Did you hear about the university professor signed up for a cloud service and unknowingly left his department on the hook for two years of service beyond his grant….or the university who had more than 500,000 student records (social security, addresses and grades) hacked? Cloud computing poses special demands upon Universities who can no longer employ the same procurement process used to acquire computers and software since the 1980s.
Are you aware that today many Universities (and K12 School districts) use a popular email marketing program that sells contact information of students to vertical marketing firms who in turn re-sell them to other marketing and product companies?
Today’s aggressive marketplace and the business of cloud services has radically changed the procurement process. Many of us have a fiduciary duty to protect data of our students, research and institutions. Regardless of how students freely give away their data on Facebook, our institution will still be held responsible to protect all of our institution’s data.
My views on the impact of Cloud Computing in Higher Education have been slowly evolving. This past May I was given an incredible opportunity to further my learning by participating in an Engineering & Technology Short Course with the UCLA Extension.
Remember those “must-take classes” in college? UCLA’s Contracting for Cloud Computing Services is one on my list of those opportunities you cannot afford to ignore. My advice: Find your way to UCLA.
Again, I hope this can help as many people as possible understand the lessons taught in class. Due to the nature of the beast they are in no specific order. They are all top level concerns:
BACKGROUND
For over a generation traditional desktop PC vendors focused on features and price. Since the late 1980s schools established trust in vendor’s products to conduct business, educate students and store student data. From floppy disks to magnetic tape all data was stored locally on campus.
Today’s globalized internet marketplace is radically different when compared to the modem era of computing. The cloud computing model represents a number of fundamental shifts including Software as a Service(SaaS), Infrastructure as a Service (IaaS), Platform as a Service (PaaS) are well established.
And although it’s a bit ahead on the radar we should not overlook the quickly emerging SuperComputer as a Service. While there is no standard acronym, there are established vendors like SGI’s Cyclone, Amazon’s Cluster Compute, IBM’s Watson, and with forthcoming merge between PiCloud and D-Wave‘s quantum computing….more options for High Performance Computing will be available to many smaller, lean and aggressive institutions.
These new services are directly tied to the “consumerization” of technology: advanced technologies at affordable price points. As a result the new focus is around access. The shift to mobile computing via netbooks, smartphones and tablets is well underway, yet many school’s do not have a sufficient wireless infrastructure. Students, faculty and administrators are today carrying a laptop, smartphone and probably an iPad. Schools are struggling to to handle bandwidth demands of so many devices in concentrated areas around campus, from the Student Union to the ResHalls.
IMHO the tipping point with Cloud computing and digital devices is the convenience of access. Today many diverse schools have a campus community that simply demands anytime/anywhere access to data. And it’s no longer just email and web. Its BIG data from data base research to the delivery of HD media. For better (or for worse) society has become trained to demand mobile solutions that easily integrate into the app economy and their mobile lifestyles.
Wu identifies long business cycles surrounding the birth of information systems. While they begin open over time they were consolidated and driven by the market to become closed.
