Stephen Booth, CIO at Coventry University, is focused on using digital transformation to greatly help improve student experiences. He could be so committed, actually, which has he spent a lot more than 20 years delivering technology-led change at the fast-growing advanced schooling institution.
I needed to work somewhere that has been in regards to a social good, he says. For me personally, education is actually meaningful thats why Im there. Each day I walk in and I see my customers, that are the students, and I note that were doing something good that helps them.
A techie by background and passion, Booth joined Coventry in 1999 as a programmer. He’s got fulfilled a variety of roles, including database administration, leading an enterprise middleware team and owning a wider infrastructure team, before becoming assistant director of infrastructure, CTO and since August this past year director of the IT department.
Thats another reason Ive stayed such a long time, says Booth. Ive had the opportunity to have a significant varied career here. Ive had the opportunity to go over the spectrum and result in a leadership position. So, Ive had the opportunity to go with the university since it has changed.
While Booth has stayed loyal to the institution, the university has undergone significant growth. A decade ago, we’d something similar to 12,000 students in Coventry, he says. Weve now got 40,000 students in Coventry, but in the event that you include our online students along with other campuses, youre approaching 80,000.
Coventry runs campuses in Scarborough, London and Poland, and in addition has offices all over the world. It has changed enormously, says Booth. Therefore that change, coupled with delivering the core mission, is what keeps everything fresh.
Dealing with new responsibilities
Booths promotion to CIO coincided with another shift at the university. Last August, the IT and estates department became a commercial subsidiary. Within Coventry University Enterprises Limited, Booths team provides service back to the group but additionally has the possibility to potentially offer services beyond your enterprise firewall.
Moves for the reason that direction have been made. In February, Booths organisation acquired the virtual-learning platform Aula.
Now I’ve my very own software-engineering company and I’ve four customers, a few which are other advanced schooling institutions, he says. That means commercial aspects are section of my remit.
Booth says the integration between your IT and estates departments is vital to the universitys long-term plans. The intention would be to create a combined infrastructure services capability.
You obtain a great deal of power and a synergy when you begin blending the physical and the virtual and understanding you skill, he says.
The purpose of this work, says Booth, would be to develop a fresh approach inside a new combined organisation. Individuals who work with it recognise they are providing something back to the broader Coventry group and the wide variety of locations and folks they serve.
It just creates another mindset and purpose for the organisation that still fits with the entire mission but enables you to not be observed as only a section of the university, he says.
You obtain a great deal of power and a synergy when you begin blending the physical and the virtual and understanding you skill
Stephen Booth, Coventry University
The shift towards commerciality follows a challenging period for the IT department. Like other academic institutions, Coventry had to control a shift to online learning once the coronavirus pandemic resulted in social-distancing measures in early 2020. The good thing, says Booth, is that the universitys systems and services were ready.
Since it happened, when it comes to digital capability, we were reasonably ready, he says. We’d already got a recognised online presence were number 1 on earth when it comes to massive open online courses right now. So, wed got an excellent base infrastructure, but what we obviously had to accomplish was scale that up quickly.
The university had been enacting a cloud-first strategy, which allowed Booths team to show on the taps to meet up demand. However, he also recognises like so a great many other CIOs that the business enterprise was exposed like nothing you’ve seen prior to the big great things about digital transformation through the pandemic. This recognition has resulted in fresh demands onto it.
Youve gone from digital maybe being truly a part of certain elements of the organisation to suddenly everything being online, he says. And post-Covid, you get back to something thats not everything you had before but a blended-learning environment instead. And when you see a blended environment, that starts to transform all you know.
Fresh questions such as for example are our rooms fit for purpose? have suddenly become prescient. Actually, Booth takes lectures himself, just as much as anything to comprehend the day-to-day challenges that academic colleagues suffer from. It could be an eye-opening experience in age hybrid learning, as other CIOs also have told Computer Weekly.
You suddenly begin to note that youve got two audiences one thats online and something thats in the area so how can you engage them both? says Booth. That reality has fundamentally altered how we approach teaching also it provision.
Delivering constant change
Booth says his teams continuing efforts to provide the technology the business enterprise needs have already been along with a cultural change programme. He says it had been important that the complete method of IT provision altered, with a concentrate on the objective of the task that technology professionals fulfil and a recognition of the way the team works differently.
Among the tangible things weve done would be to accelerate the proceed to an agile delivery model, he says. We were classic waterfall before we were heres a project, write your organization case, do your tender, see you in 18 months time. Weve now pivoted that method of an agile delivery model, that is at different degrees of maturity.
The outcome of the shift is that the IT team delivers become the business enterprise every fourteen days, instead of months later. So when you begin to deliver technical functionality regularly, says Booth, you begin to drive up the pace of business transformation.
You deliver on that promise of agility, that is really what we are in need of, he says. I often tell my colleagues our number 1 metric is speed. The business enterprise takes availability for granted now everyone uses cloud platforms and theyre dependable.
So, our differentiator now needs to be speed how quickly can we go from someone requesting something to meaningful delivery, and which has forced a whole transformation. Since August this past year, we’ve begun to essentially note that sense of agility take root. Its beginning to change things and present predictable delivery to the business enterprise.
Creating an integration platform
An essential support to Coventrys digital transformation effort has been MuleSofts integration platform. The university is reliant on a variety of legacy technologies, including a longstanding student records system. Booth is keen to go from older technology and is using MuleSoft technology to aid his agile business transformation.
We knew we wanted this integration capability, but what we didnt know was which system was the very best fit for all of us, he says. So, we narrowed it down from 10 to three vendors to accomplish a rigorous evaluation. And having done that proof-of-concept work, it allowed us to take the tender to advertise.
The reason why we chose MuleSoft was because, for all of us, it was probably the most complete solution. Theres more of a completely formed home with MuleSoft, whereby you dont need quite a lot of people and youre faster. So, the full total cost of ownership while its more costly with regards to the tin is a lot higher with regards to long-term benefits.
Booth says having a good grip on integration helps him shift the delivery of technology from large-scale systems to student-focused services. As business requirements change, his IT team can truly add new elements and when issues occur when it comes to technology provision, they are able to cope with those too.
It enables you to break up that monolith a bit at the same time, he says. So, instead of taking a strategy that says, give me money and heres a fresh system five years down the track, I could bring value back to the business enterprise sooner. We are able to start one project, we are able to design the service and we are able to put it in. If weve first got it wrong, we are able to change it out quickly.
The technology increases robustness because youre putting this wrapper around IT, in order that if something fails in the trunk end, the client doesnt need to experience that as you can correct it and replay it. So, everything goes towards agility and flexibility and the capability to respond at a good pace from what the business enterprise wants us to accomplish.
Engaging with students
The digital technology that Booth is building is all section of a long-term intend to deliver an extremely engaged student experience at Coventry. A higher degree of engagement allows the university to make sure it really is delivering the perfect learning outcomes.
Our mission statement is creating better futures, he says. Were attempting to give everyone who comes here an improved life chance. Thats what were attempting to do. Also to engage students, you must have systems that provide you a feeling of belonging.
Within this objective, the university has generated student success coaches. These coaches take the engagement data that the IT team collects and use students to boost their experiences and their likelihood of getting the greatest degrees.
They’re there to take that engagement pointer from the info and turn that right into a human interaction, says Booth. Its really about providing continuous engagement and a continual feedback loop, with the students in a position to see their very own journeys and feel just like they participate in a residential area of learners.