Abstract
The KPI-centric Strategic Model regarding the Role of Information Technology developed in this research is based on specific details from the University of La Verne 's participation in the 2014 Educause Center for Analysis and Research (ECAR) Study of Undergraduate Students and Information Technology as a benchmarking participant. It also draws on the experience and directions of other institutions such as California State University, University of California. As one of the participating 213 institutions, the University of La Verne 's undergraduate student responses generally mirror the majority view of students enrolled in all institutions of higher education in the United States surveyed as to preferences for the use of technology in the delivery of courses. This case study examines key data points from the ECAR Study of Undergraduate Students and Information Technology published in 2015, comparing and contrasting all U.S. institution findings with those that are case specific to the University of La Verne. The authors then provide a model for utilizing key performance indicators (KPIs) measuring subjective, descriptive outcomes such as student expectations and student satisfaction with the use of Information Technology in course delivery. The model is presented within the framework of a Balanced Scorecard in order to achieve data-driven continuous improvement toward institutional strategic vision, mission, goals and objectives. This case study may serve as a template for other institutions of Higher Education to develop their own Key Performance Indicators and Balanced Scorecards to not only improve their own institutional performance to goals and objectives, but to provide opportunities for institutional benchmarking in the utilization of Information Technology.