1. Zachman
Architecture-
Based Education
Service Delivery
Alex Dominguez
School of Postgraduate Studies - UNITEC
jadoming@mail.unitec.mx, www.unitec.mx
College of Service Operations Conference; London
Business School; July 12-13 2007

2. Agenda
1. Main question
2. Education service components
3. People education service entities
4. 5WH scheme
5. Zachman architecture in education service
6. Zachman architecture features
7. A way of deriving policies
8. Resulting policies
9. Example
10. A case study
11. Questions and answers? 2

3. Main question about delivering
education service
SOCIETY /
EDUCATION
What to do?
REQUIREMENTS
What should an institution of education do to implement,
operate, monitor, supervise, and control its provided
education service in order to pass from the achievement
of opening requirements to satisfy students’
expectations?
3

4. Education service components
30 communication
EDUCATION SERVICE channels
INFRASTRUCTURE /
PEOPLE
TECHNOLOGY
Each component must
communicate and agree
with itself as well as
INFORMATION PROCESSES
other 4 components …
Adapted from: Dominguez, A. Calidad en el desarrollo de proyectos. Contacto Empresarial, año 14, 163. Sep. 4
2004.

5. Education service components
… and must also be
EDUCATION SERVICE
aligned to institution's
mission, vision, &
objectives
PEOPLE
MISSION, INFRASTRUCTURE /
TECHNOLOGY
VISION, &
OBJECTIVES
INFORMATION PROCESSES
5

6. People: Education service entities
Entity Description Type of Model
It detects the society requirements related to education
Academic Contextual
service and also defines its scope when service is on
Planning Entity Model
implementation and operation phases
Academic It conceptualises, defines, and develops education model to
Conceptual
Development be put in practice when the service is on implementation and
Model
Entity operation phases
Implementation It defines the logic to offer education service when it is on
Logic Model
Entity implementation and operation phases
Academic
Physical
Coordination It defines how education service is operated in practice
Model
Entity
It offers directly education service and is in contact with the Detailed
Lecturers
user of this service Model
Students It uses education service User's Model
6

7. 5WH scheme
Question Indicator Description
It is information to define and understand education service
What (Information)
requirements
They are processes to translate education service requirements
How (Processes)
into more detailed implementation and operation definitions
Where (Place / It is related to physical distribution of places where education
Infrastructure) service will be implemented and operated
Who (Other Entities, It defines who is related to education service, and also defines
Infrastructure / infrastructure and technology required to implement and to
Technology) operate it
When (Time) It describes how time perturbs education service
Why (Motivation /
It translates education service strategies and objectives into
Mission, Vision, &
specific meaning
Objectives)
7

8. Zachman architecture
Who Why
Where
What How (Other Entities, When (Motivation /
(Place /
(Information) (Processes) Infrastructure / (Time) Mission, Vision,
Infrastructure)
Technology) & Objectives)
Academic
Planning Entity
(Contextual
Model)
Academic
Development
Entity
(Conceptual
Model)
Implementation
Model
(Logic Model)
Academic
Coordination
Model
(Physical Model)
Lecturers
(Detailed Model)
MEETING POINT OF EDUCATION SERVICE
Students
(User’s Model) 8
Adapted from: Hay, D. C. The Zachman Framework: An Introduction. www.tdan.com/i001fe01.htm.

9. Who Why
Where
What How (Other Entities, When (Motivation /
(Place /
(Information) (Processes) Infrastructure / (Time) Mission, Vision, &
Infrastructure)
Technology) Objectives)
List of participating and
List of society List of places where
Academic Planning List of general significant entities, List of significant List of objectives and
requirements education services
Entity processes to offer infrastructure, and events to offer strategies to offer
important to define will be implemented
(Contextual Model) education service technology to offer education service education service
education service and operated
education service
Academic Semantic model of Relational model
Development requirements to offer Process model to among places where Event model to
Workflow model to offer Plan to offer
Entity education service offer education education service will offer education
education service education service
(Conceptual (Programme Plan and service be implemented and service
Model) Syllabus) operated
Distribution
List of general architecture of places Event
Application Interaction architecture
Implementation internal requirements where education architecture to Rules model to offer
architecture to offer among participants in
(Logic Model) to offer education service will be offer education education service
education service offering education service
service implemented and service
operated
Implementation and
Academic List of specific Relationship diagram
operation Interaction diagram among Event diagram to
Coordination internal requirements of places where Rule design to offer
navigation diagrams participants in offering offer education
Model to offer education operation service will education service
to offer education education service service
(Physical Model) service be implemented
service
Detailed process to
Lecturers Places versus List of lecturers, lab
Requirements fulfil operate syllabus Time-table Objectives of courses
(Detailed Model) lecturer assignation equipment, and technology
components
MEETING POINT OF EDUCATION SERVICE
Processes to
Reception and Attend classrooms, Interaction with
Students develop Need of education
assimilation of course labs, library and classrooms, labs, library Attend time-table
(User’s Model) assignments, task, service
topics other facilities and other facilities 9
and lab practices

10. Zachman architecture features
 It is a communication tool
 It allows communication among participants related to education service
 It glues components
 It allows making components of education service stay glued together as a whole
 It is simple
 Its structure is not technical but logical: go from strategic notions to detail
description and use
 It is expressive
 It helps communicating in a non-technical precise way complex concepts about
education service
 It helps planning
 It allows taking better decisions in planning education service
 It is a problem solving tool
 It enables abstraction and simplification without neglecting the complexity of the
education service as a whole
 It is “product” neutral
 It does not depend on any methodologies or tools 10

11. A way of deriving policies
Who Why
Where
What How (Other Entities, When (Motivation /
(Place /
(Information) (Processes) Infrastructure / (Time) Mission, Vision,
Infrastructure)
Technology) & Objectives)
Academic
Planning Entity
(Contextual
Model)
Academic
Development
Entity
(Conceptual
Model)
Implementation
Model
(Logic Model)
Academic
Coordination
Model
(Physical Model)
Lecturers
(Detailed Model)
MEETING POINT OF EDUCATION SERVICE
Students
(User’s Model) 11
Adapted from: Hay, D. C. The Zachman Framework: An Introduction. www.tdan.com/i001fe01.htm.

12. Resulting policies: Top-down arrangement
according with delivery
Question Indicator Associated Set of Policies
Why (Motivation /
Mission, Vision, & Policies related to type, mission, and vision of education service
Objectives)
Policies related to public information of education service
What (Information)
Policies related to promotion of education service
Where (Place /
Policies related to where education service is offered
Infrastructure)
When (Time) Policies related to when education service is offered
Policies related to who manage academic coordination
Who (Other Entities,
Policies related to student candidates, and students
Infrastructure /
Policies related to lecturer candidates, and lecturers
Technology)
Policies related to requirements and use of infrastructure and technology
Policies related to programme management, courses and syllabus
Policies related to operate, monitor and control of education service
How (Processes)
Policies related to finishing education service
Policies related to other academic processes
12

13. Example: Policies to deliver postgraduate
programmes
1.Policy context
2.Policy control
1.Controlling functional area
2.Review controls
3.Policy management
1.Policies application functional areas
2.Policies purpose and scope
3.Policies application responsible
4.Distribution list
5.Preliminary definitions
4.Policy statements
1.Policies related to type, mission, and vision of postgraduate programmes
2.Policies related to public information of postgraduate programmes
3.Policies related to promotion of postgraduate programmes
4.Policies related to where postgraduate programmes are offered
5.Policies related to when postgraduate programmes are offered
6.Policies related to academic coordination manager
7.Policies related to student candidates, and students
8.Policies related to lecturer candidates, and lecturers
9.Policies related to requirements and use of infrastructure and information technology
10.Policies related to postgraduate programmes management, courses and syllabus
11.Policies related to operate, monitor and control of postgraduate programmes
12.Policies related to finishing postgraduate programme studies
13.Policies related to other academic processes 13

14. A Mexican case - Problems
 Creation of a new centralised School of Postgraduate
Studies (SPS)
 Problems before creation of SPS
 No unified postgraduate mission, vision, and model
 No standardised lecturers and students selection
 No standardised information management
 No standardised education and administrative processes
 No standardised infrastructure and IT
 No standardised education service delivery
 Immediate problem after SPS creation
 Approve accreditation by external and governmental entities
14

15. A Mexican case - Solution
 A policy manual was created for delivering education service
 First versions of manual were used
 To perform a self-assessment on postgraduate area
 To approve a certification evaluation performed by external entities
 As a reference to standardise education service when implemented and
operated in other university campi (10 campi)
 Particularly, policies have permitted to that Mexican university:
 Acquire criteria to act in similar events occurring when offering education
service
 Make easy to take decisions on recurrent events when offering education
service
 Act as a self-defined entity when offering education service
 Accelerate and improve quality in activities related to education service
15

16. Questions and some answers
16