIOs, we are truly to transform ourselves into on-campus facilitators, we can succeed only if we, too, bring something to the table: solid reputations for quality and for doing exactly what we say we will do. From Campus Technology Magazine, May 2012 4
Introduction
his Long-term UGA Information Technology Master Plan is based on the premise that only through regular processes of assessment, planning, and community engagement can the University most effectively align, invest, manage, and sustain strategic IT assets across the entire University. The aspirations embodied in this document are the outcome of such a process that occurred from 20102011; and these aspirations shall be regularly assessed, revised, and updated on an annual basis moving forward. This Long-term UGA Information Technology Master Plan is based on several key assumptions that reflect both best practices and research on the key drivers that correlate highly with the effective delivery and use of technology resources within a large, complex, decentralized public university such as the University of Georgia. Studies such as those by the EDUCAUSE Center for Applied Research (ECAR) reflect the need for clear articulation and embodiment of these assumptions in leadership, planning, and day-to-day operations, both at the central level of the University as well as the decentralized units that are on the front lines supporting students, faculty, and staff with the use of technology resources. These assumptions are: That decision-making processes regarding strategic technology resources reflect and are aligned with the governance structures and culture common to the institution at large. This includes executive decision teams such as the Presidents Cabinet and the University Council, chartered decision-making teams whose authority is based on either policy or on formal delegations of authority, and standing or ad hoc established advisory boards, councils, and other groups. That a role, scope, and level of authority is recognized for the institutions Vice President for Information Technology as the individual designated as accountable for leadership and communication of institutions enterprise IT environment, strategic visioning, policy and planning. That technology strategy, plans, and operations are aligned with the institutions strategic mission, standards, policies, goals, and priorities. That communication is consistently based on collaboration, engagement, and transparency at all levels of the University. That accommodation is made for acceptable levels of tolerance for risk and failure, particularly when it comes to initiatives that are focused on innovation or that involve changes to established practices. Central to a master planning process is a clear understanding of the institutional drivers, strategic priorities, and culture of the environment in which these entities will operate. At the University of Georgia, this is embodied in the mission and strategic vision of the University. The Mission Statement of the University of Georgia begins as follows: The University of Georgia, a land-grant and sea-grant university with statewide commitments and responsibilities, is the states oldest, most comprehensive, and most diversified institution of higher education. Its motto, to teach, to serve, and to inquire into the nature of things, reflects the Universitys integral and unique role in the conservation and enhancement of the states and nations intellectual, cultural, and environmental heritage.
The Strategic Vision and Direction for the University of Georgia, as outlined in the University 2020 Strategic Plan, begins as follows: The students, faculty, and staff of the University of Georgia will build and strengthen the university in the next decade to serve Georgia and Georgians in new, exciting, and vitally important wayswhile maintaining the traditional strengths and strong, student-centered values of the university. The aspirations embodied in the Long-term UGA Information Technology Master Plan as aligned with the seven strategic directions flowing from the University 2020 Strategic Plan. 1 Building on Excellence in Undergraduate Education 2 Enhancing Graduate and Professional Programs 3 Investing in Proven and Emerging Areas of Research Excellence 4 Serving the Citizens of the State of Georgia and Beyond 5 Improving Faculty Recognition, Retention, and Development 6 Improving and Maintaining Facilities and Infrastructure 7 Improving Stewardship of Natural Resources and Advancing Campus Sustainability
Strategic Direction 1: Information Technology Leadership. In keeping with the innovative spirit of the University of
Georgia, and reflective of the institutions governance and leadership structures, technology should be an enabler that assists the University in achieving its strategic goals and priorities in an innovative, efficient, and effective manner that preserves the transparency and engagement of the extended University community.
Strategic Direction 2: Academic and Instructional Computing. Because teaching, learning, and research are
inseparable from the effective delivery and use of information technology, support for these activities must be at the heart of the information technology strategy and mission.
Strategic Direction 3: Administrative Information Systems. The University of Georgia will provide centrally
coordinated data access, work flows, and business processes that enable core, dependent, and independent administrative systems to support the mission, priorities, and decision-making of the University in a secure, modern, cost-effective, user-friendly, and sustainable manner.
a research-computing environment that provides the necessary infrastructure to create the context for innovation within the research community.
Strategic Direction 4: Research and High Performance Computing. The University will provide, support, and maintain
Strategic Direction 5: Information Security and Risk Management. A University-wide information security program
engenders a culture of responsible stewardship of personal and sensitive information and ensures appropriate management of risk to the Universitys information and technology assets.
services are delivered at the least risk and cost, while assuring the highest availability and quality.
Strategic Direction 6: Alignment, Standardization, and Consolidation of Services. Core information technology
Strategic Direction 7: Facilities. The University aspires to be recognized as a leader in maximizing the efficient and effective use of space while meeting the requirements for a secure and integrated IT environment that fosters an open, collaborative, and unifying learning and research culture. Strategic Direction 8: Financial Planning and Fiscal Management. Leadership in information technology for
students, faculty, and staff will be sustained through continued maintenance and advancement of information technology infrastructure and services that are supported with sound fiscal planning and sustainable resource allocations.
technology fee will support programs and context necessary to support the highest levels of innovation and creativity for the direct benefit of students and their overall educational experience.
Strategic Direction 9: Student Technology Fee Investment and Management. The Universitys student
Strategic Direction 10: Information Technology Workforce Management and Succession Planning.
The University of Georgia will attract, hire, and develop a competent and innovative information technology workforce to maintain, adapt, and implement technologies and systems in support of the mission and strategic priorities of teaching, research, and public service and outreach.
The concept of master planning is about imagining the future while understanding the past. It depends on a clear articulation of strategic organizational leadership, prioritysetting, and appropriate resourcing of those priorities.
Technology should be an enabler that assists the University in achieving its strategic goals and priorities.
ollaborative information technology decision-making is necessary in setting enterprise-level direction and in establishing standards and policy, best practices, and procedures to ensure that the organizations strategic goals and priorities are met, and should be aligned with the existing culture and decision-making structures present in the institution.
Vision
In keeping with the innovative spirit of the University of Georgia, and reflective of the institutions governance and leadership structures, technology should be an enabler that assists the University in achieving its strategic goals and priorities in an innovative, efficient and effective manner that preserves the transparency and engagement of the extended University community.
1. Information Technology is a strategic asset that is fundamental to the Universitys ability to accomplish its mission and goals. It enables access to the knowledge base and resources of the institution through effective and efficient use of limited resources, in concert with the existing governance structures of the institution. a) Evaluate University vision, mission, drivers, and strategic priorities in order to identify parameters critical to the effective delivery and use of it services while recognizing a central and decentralized environment, culture, and adaptability to change management by the University community. b) Identify criteria for the selection and investment of technologies as the Universitys strategic priorities change while recognizing that these technologies are a strategic asset of the institution and must be recognized and supported as critical, ongoing investments of the institution. 8
2. Collaboration, transparency, and engagement among and between the broader campus communities are fundamental to successful change management and decision-making inherent in enterprise-level, technology-driven environments and services based on carefully designed and maintained processes, procedures, and communications strategies. a) Define and implement improved processes focused on long-term planning, funding, management, sustainability, and support of information technology as a strategic asset recognizing the dependency by the University on IT in support of the strategic priorities of the institution. 3. Information Technology planning, management, implementation, and accountability must be guided by a clear set of policies, procedures, standards, and best practices that promote an environment that supports innovation, is efficient and effective, and minimizes risk. a) Establish a strategy for community engagement that focuses on regular campus-wide communications and sharing of information using a variety of delivery strategies available to the University community. 4. Transparent coordination of project planning, selection, implementation, and utilization is essential for engaging stakeholders in the effective management of services, decisionmaking, and standards and policy development at enterprise and college/division levels. a) Develop implementation procedures, standards, policies, and procedures for capacity planning and long-term investment, and provision of performance metrics resulting in greater efficiency in use of IT resources. b) Develop transparent project management and communication processes to assure trust, collaboration, cooperation, and engagement of the broader University campus community. 5. Selection and investment of resources in support of enterprise-level IT initiatives and projects will evolve as the Universitys strategic priorities change, new technologies emerge, and requirements are identified by the user community. 6. Establish an R&D component to facilitate fundraising and development in support of the exploration of new technologies, systems, applications, and services in concert with the changing strategic priorities.
ust as writing was, for centuries, the technology that enabled the transmission of education, so digital technology now grounds access to the expression, storage, and transmission of learning. Letters, as well as numbers, images, sounds, video, and other data, are conveyed as electronic bits, and contemporary literacy entails a combination of abilities to manipulate these bits competently. Academic and Instructional Computing at UGA recognizes the myriad efforts that, at every level, permeate the Universitys instructional mission with the benefits of digital technologyfrom enhanced synchronous and asynchronous communication to data visualization and highdefinition classroom projection; from lecture-capture to virtual classrooms/laboratories and virtual office hours; from student response systems to the eLearning Commons; and from a shared composition and portfolio environment to electronic books, open content, and beyond.
No matter their location, faculty, staff, and students need access to contemporary technology.
Vision
Because teaching, learning, and research are inseparable from the effective delivery and use of information technology, support for these activities must be at the heart of the information technology strategy and mission.
5. The strategic development of distance education must include a focus on the use and support of necessary technologies. a) Establish processes for identifying, testing, funding, and implementing the most appropriate technologies for distance programs. 6. University students on campus, across Georgia, and across the globe have a critical need for the institutional development of distance and hybrid education opportunities. a) Establish processes for planning, developing, implementing, and supporting new and enhanced distance learning technologies. b) Increase support for faculty development in distance education. c) Increase support for students enrolled in distance education programs. 7. The institution is not enough; faculty must actively engage the use of instructional technologies in support of the Universitys mission. a) Increased opportunities to engage faculty in identifying, testing, and implementing new uses of technology. 8. The 21st Century requires advanced integrative programs, such as curriculum mapping, to support interdisciplinary learning, education tracking, accreditation, and research. a) Reports on advanced integrative programs from the Committee on Academic and Instructional Technologies (CAIT).
Information systems in higher education can be divided into two categories: Academic Systems and Administrative Systems.
n Information System is a combination of people, hardware, software, network, and data resources that process (store, retrieve, transform, report, or analyze) data and information for a specific purpose. Information systems in higher education can be divided into two categories: Academic Systems and Administrative Systems. Academic Systems directly support the instruction, research, and public service and outreach activities of the University. Administrative Systems provide the integration of business processes and information technology to accomplish specific university business services and operational objectives including business practices and processes that guide the decision-making in the academy. ECAR (EDUCAUSE Center for Applied Research) findings (Vol. 4, 2002) suggest that these systems and processes determine how institutional resources are allocated: faculty and staff interact with an institutions core business activities, student needs for information and services are addressed, and decision-makers interact with information to formulate policies.
11
Vision
The University of Georgia will provide centrally coordinated data access, work flows, and business processes that enable core, dependent, and independent administrative systems to support the mission, priorities, and decision-making of the University in a secure, modern, cost-effective, user-friendly, and sustainable manner.
3. Financial and human resources must be planned for and provided to implement, maintain, and sustain administrative systems. a) Planning for administrative systems must be a structured process including submission of concept proposal and business case based on standard format and required elements to address systems that meet the Administrative System definition. 4. Campus-wide coordination and oversight is required to evaluate, prioritize, and authorize administrative systems. a) University-wide administrative system processes must be established to: evaluate, prioritize, authorize, and continually assess administrative systems; and b) resources and tools must be established that allow for the evaluation of existing systems and identification of process improvements.
12
The application of computational tools across all disciplines of research and scholarship requires access to local as well as distributed computing infrastructure.
he exponential speed with which data are generated, processed, stored, exchanged, and analyzed has resulted in a qualitative change in how research institutions produce and manage knowledge. As a result, cyberinfrastucture now includes grids of computational centers; comprehensive libraries of digital objects; multidisciplinary, well-curated collections of scientific data; thousands of on-line instruments and vast sensor arrays; and convenient software toolkits for resource discovery, modeling, and interactive visualization. Research computing has expanded to include collaboration with physically distributed teams of people using campus-specific, regional, national, and international resources. Although funding agencies expect institutions to provide significant core cyberinfrastructure for their research communities, the boundaries of any single institutions research computing and high performance infrastructure have expanded to include regional, national, and international as well as campus-specific resources. The application of computational tools across all disciplines of research and scholarship requires access to local as well as distributed computing infrastructure.
Vision
The University will provide, support, and maintain a research-computing environment that provides the necessary infrastructure to create the context for innovation within the research community.
13
2. Support for intra-state growth and collaboration via state, regional, and national agencies, consortia, and cooperators such as the Georgia Research Alliance, SURAgrid (Southern University Research Association), and Georgia Cyberinfrastructure Alliance is critical. a) Researchers need access to, and support from, IT professionals who are familiar with research computing, High Performance Computing, storage and information lifecycle management; emphasis needs to be placed on increasing the number of professionals with the requisite knowledge. 3. Institutional support in providing the requisite cyberinfrastructure to support cutting-edge research, innovation, creativity, and entrepreneurial efforts is essential in enabling institution to be competitive for research funding. a) Research computing requirements are necessary for the hard and the social sciences. As such, there is a need to: 1) Expand the applicability of research computing to all research disciplines through education and development requiring review of IT needs across disciplines (particularly the new medical school, public health, and proposed engineering programs) in order to capture disciplines we are currently missing; 2) Eliminate barriers to collaborative and interdisciplinary research by providing an environment for shared data; 3) Provide a mechanism for education and communication among users regarding best practices in data management and high performance computing; and 4) Develop a culture in which support for cyberinfrastructure is included on extramural funding proposals.
Planning for continuity of operations during unforeseen loss or catastrophic events and for returning to normal conditions after disruptions is a part of the Universitys enterprise-level approach to security and risk management.
14
he University of Georgias strategy for information security and risk management is to establish a comprehensive program that ensures the appropriate management and mitigation of information security and privacy risks, compliance with state and federal requirements, and assurance of service availability. The comprehensive program approach encompasses standards, policies, and best practices for information security within the University; the provisioning of awareness and/or educational programs; and the monitoring and reporting of performance against security and risk management criteria. In addition, planning for continuity of operations during unforeseen loss or catastrophic events and for returning to normal conditions after disruptions is a part of the Universitys enterprise-level approach to security and risk management.
Vision
A University-wide information security program engenders a culture of responsible stewardship of personal and sensitive information and ensures appropriate management of risk to the Universitys information and technology assets.
15
uestions of how IT services and automated business solutions can be provided via organizational alignment, standardization, service consolidation, and/or shared service modes of delivery are increasingly becoming topics of conversation by higher education leadership. Drivers include the ability to plan and achieve general cost containment, to avoid resource duplication, and to assure effective scalable technology, infrastructure, and data management. In terms of standardization, provision of IT services becomes more complex, difficult, and expensive when based on a platform of heterogeneous devices that also add to the effort of managing expectations, changes, integration, upgrades, and business continuity. By planning and applying policies that reflect IT standardization, the infrastructure can be simplified and significant advantages in cost, service quality, and agility gained. Examples to consider include: datacenter hosting; web hosting; file and print service; database architecture and management services; helpdesk; and network support. Moving toward service consolidation and/or centralization, or in some cases a shared service optimization model, reflects a progression involving many variables that depend on the political climate, type of service, types of organizations and/or units that are in place, etc. The institution will need to evaluate several variables, including the scale of the user community consuming a particular service (i.e., infrastructure and/or system co-location, system or application hosting, and/or purchased services).
Vision
Core information technology services are delivered at the least risk and cost, while assuring the highest availability and quality.
16
Components include:
acilities and space utilization supporting the information technology infrastructure and services across the University, residential, statewide and globally, are complex, distributed, and variable. The plan for the design, sustainability, and upgrades for IT facilities and space management is characterized by the physical and logical requirements for space resources and utilization, while also providing requirements for use in University facilities planning.
Campus/Distributed Data Centers Infrastructure/Physical Environment Decentralized, Distributed Server Rooms Remote Technology Staffing Technology/Support Staff Workspace Academic Classroom Facilities/Technology Management
Vision
The University aspires to be recognized as a leader in maximizing the efficient and effective use of space while meeting the requirements for a secure and integrated IT environment that fosters an open, collaborative, and unifying learning and research culture.
By planning and applying policies that reflect IT standardization, the infrastructure can be simplified and significant advantages in cost, service quality, and agility gained.
17
he University of Georgia continues to provide its faculty, staff, and students with contemporary information technology tools for teaching and learning, research, public service, university business, and creative activity through its annual budgeting and fiscal planning processes. Although successful in providing reliable access to essential tools and connectivity through multiple revenue streams, the higher education IT community continues to be challenged in forging relationships with hardware vendors, in sustaining broad software licensing agreements, and in leveraging networks, support, and personnel. Examples of proactive efforts include: institutional incentives for cost-effective consolidated services, provision of up-front capital requirements needed to deliver long-term cost savings/risk reductions, and implementation of industry standards and best practices.
Vision
Leadership in information technology for students, faculty, and staff will be sustained through continued maintenance and advancement of information technology infrastructure and services that are supported with sound fiscal planning and sustainable resource allocations.
a) Conduct a thorough analysis of university IT spending and associated funding sources to develop a plan for consolidation and redistribution of IT service delivery as guided by industry standards. 5. Diverse enterprise revenue-funding models and non-traditional funding sources (i.e., other than state allocations) are critical components incorporated into the overall financing strategy. a) Explore non-traditional funding sources and strategies (e.g., mandatory Student Technology Fee; university indirect costs for research computing; debt financing; vendor financing; University System of Georgia special projects funding; corporate/vendor partnerships; regional partners/ SURA, Georgia Research Alliance; UGARF (University of Georgia Research Foundation); private donations/fundraising; etc.) in order to leverage funding sources and deliverables. 6. Sustainable and ongoing funding is essential in the annual budgeting process for both the safety net of unplanned emergencies and the futuring of IT, in order to protect the University and forecast the higher education IT curve. a) For contingency funding and Research & Development expenses, comparative industry standard percentage of IT dollars will need to be included as part of the annual central computing organization budget allocation. b) Develop fiscal strategy that is central to long-term strategic IT assets, while recognizing that fiscal planning is needed for sustainable funding for enterprise-level disaster recovery, and business continuity measures, as guided by industry-standard physical redundancy. c) Develop timely procurement, flexible financing, and diverse mechanisms that build reserves (depreciation) across fiscal years to effectively implement IT financial requirements that recognize the enterprise and inherent strategic IT assets.
upport for the UGA Technology Fee has increased dramatically since FY00, primarily due to changes in: a) innovative technology use in support of Teaching and Learning; b) state-of-theart student access to technology; and c) providing assistance to students to enable computer literacy. In order to support the University of Georgia student body, both residential and nonresidential, the more than $8.5M in Technology Fee expenditures in FY11 is fundamental to the delivery of IT at UGA. Core IT infrastructure and services are funded by the mandatory technology fee for both the consolidated and distributed units at the University. In addition to the core infrastructure, systems, and services, next-generation student services also rely, and will continue to rely, on the use of the technology fee. The need for the continuance of this mandatory fee will not diminish in the future. In fact, requirements to support technology use in the teaching and learning environment are projected to grow. In a 21st century learning environment, at a higher education, researchextensive institution, the use of technology is critical. Without the student-supported investment derived from the technology fee, the student learning experience will be hindered.
20
Vision
The Universitys student technology fee will support programs and context necessary to support the highest levels of innovation and creativity for the direct benefit of students and their overall educational experience.
A multi-level, broadly represented advisory process, which includes student and faculty representatives at each and every level, is essential in the comprehensive and enterpriselevel distribution of student fees.
21
s critical core systems continue to age at the University of Georgia (UGA), it becomes a challenge to identify, recruit, and hire experienced people from the marketplace who are skilled and sufficiently knowledgeable to maintain and adapt technology as required to meet the mission of the University and support the business and administrative systems. Because of the first-hand knowledge that is often unique to these aging systems, it may not be practical or possible to hire internal or external people who can effectively maintain and/ or adapt these systems on a short-term need. An effective succession management strategy for critical and core systems and infrastructure will overcome four risks: vacancy risk in critical positions, readiness risk among designated successors, transition risk as new leaders and critical staff move into roles, and portfolio risk, to avoid poor deployment of leaders and staff across critical and core systems and infrastructure in the organization.
Planning
It is imperative, therefore, that UGA establish a succession management strategy to ensure that these systems are fully supported until they can be systematically replaced with modern, web-based systems and state-of-the-art technologies. As part of this succession management strategy, hiring external replacements within a more competitive market-driven, just-in-time process will be essential.
Vision
The University of Georgia will attract, hire, and develop a competent and innovative information technology workforce to maintain, adapt, and implement technologies and systems in support of the mission and strategic priorities of teaching, research, and public service and outreach.
Chris Adcock
EITS Leadership
Timothy M. Chester Barbara A. White Lynn Latimer Wilson Alan Katz Greg Topp David Matthews-Morgan Shawn Ellis Ilir Hasko Brian Rivers Mike Cheek Jeff Teasley Greg Ashley Mike Dennis Sharon Burch
Special acknowledgement to Melody Head Battle, whose dedicated support assisted in making this plan possible.
Enterprise Information Technology Services helpdesk@uga.edu 706-542-3106 101 Cedar Street Athens, GA 30602-1130