• Introduction
• Overview of Web access to databases
• The importance of Web access to databases
• Review of pertinent literature to establish what is formally known about the topic
• Web database architecture and functionality
• Best practices in electronic student services
• SCT Corporation Bannerä System
• History of Bannerä at Indiana State University
• Banner2000ä Web application overview
• Potential benefits of Bannerä Web
• Architecture and technical features of Bannerä Web
• Description of the method used in the conduct of the research project
• Findings of the project and analysis of those findings
• Findings
• Status of current Bannerä system at ISU
• Objectives of Bannerä Web at Indiana State University
• Bannerä Web implementation at other institutions
• Analysis of findings
• Conclusions that can be drawn from the project and a summary of the research effort
• Conclusions and Summary
• Appendix
• Survey for ISU Bannerä users
• ISU user concerns about Bannerä Web
• Survey for institutions using Bannerä Web
• Summary of survey responses from institutions using Bannerä Web
• References

Organizations prosper today by managing resources to competitive advantage. Management of information resources plays as critical a role as personnel, materials, facilities, and capital. The global economy, international competition, advancing technology, faster business pace, and social constraints combine to make business more complex today. Information technology capabilities have increased.⁸ Faster computers, increased storage, desktop availability, networks, and the Internet make more information available to more people – and do so more quickly.

As organizations face the challenge of handling a growing volume of data, accessing the desired information is increasingly difficult. In his essay, "The Age of Negative Discovery," in his book Cleopatra’s Nose: Essays on the Unexpected, Daniel Boorstin points out that "for most of Western history interpretation has far outrun data. The modern tendency is quite the contrary, as we see data outrun meaning." ²

Database management systems, particularly relational and object-oriented systems, have become a common method of organizing and accessing data. New fields within database management include data warehousing, knowledge discovery in databases (KDD), and data mining. Barquin and Edelstein define data warehousing as "the process whereby organizations extract value from their informational assets through the use of special stores." ² According to William Inmon, one of the developers of the data warehousing concept, a data warehouse is a "subject-oriented, integrated, time-variant, and non-volatile collection of data in support of management’s decision-making process."² It is not a static, product-oriented archive but a dynamic, process-oriented tool.

Knowledge discovery in databases (KDD) addresses the explosion of data today through "the non-trivial extraction of implicit, previously unknown and potentially useful knowledge from data."¹ Data mining generally refers to the discovery stage of KDD.¹

Networks and client/server technologies have brought computing to desktops throughout the organization. Managers at all levels want to access the information that is critical to their organizations.

In less than ten years, Internet use of the World Wide Web has skyrocketed from development for use by a handful of professionals in the sciences to information access by over 50 million users. Many factors have contributed to the growth of the Internet and the Web:

• the functionality of Internet applications from multiple computing platforms;⁸
• the user-friendliness of Windows’ graphical user interface (GUI); ⁸
• the availability and ease of installation of Web browsers;
• the declining cost of computing hardware;
• and the increased processing capabilities of today’s PCs.

"The Web’s ability to integrate other Internet services and information sources under its common user interface and transport protocol is the central synergy argument behind its explosive growth."⁵

The purpose of this project is to research the use of Web interfaces for access to databases. In particular, the research will examine the implementation of Web access to the student database of the Bannerä administrative information system at Indiana State University.

Overview of Web access to databases

Web browsers are integrated into databases through a variety of structures and purposes. The Web interface is the connection between the browser and the database, allowing the user access to databases on an organization’s intranet or on the Internet. Users can be managers, employees, clients, or the public. Applications may include data entry as well as data retrieval. Complex structures may provide simple query options or full ad hoc queries and data manipulation. Simple querying permits the user to ask for standard reports using all or part of the data. Ad hoc queries give user the capability to create their own requests and analyses of the data.

Technology tools and architectures offer alternative methods for Web access to databases. The Web browser may work through an expert system, decision support system (DSS), online analytical processing system (OLAP), data warehouse, or data mining to reach the necessary information in the database.

Major uses of Web browser access to databases are highly visible on the Web. Commercial or institutional research databases may offer public or limited subscription access via the Web. An example is an institution of higher learning’s subscription to an electronic journal database service, such as ProQuestä . Internet search engines, such as Yahoo! and Infoseek, use a Web browser interface to connect to the databases of Web sites that they catalog. Web browsers may be used to reach technical and support databases online, such as the Microsoft knowledge base.

The importance of Web access to databases

Database communications routines are a critical part of today’s database management systems. Modern DBMSs provide communications tools that allow the database to accept end user requests within a variety of environments: network, Intranet or Internet.¹²

Some developers view Web access to databases as "the future of database connectivity."¹⁰ The growth of local area networks has resulted in improved linkage of people possessing machines with different operating systems. Users may work with PC, Mac, and UNIX platforms. Cross-platform computing is the ability of hardware or software to run identically on different operating systems. Historically, files were not compatible between platforms and may have required conversion of data to different formats.¹¹ Cross-platform capabilities are now available through Web clients.

Organization operations may be distributed across a city or around the globe. Users may be on-site with the information technology operations. However, the user may be a supplier or a customer at a remote location; the user may be an employee working from a field office, a motel room, or from home. Online publishing can give

users information more quickly than sending hardcopy reports. Web delivery may offer a cost-effective solution to sharing information across the enterprise. "It is not surprising then that private corporate Web sites are the fastest growing segment of the Web."⁶

Web interfaces can provide a familiar environment for a broad group of users, enhancing the users’ perception of ease of use. According to one IS manager, staff view technologies on their Intranet as easier to use. More people took advantage of Web for faster and more direct access to information.⁹

The Webmaster of the research firm Trade Compass "predicts that as more applications gain Web interfaces, the way users work will change."⁹ Web-based online analytical processing (OLAP) applications have been developed with interactive data analysis, drill down, ad hoc reporting, and three-dimensional graphic capabilities. Data entry, data analysis, alternative evaluation and decision-making will all be viewed differently. Field representatives will use Web-based forms for data entry and business analysis after appointments. Web applications will allow them to appraise leads for the following day.⁹ As email has changed communications for organizations by giving users immediate and more direct communications tools, Web interfaces are giving users immediate and direct access to data.

Customer and client Web access to databases can range from occasional to continual use in business and consumer trade. Customers can research costs and product specifications in many industries. Transportation companies like Federal Express and CSX provide tracking data for their customers’ shipments.

Two architectures are commonly used for Web access to databases. Both use the client Web interface, a Web server, and a database server. One adds an application server between the Web server and the database server. On the client machine, the Web interface, often a commercial Web browser, uses the Internet protocol HTTP (hypertext transfer protocol) to make a request or submission to the Web server. Hypertext markup language (HTML) is the common language for Web documents.²⁰

The Web server then uses a common gateway interface (CGI) program or a server application program interface (API) to forward the user's request to the application server. In some systems, an application server may not be used. The Web server then interfaces directly with the database server.²⁰

The application server translates the user's HTML request into a call or query statement in the query language of the database server. The database server processes the request against the database. Results are sent to the application server, or to the Web server if an application server is not employed. The application server and Web server then package the results in the proper format. The Web server submits the information to the user in the Web interface.²⁰

Connectivity for database access includes several critical issues. Linking an organization’s databases to an Internet or Intranet Web site enables the organization to benefit from integration of its information system with the Internet.⁸ Scalability is a primary connectivity concern. Criteria include concurrency, legacy databases, security, and simultaneous connections.¹⁰

Concurrency is the issue of what happens when one user is modifying data on the database server while a user is viewing the same data. Sharing updated data generally requires that capability on the database server as well as in the client application. The coding and increased server load for updating data cannot be handled by all database servers.¹⁰

Legacy database management systems are existing systems within an organization. Concerns here include whether a legacy DBMS can support simultaneous connections using TCP/IP or whether they can even support direct TCP/IP connections. Some systems may be able to do so; others may not.¹⁰

Organizations protect data for reasons of security as well as confidentiality. Information resources have a greater security risk when they are part of a communications network. For effective database connectivity, availability of support for encrypted connections may be required. Many database servers lack this capability.¹⁰

The addition of Internet, or even Intranet access, to a database may substantially increase user volume on a database server. Information technology staffs need to determine the appropriate limit to the number of active connections to the database server. Then, the likelihood of the number of simultaneous connections exceeding this limit needs to be determined.¹⁰

Best practices in electronic student services

The American Productivity & Quality Center (APQC) began a benchmarking study in November 1996 to identify best practices in electronic student services.⁴ Five major areas were examined: range of electronic student services, organizational change management, technology, policy/strategic issues, and performance measurement.

Top institutions in range of student services successfully deliver electronic self-service to students. Recruiting, marketing, and admissions efforts have been strengthened while financial aid electronic support has grown more slowly, in part because of government regulations. Organizational change management is required for electronic services to succeed. Each business process must be effective before it can be automated. While the availability of technology itself has driven the growth of electronic student systems, best-practice institutions have let business process and applications needs drive technical decisions. Policy and strategic issues of the institution’s mission must encompass electronic student services. For institutions with successful delivery, electronic student services were a budget priority and considered critical in attaining long-range goals. The primary performance measurement is improved student service; cost savings is secondary.⁴

The basic principle for delivery of electronic self-help services is to deliver services that the student can use without the assistance of university staff. "If you build it (demonstrate it, and market it), they will come."⁴ When help is required, the first contact should be apparent to the student - and should be able to resolve the problem for the student the majority of the time.⁴

SCT Corporation Bannerä System

Systems & Computer Technology (SCT) Corporation’s Bannerä Series software applies a business process orientation to the higher education enterprise, using a client/server architecture. Bannerä is composed of five integrated systems: Alumni, Financial Aid, Finance, Human Resources, and Student. Bannerä Alumni is designed to manage alumni affairs and development information, including special events and fundraising campaigns. The Financial Aid system provides options for managing financial aid operations, addressing government regulations and electronic information transfer. Bannerä Finance offers workflow management, reporting, and query tools for institutional finances. The Human Resources system supports core payroll and personnel functions. Finally, Bannerä Student links administrative and academic functions for prospective students, students, and faculty in admissions, registration, grades, and advisement. SCT promotes the business process orientation and enterprise-wide data sharing as means to crossing artificial boundaries of the institution's functional departments.

History of Bannerä at Indiana State University

In 1992, a committee of faculty and administrative users began the process to find an integrated software package to meet the administrative computing needs of the University. The following general criteria were established: "the use of a relational database, movement to client/server technology, the provision of an end-user reporting tool, and continued movement toward totally integrated administrative systems to allow shared data across systems."³ Of the vendor proposals received, SCT Corporation’s Bannerä not only met the general criteria but also most closely matched the business functions of ISU administrative offices. Special discounts were offered for ISU to become the first institution to migrate from SCT’s Series Zä to Bannerä . The recommendation to adopt Bannerä was approved in April 1993.³

The Associate Director for Institutional Computing Services led implementation through a steering committee of administrative representatives. Critical tasks were identified for each of the five systems: technical training, functional training, validation table definitions, security, mapping of data from the existing IAä system to Bannerä , identification of system modifications, development of conversion plans, development of policy and procedure manuals, delivery of conversion programs, end-user training, trial conversions, testing, and final conversion and implementation. A project team for each system was composed of the system coordinator and administrative users.³

The original implementation schedule set completion of all systems by September 1996. Major upgrade packages, SCT delivery delays, and narrow implementation windows in the University calendar slowed the schedule.³

Bannerä has succeeded in providing a relational database, migration to client/server architecture, and movement toward integrated and distributed administrative systems. End-user reporting tools offered by SCT and Bannerä have not met the University’s needs. Nearly all reporting is restricted to administrative offices and is generated using FOCUSä . Only the Finance system distributes to departments the ability to generate reports. Administrative departments have found it time-intensive to provide reports to end-users. The complex data structures within Bannerä need to allow simpler information retrieval.³

Banner2000ä Web application overview

Banner2000ä Web is a suite of software applications designed to give end-users Web access to information in the institution’s Bannerä database. According to SCT, Banner2000ä Web is "the first Web-enabled enterprise product" for the entire campus community.¹³

Designed to give applicants, students, faculty, and staff quick access to information, Banner2000ä Web offers six applications: Web for General, Web for Students, Web for Faculty & Advisors, Web for Alumni, Web for Employees, and Web for Executives. Web for General is the core component, providing the style for all of the Banner2000ä Web applications. The graphical user interface provides a familiar environment and can be customized for the institution.¹³

Web for Students enables students to access and update their personal information at any time, from any location, on any Internet connection, with any browser. Current students can register for classes, apply for financial aid, and get responses through the Web. Links to financial aid forms and U.S. Department of Education sites are available. Prospective students can apply for admission and for financial aid.¹⁸

System screens can be added to provide information from throughout the Bannerä database. Students can gain self-service Web access through hypertext links to course catalogs, class schedules, online registration, grades, account balances, financial aid, address verification, and transcripts.¹⁸

Faculty members and advisors can use Web for Faculty and Advisors to advise students, deliver grades, and update schedules on the Web from on-campus or off. Hypertext links can be used to access grading, course rosters, course waiting lists, student registration, name and address information, campus directory, faculty schedule, employment history, course catalog, and class schedule.¹⁷

Web for Alumni not only gives the institution access to information on alumni but also provides alumni with communications links to the school and to other alumni. Alumni can update their own records and can access event calendars and registration, career services, and volunteer opportunities. Development campaigns can use Web for Alumni for pledges and gifts.¹⁴

Human Resource needs are addressed in Web for Employees. Employees can have self-service access to update personal data, update tax exemption information, enroll in benefits, view job and payroll history, view year-end tax statements, and view flexible spending account activity. Prospective employees can view and apply for job openings online. Bannerä Web for Employees can be integrated with a payroll timekeeping system.¹⁵

Web for Executives is an executive information system. Institutional performance can be measured across five broad management categories: enrollment, faculty, financials, recruitment, and workforce. Drill-down capabilities, graphs, and tabular reports provide options for users. Web for Executives supports benchmarking activities, using internal as well as external data from national sources.¹⁶

Potential benefits of Bannerä Web

SCT promotes each of the Bannerä Web applications as a method of reducing costs in administrative departments by increasing the university community’s access to information online. Potential cost savings would be derived from reduced printing and distribution expenses. SCT describes each system as freeing staff for more productive activities, such as retaining employees, attracting prospective students, retaining current students, and connecting with alumni. While not necessarily quantifiable, each could have a marginal economic benefit for the institution. Web for Alumni is designed to facilitate development, in annual giving and special fundraising campaigns, which could increase income for the university.

Bannerä Web implementation costs would include the Web for General and individual software packages. Institutional Computing Services and Academic Computing and Networking Services staff would be required for programming, database administration, Web page customization, and system administration. Administrative department participation would be required in setting business rules, Web page text, and training of users. Faculty, staff, and students would benefit from investing time in training sessions.

Architecture and technical features of Bannerä Web

Banner2000ä Web architecture is a three-tiered configuration: client machine with Web browser, Web server, and database server. The client machine can use any operating system that supports a standard Web browser. SCT recommends a Sun Solarisä Web server. Bannerä uses Oracleä for its database; SCT recommends a UNIX platform for the database server.¹⁹

Bannerä Web programs use stored PL/SQL packages, procedures, and functions. PL is a procedural language for programming. SQL is a standard structured query language for requesting information from a database. By combining stored PL/SQL program units with precompiled Oracleä subprograms in the database, SQL parsing for each PL/SQL statement is eliminated. This design reduces the call-processing overhead required for the Web server to communicate with the database. This Web architecture also promotes memory sharing for users accessing procedures within the same package.¹⁹

The user's Web client browser views a Bannerä Web page or completes a form for user authentication, information request, or data update. When a user accesses a Bannerä Web page, the institution's Web server interprets the URL (Uniform Resource Locator, or Web address.) If the Web server recognizes the URL as a procedure for a static HTML Web page, the Web server passes the page back to the user's Web browser.¹⁹

If the user completes an HTML form on a Bannerä Web page, the Web server identifies the URL as CGI-compliant, invoking the Oracle Web Agentä and passing the data contents of the form to the Oracle Web Agentä . The Web Agentä decodes the passed data, connects to the database server, and executes a remote Oracleä stored procedure. The stored procedure executes other stored procedures and functions as requested by the page; SQL operations are performed and HTML directives are dynamically generated. The Web Agentä then passes the data back as reformatted HTML tags to the Web server software that communicates with the Web client.¹⁹

In typical Web processing for databases, Web pages pass parameter values to database packaged procedures. This is an efficient method for functions like updating a user's address. Because some Bannerä pages share the same key parameter, such as registration term or course reference number, Bannerä Web stores the key parameter for use on multiple pages.¹⁹

For example, if a user is registering for classes, the Select Term page is displayed first. The user selects the key parameter Term. Then the Add/Drop Courses page appears. If the user moves on to the View Schedule page, the Select Term page does not appear because the term has already been selected. The Selection Page remains an option on each page menu to allow the user to return to that page to change the Term or other key parameter.

Bannerä uses a Web Key Parameters Table¹⁹ to store the user's selected parameters for background processing in Bannerä Web products. Figure 1 illustrates how the Web Key Parameters Table functions. When the user first selects a page that requires a key parameter, this page asks the user to select a key parameter such as Registration Term. The Web server passes the selection to the database server. The database checks the Web Key Parameters Table, finds that this key parameter is not stored for the user for this session, and stores the selection for the user.

When the user accesses subsequent pages during the current online session, the Web server passes the request to the database server which checks the Web Key Parameter Table. If a value is found stored in the table for the given parameter, that value will be used. If no value is found, the database server instructs the Web server to display a parameter selection page to the user. Selected key parameter values are used until the user chooses Selection Page from the menu or until the user logs out.
 

Figure 1. Bannerä Web Technical Processing. 

7a. Page appears based on selection	<--------	6a. Selected page is requested	<--------	5a. Value is used	<---	Yes  |  |  |
Browser		Web server		Database server
1. User requests page in Banner Web	--------->	2. Web page requiring key parameter	-------->	3. Checks Web Key Parameter Table.  4. Is value found stored in table?		|  |  |
					----->	|  |  |
7b. Parameter Selection page is shown to user to select parameter	<--------	6b. Parameter Selection page is requested	<--------	5b. Parameter Selection page request is generated	<----	|  |  No

The Web Key Parameter Table maintains itself by updating rows for each user identification number rather than by inserting new records. All stored parameter records for a user identification number are deleted at logout or at the next login if the user failed to log out of the system.¹⁹

Security features are built in three tiers: the web server, software application, and host database. Login screens identify and recognize users by institutional status, whether faculty, staff, student, or a combination. Even prospective students set an ID and a personal identification number (PIN) on entering the application screen to facilitate return entry at the site. Users gain access only to information authorized for their institutional classifications.¹⁸

Two primary considerations are addressed for end-user Web access to the Bannerä database. The system tracks Web login through the Web Session Information Table. First, the system monitors attempts to guess PINs and break in with existing Bannerä user IDs. Bannerä allows setting a system-wide Web rule for a maximum number of unsuccessful login attempts. When this limit is surpassed, Web access to the account is disabled. In addition, the Web login screen displays the date and time of last Web login. The user can then report any discrepancies to the appropriate institutional contact.¹⁹

Second, Bannerä tracks and verifies database access for the ID currently logged into a Web session. The database will permit accessing and updating only records for that ID. A randomly generated number is used as the session ID and then archived as the old session ID to continually verify that the user ID and PIN are the same as used on previous database access within the current Web session. If the ID does not match the session ID from the previous access, the database server passes a request to the Web server for a new login. A new login is also required at timeout (duration set at the system level) and after logout.¹⁹

This session ID tracking prevents several scenarios. A user will not be permitted to enter data in multiple concurrent Web sessions, whether inadvertent or intentional. This prevents conflicting or erroneous entries. This process also thwarts an attempt to copy a session URL in order to access user information illegally.¹⁹

On its Web site, SCT states, "Behind SCT Web’s powerful, object-based technology is WebTailorä , which provides sophisticated business logic processing and flexible page design. WebTailor’s on-the-fly configuration capabilities enable authorized administrators to quickly communicate fast-changing information to your customers, without intervention from technical staff."¹⁸

Bannerä Web pages use a standard structure and design, supported by data stored in the Web Menu Form. The form stores fields for page title, header, page footer Back Link/URL, and page footer Help Link/URL for each Web page. These fields are generated automatically by a vendor-delivered procedure when the Web page opens. SCT points out that not all end-users have the latest browsers and recommends developing pages at a level supported by most browsers. Bannerä Web requires a minimum of HTML 2.0 version.¹⁹

The ProQuestä Direct online catalog was searched in an effort to determine what is known about databases and Web interfaces. "Database" was not a very useful keyword because it brought up evaluations of commercial databases. "Database management", "database" and "Web," and "front-end" helped narrow the scope of the search. When narrowing the scope of the topic in early research, online analytical processing (OLAP) yielded some articles about Web interfaces. Articles tended to focus on product announcements, product evaluations, and case studies of product use.

Building from the resources found on ProQuestä , research moved to the Web. Again, searches on "database" and even "database AND Web" were too broad. Corporate Web sites for the products provided information and relationships, if not links, with other sites. Internet industry resources zdnet.com and cnet.com had links to useful sites and articles. With more information on how Web interfaces function, Java and scripting languages books were consulted for general information on architecture and functionality.

Interviews have been conducted with systems personnel. A survey was made of users of the Bannerä system at Indiana State University. The Web interface is not yet implemented at ISU but is planned for 1999. The Bannerä Users Conference, held at Indiana State University on October 9, 1998, offered an opportunity to learn more about the Web interface from representatives of the vendor SCT (Systems & Computer Technology) Corporation. Most of the colleges present had not yet implemented the Web for Bannerä and provided little interaction with the presenters. The SCT Web site provided case studies on institutions that had implemented Bannerä . These schools were contacted for feedback on which products they had installed, whether Bannerä Web was implemented, and what recommendations they could offer other institutions. The Banner2000ä Web implementation guides provided specific information on the functionality of the Web product.

Status of current Bannerä system at ISU

The Bannerä interface is not as user-friendly as more sophisticated Windows 95 computer applications that users access. Navigation is not intuitive. Report and form names are not descriptive but are eight characters, each letter representing a coded field. Many end-users keep a printed key at their desk to list the forms that they use. Only a limited number of standard reports are available; most end-users cannot generate reports but must request them from administrative offices. Ad hoc reporting capabilities are not present. End-users may run a series of screen prints to create a hard copy of information they need.

Administrative departments must use their human resources for training end-users on Bannerä . Because the application is not user-friendly, training is time-consuming for all parties. Administrative departments expend time in Bannerä support, answering Bannerä questions and providing information retrieval for end-users.

Registration currently uses Bannerä with the voice response system. Students complete manual registration forms with their advisors. Then, students access the voice response system by telephone. Students use touch-tone functions to enter their identification, registration term, and requested course sections. Students have found the scheduling confirmation messages confusing. Close attention must be paid to the voice response to verify that the student has made the correct entries. Although scheduling times are prioritized by student hours standing, students do experience busy signals and must call back until they connect with the system. Computer access by students to their own schedules, grades, and personal information in the ISU student information system REGIQ link with the old IAä system was lost with this migration in summer 1998.

The software vendors, SCT Corporation and Oracleä determine Bannerä support by platform. It is anticipated that both companies will change their Macintoshä support by mid-1999. ISU Institutional Computing Services and Academic Computing and Networking Services are exploring options for Macintoshä access to Bannerä . Bannerä Web is one alternative. Another is the use of remote control software to access a PC that has Bannerä installed. A third option would be PC emulation software, such as Virtual PC, that permits a Mac to run Windows 95 applications.

Objectives of Bannerä Web at Indiana State University

Survey replies were received from administrative users as well as end-users of the ISU Bannerä system. Most respondents listed easy access to accurate information as the primary general need from Bannerä Web. Users requested online application for undergraduate and graduate admission with direct data access to Bannerä , online course registration, and online credit card payment for fees.

Other goals indicated by respondents could be categorized by information type: general University, specific, personal, and procedural. General information needs would consist of course schedules, course catalog, and department contact information. Specific information needs would include viewing as well as accessing reports of class rosters by faculty, transcripts by advisors and admissions, and class schedules and grades by students. Personal information needs would include the capability for employees and students to review, verify, and update their own address, contact, and status information. Respondents listed communications of policies and procedures as a goal for Bannerä Web: registration procedures, fee policies, and payment options.

Most respondents requested greater access to information but added that access needed to be limited to what was necessary and appropriate. Administrative and end-users (faculty and advisors) wanted to view student contact information within Bannerä Web. Replies suggested that such access could reduce time administrative departments spend looking up information.

No respondents listed cost savings as a goal for Bannerä Web. Almost all looked for improved service to students, increased staff time for other projects, and reduced training time for Banner ä users. Several departments stated goals of specific functionality. The Controller's Office requested greater access to view "holds" on student accounts. One advising office requested "to allow students access to their personal data related to academic activities and to do some 'what-if' scenarios regarding various majors and time to graduation." ACNS would like to see a secure environment for the dissemination of account IDs, passwords, and telephone access codes to the ISU community.

The primary concerns about Web access to Bannerä were security and confidentiality. What information should be available to which users? Under goals, respondents asked for more information for their departments - or for the users they support. When questioned about concerns, they listed fields and reports that should have limited access.

Other concerns included format and navigation issues, system maintenance, and upgrades. Respondents raised some policy and procedure issues on determining business rules, Web page maintenance responsibilities, and fiscal cutoff dates. One respondent asked whether Bannerä Web will depersonalize the academic community even further. Another questioned whether the system will be designed for users:

"I am concerned that the decision making process for access will be determined primarily by those in the computing groups who feel comfortable using complex codes, software, etc., and feel that everyone should be able to master the same tools."

Bannerä Web implementation at other institutions

Five institutions featured on SCT's Bannerä site responded to an email survey. Two of the schools had not yet implemented any Bannerä Web products. The other three institutions have implemented Web for Students with Web registration in place at two schools. Administrative and computing personnel recommended Bannerä Web products, particularly for registration. One institution makes Web registration available only in computer labs on campus. No server load problems were observed in either school and student response to Web registration was very positive.

ANALYSIS

Indiana State University has achieved in Bannerä its basic goal of moving administrative computing to a relational database and to client/server. The current system needs are: (1) improving the user-friendliness, (2) finding an access method for current Macintoshä users, (3) expanding the report capabilities for current users, and (4) extending access to more of the university community, especially students.

Web access to databases provides a familiar interface for obtaining information. Cross-platform use can be achieved. Bannerä Web appears to address the first two needs. User-friendliness may in part be determined by customization of some pages as well as decisions on information accessibility by user group. Technical and administrative staff who are immersed in Bannerä must consider the needs, thought processes, and vocabularies of non-technical personnel who will be using the system. Bannerä Web also includes security features that address the concerns of the users surveyed.

Bannerä Web for Students can be made available to students. Functions for student access must be determined: admissions, pre-registration, registration, financial aid, and personal information. If Web registration is positioned, will the function be available off campus or just in a controlled campus location?

Information technology must support business processes. Evaluation of current processes should be an important component of ISU Bannerä Web systems analysis and design. The Bannerä user group could be a useful resource to see that the information system fits the business process and that both the process and the system are user-friendly.

Training and marketing will be important components of a successful system implementation. Because of current user experiences with Bannerä , the benefits of Bannerä Web to the user must be presented clearly and positively. Extending access to students presents additional training and communication needs. Advisors and student lab consultants will require instruction to support student users.

Web access to databases can help to make more information available to more users and can do so in a familiar interface. Bannerä Web implementation could provide more information to more members of the Indiana State University community from any Web browser on any client platform at any hour. With the current investment in Bannerä systems and in Bannerä training, adding Bannerä Web appears to be a logical step in expanding access.

Policy decisions must be made on the limits of information access. Information should be available where needed and appropriate, within legal limits. Business processes drive the success of information systems and Bannerä Web development and support decisions should be based upon the processes. Training and education of users will help the move to Bannerä Web. Most important, the system and its implementation should be designed to help users to support the customer, the ISU student.

Survey for ISU Bannerä users
 

1. What do you see as ISU objectives for Web access to Banner?
2. What do you want it to accomplish for students?
3. What do you want it to accomplish for administrative departments?
4. What do you want it to accomplish for faculty and advisors?
5. What concerns do you have about Web access to Banner?

ISU user concerns about Bannerä Web

Primary concerns were security and confidentiality. Others included:

• How do new students access data?
• How will access response time be, especially during registration and other peak usage?
• Will information formats be contextual? "Payment messages need to be term-driven, utilizing links or a similar approach." Referral information should be appropriate to student status (undergraduate, graduate, DegreeLink, Independent Study.) "When summarized financial transactions are displayed, student screen messages should state this."
• Will staff be viewing different formats than students, making responses to inquiries difficult?
• How would online payments and credit card authorizations function?
• What Web activity will require handling during University breaks?
• Web transactions will need to be coordinated with fiscal cutoffs (month-end/year-end.) Will Web activity be stopped for any period?
• What efforts will be necessary to stay current with system upgrades?
• Who has authority to update pages?
• Who ensures that pages are current?
• What will be the status of purged detail?
• Will there be a loss of staff productivity because of time associated with student misinterpretation of screens?
• Will current business rules be maintained? Who will make those decisions? For example, "Mailing address" is used for student accounts without giving students the option of a separate billing address.
• Will navigation be as clear and simple to users as the vendor SCT promotes?
• Will updates and modifications have the legal weight of a signed document?
• Will Banner Web de-personalize the academic community even further?
• "I am concerned that the decision making process for access will be determined primarily by those in the computing groups who feel comfortable using complex codes, software, etc., and feel that everyone should be able to master the same tools."

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Indiana State University was one of the early adopters of Banner. We are now planning implementation of Banner Web applications for 1999. The SCT Web site listed your institution as a Banner client. Any information that you could offer in response to the following questions would be appreciated.

1. What Web Banner applications have you implemented?
2. What type of Web server are you using?

Are you using more than one?
3. If Web for Students has been implemented, what functions are online?
4. Is Web registration implemented?
5. If so, how has the server load been during peak registration periods?

If there were initial problems, how have you remedied them?
6. Are Financial Aid processes on the Web?
7. What recommendations would you make to ISU as preparations are made for Banner Web implementation?

Summary of survey responses from institutions using Bannerä Web

One community college with enrollment over 20,000 has implemented Web for Students and Web for Faculty. They are currently installing Web for Employees. Almost all Web for Students functions are online. Web registration has been in place for several terms, beginning with a trial in spring 1997. There have been no problems with server load, even during peak registration periods. A director in student services thought the implementation was "not that difficult" and said, "The Web registration function is absolutely great! Students love it. It saves time for students and staff and really makes training a much easier process." Implementation had no major incidents but many problems had to be resolved. Bannerä Web 2.x had problems with prerequisite checking that have been resolved in version 3.0. Their information technology department recommended that SCT install the software for the Web server. Their Web pages are served by an IBM RS/6000.

A large state university has some Web for Students functions running: pre-registration, registration, viewing academic history, and viewing addresses. Web registration is used until a cutoff date within each term when drop/add fees begin. Web registration is done on campus, using several computer labs, averaging about 30 simultaneous connections. "A very smooth implementation. We'd never go back to old-style registration." The director of information services thought that the old terminal sessions had a higher system overhead than Bannerä Web. Their Web server is an HP9000/715 using NT. Feedback from other campuses in their institution's system has been that Bannerä Web in "the UNIX environment has far better performance than in NT."

Another state university has implemented Bannerä Web for Students except for Web registration. They have used voice response with Bannerä for five years. The earlier version of Bannerä Web was "not as easy to customize as we had hoped." The registrar said that preparation time was needed for implementation. "A lot of time is taken up in deciding what values to use and how to best make use of the product. We also found that we needed to change the descriptions in some of our validation tables to make them more understandable to the general public."