There is, of course, no single correct way to develop an integrated information network. The approach of most institutions has been to proceed in stages, gradually building the network by installing, upgrading, and linking network components in small and then larger groups. Even after successful pilot projects, a public-access system may deteriorate rapidly from overuse, or simply fail to be sufficiently expandable. Early on, administrators must make a detailed needs assessment to determine tradeoffs in cost, service, and capabilities of an integrated network versus stand-alone configurations and intermediate alternatives. And the involvement of faculty in the planning process helps to enlist their support and ensure that they will use the network.
Software is another major consideration.
The design of integrated information networks is in part an outgrowth of new theories of learning and teaching. With a network in place, software development should not just continue, but accelerate. Supportive policies of this nature have led to the development of innovative programs that are not just usable, but commercially marketable. Some students may also need incentives in order to recognize the computer as a partner in the educational process. Value-added network services for universities.