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

 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

(b) Process laye

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

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

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

-level: Publications; and Open day, and two 3

-level

conceptual layers. Staff services process consists of five 2

-level: Financial re-

134

sources; Human resources; Physical resources; Teaching resources; and BMS docu-

mentation, 19 3

-level and 20 4

-level. Student services process comprises of eight

-level: Admission; Enrolments; Timetabling; Assignments; Examinations; Results;

Scholarships and Research, 18 3

-level and 10 4

-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

-level and 12 4

-level. Student support services process includes two 2

level: English conversational classes; and Online textbook listing, and two 3

-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

(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

-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

-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

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

to 3

-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

-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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