McCredie Campus Computing Strategies 1983

This document, "Campus Computing Strategies," edited by John W. McCredie and published in 1983, summarizes the strategic planning efforts for computing and information technologies in higher education during the early 1980s. It is based on a 1981-82 EDUCOM study that examined how ten innovative U.S. colleges and universities (including Hamilton, Dartmouth, Pepperdine, Carnegie-Mellon, RPI, Stanford, Cornell, Iowa, and California State University) were developing plans to address the "information processing revolution."

The book argues that converging technologies (computing, high-speed communication, advanced storage, graphics, AI, etc.) were poised to profoundly change higher education, comparable to the invention of movable type. It highlights several key trends and challenges of the era:

1. Economic Shift: The U.S. economy was rapidly becoming information-based, with computing costs declining dramatically (approx. 25% annually for hardware) while human costs (e.g., computer professionals' salaries) were increasing.
2. Talent Shortage: A severe shortage of trained information-processing professionals (faculty, analysts, programmers) was hindering academic institutions.
3. Student Demand: A rapid increase in student demand for computer-related courses and general computer literacy was observed.
4. Technological Decentralization: The spread of affordable mini- and microcomputers was accelerating the decentralization of computing resources on campuses, necessitating robust networking solutions.
5. Convergence: Libraries and computer centers were beginning to converge due to overlapping information-processing functions and changing cost dynamics (e.g., electronic publishing).
6. Administrative & Instructional Challenges: Administrative computing was proving costly and complex to implement, while instructional computing was often underfunded despite growing importance.
7. New Partnerships: A recognized need for new economic partnerships among higher education, government, foundations, and industry to fund the necessary investments in technology.

The case studies reveal several common strategies adopted by these institutions:

• Organizational Structure: Most were moving towards a single administrative office or individual to coordinate information-processing issues, embracing decentralization while maintaining central facilities.
• Technology Adoption: Actively encouraging the use of personal computers for students and staff, and developing plans for campus-wide and national networking.
• Service Expansion: Significant focus on library automation, widespread adoption of text processing (especially for humanities and administration), and the implementation of electronic mail systems.
• Human Development: Prioritizing information processing literacy for students, faculty, and administrators, and addressing challenges in staff training and retention.
• Planning Approach: Emphasizing dynamic "planning processes" that adapt to rapid technological change, rather than rigid, static plans.

In essence, "Campus Computing Strategies" serves as a foundational text from the early 1980s, illustrating how leading universities were conceptualizing and strategically planning for the integration of computing and communication technologies across all facets of academic and administrative life, acknowledging both the immense opportunities and the significant financial, organizational, and human resource challenges.