Evaluation of the Performance of Information Systems Implemented

at the University of Tripoli, Libya

Tareq Salahi Almigheerbi

, David Ramsey

and Anna Lamek

University of Tripoli, Tripoli, Libya

Wrocław University of Science and Technology, Wrocław, Poland

Keywords: CD-ERP, Assessment, Exploratory-study, Initial Case Study, Business Activities, Libyan Higher Education,

CPIT Model, Zuboff’s Model, Nolan’s Model.

Abstract: Evaluating the performance of information systems (ISs) has emerged from the increasing influence of

information technology on the effectiveness and efficiency of work processes in an organization (Bryman and

Bell 2007). The aim of the overall study is to overcome a lack in the literature regarding the assessment of

information systems (IS) in Libyan Higher Education (LHE), especially universities. The aim of this initial

article is to focus on the University of Tripoli (UOT), a study that will be extended to other Libyan public

universities. A description of the study, its significance and objectives and the methodology followed are

presented, together with an analysis of the findings on the basis of appropriately chosen models. Finally, we

assess the current level of ISs implemented in UOT by analyzing the findings based on these models.

1 INTRODUCTION

In Libya, access to the tools of information and

communication technology (ICT) is still lagging

behind, especially in government services. Libya, as

a developing country, is eager to adopt new

information technologies, although the

implementation and use of modern technology in

Libyan education are slow and at a low scale for many

reasons (UNICCO 2009). There is a gap in the

literature regarding the adoption of ICT, especially

ISs, in Libyan Universities. This study aims to answer

the main question of an ongoing research project,

namely “How does ICT in Libyan Universities look in

the 21

century after years of serious technical,

economic and social development?” To answer this

question, an assessment of the ISs implemented in

Libyan Universities is conducted by using

appropriate methods as described later. Indeed, the

authors have carried out an initial case study of UOT

as the first step in a field study in Libya, while other

case studies will be conducted at other Libyan

universities to get a fuller spectrum.

A study was conducted (Bakeer and Wynn 2014)

on the use of ICT in Libyan universities with the aim

of addressing this imbalance by analyzing how ICTs

are used in Libyan universities. A new model for

assessing ICT utilization in Libyan universities was

proposed and applied at the University of Misurata

(Bakeer and Wynn 2014). In (Elferjan 2015), training

was highlighted as a factor required to enhance the

education system. A few other unpublished studies,

available only in Arabic, have investigated specific

factors. This has led to a lack of available literature

covering the issues related to ISs implemented in

LHE, particularly in universities (Elferjan 2015). In

this paper, UOT was chosen as the subject of an initial

case study. Interviews were conducted with IT

specialists working at the ICT Centre of UOT. To

give a wider view, three models were chosen to

analyze the data obtained, specifically: Zuboff’s

model, Nolan’s model and the CPIT Model.

2 SIGNIFICANCE AND

OBJECTIVES

This case study aims to describe the present situation

of ICT at UOT and will be used for future comparison

with other Libyan universities. Hence, the authors use

the term “initial case study”. Besides guiding

adaptations of the survey and interviews for other

case studies, this initial study will be useful in

deciding how many case studies should be used in a

future study. What makes this study unique is the

treatment of locally-deployed ISs that are not e-

Almigheerbi, T., Ramsey, D. and Lamek, A.

Evaluation of the Performance of Information Systems Implemented at the University of Tripoli, Libya.

DOI: 10.5220/0008119902030211

In Proceedings of the 11th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2019), pages 203-211

ISBN: 978-989-758-382-7

203

solutions (web-based), as well as classifying the

business activities in UOT based on the model used

in (Zornada and Velkavrh 2005). It should be noted

that the overall goal of this research project is to

assess the applicability of Collaboratively-

Developed, ERP model (CD-ERP) within Libyan

public universities.

In this study, only aspects of ICT associated with

“IS implementation” which are deployed in UOT to

handle business processes (educational activities,

research activities and other business activities) are

considered.

3 ABOUT THE CASE STUDY

UOT was chosen as the subject of this study since one

of the authors is a staff member and it is the leading

university in Libya. Also, UOT has been contributing

effectively to the establishment of many universities

in Libya by providing consultants and educators.

Hence, these collaborations have led to the existence

of similarities between all of the Libyan universities.

UOT is a public university, the largest institution of

higher education (HE) in Libya and the national

leader in academic teaching, scientific research, and

knowledge development. It consists of 6 campuses

distributed over the city of Tripoli. There are 20

faculties (colleges) and 154 academic departments.

The local teaching staff has 2970 members, while the

international teaching staff numbers 80. A total of

70822 local students and 1598 international students

are registered in undergraduate programs, while 3628

local students and 93 international students are

registered in graduate studies. (University of Tripoli

2019).

4 THEORETICAL FRAMEWORK

In recent decades, many authors have addressed the

issue of the evaluation of IS performance. Factors that

influence the success or failure of information

systems are often discussed (Platisa and Balaban

2009). A number of techniques and models developed

to study organizations from an informatics

perspective were chosen keeping in mind the

technological and organizational differences in a

developing country, such as Libya, from the countries

where these models were developed and tested. To

evaluate performance, the following theoretical

framework is used.

Within this theoretical framework, this paper

addresses the following research question: How do

the ISs deployed at UOT look after years of serious

technical, economic and social development?

5 RESEARCH METHODOLOGY

In this section, the research elements are summarized

including: the strategy and approach followed, the

research method used, the method of data collection,

the sample, the research process, data analysis, and

the limitations of the research.

5.1 Research Strategy, Approach and

Philosophy

In this study, the authors have observed a single case

study, where the subject is UOT. Moreover, the two

main research approaches are deductive and

inductive. As the authors investigated the

implementation of ISs used in UOT, the inductive

approach is appropriate, since it involves qualitative

research in which the researcher collects data and

develops a theory on the basis of data analysis. Data

collection was based on interviews with purpose was

to collect data on the level of ICT in UOT with

emphasis on the deployment of ISs.

5.2 Sampling

Convenience sampling is a type of non-random

sampling where members of the population who are

easily accessible to a researcher are studied (Dornyei

2007) (Roestad 2016). Such a method was chosen due

to the specific nature of the population, individuals

who are working on/familiar with ISs in the context

of UOT. Also, the population is “hard-to-reach”. As

it is an initial study, the results can direct future

research, to be carried out with more accuracy.

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5.3 Design of Data Collection

The design of data collection and analysis of the

target population were based on the concept of

snowball sampling/respondent-driven sampling

(RDS). RDS is a popular method of data collection in

the study of "hard-to reach populations", such as the

homeless (Salganik and Heckathorn 2004). The use

of snowball sampling in such cases has created a

widespread perception of chain referral methods in

general as methods of convenience sampling (Bonnie

1979). RDS combines "snowball sampling" (getting

individuals to recommend those they know as

subjects, who, in turn, recommend those they know

and so on) with a mathematical model that weighs the

sample to compensate for the fact that the sample was

collected in a non-random way (Heckathorn 2012).

5.4 Recruitment Strategy

Using RDS, a researcher identifies one individual

within a population as a "seed," collects data from the

seed and obtains additional participants in the study

based on the social network of the seed. These new

participants then serve as seeds for identifying more

participants. Thus, the snowballing of participants

also illustrates the social network within a population

(Salganik and Heckathorn 2004). Recruiting is thus

driven by respondents rather than by interviewers

(Schonlau and Liebau 2012). A method combining

aspects of both snowball and RDS sampling was

used. Each respondent was asked to give an estimate

of the size of their network. This helped to decide

whether to use interviews or questionnaires, which

depends on the estimated size of the network of the

seed(s).

5.5 Target Population

Based on the structure of UOT, the Centre for ICT

was established to build and develop a technical

environment improving the quality and efficiency of

both academic and administrative performance

within the university. Consequently, the Centre for

ICT was the best starting point for our study,

especially as it contains a department committed to

developing and maintaining the ISs implemented

across the university.

6 THE CASE STUDY

RESPONDENTS

Three participants from UOT, labelled T-1, T-2 and

T-3, were interviewed. The responses received from

these respondents provided the authors with an initial

understanding of the general level of ICT in UOT. In

particular, these responses enabled an assessment of

the level of the ISs deployed and UOT’s capabilities

for implementing in-house applications.

Table 1: Brief description of the respondents who

participated in the study.

Respondents

Position

Years of

Experience

T-1

Former Head of ICT Centre

T-2

Head of ICT Centre

T-3

Head of IS Department

The respondents were all experienced in the use,

support and management of ICT within the

university. These selection criteria for the initial study

could also be useful in future field studies. The details

of the respondents are given in Table 1.

The authors witnessed a new shift in the Centre

for ICT, which gave the opportunity to observe a

critical change affecting the entire ICT process at the

university. The authors started the interview process

with the former head of the Centre for ICT (T1) when

he was still in the position. This interview was paused

due to an unexpected battle in Tripoli, during late

summer 2018. By the end of the battle, a new head of

the Centre had already occupied the position. Despite

this, the interview with the former head of the Centre

was continued, since he held the most knowledge on

the things occurring at the Centre, as well as being the

initial seed of the sequence of interviews. He

proposed the new head of the ICT Centre (T2) as a

potential seed. The authors interviewed the new head

of the Centre, who in turn recommended the head of

the Information Systems Department (T3). This

proposal was natural, since the target component of

ICT was the level of IS deployment rather than the

overall ICT level. The respondents were first

introduced to the study via e-mail and then contacted

by telephone for the first session of the interview.

After this, a list of the additional information needed

was e-mailed to them and eventually video-

conference sessions were held to conclude the

interviews. The languages used in the interviews were

Arabic and English for easier communication with the

respondents. The lengths of these interviews were

between 35 minutes and 2 hours.

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7 THE FINDINGS

The Centre for ICT.

The ICT Centre provides networking services, access

to the Internet, Intranet services, e-mail, software

development and technical support, as well as

technical consultancy and training to the University's

IT staff. The Centre is directly responsible to the

University President. Apart from the administrative

department of the Centre, there are five departments

namely, Networking and Information Security,

Department of Information Systems, Department of

Technical Support and Maintenance, Department of

Electronic Publishing and Department of

Documentation and Statistics

Business Activities in UOT and the Information

Systems implemented

To study both business and associated sub-

business activities, the authors adopted a model of

business activities in HE institutions presented by

(Zornada and Velkavrh 2005) as shown in Figure 1.

This model was discussed with the interviewees to

check whether or not all business and sub-business

processes had been included.

Figure 1: Business activities in a higher educational

institution (Zornada and Velkavrh 2005).

1) The implementation of educational activities

Such business activities consist of the following:

portals and forums for e-learning, a virtual library,

library system, laboratories, teaching equipment, and

administrative support for the process of education in

the form of a student information system (SIS). UOT

lacks a system unified across all faculties to support

its educational activities. Some faculties still rely on

old in-house systems to accomplish some tasks, while

others are completed using paperwork. In 2016, the

university launched a new online system enabling

students to manage their course programs. Now all

students use a unified system for course registration

and similar tasks. This system operates online, while

an offline version is under development. At present,

the exchange of information between this online

system and older offline systems (on local servers in

the faculties) is operated manually using excel/SQL

files.

The e-learning program, consisting of portals and

forums for both SIS and the learning system, was

launched in 2010. This system was fully online, but

after the uprising in 2011, the system was limited to

managing studies, with no option to perform learning

tasks online. Also, the monthly grand program was

launched in 2012 is presently done manually using

computer applications, such as MS Excel. The

registration of new students is electronically operated

through the university's main registry.

2) The implementation of research activities

The implementation of research activities involves

research software, support for research work,

research laboratories, research equipment, as well as

the Research Information System RIS, providing

support for the research process. There is no

integrated IS for research business activities at the

university. One of the projects launched by the ICT

Centre is the Digital Archive of the University of

Tripoli, DRUoT. Its aim is to digitally store all the

output of research, theses, dissertations, books and

published papers. This system is administered by the

ICT Centre and hosted within the data centre inside

the university. Uploading privileges are granted only

to the staff of the ICT Centre, while browsing and

downloading are open to the public. One of the

projects introduced to the university is Office 365,

taking advantage of its benefits in ERP systems, E-

management and access to international journals

based on a subscription. Moreover, there are e-

solutions for the refereed journals and periodicals

issued by the faculties of UOT in various fields.

Other business activities require human resource

information systems (HRISs), finance and accounting

ISs and administrative ISs. UOT does not possess any

HRIS, except for the administration of academic

staff: this is an IS developed by staff within the ICT

Centre. Its aim is to handle the data and procedures

related to academic staff. Also, there is an IS for

students who are awarded a scholarship to study

aboard. This system is not owned by the university,

but by the Ministry itself. Other work related to

human resources is done either using MS-office

(Excel or Access) or by hand.

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Finance and accounting are partially

computerized. In the faculties, such matters are

usually done by hand or using MS-office, while the

main office of finance and accounting uses an in-

house application. The administrative IS,

incorporating a document handling system, is

computerized in the central offices, such as the

University President’s office, but handled manually

or using MS-office in other divisions. There is a so-

called “network resource management system”, a

centralized system controlling Internet access across

the university campuses, ensuring the anonymity of

users and determining privileges, such as limits on

time spent online and the amount of data that can be

downloaded.

3) Hosting and Data Centre

All online systems operate on the university’s

website, including: the registration system; the billing

system responsible for managing student, faculty and

staff accounts using Office 365; issuing passwords for

access to the University's wi-fi hotspot; and the

academic staff administration system. These systems

communicate electronically with the university’s

website. All online systems are hosted by a Libyan

company on a server dedicated to UOT. This option

provides control over the server, as it can be remotely

controlled using administrator privileges. It is thus

possible to install and set up any software. This server

is located in the company, but the current CIO of the

Centre is negotiating to move it to the university's

data centre, where all university data is stored. The

off-line systems are not centralized, but are under the

management of individual faculties to perform

specific services. Thus, the offline systems are hosted

locally inside faculty buildings.

Finally, there are three main categories of ISs in UOT

as itemized below:

 In-house applications developed by an ICT or

faculty team using a variety of development tools,

such as VB/SQL, ASP/SQL Server and C++.

These applications have many problematic issues,

are out-of-date and badly documented.

 Applications bought from local vendors and

maintained by the vendor or open-source

software. The latter are difficult to maintain or

develop.

 Access/Excel applications used to support some

core activities.

 Integration of such systems is limited to manual

communication. There is no bridging software.

Data is transferred in Excel, CSV or database

files.

8 ANALYSIS AND DISCUSSION

The findings of this initial study expose the

weaknesses of the ISs used within UOT. This section

presents an analysis and discussion of these findings

on the basis of selected models, providing the authors

with an easy way to compare ICT levels, especially

the ISs deployed, at the time of the field study, as well

as giving the reader a better understanding of the

research findings. The selected models are:

 Analysis of the ISs deployed in UOT on the basis

of Zuboff’s model and Nolan’s model.

 Analysis of the level of e-solutions in UOT on the

basis of the CPIT model.

8.1 Analysis of the Findings based on

Nolan’s “Stages of Growth Theory”

The Stages of Growth Theory (or Nolan’s model) is a

classical method for assessing ISs. Although this

model has been modified over time, it is still used to

describe the growth of IT in an organization and to

categorize the evolution of what are known in this

context as data processing departments (Hollyhead

and Robson 2012). This theory splits the development

of IT in an organization into a number of stages. Each

stage has its own specific problems regarding

information systems, users, technology, IT personnel

and management instruments (Nolan and Koot 1979).

As illustrated in Figure 2, the first stage in Nolan’s

model is “initiation”, where the automation of labour-

intensive operations is carried out to reduce costs and

increase efficiency. All of the UOT organization is

beyond this stage. Indeed, UOT's top management,

and even the authorities in the faculties, are pushing

toward adopting the best available technologies.

Figure 2: An analysis of the growth of ISs at UOT.

“Contagion” is the second stage, when an

organization becomes more familiar with automation.

Evaluation of the Performance of Information Systems Implemented at the University of Tripoli, Libya

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There is an increasing desire for new technologies.

UOT is already beyond this stage as well. All the

departments and divisions use information

technologies, ISs and software applications to

complete their business faster and more reliably.

Limited links between ISs in the same department have

already been launched by various means, such as CSV

or Excel files.

The “Control” stage follows the spread of

automation systems throughout an organization and

the failures encountered in the “Contagion” stage.

Some ISs deployed in UOT have been replicated in

various departments. The action taken by UOT's

management to unify the online registration system is

a good example of this. Before, each faculty had run

different course registration systems. Some faculties

with few students used MS Excel or Access to handle

such processes, while others used in-house

applications developed by their IT staff, e.g. the

Faculty of Information Technology and the Faculty of

Economics. However, we cannot say that UOT has

passed through the "Control" stage, since some

systems are replicated in various departments, such as

the document management system. Simultaneously,

UOT is, to some degree, already in the next stage,

“Integration”, since the university is planning to

manage all its business processes and sub-processes

via integrated information systems. Currently, there is

a tendency to carry out services with the support of in

house applications implemented using computer

software such as MS Excel and Access. As a result, the

authors see the level of ICT, especially the deployment

of ISs, as being between the “Control” and

“Integration” stage, due to the new shift at UOT to

control the growth of ICT.

8.2 Analysis of the Findings based on

Zuboff’s Model

The concept of “automate, informate, and

transformate” was introduced by Zuboff to describe the

impact of information technologies on organizations:

“Automate” refers to the use of Information

Technology (IT) instead of human resources to

undertake business processes, tasks, or work activities;

“Informate” refers to the use of IT to generate timely

and relevant data which can be used by the employees

of an organization and its external trading partners and

“Transformate” refers to the use of IT to help

organizations restructure their business models,

processes, practices, assets, capabilities, and

relationships, in order to create new products, services,

or business processes, and reposition themselves in the

market (Angeles 2013) (Zuboff 1988). Here, Zuboff's

model is used to analyze the ISs deployed in all kinds

of business activities, while business and sub-business

activities are divided into three categories, as in the

model of business activities in a HE institution

presented by (Zornada and Velkavrh 2005).

Figure 3 presents an analysis of the adoption of ISs

at UOT based on Zuboff’s model. Educational

activities and administrative support for the education

process are the only processes among the university’s

core functions to be facilitated by advanced ISs. Hence,

enhancement of the current ISs and new ISs are needed

to fully "Transformate" the servicing of educational

activities. Support for both research activities and

other business activities is insufficient for

"Transformating" all the related activities to be

electronic.

Figure 3: An overall analysis of IS adoption at UOT on the basis of Zuboff’s model.

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8.3 Analysis of the Level of

e-Solutions in UOT using the CPIT

Model

The Connect, Publish, Interact, Transform (CPIT)

model was developed by the UK Department of Trade

and Industry to evaluate the impact of e-business

technologies on an organization’s business processes

based on a 2-dimensional matrix. The aspects

considered are: “Connect”, referring to the use of

basic Internet technologies; “Publish”, referring to

publishing information using online technologies;

“Interact”, referring to two-way communication via

the Internet and finally “Transform”, referring to an

organization using online technologies to fully

transform its business processes (DTI 2003). For

convenience, the analysis of UOT’s e-solutions is

divided into three parts, as in the model of business

activities in a Higher Education (HE) institution

presented by (Zornada and Velkavrh 2005).

Firstly, an analysis of the e-solutions adopted for

educational activities at UOT is illustrated in Figure

Figure 4: Analysis of e-solutions adoption for educational

activities at UOT.

Among the activities facilitated, interaction is best

seen in the online content related to educational

activities, especially in the case of the online SIS and

its services. Figure 5 summarizes the analysis of the

adoption of e-solutions in research activities at UOT.

Figure 5: Analysis of e-solutions adoption in research

activities at UOT.

Figure 6 summarizes the analysis of the adoption

of e-solutions in other business activities at UOT.

Figure 6: Analysis of e-solutions adoption in other business

activities at UOT.

In general, the level of adoption of e-solutions for

educational services seems to be beyond the level

observed in other business activities in all aspects,

with interactive content being available to students

and staff via the online SIS system. However,

Figure 7: The overall analysis of the adoption of e-solutions at UOT on the basis of the CPIT Model.

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209

improvement is needed, as stated by each of the

experts. None of the kinds of business activities is

close to being served by a fully transformed system,

which is represented by the "Transform" aspect in the

CPIT model. Unlike in the case of educational and

research activities, there is no capability of interaction

based on any online system available for other

business activities. Figure 7 illustrates the overall

analysis of the adoption of e-solutions at UOT on the

basis of the CPIT Model.

9 CONCLUSION

This study can be interpreted as a pre-testing of

research techniques and methods, questionnaires and

interviews, while also gaining information on the

state of ICT in LHA. Identifying practical problems

involved in the research procedure, such as the

interpretation of instructions and time limits, was also

considered to be an objective. Moreover, it helps to

project the number of case studies, as well as the

minimum number of participants that should be

involved in future research.

Based on the above, the sampling technique and

recruitment strategy were effective and led to

valuable findings. Furthermore, the authors were able

to analyze the findings on the basis of Zuboff’s

model, the CPIT model and Nolan’s model.

Regarding the practical problems of the research

procedure, the initial study went beyond the planned

deadline, partially due to the battle in Tripoli during

the summer of 2018. Using online communication

was ineffective on many occasions and the authors

were sometimes forced to wait for an answer for days.

Also, keeping the online sessions active was not easy.

Regarding the number of case studies to be

conducted, the initial study indicated that ISs

developed by Libyan public universities are already

in use in other HE institutes across the country,

indicating the similarity between Libyan universities.

Also, the time spent on this initial study has led to

tighter limitations on the time available for further

research. As a result, a total of three case studies is a

strategic choice.

After conducting the initial study, the authors

propose to interview two participants in each of the

additional case studies, based on the assumption that

the other two case studies are characterized by a

similar structure to UOT. The second type of data

analysis is based on quantitative data to collect

information and expectations regarding the current

ISs. The initial study indicated that the department

responsible for IS deployment is the Department of

Information Systems at the ICT Centre. The

involvement of all the staff at the Department of

Information Systems in the ICT Centre and at the ICT

office in each faculty is targeted. This study comes as

initial research in a project to assess the applicability

of the CD-ERP model in LHE. Further case studies

will be carried out in other Libyan universities. The

results of this series of studies will be applied to the

planning of future IS development in Libyan

universities at national level. Also, the author

recommends using process mapping and system

profiling to achieve a better understanding of the

basic business processes and associated ISs.

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