International Journal on Communications (IJC) Volume 4, 2015 Doi: 10.14355/ijc.2015.04.003
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The Reinvention of the Constituent Relationship Management (CRM) System in Higher Education in Africa Mboungou Mouyabi SEKE Business Intelligence Services, Wits CRM Office University of the Witwatersrand, Johannesburg, Private bag 3, 2050 South Africa Jordan.Seke@wits.ac.za Abstract The focus of the progressively important topic brought by Information Technology (IT) today on Constituent Relationship Management (CRM) as it is called in academia constitutes the aim of this paper. The author intends to draw particularity on one current and one recent research paper to strengthen the subject of reinvention of CRM from higher education perspective in the African region. Reasons as to why universities are unenthusiastic to adopt new technological trends in this particular portion of the globe which is the African region; this paper discusses factors over adoption of CRM with particular emphasis on its reinvention in higher education. Keywords Adoption; Constituent Relationship Education and Reinvention
Management;
Higher
Introduction As the 21st century competitive landscape is pigeonholed with hyper-competition and fast-paced technological change, the supportive role of technology in the educationindustrybecomes more prevalent as more and more educational institutions invest in leading-edge technologies to better position themselves amongst best ranked universities around the globe and to ensure long-run competitive advantage and above-average return. It is without any doubt that the notion of effective customer information management as a productivity issue is being replaced by the need for effective customer management as a competitive advantage. Today, systems are going far beyond productivityrelated features such as Web-based or online student registration to the development of customer informationas a strategic advantage. The concepts of students, alumni, faculty members, and staff members
of the education industry as “customers”or “constituents” become a competitive imperative with profound impact on how higher education institutionsin general and universities in particular attract, retain, and serve customers of all types. The development of Customer Relationship Management (CRM) is due to the fact that the costs of developing new customers are obviously higher than those of keeping existing customers, Hsu et Al. (2012). CRM is becoming an imperative strategy for virtually every sector of most business entities. Organisations are moving closer to their customers, putting in more effort in seeking new ways to create value for them and transforming customer relationships into one of solution-finding and partnering instead of the traditional buying and selling. Consequently, businesses have become fixated on CRM. It has become a central orientation point in academia and the business environment with organisations increasingly focusing on managing customer relationships as a strategy to achieve market leadership and profits.El Sawy, O.A. and Bowles, G. (1997). Educational institutions worldwide are experiencing fundamental shifts onhow they operate and interact with their “customers”: students, alumni, donors, faculty and staff members.Several advocates have written on the topic and defined the concept CRM. For instance, Winer(2001) holds that Customer Relationship Management (CRM) involves the deployment of strategies, processes, and technologies to strengthen a firm’s relationships with customers throughout their life cycle – from marketing and sales, to post-sale service and Gartner underscores: Customer Relationship Management (CRM) software addresses customer life-cycle management business processes and provides functionality to enterprises in
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sales, marketing and customer service (including call and contact centres) through collaborative, operational and analytical components. While CRM is a widespread concept in the corporate world, it is a relatively new phenomenon in the higher education sector (Grant and Anderson, 2002). Educational institutions also realized the importance of their operations and interactions with their customers who include students, alumni, donors, and facultyand staff members (Katz 2002). In addition, its usage has been very limited in higher education in the African region.For some advocates, “the best institute in the world will be unsuccessful if the focus on customers is lost”. With the rising service expectations, universities have to realign their strategies to serve students across their entire student life-cycle. First and foremost is the treatment of individual students, alumni, parents, friends, as well as every contact because they all count. The last few years have seen an explosion of interest in CRM by Higher Education Institutions (HEIs) and universities across the region. Driven by vendor claims of ”managing the student lifecycle” or “facilitating purposeful connections,” what higher education administrator would not be interested in software magic, given that we are in anera of declining high school graduates, increasing competition, and the need to do more with less. On the other hand, many advocates argue the fact that higher education CRM investments are based upon the (wrong) premise and mostly default to the automation of marketing messagesas if talking more is the key to building better relationships. In this paper, I investigate the factors affecting the adoption of CRM technology or system in the higher education sector in Africa as well as its reinvention in the academic world as many of today’s most operative CRM processes and strategies are so fruitful because of the fundamental technologies that enable and support them.Iintendto address the following research questions: (1) what factors influence adoption decisions of CRM in a fully functional higher educational institution? (2) What can be applied to reinvent CRM in an operational institution? This paper starts with a theoretical background of CRM, followed by a literature review of CRM, its implications for universities and others institutions of higher education as well as its reinvention as the CRM focus are currently fluctuating from improving internal operations to concentrating more on
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customers.This paper endswith a discussion of contribution of this research. The findings will help to change the structural context in particular ways of the specific needs of higher education in Africa in the light of CRM’s reinvention. Theoretical Backgroundofcrm Known worldwide as Customer Relationship Management (CRM), in the academic world, it is now called Constituent Relationship Managementbecause higher education institutions and universities are not commercial entities like many vendors that deal with customers in order to gain their trust in purchasing their product. Rather, they deal with constituents due to the particularity of their relationship. Even though this approach is questionable and debatable, for the purpose of this paper, I will utilise the definition as understood in the academic world. Deck (2003) defined CRM as an approach to customer service (customer service) that concentrates on customers’ needs and behaviour for sustaining customers and the organisation. The CRM approach is to try to make, build, and develop a friendly relationship between customers, organisations, firms’ benefits and shareholder value. For Grant and Anderson, (2002), CRM is both a business strategy and a set of discrete software tools and technologies. These two have the goal of reducing costs, increasing revenue, identifying new opportunities and channels for expansion, and improving customer value, satisfaction, profitability, and retention. Knox et al. (2003) define CRM as a strategic approach designed to improve shareholder value through developing an appropriate relationship with key customers and customer segments by uniting information technology and relationship marketing strategies to deliver a profitable long-term relationship. According to Dewhurst et al (1999), IT can facilitate and enhance customer relationships in various ways. It enables product customisation which is the essence of the customer centric orientationthrough the deployment of sophisticated CRM systems. Yong (2003) says that companies that have big volume of customer data can perform customer management more easily and efficiently using data warehousing, data mining, and other IT. Greenberg, (2003) looks at CRM as a business philosophy and strategy, supported by a system and technology, designed to improve human interactions in a business environment. According to Reynolds (2002), CRM Technology is not
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a piece of software on its own but rather operates through integration within a company’s IT Infrastructure. It enables a business to develop, archive and share customer information throughout a business so as offer: •
the customer specific need identification;
•
personalized view of the business to customers;
•
most profitable business customer identification;
•
efficient and standardized care delivery; and
•
most risky customer identification
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customers’ needs which are: people, processes and technology. These key components are the composites of CRM which processes in three other ways identified by Mishra et al. (2009) as Operational, Analytical and Collaborative CRM as shown in Figure 1. CRM solution for higher education also combines people, processes and technology within the organisation and it increases productivity and efficiency of schools as well as helps to movetheorganisation forward.
Literature Review Previous studies on the relationship between ICT and HEIs institutions have led to diverse results whichare sometimes contradictory. Even though the literature exudesattempts to establish the links, the results produced are mostly inconclusive (Rangriz, 2011). CRM has been emerging in the business or corporate world for more than two decades. Beginning in the late 1980’s, CRM technology was nothing more than an electronic database to communicate in a straight line with customers. In the new era of reward programme brought by hospitality and airlines companies, CRM turned into a tool that could be used to increase loyalty. CRM is viewed as a comprehensive strategy and process of acquiring, retaining and partnering with selective customers to create superior value for the company and the customer (Parvatiyar and Sheth 2000).CRM is a new technology that combines the potential of market-thinking tosucceedby providing firms benefits that strengthen customer relationships with organisations in the long-term. In fact, the idea of Customer Relationship Management approach to business (business approach) has become a necessity in recent years. One of the goals is to restore the global market to the private market. The concept is relatively simple compared with the firm and customer market which is widespread. From variousavailableapproaches,Mishra et al. (2009) underscore the distinction between the three areas of CRM that become generally accepted and understandCRM as a customer-oriented management approach where information systems provide information to support operational, analytical and collaborative CRM processes and thus contribute to customer profitability and retention. Jones (2005) underlines the fact that there are three key components involved in the building of CRM to satisfy
FIG. 1 THREE AREAS OF CRM (Source: www.proactivatunja.com)
Among several process models of the CRM solution globally, I chose the IDIC process model which is developed further in this paper. The reason underlying this, is because improving the IDIC model with comprehensive and coherent guidance can effectively be the key ingredient in the context of the African universities; using its CRM strategy to obtain constituent satisfaction and loyalty by instituting and improving long-term relationship. As shown in Figure 2, CRM consists of three critical elements which are people, processes and technology, which should all be integrated through strategy by top management in order to attain its primary goal of achieving constituent’s satisfaction. Use of Crm in Higher Education After years of languishing on the side-lines, the recession has pushed the uptake of Constituent Relationship Management (CRM) solutions dramatically forward in higher education. On the one hand, higher education CRM provides a clear and complete picture of each individualuser (student) and all the activities the user performs within the institution. On the otherhand, CRM allows students to carry out interactions with the university as a separate entity by providing a clear understanding of its statute within the organisation. Fayerman (2002) postulates that, for students, this includes information on
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enrolment, registration, financial aid, student accounts and accommodation. Students are categorized as primary beneficiaries of education and therefore should be viewed as customers, arguesYeo (2008). The emphasis on continuous improvement is critical to the sustainability of high quality services which an educational institution provides to students. Perceived from the perspective of CRM, byNail et al. (2007), the concept of student life-cycle can be displayed in the stages through which the student passes when considering and using the services of the educational institution in order to form a student life cycle, a process without an end.
Significant changes in the expectation of studentscontribute to the relevance of relationship management strategy underlines Conant, (2002).The stages through which students pass during their life cycle are described as follow in the context of this paper: •
Prospective student: a student who could be a potential candidate for the institution; but s/he is in the process of gathering information andforming an opinion about the institution;
•
Admitted student: a student who decided to apply for admission to the institution and has been offered a place (admitted) by the said institution;
FIG. 2 CRM KEY COMPONENTS (Source: http://www.elinext.com)
Prospect
Admitted
Donor Student Life Cycle
Enrolled
Alumni Graduate FIG. 3 STUDENT LIFE CYCLE
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•
Enrolled student: the stage where the student becomes a part of the institution after fulfilling the prescribed requirements such as payment of the applicable fees and submission of required documentation;
underdevelopment of its marketplace in Africa. For higher education in Africa, a decision to adopt CRM System or solution is influenced by many factors including cultural. However, it is more of technical and cost-related considerations.
•
Graduate: a student who has received an academic degree or diploma
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Alumni: at this stage, students are satisfied with their academic experiencecreating longterm loyalty to their school.
•
Donor: means any graduatemaking a donation to the University
i make reference to my previous paper on Cloud computing adoption in HEIs in Africa under reviewto accentuate the focus on two factors as mentioned earlier in this section. On the one hand, cost considerations which may be introduced by additional vendor relationship management or possibly additional measures that are unique to the Constituent Relationship Management; and on the other hand, integration with other IT or Information Systems (IS) in current use on campus. A dominant anxiety is the transitioning of IS or IT applications solution on campus today to the Constituent Relationship Management and how much of the customizability that will be lost in that process.
In reality, the student life-cycle is a very complex environment and the use of different words to describe the different stages of the life-cycle differs from one author to another. While it might seem counterintuitive to view students as customers for some institutions worldwide and constituent for others, changes in the higher education sector necessitate this shift in thinking, argue Nair et al. (2007). CRM provides universities with the capacity to effectively manage their students during their entire life-cycle. Relationship management strategy helps converging IT resources to students' requests, which often alleviates the inadequacies in the use of ICT such as the lack of response to the academic and business needs, inefficient use of IT resources, and the inability to effectively and quickly apply new technologies. Information and Communication Technology (ICT) is “a diverse set of technological tools and resources used to communicate, and create, disseminate, store, and manage information” (Blurton, C. 2002).ICT to the author’s view, is a very broad concept which includes computers, the internet, automation of processes, controls and information production using computers, communication and broadcasting technology and telephones and its use in academia today is noteworthy as it enhances self-service facilities from where students can complete applications online. Advantages of CRM in the educational advancement are increased efficiency of campaigns and intermediation, increased average amount of donations, increased constituent satisfaction, reduced costs of campaigns and increased alumni participation. Concerns over Adoption of Crm in Higher Education Most worries about CRM for higher education revolve around its relative newness and the
In addition to this, SEKE (2013), posits thatanxieties regarding privacy, data integrity, intellectual property management, regulation issuesand audit trajectories are significant barriers to the adoption of CRM solutions in higher education institutions in Africa. It should also be noted thatthe process of adopting new innovations has been studied for over three decades now, and one of the most popular adoption models is described by Rogers in his book, Diffusion of Innovations (Sherry & Gibson, 2002).The authorbelieves strongly that Rogers’ diffusion of innovations theory is the most suitable for considering the adoption of technology in higher education and educational backgroundsin Africa. Innovation in Higher education in Africa requires a true understanding of universities’ needs, which best manifest themselves as measures of how well an institution is able to get various jobs (and steps) done. Essentially, until customers’ needs become metrics within a customer feedback loop, the probability of impactful sustaining or breakthrough innovations will be low, (Boysen, 2013). For Rogers (2003), adoption is a decision of “full use of an innovation as the best course of action available” and rejection is a decision “not to adopt an innovation”. Rogers defines diffusion as “the process in which an innovation is communicated thorough certain channels over time among the members of a social system”.Rogers (2003) carried on and defined the adopter categories as “the classifications of members
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of a social system on the basis of innovativeness”. This cataloguing includes innovators, early adopters, early majority, late majority, and laggards as shown in figure 4.
FIG.4. ADOPTER CATEGORIZATION ON THE BASIS OF INNOVATIVENESS (Source: Diffusion of Innovations, fifth edition by Everett M. Rogers. 2003)
Correspondingly, Rogers (2003) noted that incomplete adoption and non-adoption do not form this adopter classification. Only adopters of successful innovations produce this curve over time. Reinvention of Crm in Higher Education It is a good thing for innovation that the age of monolithic corporate labs is over, underscores Chesbrough (2011). With knowledge concentrated in few large companies around the globe for HEIs to consider, mankind had to rely on centralised internal research to generate innovation. But useful knowledge is much more widely distributed today, making it infeasible and unwise to hoard vital knowledge in such silos (Chesbrough, 2011). If CRM has any hope of becoming relevant and valuable again, it needs reinvention, argue several advocates. And by reinvent, I do not mean another analyst abbreviation or vendor slogan, but an entirely new approach and philosophy around constituents, procedures in place in higher education framework and relevancy in a particular environment. In order to reinvent CRM, African universities are just duplicating a basic method that has already previously been created or optimized by others in America and Europe to validate the process without an end which is the student life-cycle. The CRM reinvention captures the evolving dynamic between the connection and transformative technologies to keep alive the relationship with constituents. At the same time, CRM is an important tool or set of technology those higher education institutions and universities in Africa should consider adopting in order to bond with graduates or many other
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constituents. Although reinventing CRM may be an ironic cliché, it remains unclear when CRM itself was fully adopted by HEIs worldwide and in Africa in particular. For the purpose of this paper, reinvention of CRM is defined as the improvement of constituent service and support with the successful implementation of CRM processes and technology that enhance constituent engagement and interactions through all channels in higher education. CRM with respect to student deals with helping institutionsunderstand the constituents’ current needs, what they have done in the past, and what they plan to do in the future to meet their own goals. Reinvention of CRM depends on underlying technologies that enable and support the engagement. CRM became, and still is, the catalyst for several companies besides universities to better manage customers’ interactions. This is not to say that technology is the end-all in CRM (Bailor, 2004). We still need engaged people, relevant processes, and quality data; but whenproperly implemented argued Bailor, technology can take that powerful threesome even beyond. Reinventing CRM? I joinBoysen (2013) to say it is time. But it is noteworthy to recognize or draw the line here to ask ourselves this question: where do Higher Education and CRM intersect to create an enduring and profitable constituent relationship? Reinventing CRM in higher education in Africa requires a commitment from management as well as the university’s community to empower users through the use of technology to make better decisions at the time of the constituent interaction that substitute and unlock opportunities. Advocates around the globe realise that higher educationand CRM arenotenvogue–it is even bigger than we think. Those who fail to understand this reality will not be part of tomorrow’s universities because student life-cycle is “changing” the face of CRMbyproviding a new approach. Africa is not left behind in this endeavour. There are, however, roadblocks, collisions and black holes that can be encountered along the journey of reinvention. To create more win-win customer relationships in the business side of CRM, argue many business experts, many companies are looking at technologies for strategic, process, organisational, technical and individual behavioural change that focus on the
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customer’s history, attitudes, needs and current situation. In the higher education world,I argue that understanding the constituent to this depth and placing the information at the fingertips of higher education’s community will facilitate them to execute delivery, create satisfaction, and keep a long-term relationship with graduates. Reinventing CRM in Higher Education is all about integrated technologies to help institutions to provide faster constituent service through an enabled network which can direct all constituent queries and issues through appropriate channels to the right faculty for speedy resolution. In practice, reinvention is the identification of the right technology to transform a traditional approach of CRM to a web and integrated approach enabled and monitored by automation and business rules. Automation here refers to using technologies including computer processing to make decisions and implement programmed decision processes instructed and monitored by business rules, (Mishra et al. (2009). Findings and Discussion There are some important observations that have been noted, and these are discussed from my perspective. In addition, short conclusions are provided to accentuate on the findings and create a supportive background for my argument. Whether outcomes are positive or negative, they are
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likely to change the structural context in some way, and according to Gefen and Ridings as underlined by Mishra et al. (2009), a CRM system consists of multiple modules including: operational CRM, which supports a variety of customer-oriented business processes in marketing, sales and service operations and an analytic CRM which analyses customer data and transaction patterns to improve customer relationships. “Operational and analytic CRM modules provide the major functions of a CRM system”, they wrote. This focus makes me emphasize on the IDIC model as mentioned earlier in this paper to support the findings and argument in light of CRM reinvention. As shown in figure 5, IDIC stands for Identify, Differentiate, Interact and Customize. This model is chosen because of the complexity of higher education sector. Customize and Differentiate are based on analysis of constituent, and Interact and Identify are the interactions with the constituentas suggested by Berfenfeldt (2010). To justify the selection of the IDIC Model, I make reference to Berfenfeldt (2010) thesis to illustrate the adaption and enhancement of elements of the IDIC Model as shown in figure 6as well as the fact that Higher Education Institutions operate in a very dynamic and competitive environment, and their future success, as I argue, is grounded on the ability to differentiate themselves from competitors and build up a significant relationship not only with current students, but also with prospective ones.
Identify
Differentiate
Interact
Customise FIG. 5 IDIC PROCESSES
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the successofan institution with its graduates, academic ability, and noteworthy position on the national as well as regional scope, professional accomplishments and qualifications. In the single case of an institution with its internal resources, differentiation is to be considered in the alumni relations office or unit if this exists. This is so because, truly, several universities in the region do not have an alumni office. In addition, they do not bother to keep the long-term relationship with constituents. FIG. 6 IDIC MODEL (Source: Jens Berfenfeldt, 2010, p.19)
If customer is to be replaced by constituent as academia like to call their customers who are mainly students with an endless life-cycle, universities on the African Continent recruit (identify) mostly the best students in order to increase the gap between peers’ competitors, stand better chances to be ranked among the best worldwide and also to lead the African Continent. IDIC Model Justification The case study method is a preferred strategy when “how” and “why” questions are being posed, and aresearcher has little control over events, quote Mishra et al (2009), who went further to say that“the case study method is an ideal methodology when a holistic, in-depth investigation is required.” Although the question “why” is asked here, my personal experience makes me believe in the industry to justify this selection by linking the four processes of IDIC and CRM in Higher Education. Identification Peppers and Rogers as underscored by Berfenfeldt (2010), believed that a CRM strategy should be based on the IDIC view, and as it stands, the model contained four sections that include identification (the entry point) which comprises gathering and organizing information of the constituent. A quick look at the way African universities operate today makes me conclude that HEIs in Africa have not been able to collect the appropriate information to target their constituents. This model has been selected to be used in the process of engaging CRM strategic for African universities. Differentiate Differentiation is believed to be the most appropriate section in a higher education framework as it indicates
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It is very important for the authors here to lay emphases on differentiation. As for higher education institutions and the African continent, ‘image’ is potentially both enhancing and constraining. A poor image of rank limits an institution’s aptitude to attract students from the continent as well as other parts of the world. This IDIC model has the ability to create an attractive force to bring on board very talented students both nation- and continent-wide. This section has been selected to be used as a catalyst for developing a CRM strategy for many African universities. Customisation The goal of CRM is to be able to deal with each customer/constituent on a one-to-one basis. Today, due to the impact of infrastructure resource and financial crisis in the region, few African universities can really customise constituent’s needs. On the other hand, technological limitations constitute roadblocks to this implementation to other universities beyond the African continent. On a very good extent, as CRM can be reinvented, this IDIC model can add more value to a fully functional institutionwhich, although with limitations, can customise the service offered by thealumni relations office. This will helpimproveitscurrent relationship with alumni members, anddevelop a strong relationship with potential alumni who at the end could become donors to empower the university strategies by creating a difference and attracting more constituents. Interaction It is noteworthy for any organisation using customerstrategy to interact with its customers. But once an institution has a clear understanding of their constituents and what their worth to them, they should be in a very good position to improve the efficiency and effectiveness of dealing with those
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constituents, underlines Jens (2010). By using this IDIC model, the author believes that this will enhance and retain good interactions between institutions and their constituents.
it will be perceived. The reason being thatindividuals are talking to each other (and not to the organisation), so the company has to find a way of finding out what is being said in these conversations.
Adoption decisions of CRM
As with all developmental interventions, there can be winners and losers. Thus, reinvention of CRM is required at this time on in every industry, but the pilot implementation is highly needed in the African region to provide collaborative CRM opportunities for the few without necessarily altering patterns of inequality that affect the many. Information Technology is enhancing self-service facilities wherefrom students can complete online applications as well as interacting with the respective institutions through social media.
While CRM as a terminology was new to some user groups, most of them were using the technology in one way or another,say Nair et al. (2007). The African context defined itself through different factors. Higher education sector role lies in opening up relatively remote communities to wider influences and making visible the riches and attractions located in and around the continent. That said, the local and global decisions of universities worldwide should not be regarded as being in conflict even when it comes to valuable inputs because HEIs differ in the nature and level of their regional engagement, and adoption decisions of any technological kind cannot be implemented overnight as it has to comply with procedures, standards and self-assigned mission of cultural reinforcement of the institution by bringing a potential transformation to the continent as well. At the decision stage in the innovation-decision process, the individual chooses to adopt or reject the innovation. Thesame apples to an institution. While adoption refers to “full use of an innovation as the best course of action available”, rejection means “not to adopt an innovation”, argues Rogers (2003). Referring to the adoption classification diagram, I believe strongly that reinvention of CRM in higher education in Africa is at the early adoption stage or Africans are early adopters.
I think the problem facing higher education institutions today is that the communication paradigm has changed but universities are not moving along with the changes as quickly as possible due to major constraints highlightedearlierin this paper regarding the African region. Despite the fact that many leaders from those universities play an important role in the continentas well as worldwide through their professionalism and objective voice,there is still more to be done in the region to empower higher education sector. On the second part of the definition of CRM quoted from Grand and Anderson (2002), it is believed strongly that reinvention is targeted on the set of discrete software tools and technologies to review the process of its efficiency in the higher education sector. Conclusion
Reinvention of CRM
The lesson about reinvention is that CRM processes are themselves being innovated, so it is unrealistic to put higher education institutionsof the region in the innovators category because tomorrow’s universities and HEIs in the continent will need to follow a different, open approach to adoption if they are to connect with their graduates. It is strongly believed that the titleholder of the forthcoming best institutions in the African continent will not be big name universities only – there will be those that reinvent their interactions with current students, combine with their graduates or alumni through very well- designed channels under a CRM solution or technology adopted.
To get around the failure of relationship between organisations of all kinds and customers, organisations have to indulge in organisedsnooping. This call of emergency may sound bad or good depending on how
Granting there is consciousness that CRM in higher education in Africa is not only about students but includes alumni and benefactorsand the many constituents who touch the institution somewhere
Compared to innovators as shown in figure 4,early adopters are more limited with the boundaries of the social system, thus is Africa. Rogers (2003) argued that since early adopters are more likely to hold leadership roles in the social system, other members come to them to get advice or information about the innovation. Thus, as role models, ‘the attitudes of African universities toward innovations are more important. Finally, “early adopters put their stamp of approval on a new idea by adopting it”, wrote Rogers (2003).
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down the line, resistance to reinventingthe process by incorporating enquirer data with student data suggests that many stakeholders in the continent have not yet recognised the strategic value of enquiries management in the lifecycle of a student. My overall view regarding the reinvention of CRM in higher education institutions in Africa is that it is extremely important for African universities today to start with adoption of CRM solution first, then customise it in a very well-developed constituent touch-points through technology as it stands to be the only catalyst of reinvention. ACKNOWLEDGEMENT
It would not have been possible to write this paper again this time without the help and support of kind people around me, to only some of whom it is possible to give particular mention here. Sincere gratitude is hereby extended to the following who never ceased in helping until this paper is structured: To Professor Jonathan Klaaren, for his encouragement, support and inspiration To Tessa Murray, CRM Manager at Wits University for her approval; to Dr. Herbert Kawaza and Dr. Avitus Agbor for the remarkable patience they exuded in perusing and deciphering my hardly legible manuscript. To my wife Yohali Carine, my kids Julien Leandre and Celline Leandra Seke for their support and pure hospitality. Above all, utmost appreciation to the Almighty God for the divine intervention in this research endeavour this time in my professional path.
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boysen-says-its-time-7000011550/. Chesbrough, H. (2011) Reinvention. Retrieved July 07, 2013 from: http://www.technologyreview.com/notebook/425899/rein vention/. Conant, R. (2002). Relationship Management in Higher Education InformationTechnology, ECAR, 13, 1-12. Deck, S. (2003). What is CRM? Retrieved June 21, 2013, from: http://www.cio.com/research/crm/edit/crmabc.html. Dewhurst, F., Martinez L, A.R and Dale, B.G., (1999), Total quality management andinformation technologies: an exploration of the issues, International Journal of Quality and Reliability Management, Vol. 16, No.4, pp. 392-406 Don Peppers and Martha Rogers, Managing customer relationships: a strategic framework, John Wiley & Sons Ltd, 2011. El Sawy, O.A. and Bowles, G. (1997), “Redesigning the customer support process for the electronic economy: insights from storage dimensions”, MIS Quarterly, Vol. 21 No. 4, pp. 457-83. Fayerman, M. (2002). Customer Relationship Management. New Directions for Institutional Research Volume 2002, Issue 113, 57–68. Grant, G., and Anderson, G. (2002). Web Portals and Higher Education, Wiley Company, USA. Greenberg P, (2003), CRM magazine, Reality Check column “Making CRM Wholebrained”, February 2003 Hsu SF, Lee YI, Wang CH and Chung CF (2012). Educating customer relationship management (CRM) specialists through a competency-based training (e- CBT) model with technology-based learning for business education: Competency indicator development. African Journal of
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MBOUNGOU MOUYABI SEKE is an independent Partner & Consultant on a personal and private basis. He holds a Baccalaureate in Mechanical Engineering awarded in 2000 from the Technical College Poaty Bernard of Pointe Noire in the Republic of Congo. He also received a Technician Patent in Mechanical Engineering from Thomas Sankara Technical Institute. He received an Engineering degree in Biomedical Maintenance from the Tertiary Institute of Applied Techniques of Kinshasa in the Democratic Republic of Congo in 2004 and his dissertation was titled “The Establishment of Maintenance Policy in Hospitals of Developing Countries: Case of the Central Hospital of the Army Pierre Mobengo of Brazzaville”. In 2008, he took Higher Diploma courses in Computer Science at the University of the Witwatersrand, in Johannesburg, South Africa. He was awarded with a postgraduate certificate in Information Technology Project Management in 2012 from the University of Johannesburg, South Africa. In 2013, he was awarded a Certificate in Computer auditing from the University of the Witwatersrand. Before joining the Wits School of Law in July 2008, he worked as PC Engineer & Database Manager. He is currently a Constituent Relationship Management Officer within the University of the Witwatersrand, in Johannesburg and visiting associate to the Wits Law School where he served as a Senior Local Area Network Administrator. He has presented papers at conferences and his recent publications include: •“E‐learning and M-learning, Africa’s search for a suitable concept in the era of cloud computing”; Published in the volume of International Journal of Social and Human Sciences 6 2012 & •“Virtual Desktops in Institutions of Higher education using VMware view”; Published in the second volume of the International Journal of Communication (IJC) Issue 1, March 2013. His research interests focuses on Africa and include Cloud computing, Virtualization, E‐Learning, Big data, M‐Learning, Digital Clash of Civilization in the continent.
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