1. Making the most of
your information assets
Peter Norrington, PhD FHEA MAUA
University of Bedfordshire
peter.norrington@beds.ac.uk
AUA National Conference, Manchester, 2-4 April, 2012

2. workshop outline
Identifying information flows, processes and
responsibilities is a significant part of effective and
efficient practice.
However, different stakeholders (e.g. departments and
individuals) see information management with different
perspectives and expertise, leading to
unstructured, conflicting or crisis-driven management.
This workshop will engage with participants' experiences
of developing practical approaches to information
asset management.
slides, handouts, questions
conference feedback – evaluation forms
2

3. strategic
How well equipped is your institution to deal with change? (AUA Update Issue 11, March 2012)
• Higher education is changing rapidly, driven by fees, student expectations, flexible
not in control ?
study and Government policy. innovate ?
• Professional managers and leaders will have to think radically about the way that
universities deliver their business in order to meet the challenges of sector
transformation. which is ?
other roles ?
• The rate of change in the sector is such that many professional management and
leadership roles will look dramatically different in five years time, so managers
and leaders must ensure that their skills develop rapidly, or risk being left behind.
• Yes or No?... “My university has a clear sense of its strategic challenges over the
next five years, and a workforce development plan for professional managers and
leaders linked directly to those challenges.”
3

4. workshop objectives
 Identify information worth managing
 Learn to manage information assets in context
 (How to) Create an action plan in context
*
* *
4

5. • Higher Education Achievement Report (HEAR)
• e-portfolio pedagogy and technology (PebblePad)
• department restructured (roles, people, projects, technologies, brand, … ) …
• … department website(s) redesign
• university conference (t&l, r)
• diversity champion, student representative, ...
• workshops, papers, judge, editing
• staff & student
– academic & infrastructure services
– teaching & learning
– research & enterprise
• teacher (deaf children), tutor, publishing, tourism, accessible web design
5

6. CLE poster
6

7. what do you want?
• something specific or general?
• business issue – past, present or future?
– portal, website, virtual learning environment, repository (research, publications, …), REF,
KIS, HEAR, XCRI, FOI, OER, (online) payments, attendance, academic offences, market
analysis, fundraising, shared services, partnerships, recruitment, retention, alumni
networks, intellectual property, … …
• CPD? … an AUA professional behaviour?
– using resources
Making effective use of available resources including people, information, networks and budgets.
Being aware of the financial and commercial aspects of the organisation.
– developing self and others
Showing commitment to own development and supporting and encouraging others to develop their
knowledge, skills and behaviours to enable them to reach their full potential for the wider benefit
of the organisation.
– embracing change
Adjusting to unfamiliar situations, demands and changing roles. Seeing change as an opportunity and
being receptive to new ideas.
– ... one of the other 6?
• something else … ?
7

8. “information and DIKW” …
data information knowledge wisdom
?
describe understand use analyse predict control decide
what how why wherefore
past present future
? facts truth values enabling ?
organisational learning life-long learning
career management
strategic project process customer
relationship portfolio business process re-
tactical knowledge document content engineering
operational information data
workflow
asset (or liability!) security facilities event
signal message measurement
… management
wicked problems
8

9. … and “records”
(?)
• records (Information Management infoKit, JISC)
– properties
• Content Context Structure
– qualities
• Authenticity Completeness Reliability Fixity
• example of a “document record” ...
file name
1 Document title (version): X Terms of Reference (1.0 Final) location
2 Owner: [role name]
3 Replaces version: 1.0 DRAFT
access rights
4 Final approval by: X on behalf of Y
5 Approval date(s): X meeting normally at the start of each academic year
6 Periodic review date: By Z normally at the end of each academic year
7 Document type: (central classification system not yet known)
8 Document location (online) (not yet set)
9 Keywords: Higher Education Achievement Report, HEAR Award Board, Terms of Reference, prizes, achievements, awards
10 In-document reference: HAB-ToR
11 Amendments since last version: (See version history below)
Version Date Type Changes Author
[structural changes] [content changes] [major formatting changes] [general note if
minor changes made] [notes on source of change if relevant]
1.0 Final ... Approved at Z [date] ... ...
1.0 draft ... For discussion and approval ... ...
at Z meeting [date]
... ... ... ... ...
No ID ... ... First presentation to TQSC as a paper. ...
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10. JISC infoNET infoKits
• Bologna Process • Mobile Learning infoKit
• Business and Community Engagement (BCE) • Open Educational Resources
• Business Intelligence • Open Source Software
• Change Management • p3m (Portfolio, Programme and Project Management)
• Cloud Computing • Planning and Designing Technology-Rich Learning
• Collaborative Approaches to the Management of e- Spaces
Learning (CAMEL) • Portfolio Management
• Collaborative Online Tools • Process Improvement
• Costing Technology and Services • Programme Management
• Creating a Managed Learning Environment (MLE) • Project Management
• Curriculum Design & Delivery • Records Management
• Digital Repositories • Research Information Management
• Effective Use of Virtual Learning Environments (VLEs) • Risk Management
• Email Management • Scenario Planning
• Embedding Business and Community Engagement • Selecting Technologies
• Enterprise Architecture • Shared Services
• e-Portfolios • Social Software
• Getting more from Existing Investments • Strategic Management Information
• Implementing an Electronic Document and Records • Strategy infoKit
Management (EDRM) System • Supporting Flexible Delivery
• Implementing e-Learning - A Toolkit for Institutions • System Implementation
• Implementing the Ferl Practioners' Programme (FPP) • Tangible Benefits of e-Learning
• Improving Organisational Efficiency • Technology-Enhanced Learning Environments
• Information & Records Management • Technology Implications for Mergers and Restructures
• Knowledge Transfer 2.0 • Technology Trends
• Learning Resources & Activities • Time Management
• Managing Information to Make Life Easier: A Practical • Tools and Techniques
Guide for Administrators • Working with Commercial Suppliers
• Managing the Information Lifecycle
10

11. “data, markup, metadata, presentation, format”
Bibtex @Book{rueger-2010,
author
title
= {Stefan R{"u}ger},
= {Multimedia information retrieval},
?
publisher = {Morgan {&} Claypool Publishers},
series = {Synthesis Lectures on Information Concepts, Retrieval and
Services},
isbn = {ISBN paper 978-1-60845-097-8, ISBN ebook 978-1-60845-098-5},
doi = {10.2200/S00244ED1V01Y200912ICR010},
year = {2010}
}
<?xml version="1.0"?>
Dublin <metadata [schema info]>
Core <dc:title> Multimedia information retrieval </dc:title>
<dc:creator> Stefan Rueger </dc:creator>
[...]
</metadata>
¿
These are all the same.
Ths r al teh same.
These are all =.
Card x X, xi = xj
Index ?
Things to argue about:
• electronic documents
• electronic and digital signatures
Surprise resource:
We Feel Fine – emotions on the web…
the way the world feels right now ?
11

12. perspective
which is the right picture?
“span of vision”
“gaze”
span of control
“approval”
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13.  identify information assets worth managing
asset : something of value to someone (at some time)
• what sorts of value
• subject ? user ? repurposing? (benign or not, intentional or not)
• implicit – explicit
• relative to what
• versioning
• foreseeable ?
• literacy (information, digital)
• ...
13

14.  manage information assets in context
• stakeholder analysis – audiences 
• internal / external environments … security !
• models, frameworks, guidelines, policies, strategies, procedures,
technologies, methodologies … … …
• scope, time, cost, risk (+/-), quality, benefits ?
– required : must / must not [need / always]
– recommended : should / should not : [want / mostly]
– optional : may [wish / perhaps]
• “information” processes 
14

15. stakeholder web
(adapted)
not complete, not exact, changeable,
role not person, real or surrogate, double roles
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rings and spokes not needed

16. stakeholder analysis
• stakeholder (player, audience) • stakeholder “management strategy”
– role / (organisation) – communications
– stake in the project – responsibility
– potential impact on project
– expectations of /contributions from the
stakeholder
– perceived attitudes and/or risks
• example analysis (partial)
Stakeholder Interest(s) Relationship Location Activity
& Interested
Party Group
1 Registry Will use the project product to produce HEARs for User Internal Project
students PROJECT Business-as-usual
BOARD x2 Management of HEAR
Might use HEAR data (excluding or including Post-project
additional info) for data-mining
Will provide Registry support to staff for developing the Supplier Post-project
HEAR after the project closes
2 Students Will use their own formative HEAR to develop their User Internal Connect with [Careers] and
experiences whilst at university, possibly with their [Personal Tutoring]
personal tutor
Will use their own interim HEAR to apply for jobs and Connect with [Careers] and
courses [Personal Tutoring]
16

17. information lifecycle ?
Creation Active use Semi-active use Final outcome
JISC
IBM
DDI
17

18. “information” processes
what do you do? …
how do you describe the parts?
… shared vocabulary?
how do the parts fit together?
… shared overview?
18

19. Bloom’s taxonomy of educational objectives (cognitive)
(The other two domains are affective and psychomotor.)
nouns 1956 verbs 2000
Widely used in teaching
and learning.
Can we use it in work?
19

20. Bloom’s taxonomy – action verbs
1956 nouns
2000 Remembering Understanding Applying Analysing Creating Evaluating verbs
some
in
more
than
one
column
!
…
20

21. Inner circle – the categories of the taxonomy (revised version)
Second circle – (some) action verbs …
Third circle – activities / outcomes / assets
Outer circle – PLTS (Personal Learning and Thinking Skills) categories…
use independently of the inner categories
21
5 inner categories? Only for young people?

22. Bloom’s taxonomy of educational objectives (affective)
Receiving
The (student) passively pays attention. Without this level no learning can occur.
Responding
The (student) actively participates in the learning process, not only attends to a stimulus; the
(student) also reacts in some way.
Valuing
The (student) attaches a value to an object, phenomenon, or piece of information.
Organizing
The (student) can put together different values, information, and ideas and accommodate
them within his/her own schema; comparing, relating and elaborating on what has been
learned.
Characterizing
The (student) holds a particular value or belief that now exerts influence on his/her behaviour
so that it becomes a characteristic.

23.  create an action plan in context
• ask someone a question
• share something with someone
• locate, obtain a resource
• design a list, diagram, sketch
• compare some things
• develop a community
• be heard
23

24. workshop “postpectus”
• What we’ve done...
 Identify information worth managing
 Learn to manage information assets in context
 How to create an action plan in context
• Follow up ?
• Please put your completed sheets at the “evaluation
collection point”
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25. resources
AUA (2012) About the AUA CPD Framework (Professional L.W. Anderson, D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank,
Behaviours) http://cpdframework.aua.ac.uk/content/about-aua- R.E. Mayer, P.R. Pintrich, J. Raths, and M.C. Wittrock (eds)
cpd-framework (2000) A Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom's Taxonomy of Educational Objectives. Allyn
A. Burgess (2005) River Feshie (3 km from Auchlean, Highland,
and Bacon
Great Britain). http://www.geograph.org.uk/photo/13102
Bloom’s taxonomy action verbs wheel… Krathwohl and
JISC infoNET http://www.jiscinfonet.ac.uk
Anderson's (2001) adaptation of Bloom (1956) with PLTS (New
S. Rüger(2010) Bibliographic data. Open University Secondary Curriculum 2008, UK) added as extra wheel. Version
http://people.kmi.open.ac.uk/stefan/mir-book/rueger-mir- produced by Sharon Artley
2010.html http://www.mmiweb.org.uk/downloads/bloom2.html
J. Harris and S. Kamvar (ongoing) wefeelfine Bloom’s taxonomy of educational objectives (affective) (at March
http://wefeelfine.org/ 2012) adapted from
M. Sample (2011) The Poetics of Metadata and the Potential of http://en.wikipedia.org/wiki/Bloom's_Taxonomy
Paradata (Revised) Miscellaneous images found with Google Image Search on
http://www.samplereality.com/2011/03/22/the-poetics-of- terms: “data information knowledge wisdom”, “Bloom’s
metadata-and-the-potential-of-paradata/ taxonomy”, “Bloom’s taxonomy action verbs”, “knowledge
P. Norrington (2011) Photos of Wu Tip Shan Path, Hong Kong management”, “stakeholder analysis”, “information lifecycle”
A Stakeholder Web (from Coakes & Elliman 1999) in I.A. P. Hoskins (27 March 2012) How to recruit international students
Alexander (2005) A Taxonomy of Stakeholders: Human Roles in in China http://www.guardian.co.uk/higher-education-
System Development, International Journal of Technology and network/blog/2012/mar/27/recruiting-students-from-china
Human Interaction, Vol 1, No 1, pages 23-59 QAA (2012) UK Quality Code for Higher Education - Part C:
Data Documentation Initiative (DDI) (2011) What is DDI? Information about higher education provision, The Quality
http://www.ddialliance.org/what Assurance Agency for Higher Education
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Doc
B.S. Bloom, M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. uments/Part-C.pdf
Krathwohl (1956) Taxonomy of educational objectives: the
classification of educational goals; Handbook I: Cognitive Data Store Show and Tell, The Guardian (ongoing)
Domain. New York: Longmans, Green http://www.guardian.co.uk/data/series/show-and-tell
University of Southampton Open Data (ongoing)
http://data.southampton.ac.uk/
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