Process Modelling and Activity Coordination in an
Academic School within a Higher Education Enterprise:
an ISO 9001:2000 Certification Process
Daisy Seng and Leonid Churilov
School of Business Systems, Faculty of Information Technology, Monash University,
Victoria 3800, Australia
Abstract. To gain a leading edge in today’s competitive environment, higher
education enterprises are implementing and obtaining International Standard
Organisation (ISO) 9001:2000 certification for their quality management sys-
tem (QMS). In this paper, the use of ARIS (Architecture of Integrated Informa-
tion Systems) methodology to assist in process understanding when implement-
ing QMS is discussed. Introduction of the ISO certified QMS into the School of
ABC, XYZ University – the first ever for an academic school in Australia, is
used as a case study to illustrate both the notion of a process-oriented HEE and
the elegance and power of ARIS.
1 Introduction
Reducing government funding, intense cost pressures, increasing student numbers,
rising competition for international students, growing need for self-reliance, demands
for greater accountability and quality are changing the landscape for higher education
in Australia. Consequently, higher education enterprises (HEEs) are moving away
from more traditionally collegial styles towards corporate management styles charac-
terised by high student/staff ratios; introduction of stringent financial planning and
spending; centralisation of power structures; increased focus on efficiency and effec-
tiveness of individuals’ and departments’ research and teaching standards; and intro-
duction of information support to gain a leading edge [1].
Most of the corporate management concepts adopted by Australian HEEs centre on
business
processes and have long been expected to obtain competitive edge for proc-
ess-oriented enterprises. They include activity-based costing, benchmarking, balanced
scorecard and quality initiatives like quality assurance system to ISO 9001:2000 (ISO
from now onwards) standards and total quality management model. Relevant litera-
ture including the discussion of these activities in the context of a HEE include for
examples, Cribb & Hogan [4], Ellis-Newman & Robinson [8], Goddard & Ooi [9],
Hafner [10], Lundquist [13], Massaro [14] and Piper [18].
A business process-oriented enterprise is seen to include the following key factors:
a process view of t
he business; structures that match these processes; jobs that oper-
ate these processes; management and measurement systems that direct and assess
Seng D. and Churilov L. (2005).
Process Modelling and Activity Coordination in an Academic School within a Higher Education Enterprise: an ISO 9001:2000 Certification Process.
In Proceedings of the 2nd International Workshop on Computer Supported Activity Coordination, pages 128-140
DOI: 10.5220/0002561501280140
Copyright
c
SciTePress
these processes; and customer focused, empowerment and continuous improvement
oriented values and beliefs (culture) that are embodied in all components [15].
In view of this, it is important to understand the concept of process-orientation in
the context of higher education as process-orientation paves the way for a number of
corporate management concepts, in particular quality management system (QMS) to
ISO standards which become prominent in Australia after the introduction of quality
evaluation by the government due to lack of community confidence and funding cut-
backs.
The objective of this paper is, therefore, two-fold:
to study the industry specific issues of how the implementation of an ISO quality
management system within an academic school serves as a facilitator for a busi-
ness process modelling exercise; and
to illustrate how ARIS methodology is utilised in the process of ISO certification
This paper closely follows the case study methodology [25] with elements of for-
mal theoretical process analysis and design being incorporated into it
The contribution of this paper is that it reports on the first ever case of ISO certifi-
cation undergone by an Australian academic school [16] and puts it into a coherent
framework of process-orientation and process modelling.
This paper is organised as follows: Section 2 presents an overview of ISO certifi-
cation, Section 3 provides a brief description of the ARIS methodology while in Sec-
tion 4 the case of the School of ABC, XYZ University, Australia and its ISO imple-
mentation process are introduced. This is followed by a discussion of the case study
findings in Section 5 and an overview of the overall description of the ARIS models
developed in Section 6. Section 7 provides further discussions on the case study and
finally Section 8 contains a brief summary and conclusion.
2 ISO 9001:2000 Certification
Process is defined in ISO as “a system of activities that utilises resources for the
transformation of inputs into outputs” while in classical business process manage-
ment literature, Davenport ([5], p.5) define a process to be “a specific order of activi-
ties across time and place, with a beginning and an end and clearly identified inputs
and outputs with a structure of action”. There are definitely similarities between
these definitions.
The ISO process-based approach refers to the management of processes and the
interactions between processes within the organisation. It emphasises the importance
of understanding and fulfilling quality requirements, considering value adding proc-
esses, constant monitoring of the results of process performance and ongoing im-
provement of processes based on objective measurement [19]. Implicit in this ap-
proach is the assumption that quality of processes should guarantee quality of out-
comes.
Process-based approach makes it easier for employees to share in the construction
of the QMS because routine day-to-day tasks are expressed. Involvement of staffs in
the process of detailed procedure creation and updating advances user acceptance of
this system as well as inspiring staffs to continuously improves and enhances it [21].
129
The benefits obtained from ISO certification have long been recognised by the
manufacturing industry [7]. However, the application of these standards to higher
education is a fairly recent trend and is an attempt to respond to the increased pres-
sures to ensure accountability and quality in the industry [2], [3]. It is also used by
HEEs to increase their credibility of promoting commitment to excellence and con-
tinuous improvement in all its processes to take full advantage of the latest education
reform which allows Australian HEEs to increase Higher Education Contribution
Scheme (HECS) fees up to 25% of current HECS fees, all of which go directly to the
HEEs [17].
It is important to note that whilst the implicit assumption of quality of processes
leads to quality of outcomes is often taken for granted by ISO as well as organisations
undergone ISO certification, whether this is always the case will be discussed in Sec-
tion 5.
3 Process Modelling with ARIS
A business process model is a blueprint that keeps a list of relevant interrelated or-
ganisational dynamic activities from beginning to end, and their structure and close
relationship with other related resources that support them.
ARIS framework was first introduced by Scheer [20] and further developed by
Davis [6], Loos & Allweyer [12], and Scheer [22] to amalgamate both business proc-
esses and major components of information systems into a coherent integrated archi-
tecture for organisational information support which became one of the well-
documented classical process modelling methodologies. It is not the purpose of this
paper, therefore, to provide a “mini-tutorial” on ARIS modelling but rather we briefly
recall the basic concepts of ARIS that are relevant for our discussion.
The ARIS methodology is based on the concept of a process chain model - a col-
lection of value-oriented individual processes [20]. Presenting the overall business
process model in one big schema in order to describe the real complexity of underly-
ing business processes reduces the clarity of the model.
Davis [6] suggests decomposing the business process model into three hierarchical
layers: conceptual layer, process layer, and procedural layer. Fig. 1 depicts the three
hierarchical layers in ARIS model where a value-added process in Fig. 1(a), decom-
poses into an overall sequential activities of that process in Fig. 1(b) and decomposes
further into more specific details of a particular activity in Fig. 1(c).
Davis [6] also proposes the decomposition of conceptual and process layers into
several detailed levels to improve clarity of more complex processes. An assignment
icon symbol is used as a navigation tool in ARIS to link one process to another proc-
ess or to another view as indicated by Fig. 1(a).
130
(a) Conceptual laye
r
(b) Process laye
r
(c) Procedural layer
Assignment icon symbol
Value-added
chain
Value-added
chain
Value-added
chain
Event
Function
Event Event
Organizational
unit
Function
File
Application
system
Electronic
document
Organizational
unit
Fig. 1. Hierarchical layers in ARIS model
There are many potential uses of graphical ARIS process models once they are de-
veloped. According to Scheer [21] these benefits include among others, storing cor-
porate knowledge in reference models, optimising organisational changes, utilising
process documentation for ISO-9000 and other certifications, improving cost calcula-
tion and leveraging process information to implement and customize standard soft-
ware solutions or workflow systems.
4 Case Study Settings
The School of ABC was established in 1988 and is the second largest school out of
the eight schools within the Faculty of DEF - the second largest faculty in XYZ Uni-
versity. It offers two undergraduate degrees and six postgraduate degrees. Currently
the school is made up of 49 full-time staff: 35 academics, 11 administrative staff, and
3 technical staff. The school also employs approximately 60 sessional assistant lec-
turers each semester to help run tutorials.
The implementation of the school’s QMS, known as business management system
(BMS) is part of the faculty’s BMS and stems directly from the Faculty Operational
Plan 2002. The faculty recognises the need for quality assurance program to gain a
competitive edge due to the current downturn in information technology sector and
rapid technology advances, among other factors discussed in Section 1. The school
was chosen to implement BMS because it already has procedures in place for its day-
to-day operations.
The eight steps adopted by the school in achieving IS0 certification for its adminis-
trative and academic processes include: form two units; establish objectives and key
processes; develop process maps; document procedures, preliminary audit of docu-
mentations, in-house audit of procedure manuals; on-site audit of procedure manuals;
and certification of ISO 9001:2000. These steps are depicted as an ARIS procedural
model in Fig. 2 using extended event-driven process chain model (eEPC), the central
modelling technique in ARIS process layer.
The four types of objects used in the process layers are: events, functions, rules and
resources (refer Fig. 1(b)). An event represents the changing state of the world as
process proceeds. Function is an activity that is carried out as part of a business that
adds business value. A logical Boolean connector (AND, OR, XOR) is used as rules to
131
segregate and/or join the events and functions. Resources may include organisation,
systems, data, knowledge and the like.
Project
Start
Form two
units
Academic
unit formed
Administrative
unit formed
Establish
objectives &
identify key
processes
Devel op
BMS process
maps
Objectives
established
Key
processes
identified
Document
procedures
Procedures
documented
Preliminary audit
of
documentations
Prelimination
audit
completed
In-house
audit of
procedure
manuals
In-house
audit
completed
On-site audit
of procedure
manuals
On-si te
audit
completed
Certification of
ISO 9001:2000
Project
Concluded
BMS process
maps
developed
Fig. 2. Overview of the strategy adopted by School ABC
Despite the potential benefits of ARIS, the ARIS methodology discussed in Sec-
tion 3 is not chosen by the school for its ISO process description, instead Microsoft
Word is used. We argue that using ARIS methodology is beneficial and in Section 6
we demonstrate how the process description could have been simplified and simulta-
neously enhanced by ARIS.
5 Case Study Findings
The case study findings reported upon in this paper can be roughly classified into two
broad categories.
5.1 Academic versus Administrative Processes
Based on our case study, it is found that nine academic processes compared to 78
administrative are documented by the school staff members. The large discrepancy
may be due to the nature of the processes, academic being less structured hence more
difficult to procedurised than administrative. This is evident by the fact that the nine
academic processes documented tended to be more administrative related for exam-
ple, new course approval process, staff induction, staff development and the like.
Another reason may be due to the fact that administrative staff members operate in
an “enterprise” mode thus more receptive towards change and teamwork environment
than academics. Academics tend to value their freedom, incline to be less flexible and
132
prefer to operate autonomously hence documenting academic processes may be seen
as an intrusion into their freedom and privacy. It correlates well with the general
observation that academics are less likely to operate in an “enterprise” mode when the
current academic reward system is very much based on individual research outputs.
Understandably academics tend to gain more if they devote time and energy towards
those aspects of teaching and research which tend to be less “formularisable”.
The certification process increased administrative staff members’ awareness of the
school’s core processes. They focused on these processes to help enhance the trans-
parency of them and to identify activity owners hence have better appreciation of
each other’s roles and tasks.
Since administrative staff members tend to adopt proactive leadership management
and facilitated greater communication and teamwork, they have higher coordination
level. Academics, on the other hand, have much lower coordination level as they tend
to operate autonomously.
5.2 ISO: Processes versus Outcomes
The impact of ISO certification on the school have not been analysed as yet since the
whole certification process was completed at the end of 2003. However, following
from our discussions with the school management, the specific benefits of ISO certi-
fication to the school included streamlined processes by eliminating redundant and
duplication activities. In addition administrative staff members have better under-
standing of the school’s activities, thus are no longer perform activities that are sup-
posed to be done at academic faculty level.
Recall the discussion in Section 2 about the implicit assumption of ISO certifica-
tion that quality of processes guarantees quality of outcomes. This may not necessary
be the case. Efficiency is producing maximum (a given) level of outputs for a given
(minimum) set of inputs while effectiveness looks at how well the objectives of the
entity are achieved. Efficient processes may not necessary be effective and vice versa.
Therefore quality of processes does not guarantee quality of outcomes. As discussed
in Seng and Churilov [24], in order for process to be both efficient and effective,
mean objectives of the process must be aligned with fundamental objectives of a HEE
using Keeney’s value focused thinking [11] where fundamental objectives are specific
objectives that an organisation wants to achieve while mean objectives are objectives
that help accomplish fundamental objectives. For example, the set of fundamental
objectives for a HEE include among others: provide facilities for study and evalua-
tion; give instruction and training; aid advancement of knowledge; and confer de-
grees, while mean objectives include among others: increase revenue; improve cus-
tomer service; reduce operating cost; and manage fixed assets.
Consequently the implicit assumption of ISO certification should not be taken for
granted. On the contrary, it is important that the objectives of the processes identified
for documentation be aligned with the objectives of the HEE.
We have just demonstrated the findings of the case study that did not use the
power of ARIS. Below we demonstrate how the ARIS methodology can be used to
improve process modelling and understanding.
133
6 Case Study Revisited: an ARIS-based Approach
The School of ABC is made up of both the Academic Unit and Administrative Unit
therefore all the key processes are separated accordingly. As part of the ISO certifica-
tion process, the school produced documentation for 87 processes: nine academic and
78 administrative.
The Academic Unit is in charge of four core processes: Teaching; Research; Cur-
riculum development & review; and Industry liaison as depicted in Fig. 3. The
Curriculum development & review process is decomposed into four sub-processes:
New course approval; Unit review; New unit or major amendments; and Unit minor
amendments as shown in Fig. 3(b). Further, as illustrated in Fig. 3(c), the Academic
Unit is responsible for six core processes within its resources management: Recruit-
ment; Staff industry; Staff development & training; Teaching allocations; Mentoring;
and Staff performance management.
(a) 1st level conceptual layer displaying the core processes in Academic Unit
(b) 2nd level conceptual layer
(c) 1st level conceptual layer displaying the core processes in Academic Resource Management
New Cou rse
Approval
Process
New Uni t
or Major
Amendments
Process
Unit Minor
Amendments
Process
Uni t
Review
Process
Teaching
Allocations
Staff
development
& training
Staff
Induction
MentoringRecruitment
Staff
Performance
Management
Academic
Resource
Managerment
Cu rricul um
Development
& Review
ResearchTeaching
Academic
Processes
Industry
Liaison
Fig. 3. Conceptual layer of the Academic Unit
In contrast, within the Administrative Unit there are five core processes as illus-
trated in Fig. 4: Marketing; Staff services; Student services; Technical services; and
Student support services.
Staff
Services
Student
Support
Services
Technical
Services
Marketing
Student
Services
Administrative
Processes
Fig. 4. High-level conceptual layer of the Administrative Unit
Each of these decomposes further into several other levels of conceptual layer. The
Marketing process into two 2
nd
-level: Publications; and Open day, and two 3
rd
-level
conceptual layers. Staff services process consists of five 2
nd
-level: Financial re-
134
sources; Human resources; Physical resources; Teaching resources; and BMS docu-
mentation, 19 3
rd
-level and 20 4
th
-level. Student services process comprises of eight
2
nd
-level: Admission; Enrolments; Timetabling; Assignments; Examinations; Results;
Scholarships and Research, 18 3
rd
-level and 10 4
th
-level. Technical services process
encompasses four 2
nd-
level: IT support for staff & research student; IT teaching &
leaning support; File, web & application servers; and Network & account manage-
ment, 17 3
rd
-level and 12 4
th
-level. Student support services process includes two 2
nd
-
level: English conversational classes; and Online textbook listing, and two 3
rd
-level.
The processes of the school are modelled using ARIS value-added chain diagrams
for conceptual layers, ARIS eEPC for process layer and ARIS function allocation
diagram (FAD) for procedural layer. In total 102 ARIS process models are devel-
oped. Nine ARIS process models for the Academic Unit: four for Curriculum devel-
opment & review; and five Resource management and 93 ARIS process models for
the Administrative Unit: three Marketing; 33 Staff services; 26 Student services; 28
Technical services; and three Student support services.
The lecture timetabling process is discussed to illustrate the power and elegance of
ARIS methodology in enhancing process understanding. This process is chosen be-
cause it is one of the “deepest” processes with several levels of conceptual layer (see
Fig. 5) and eEPCs as well as a FAD.
As depicted in Fig. 6, the high-level eEPC is used to capture the chain of activities
that is happening at the lecture timetabling process.
1st level conceptual layer displaying the core processes in Administrative Unit
2nd level conceptual layer
3rd level conceptual layer
Fig. 5.
Decomposition of the conceptual layer of the administrative process
Administrative
Processes
...
Student
Services
...
... ...Timetabling
...
Lecture
Timetabling
Fig. 5. Decomposition of the conceptual layer of the administrative process
135
(a) High level eEPC for (b) 2nd-level eEPC for checking unit offerings
lecture timetabling
(c) 2nd-level eEPC for lecture timetable preparation
(refer Fig. 7)
Lecture
Timetabling
Check Unit
Offerings
Prepare Lecture
Timetable
census file
from Faculty
re ceive d
census
file
returned
lecture
timetable
noted
census file
from Facul ty
rec ei ved
compare census
file with school
academic
allocation file
census file
from Facul ty
academic
allocation file
discrepancies
noted
add/delete
uni t offerings
census file
updated
census file
from Facul ty
P/G Prog
Coordinator
return comp leted
census file to
facul ty
census
file
ret urn ed
no discrepancies
found
lecture
theatre
booked
update
lecture
timetab le
lecture
timetab le
semX 200X
lecture
timetab le
updated
email all
sta f f
lecture
tim etab le
noted
Estimate
Enrolment
Num be rs
P/G Prog
Coordinator
Book lecture
theatre
Dete rmi ne
unit leader
requirements
& availabilities
enrolment
numbers
estimated
requirements
noted
academic
allocation
file checked
census
file
ret urn ed
Fig. 6. Overview of the 1st-level and 2nd-level eEPCs of the lecturing timetabling process
This process is initiated by the arrival of the faculty’s census spreadsheet event and
is supported by two 2
nd
-level eEPCs: check unit offerings and prepare lecture timeta-
ble and ends once all the school’s staff are notified of the updated lecture timetable. It
is further supported by three 3
rd
-level eEPCs and one FAD as depicted in Fig. 7 and
Fig. 8 respectively.
136
(b) 3rd-level eEPC for enrolment (a) 2nd-level eEPC for lecture timetable preparation (c) 3rd level eEPC for determining unit leader
numbers estimation requirements and availabilities
(d) 3rd level eEPC for booking of lecture theatre
(refer Fig. 8)
lecture
the atre
booked
update
lecture
timetable
lecture
tim etab le
semX 200X
lecture
timetable
updated
email all
sta f f
lecture
timetable
noted
Estimate
Enrolment
Num bers
P/G Prog
Coordinator
Book lecture
theatre
Determine
unit leader
requirements
& availabilities
enrolment
numbers
estimate d
requirements
noted
academic
allocation
file checked
census
file
ret urned
academic
allocation
file che cked
email unit
leader for
lecture
requirements
no changes
to requirements
needed
changes
to requirements
needed
note
lecture
requirements
requirements
noted
P/G Prog
Coordinator
academic
allocation file
chec k lectu re
the atre
feasibility
lecture
the atre
determined
email requests
to FI T tim e-
tabling officer to
ke y to Sy ll ab u s+
Syllabus+
FIT con firmati on
file received
check lect ure
requests
confirmation
create l ectu re
timetabl e
file
lecture
timetabl e
created
lecture
time tabl e
semX 200X
lecture
theatre
booked
P/G Prog
Coordinator
enrolment
numbers
estim ated
requirements
noted
academic
allocation
file checked
determine
old and new
units
P/G Prog
Coordinator
academic
allocation file
new unit
determined
old unit
determined
chec k
current
numbers
Discovery
Report
P/G & U/G
lectures
run together
determined
Uni t run
separately
determined
combin e
numbers
get numbers
current
numbers
determined
add 10% to
current numbers
use 50 as
default
number
enrolment
numbers
estimated
Fig. 7. Decomposing from 2
nd
to 3
rd
-level eEPCs of lecture timetabling process
(a) 3rd level eEPC for booking of lecture theatre
(b) FAD for checking lecture theatre feasibility
check lecture
theatre
feasibility
lecture
theatre
determined
email requests
to FIT time-
tabling officer to
ke y to Sy l l ab us+
Syllabus+
FIT confirmation
file received
check lecture
requests
confirmation
create lecture
tim etable
file
lecture
tim etable
created
lecture
timetable
semX 200X
lecture
theatre
booked
P/G Prog
Coordinator
enrolment
numbers
estimated
requirements
noted
lecture
timetable
semX-1 200X
Course
Map
P/G Prog
Coordinator
summer semester
lecture
requ i remen ts
Monash
ITS Teaching
Facilities
website
check lecture
theatre
feasibility
Fig. 8. Decomposing from 3
rd
-level eEPC to FAD of lecture timetabling process
137
7 Discussion
Describing business processes with ARIS ensures consistent modelling and elimina-
tion of paper versions of documentation. Further storing processes in ARIS repository
meets most certification requirement that processes should be available at all times to
respective people in the organisation.
During the ARIS modelling, 102 process models are developed. Nine models for
the Academic Unit: four for Curriculum development & review and five for Resource
management; and 93 for the Administrative Unit: three for Marketing, 33 for Staff
services, 26 for Student services, 28 for Technical services, and three for Student
support services.
These models act as reference models ensuring the school’s knowledge is not lost
and smooth transition of processes due to staff movements or departures. On top of
that they facilitate greater process understanding and reconciliation of different view-
points through ARIS methodology of decomposing complex processes into hierarchi-
cal layers. Thus the adoption of such methodology greatly enhanced the level of ac-
tivity coordination among the people involved.
In addition these models may be modified for other purposes which may include
activity-based costing, process improvement and/or design, process benchmarking,
simulation, balanced scorecard and the like for improving the school’s decision mak-
ing processes, quality of processes as well as efficiency and effectiveness of the
school’s operations.
Taken together with the findings described above, the “administrative-related” cor-
porate knowledge seems to have higher potential to become explicit while the “aca-
demic-related” knowledge seems to have a reasonably high tacit component.
8 Summary and Conclusion
In this paper the process of the ISO certification for an academic school within Aus-
tralian university is discussed. The concept of a process-oriented HEE developed by
Seng and Churilov [24] provides a convenient starting point for addressing the issues
of ISO certification in a university. As the ISO set of standards is very much process-
oriented on its own, it is rather natural to expect a “better fit” and fewer problems
when implementing ISO certification by the enterprise with process-oriented organ-
isational structures.
The competitiveness in the area of higher education puts a strong emphasis on the
HEE to adhere to an internationally recognised set of quality standards. As a part of
this study, the strategy adopted by the School of ABC in regards to ISO certification
was discussed and a number of tangible benefits were formulated. These include
streamlined processes, better understanding of the school’s activities, increased
awareness and staff member focus on core processes, transparency of processes, and
better appreciation of different roles and tasks within the school.
In the course of the school’s ISO certification process, more administrative proc-
esses were identified and documented when compared to academic processes. The
reasons behind this may be firstly, documenting academic processes is seen as an
138
intrusion into academic freedom and privacy and secondly, academic processes are
less structured than administrative processes and hence harder to procedurised.
Needless to say, having a powerful and flexible process modelling framework and
methodology becomes very important when dealing with process-oriented tasks such
as ISO certification. In this study we demonstrated how the ISO certification proc-
esses can be better managed and documented using ARIS methodology. It is argued
that although ARIS was not chosen as a modelling tool for the actual process of ISO
certification, the use of this or another sophisticated process modelling tool could
have potentially delivered even more benefits to the enterprise in question.
As the whole process of ISO certification was completed at the end of 2003, natu-
ral directions for future research include longitudinal studies of the impact of the
process of ISO certification on the school as well as research into comprehensive
reference models for ISO certification of an academic school and the dissemination of
modelled procedural knowledge within HEE.
This research can be extended by addressing potential benefits of academics and
administrative staffs within HEE and how process-orientation facilitates quality im-
provement for students. These issues are partially explored in Seng [23] and require
future consideration.
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