Assessment of ICT services using the Information Technology Infrastructure Library Framework at Muhimbili University of Health and Allied Sciences, Tanzania

Abstract

An increasing enrolment of students and demand for flexible delivery modalities in higher education calls for an urgent digital transformation in this sector. In addition, emerging global wicked challenges demand the appropriate use of information and communication technologies (ICT) to address them; for instance, the COVID-19 pandemic has accelerated the adoption of digital teaching, learning and transformation of educational services in higher learning institutions (HLIs). This study assessed ICT infrastructure, systems and services at the Muhimbili University of Health and Allied Sciences (MUHAS) in Tanzania using the Information Technology Infrastructure Library (ITIL) framework. This qualitative study used desk reviews of data obtained from interviews, system walkthroughs, document reviews and consultative meetings. The study used data from an assessment conducted between February 2017 and August 2021. The assessment found that MUHAS provides various ICT infrastructures and services, with a rapidly increasing demand for ICT services. A total of 84 ICT services at MUHAS were mapped and grouped as "Customer-facing" or "Supporting". The services were also categorised as "Core", "Enabling", or "Enhancing". The ICT services were at different maturity levels depending on the duration of their demands, requirements, capacity, usage, and availability of the required resources. Various educational technologies such as an eLearning platform, video conferencing systems, student management and assessment systems were used to enhance teaching, learning and progress tracking. This paper presents the experience of using the ITIL framework in assessing ICT infrastructure, systems and services at a university in Tanzania. It provides information on the services catalogue and its organisation as well as strengths, weaknesses, challenges and opportunities for using ICT in transforming university functions. In addition, this study informs other HLIs on similar assessments and strategic organisation of their ICT services in resource-constrained settings.