Conclusion
While successful executives have long understood that relevant and reliable data is a requisite to effective decision-making, this knowledge went unheeded in early attempts to computerize transactional and operational processes. The need for good data and tools to support decision-making has spurred the development of analytical tools. The widespread existence of legacy and disparate data stores has further spurred development of data warehouses and user-friendly interfaces that can tap into them, which was the impetus for development of data-mining and data visualization tools. As the Web continues to gain popularity as the global computer tool, which is likely to gain even more momentum as XML matures, the Web browser is the prime candidate to become the next database interface allowing remote access to a wide variety of data formats.
As educators face similar challenges to capture, analyze and interpret data, it is prudent for them to pay attention to the lessons learned by corporate decision-makers. The decision of what database technology to use cannot be made in a vacuum and must be based on strategic methodology more so than on what any given technology can do. This requires a deep probing of institutional goals and culture to ensure the choice is well aligned. This article presents a systemic approach of how educators can make the technology choice intelligently by using a data flow framework that emphasizes the importance of measurable goals, people, products and processes. With a thorough understanding of how these variables impact institutional goals, educators can turn data into intelligence that sets the stage for new goals, supports decision-making and serves as a catalyst for improvement.