The management formulates their expectations and studies the consequences of the implementation of ICT for the organisation of the university, the faculties and the supporting departments. They expect results like offering a more interesting education (or they expect more students), study success will increase, professional occupations are satisfied that the better preparation of the students, et cetera. These expectations should be formulated concrete and specific. The importance of using ICT has a prominent place in the policy documents of the university and in the documents for the accreditation. This means the teachers and the ICT-staff know that they are involved in working for an important task for the University. In the 5-year and 1-year plans but also in the plans for the pilot projects, the importance and the expectations concerning ICT will be explained.
The various activities in the implementation should be planned very carefully and should include the necessary manpower and the extra costs. To coordinate the implementation of ICT with other activities of the University and the faculties the activities necessary in the implementation project combined with the financial consequences should be described in the mission and vision (including the dialectical concept) in the five year and one year plans of the University and the faculties.
The teachers and the ICT staffs involved in this process of educational change need the explicit support of the management. Possibilities of the management are giving extra time or money for those involved and give credit to the work of the teachers and the ICT-staff active in the pilot projects (in meetings, on the website)
The assignments to start the various pilot experiments and other activities in the implementation process are given by the management (rector and vice rector).
To follow and guide the pilot projects the management starts a special project group. (See question five).
The ICT staff is of crucial importance for success in the implementation of ICT. Sometimes the educational Institute may decide that besides the ICT-staff there is a need for an educational expert with experience in blended learning. The ICT group should be able to prepare and maintain the ICT technical environment which is necessary in the various phases of the implementation process (see question one).
Besides using ICT for education ICT can also be used in the administration and in the research activities of the University. The hardware and software which is necessary for education, administration and the research should be integrated effectively