Looking at academic practice and complex technology based systems through a different lens: A better way for 21st century universities?

Universities are undoubtedly complex organisations. Whilst research and teaching are deemed to be the fundamental or core business of the university, the seemingly never ending imposition of increasingly complicated technological systems can be a significant barrier to the conduct of this business. The intent of such systems is usually associated with the unrelenting quest for improved efficiency and effectiveness of the organisation. More often than not though, the processes designed to maximise the potential of the system rely on the `humans´ (academics and students) adapting their teaching and learning or research approaches to accommodate the system, or adding yet another administrative dimension to the tasks associated with `providing data´ to feed the system. Ironically and arguably, the narrowing pathways of flexibility but concurrent, increasing systems demands on academic and student time and energy is decreasing the quality of teaching, learning and research in order to accommodate the prioritized implementation of such primarily data gathering systems. The `human´ dimensions of teaching, learning and research in universities seem to be rather inconsequential in comparison to the growth of technological data gathering systems. Perhaps it is time to balance the ledger, or seek equilibrium in maximising the potential of the organisations in all their capacities, by starting technology based systems development and implementation in universities from a `human´ perspective, that of the core business of authentic teaching, learning and research. This paper puts forward a perspective which considers first and foremost the `human´ dimensions of complex system design and interaction. It draws on the work of a number of theoretical and practical writers from various fields models and considers the multiplicity of factors which influence human endeavours in ways which are not easily understood in calling for a paradigmatic shift in the way in which we approach- the relationship between technology based systems and the business of higher education. In particular the paper suggests the appropriateness of such theories and models as a more sophisticated means of addressing the development and implementation of complex systems in a university or educational organisation context. The paper argues that it is timely that universities begin to look differently at the relationship between their complex technology based systems and academic teaching, learning and research for the 21^st century.