BPR IA2 Report

K. J.
SOMAIYA COLLEGE OF ENGINEERING
(A Constituent College of Somaiya Vidyavihar University)
Course
BUSINESS PROCESS REENGINEERING (UMEE808)
IA 2 Report on
“BUSINESS PROCESS REENGINEERING IN AN

EDUCATIONAL INSTITUTE {EXAMINATION PROCESS}”
Submitted by
1615027 SHREYA SANJAY MANDHANA
1715005 KUNIKA MUKESH BARALIYA
1825005 AMAN NILESH HINDOCHA
1715123 DHAIRYA TUSHAR SHAH
Guided by
PROF. CHANDRASHEKHAR N S
DEPARTMENT OF MECHANICALENGINEERING
Batch 2017-2021
K. J. SOMAIYA COLLEGE OF ENGINEERING
(A Constituent College of Somaiya Vidyavihar University)
CERTIFICATE
This is to certify that the report entitled “Business Process Re-

engineering in an educational institute {Examination Process}” is bona fide
record of the dissertation work done by Shreya Sanjay Mandhana (1615027),
Kunika Mukesh Baraliya (1715005), Aman Nilesh Hindocha (1825005),
Dhairya Tushar Shah (1715123) in the year 2020-2021 under the guidance of
Prof. Chandrashekhar N S of Department of Mechanical Engineering in final
year (VIII Semester) for the Bachelors in Technology degree in Mechanical
Engineering of University of Mumbai.
Report Guide Head of Department
_____________________ __________________________
Prof. Chandrashekhar N S Prof. Dr. Ramesh R Lekurwale
Principal
_________________
Dr. Shubha Pandit
Date: 30/04/2021
Place: Mumbai-77
DEPARTMENT OF MECHANICAL ENGINEERING
Batch 2017-2021
Dedicated to
Our family and friends
ACKNOWLEDGEMENT
We would like to express our special thanks of gratitude to our guide Prof.
Chandrashekhar N S sir who gave us the golden opportunity to work on this
wonderful topic Business Process Re-engineering in an educational institute
{Examination Process}, because of which we came to know about many new
things. We offer our sincere appreciation for the learning opportunities provided
to us.
We are also thankful to head and teaching staff of our department for
allowing us to choose Business Process Re-engineering as an elective course for
VIII semester. Without their support, we would not have been able to study such
an important subject. Secondly, we would also like to thank our parents and
friends who helped us a lot in finalizing this topic within the limited time frame.
Finally, we would like to thank all of those who directly or indirectly helped us
during our work.
ABSTRACT
Business Process Re-engineering (BPR) is being used in a number of Higher Education

Institutions (HEIS) as a change management strategy. Whilst the focus of these HEls is on re-
engineering administrative services, there are also tentative attempts to redesign teaching and
learning. This report adopts a case study approach to determine the applicability of BPR to
HEIs. The research started from a broad research question: How does organisational culture in
HEIs impact on the implementation of BPR programmes? The conclusions drawn from the
literature survey are that the organisational culture and structure of HEIs limit the degree of
change sought from a BPR project: the focus of the report HEIs was on incremental process
improvement of examination process. The projects in these institutions were not about radical
change. BPR techniques are shown to have something to offer HEIs in terms of co-ordinating
administrative activities, but the emphasis on IT and processes in project design means the
human resources change necessary for significant gains in efficiency is unlikely.
This report discusses the applicability of the concept of Business process Re-
engineering in the educational sector. It makes an attempt to introduce innovation, and
creativity by using Information technology. This usage will not only bring about refinement in
the processes but also increase bottom line. Institutes or the educational sector as a whole can
thus address the issue of sustainability, ecologically as well as economically. The report makes
an attempt to address issues such as underutilization of resources, processes bottle necks and
ultimately unsatisfied customers.
CONTENTS
Sr.no Title Page no
1. Introduction 1
1.1. Background and motivation 3
1.2. Scope 4
2. Literature survey 5
2.1. Process Reengineering Framework 6
2.2. Objectives 8
3. Business processes in an educational institute 10
3.1. What are business processes in an educational institute? 11
3.2. Management roles 12
3.3. Methodology 13
4. Process reengineering framework application 15
4.1. Reengineered Process Features and Steps 20
Detailed AS-IS process in exam scheduling and distribution

4.2. 22
process
4.3. Tools used for BPR 24
Evaluation of the online exam scheduling and distribution

5. 26
system
6. Conclusion 29
Bibliography 31
BUSINESS PROCESS RE-ENGINEERING IN AN EDUCATIONAL INSTITUTE
{EXAMINATION PROCESS}
LIST OF FIGURES
Page
Figure no Title of the figure
number
2.1 Interrelationship between IT and BPR 8
4.1 Paper-based exam distribution and scheduling process 18
4.2 Web based exam distribution and scheduling process 19
4.2 The food preparation sub process 14
4.3 Web based exam distribution and scheduling process interface 21
DEPARTMENT OF MECHANICAL ENGINEERING i

SEMESTER VIII BATCH 2017-2021
Chapter 1
INTRODUCTION
This chapter provides overview of the report topic selected, student

defining the motivation behind thesis topic selected and scope of the report
work.

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1. INTRODUCTION
The quest to improve teaching and learning is supported by information and
communication technologies. These include new methods of finding and processing
information without restriction of time and place. Many office work "innovations", such
as shared stenography and typing tools, have come and gone. IT has certainly penetrated
the office and services environments —IT has been used in most cases to hasten work
rather than to transform it. With few exceptions, IT's role in the redesign of
nonmanufacturing work, such as processes in an educational institute has been
disappointing; few firms have achieved major productivity gains. This research paper
will introduce the concept of increasing the bottom line and enhancing the quality of
processes in an educational institute. It broadly gives a view of the need of integrating
BPR and IT. Today there are many educational institutes with a large number of courses
offered.
However, the last 2 years have shown a drastic drop in the number of seats that
have been filled. Since the vacancies are large, the institutions need to address the need
of increasing bottom lines without increasing the number of seats. Another method of
increasing the profit margins or bottom line is to cut down on costs and refine internal
processes, to generate better profits and revenue. The basic need does not only consist
of income generation, but also fine-tuning processes that take place in the educational
institute. Given the growing dominance of service industries and administrative
functions in the Western economies, this type of work is as much in need of analysis
and redesign as is the case of manufacturing environments to which IT has already been
applied. To accomplish this, many firms have found that a broader view of both IT and
business activity, and of the relationships between them, is now necessary. IT should
be viewed as more than an automating or mechanizing force; it can fundamentally
reshape the way business is done. In short, business should be viewed as more than a
collection of individual or even functional tasks; instead, it should be broken into
processes that can be designed for maximum effectiveness, in both manufacturing and
service environments.

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1.1. Background and Motivation
With the increasing demand for better revenue generation, educational institutes
need to find better performing processes both direct and indirect. With higher education
seats not getting filled completely to rising costs, institutes today need to devise new
methods of income generation. This needs to be done with the existing framework of
available infrastructure. This however needs to be facilitated with the help of IT not just
as a tool but as a BPR partner This report thoroughly discusses the methodologies and
implementation of such a system and broadened, recursive view of IT and BPR in
educational engineering perspective.
The two cornerstones of any organisation are the people and the
processes. If individuals are motivated and working hard, yet the business processes are
unwieldy and non-essential activities remain, organisational performance will be poor.
Many industry experts argue that BPR is the key to transforming how people work.
What appear to be minor changes in processes can have dramatic effects on cash flow,
service delivery and customer satisfaction.
With the exponential proliferation of start-ups and never-lasting innovation,

customer demands are growing accordingly. Businesses are therefore pressured to keep
up the pace of their expectations to remain ahead of their competitors.
You should observe some points when implementing business process

reengineering, such as:
• A change of focus from management to the customer
• Managers must give power to their team’s
• Focus on results
• It’s not positive to score points, but to lead and teach
• Simple and optimized processes are better than complicated and
intricate processes

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• If a process continually doesn’t work, it’s time to come up with a new

one, looking to the future.
• Always identify goals and purposes
• Keep the company mission in mind
Only by following these recommendations will business process reengineering
work as expected.
1.2. Scope
Relating to the above need and requirement of any educational institute possible
solutions can be thought of. The solution for these issues is strategic investment in
integrating IT and BPR that can boost efficiency, save money and make IT an integral
part of a institutes or university’s processes and objectives. These refinements in
educational processes, all administrative, student centric and teaching-learning
processes can help facilitate greater collaboration and learning, thus increasing revenue.
However, they require more attention from administrators than traditional architecture.
This is where creativity and sustainability come into picture.
In their seminal work on BPR, Hammer and Champy (1993) are credited in the
literature as defining reengineering as “the fundamental rethinking and radical redesign
of business processes to achieve dramatic improvements in critical temporary measures
of performance such as cost, service, quality, and speed” (p. 46). Closer to the
organizational culture of HE, and prior to the Hammer and Champy work, Penrod and
Dolence (1992) defined reengineering as “using the power of modern information
technology to radically redesign administrative business processes in order to achieve
dramatic improvements in their performance” (p. 8). From these two definitions, we
understand that the ultimate goal of process reengineering is to achieve efficiency and
effectiveness by radically rethinking existing processes; whereas the goal of total
quality management is to undertake process change gradually by working in
incremental steps (O’Neill & Sohal, 1999).

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Chapter 2
LITREATURE SURVEY
This chapter provides literature survey done for understanding the topic.
This covers business process re-engineering literature survey and literature
survey for an educational institute. The objective of the report work is defined
at the end of the literature survey.

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2. LITREATURE SURVEY
According to Michael Hammer and Champy, Business process reengineering is
the analysis and redesign of workflows within and between enterprises as mentioned in
their bestselling book, “Reengineering the Corporation”. According to the authors,
information technology was the key enabler to bring the radical change that was
required for the redesign and reorganization of the enterprise for lowering the cost and
improving the efficiency and quality of service. To streamline the processes of work
and to achieve a significant level of improvement in the performance and quality, time
management and cost, the there are some guiding principles:
1. Organize the activities around outcomes and not tasks.

2. Prioritizing the processes in order of their redesigned urgency after its
proper identification.
3. The real work to be integrated well with the information processing work.
4. Dispersed resources should be centralized.
5. Linking the parallel activities in the workflow.
6. Taking prompt decisions and building a control system.
7. Capture information once and at the source
One of the corollary outcomes of BPR’s pursuit of efficiency and effectiveness

often is translated into staff reduction and downsizing. By injecting new ways of doing
things, BPR provides the opportunity to senior leadership to reduce staff and to reshape
the organizational culture, as reflected in its values, norms, guidelines, and
expectations, (Schein, 2004).
2.1. Process Reengineering Framework
Following the BPR perspective, we designed a framework inspired by two main

sources:

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(1) a retrospective analysis of our own experience in reengineering several

internal processes, such as faculty development program management (Abdous, 2005),
a syllabus creation process (Abdous & He, 2006), and learning assessment lab
registration; and
(2) the BPR literature (Davenport & Short, 1990; Macintosh, 2003, O’Neill &
Sohal, 1999; Ahmad, Francis & Zairi, 2007). By combining two sources in which
theory has been nurtured by practice, our framework provides a well-grounded tool to
use when reengineering processes in HE.
As shown in the following figure, our framework is structured around four
sequential and non-linear phases.
These four sequential and non-linear phases are:
✓ Initiation- This phase is aimed at identifying and understanding the purpose,

the rationale, and the objectives of the process review (PR). This phase requires
active participation from all stakeholders to document and to understand the
environmental dynamics and the risks associated with the proposed
reengineering process (den Hengst & de Vreede, 2004).
✓ Analysis- This second phase involves an in-depth analysis of the process tasks
and procedures by analysing tasks, reviewing risks and assumptions, and by
identifying potential causes of resistance and inertia. With the documentation
obtained during phase one, the outcome of this analysis phase is used to
flowchart the process. A visual presentation of the existing process
dependencies and interdependencies is not only critical to mapping the core
tasks and procedures of the process, but is also foundational for the
reengineering process itself.
✓ Reengineering- This third phase is intended to design the features and

functionalities of the reengineered process, and includes active participation and
feedback from all appropriate personnel and users. As the process is redesigned,
the flowchart outlined in phase two is updated to include a clarification of the

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key measurement variables. In this phase, information technology is used as an

enabling and facilitating tool.
✓ Implementation and evaluation- The implementation and evaluation phase is

intended as a first step to prototype the reengineered process, thus addressing
users’ and stakeholders’ issues and concerns. In a second step, the reengineered
process is fully implemented and monitored to ensure successful operation. A
summative evaluation is conducted, and achievement and outcomes are
reported.
2.2. Objectives
This brief report will attempt to shed light on the following aspects -Underlying
the problem as stated above it is important to address and solve the need of integrating
these two, BPR and IT and the recursive relationship between these both.
Figure 2.1: Interrelationship between IT and BPR.

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Unlike last century, educational institutes today face new competitive threats
and uncertainties on a global scale. Educational institutes face mounting pressures to
improve strategic and operational performance in process innovation both
administrative and teaching-learning, better product delivery as students, and customer
service and management. In these areas’ institutes strive to reduce cost and time to
market, while simultaneously improving quality, service and risk management.
Individual tasks and jobs change faster than they can be redesigned. Responsibility for
an outcome is spread over a group, rather than assigned to the single individual as in
the past. Today, educational institutes increasingly find it necessary to develop more
flexible, team oriented, coordinative and communication-based work capability. All
this needs to be done without using the simplest tool for revenue generation i.e.,
increasing student intake.
For institutes to achieve impressive improvements in productivity, process time

and quality, business process redesign is applied to radically redesign the core business
processes which will lead to desired results. Here, they think from the scratch of the
processes which can deliver more value to its customers both internal and external.
Here, customer needs are taken care of by emphasizing on adopting a new value system.
For putting business process redesign, institutes have to eliminate layers of hierarchy
and unproductive activities. The first step of the educational institute should be to form
cross functional teams and next step should be to improve data dissemination and
improved decision making by using technology. (Business Process Reengineering)
This report is mainly carried out so that we can identify the current problems of
the management or administrative style and design a reengineering solution for the
educational institute which can be adopted as a model by the other institutes as well.

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Chapter 3
BUSINESS PROCESSES IN AN EDUCATIONAL

INSTITUTE
This chapter provide description of business processes involved in an

educational institute along with the management roles as well as the
methodology of them.

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3. BUSINESS PROCESSES IN AN EDUCATIONAL

INSTITUTE
3.1. What are business processes in an educational institute?
We define business processes as a set of logically-related tasks performed to

achieve a defined outcome. This is similar to Pall's definition of process as "the logical
organization of people, materials, energy, equipment, and procedures into work
activities designed to produce a specified end result (work product)." A set of processes
form a business system — the way in which an educational unit, carries out its business.
Processes have two important characteristics:
1. They have customers; that is, processes have defined business outcomes, and
there are recipients of the outcomes. Customers may be either internal or external to the
institute. In the case of an educational institute customers are students, parents,
university and other entities that may interact with the institute etc.
2. They cross organizational boundaries; that is, normally they occur across or
between institutional sub units. Processes are generally independent of formal
organizational structure. The importance of undertaking BPR initiatives in the
education sector is to reduce costs and improve services. The three basic reasons for
educational institutes to adopt BPR initiatives are- to face the challenges of the
environment thereby responding to the demands of the customers, to achieve efficiency,
flexibility, and to have an understanding of all variables that directly affect
organizational or individual performance.
Common examples of processes meeting these criteria include:

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 Issuance of various certificates like Bonafide certificate, character

certificate, fee structure for educational loan purpose
 It also includes processes like admission, admission cancelation,
clearance processes etc.
 IT-driven process
Redesign may also be desirable for these more detailed processes, though the
implications of redesigning these detailed processes may be important only in the
aggregate. In many of the Institutions, analysing processes in great detail was highly
appropriate for some purposes, e.g., the detailed design of an information system or
data model to support a specific work process like issuing transcripts. However, in the
institutes that were truly beginning to redesign the way their business process’s
function, a broader view of processes was taken. The starting point is to make a
statement about the overarching problem, as well as setting expectations for the
improvement with a vision.
3.2. Management roles
Perhaps the greatest difficulty encountered by firms in bringing about IT-driven

redesign is obtaining and keeping management commitment to the changes any
redesign will bring. Because processes themselves cut across various parts of the
organization, a process redesign effort driven by a single business function or unit will
probably encounter resistance from other affected parts of the organization. Both high-
level and broad support for change is necessary. This change management and steps to
address it effectively is the essence of managing BPR at the institution level.
To perform the redesign steps, several educational institutes created a cross

functional task force headed by a senior executive. These task forces included
representation from key staff and line groups likely to be affected by the changes,
including the IT and Human Resources functions. It personnel are not the only ones
that have key importance.

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Members with functional knowledge of processes flows are equally important.

It was particularly important that the customer of the process be represented on the
team, even when the customer is external. The team composition was ideal when some
members of the group had some record of process or operations innovation involving
IT. As the redesign teams selected processes for redesign and developed redesign
objectives, they needed to work closely with the managers and staff of the affected
units. Of course, getting process changes implemented is usually more difficult than
determining what changes should be made. Ideally, managing process change is similar
to other types of change management, except that the cross-functional nature of process
redesign increases the number of stakeholders, thereby increasing the complexity of the
effort.
3.3. Methodology
To gain insights into the experience and understand the dynamics of BPR
implementation in an institution, a qualitative research approach using a case study has
been employed. Yin (2003) supports the use of this methodology; in that “it allows
investigators to retain the holistic and meaningful characteristics of real-life events such
as … organizational and managerial processes and the imperative to state that all
objectives, once selected, should be given equal importance, since exclusive focus on
any single objective of an organization defeats the very purpose of implementing BPR.
The authorities of the institution, who agreed to allow to undertake an in-depth

analysis of the BPR initiative, have requested anonymity. Hence this institution is
referred to as ABC College in the study. Semi-structured interviews were conducted
with the CEO and key managers of ABC College over a 12-month period during the
5th year of the BPR programme. The topics covered in the interviews related to the
entire process of BPR: dimensions covered, benefits, relation to the strategic objectives,
use of other change methods used in conjunction, role of information technology,
timeliness, impact of the process and the degree of change involved. These interviews

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were recorded and transcribed. Data analysis of the interviews led to identifying major
issues and themes in the implementation of BPR. The issues are discussed and
categorized in terms of the nature of their impact, positive or negative, on the institute.

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Chapter 4
PROCESS REENGINEERING FRAMEWORK

APPLICATION
This chapter provides the analysis of the existing process in institute

termed “as-is” process and the newly designed framework termed “to-be”
process.

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4. PROCESS REENGINEERING FRAMEWORK

APPLICATION
Our report is focused at a moderately sized, urban, public, doctorate awarding,

research university. Despite the fact that, in recent years, the university’s delivery
modes have been expanded to include two-way video, Internet, CD-ROM, and
synchronous video streaming, the majority of its distance courses still are delivered
using interactive television. Between Summer 2006 and Summer 2007, 593 instructors
taught 1,281 courses, totalling 37,668 registrations. With numbers this high, material
distribution and paper-based exam scheduling logistics can be challenging and
sometimes overwhelming (Abdous & He, 2007). Indeed, in addition to burdening
faculty with numerous paper-based forms for each exam given, this manual approach
created tracking, processing, and retrieving problems for the DL staff. In short, the
submission of paper forms was costly, cumbersome, and inefficient, and made tracking
and managing difficult. To address these issues, a Web-based solution was designed,
following the four-step framework outlined above.
1) Initiation
In this phase, we identified the exam scheduling and distribution process to be
reengineered from the perspective of our unit’s years of experience in dealing with
exam scheduling and distribution for DL courses’ material and exams. We established
our understanding of the process by reviewing a variety of sources – including original
paper reports, manuals, and forms – and by interviewing current staff and
administrators in DL and, perhaps more importantly, faculty members teaching DL
courses. Although nowadays a large number of objective exams are conducted using
course management systems such as Moodle, the majority of televised courses exams,
essays, and papers still are conducted and managed traditionally in a classroom
environment using paper and pencil.

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After observing the exam scheduling and distribution processes used in our DL
unit, we conducted a series of meetings with related stakeholders in order to cultivate a
supportive environment, get their feedback, and document the process to be
reengineered. During multiple meetings, we established a development team; drafted a
project plan; and defined team roles, accountability, expectations, and timelines in order
to facilitate project management.
2) Analysis
In this step, we conducted an in-depth analysis of the tasks and procedures

involved in the exam scheduling and distribution process. In-depth evaluations and
analysis of the current paper-based exam scheduling and distribution approach were
made and artifacts were collected. As a result, we flowcharted the existing process (see
Figure 4.1) and identified a list of issues and problems which needed to be addressed.
The team met many times, reached an agreement, and made recommendations for the
reengineered process which included new features, functionalities, requirements, and
ideas.
3) Reengineering
In this step, we designed the features and functionalities of the reengineered

process. Specifically, we flowcharted the reengineered process and conducted a system
conceptual design and an interface design. We developed a conceptual model of the
phases, tasks, and functions, and then created a “database-related entity-relationship”
diagram (see Figure 4.2). Subsequently, we formalized this conceptual design by
creating a Web-based user interface involving all system users. This participative
approach during the design phase enabled us to capture users’ concerns and feedback
early in the process, and to reach a consensus as to the workability of the reengineered
process.

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Figure no 4.1: Paper-based exam distribution and scheduling process.

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Figure no 4.2: Web based exam distribution and scheduling process.

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During the reengineering process, an instructional designer, two instructional

technologists, and an interface designer were involved in the actual system
programming and development. The system is a database driven environment intended
to streamline the exam related forms management process. To deploy the system on the
Web, a Microsoft MSSQL server was used as the backend database environment. It was
chosen because of its rich capabilities in supporting the required functionalities. PHP
was used as the scripting language in order to create dynamic Web content by querying
the database. Cascading Style Sheets (CSS), a common style sheet language for
webpages, was used to ensure the overall consistency of the system’s look and feel. A
user account authentication system maintained by the Centre for Learning Technologies
was used to prevent unauthorized access to the online form services, thereby enforcing
the security of the application.
4.1. Reengineered Process Features and Steps
The reengineered process allows for access by three types of users: faculty, DL
support staff, and proctors (people appointed to supervise students at an examination).
On the faculty accessed portion of the site (see Figure 4), faculty members are able to
accomplish the following tasks/ steps:
Step 1: Schedule course exams- Faculty members schedule all of their

exams for the entire semester and indicate whether or not they will need a proctor.
Step 2: Create a distribution list- Faculty members create their course’s

distribution list, which is used to send/ return exams or course related materials to the
remote sites. This list also is used to notify remote sites’ staff of any schedule changes.
It is worth mentioning at this juncture, that before this process was reengineered, the
list was entered manually for each site. With the reengineered process, the system fills
in the data using an automated report process from the university data system.

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Step 3: Submit exams- Faculty members upload their exam documents in

Word or PDF format. To maintain cross platform consistency, Word documents are
converted to PDF format. Using a generated distribution list, instructions, cover sheets,
and exams are emailed to the remote sites’ staffs, as well as to faculty and proctors.
Step 4: Manage submissions- Faculty members are able to modify and/ or

update exam information and schedule or update distribution lists. DL staff and proctors
are notified of any changes.
On the staff side, DL support staff members are able to track the course exams
and material by course name and date, and can monitor and respond to course and exam
modification requests from faculty. Staff members also can submit course and exam
modification requests to remote sites on behalf of faculty members, as needed.
Figure no 4.3: Web based exam distribution and scheduling process interface.
On the proctor page, a request form for DL students and a proctor agreement
form also are available online. DL support staff members are able to track and approve
the proctor request and agreement information.

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4) Implementation and evaluation
The development team adopted a rapid application development approach

(Robinson, 1995) in building the system. Based on the entity relationship diagrammed
in Step 3, we designed a database using a Microsoft SQL server, followed by a shared
login/ authentication module. After that, we created a separate module including access
privileges and features for each user. These modules then were integrated into a fully
functional system. The user features and functions were prototyped and tested with real
data several times prior to the actual use of the system. The system (see
http://www.clt.odu.edu/mdf/) has now been through multiple iterations of revision,
based on feedback collected from all users.
4.2. Detailed AS-IS process in exam scheduling and distribution

process
Circular is released Ennsure that

for students to Prepares the seat
plan and the and enough number of
register for exam the attendance stationaries are
along with exam sheet. avaliable.
fees
Prepare the first
Calls the question aid box and other
paper from Internal Prepares the material like
and external inviglation duty. envelope, sealing
teachers wax, stapler,
thread, cello tap
etc.
Diplays the time
table on notice Check weather the
Distribute the hall instruments are
board after
ticket well in place and
approval by
principal. working properly.

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Displays the Seat To handover the

plane on the notice question paper, Enssure that exam
board on the day answer books and are free from any
of examnation attendance sheet to malpractice.
before 30 minutes. invigilator.
Authorised person To adress the

will bring the To mobilize the grievance of
selected question proper staff during student and faculty
paper and will examination on the exam
print it. related issue.
To assure that the To check weather

question papers are the conduction of To collect the
devoid of typing examination is as answer book back
error and are of per the university and keeping it in
good quality. rules and standards secured place.

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To distribute the
answer book for
To distribute the To reasses, re-
evaluation along marksheets to the
with the model verify and recheck
students not having the answer books.
answer book. any discrepancy.
To give the
To arrange the To display the
evaluated answer
open day and results of
book to supervisor
adress the rechecking and
for re-evaluation.
grievance as per distribute the
the standard policy. marksheets.
To enter the marks

of each student To display the
into the software results on internet To return the
along with the after verification of rechecking fees as
termwork and marks. per the policy.
practical marks.
4.3. Tools used for BPR
To improve performance, evaluations and assessments were put in place.

Internal and peer evaluation were conducted regularly to understand any gaps in the
delivery of customer services and to recognise any shortcomings. Some employees
were provided with appropriate training to fit them into the newly created positions that
resulted due to the current project. While analysing their processes, one of the major
problems identified was the duplication of processes and work. The solutions included
improving communication to avoid overlapping jobs within the departments for which
an IT system was installed. This was named as the inward-outward system. All
communication or documents that were supposed to be sent to specific personnel, were
send via this system. Paper wastage was reduced as well as confidentiality was also
maintained.

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Restructuring of the website was also initiated. External customers were now
able to access information via the internet, which further reduced the time put in
answering queries to gain information, that was now available on the website. Further,
the computerisation process was performed in three stages of development. The
computerisation involved connecting the departments and the departments to facilitate
a smoother line of communication between them. This also reduced the duplication and
time taken to deliver services. New software was installed to link the customer relations
and administrative divisions. A new programme for managing finance was also
installed after problems were identified at the end of the first phase. At each stage, the
project team felt a need to either revamp or repeat, or add new servers and hardware
and software, since they were growing at a fast pace.
Many times, they had to pause and repeat a process to examine its effectiveness
before allowing it to be part of the new administrative process. A database management
system was implemented due to the growth in business. Because of unsuccessful
attempts at developing a system in the past, they chose to incorporate a tailor-made
system from the market, which would better suit their requirements. This resulted in a
better control system for the organization as a whole.

25
Chapter 5
EVALUATION OF THE ONLINE EXAM SCHEDULING

AND DISTRIBUTION SYSTEM
This chapter puts light on the newly designed, developed, implemented

and analysed process for educational institute. This chapter also describes the
evaluation of the newly designed processes.

26
5. EVALUATION OF THE ONLINE EXAM

SCHEDULING AND DISTRIBUTION SYSTEM
The online system has to be implemented. To capture first hand faculty feedback
and to explore their overall satisfaction with the usability of the system, a Web-based
survey has to be administered to all faculty members using the system. The intent of
the survey will be twofold: (1) to understand how faculty members were using the
system; and (2) to examine the impact of the system on reducing faculty workload. The
collected data is also expected to inform future development and research on the
system.
Their benefits of the system can be

1. Enables them to accomplish tasks more quickly;
2. Reduces time and effort in managing exam schedules and in distribution
to dl students;
3. Makes it easier to meet submission deadlines.
The results can suggest that many faculty members have a positive attitude
about the system. As the system remains an ongoing process and is not integrated with
other university systems, such as the university registration system, faculty members
must create a new account to access the system. To some degree, the account issue has
contributed to the dissatisfaction of some faculty with the system.
The survey results can also reveal some difficulties in the faculty’s use of the
system, as well as some opportunities for the DL staff to improve the system.
Approximately almost of the faculty members participating in the survey would
indicate that the system requires more functions and capabilities. Some faculty
indicated that they needed assistance in using the system. Some faculty
recommendations may include:

27
➢ Include a short video on how to use the system.

➢ Integrate with other university systems.
➢ Convert uploaded Word files automatically into PDF files for exams to avoid
version inconsistency.
➢ Email the receipts from the various sites to the faculty after the exam
submission,
➢ Email reminders to faculty members who do not submit the exam as scheduled.
In response to these recommendations, we purchased software to automatically

convert Word files into PDF files on the server side (without human intervention). In
addition, the system now sends an automatic email receipt to faculty after each exam
submission. In the same way, the for implementation later this year, after our second
round of evaluations.
Although cost/ benefit analysis is traditionally required to demonstrate cost

savings in BPR projects, we decided to report cautiously that our project generated
direct and indirect cost savings. Our unit accounting office calculated the annualized
cost saving attributed to the reengineered system at US $7,500, which accounts for eight
percent of the mailing budget. This estimate included direct costs associated with
mailing charges only. We expect this percentage to increase once all DL faculty
members are using the system. In indirect cost saving, the new functionalities of the
system freed faculty and staff from clerical and time-consuming tasks. We assume that
this workload reduction likely will contribute to increased faculty and staff
productivity.
In brief, despite a slight resistance from staff, which is typical of BPR

implementation building around any legacy system, we believe that we achieved our
stated goals of: (1) replacing a cumbersome and inefficient paper-based exam
distribution and scheduling process with a Web-based streamlined and efficient
process; and (2) reducing both the faculty/ staff workload associated with the clerical
tasks of scheduling exams and the overall costs associated with exam distribution.

28
Chapter 6
CONCLUSION
This chapter puts light on the conclusion derived from the process
redesigned and scope for the further work.

29
6. CONCLUSION
In this report, we have presented an online exam scheduling and

distribution system for DL courses. The system plays an essential role in facilitating
coordination and communication among the stakeholders involved in the exam
scheduling and distribution process. Further improvements are planned to integrate the
system with university registrar data systems. This integration will increase automated
tasks and reduce faculty need to input student and course data. In addition, we are
examining how to help faculty manage graded exam and paper collection and
distribution.
In summary, drawing from BPR research and from our own experience
in redesigning processes, our proposed framework offers a flexible roadmap to rethink,
redesign, and streamline the exam scheduling processes. Our operational model is
rooted in the organizational culture of HE, and actively engages all stakeholders to
undertake an in-depth analysis and take ownership of the reengineering process. Our
application of the framework has enabled us to uncover inefficiencies, reduce paper
handling, increase efficiency, and achieve operational improvements while reducing
faculty workload and reducing overall cost. We believe that our framework will be used
to identify and streamline other services and will be of assistance to other universities’
DL efforts.

30
BIBLIOGRAPHY
[1] A Framework for Process Reengineering in Higher Education: A case study of

distance learning exam scheduling and distribution - International Review of Research
in Open and Distance Learning Volume 9, Number 3. – October 2008.
[2] Business Process Re-engineering and Information Technology in the Educational

Sector-Prof. Mrs. Radhika Khairnar; International Journal of Application or Innovation
in Engineering & Management (IJAIEM) Volume 4, Issue 7, July 2015

31

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K. J.

SOMAIYA COLLEGE OF ENGINEERING

(A Constituent College of Somaiya Vidyavihar University)

BUSINESS PROCESS REENGINEERING (UMEE808)

“BUSINESS PROCESS REENGINEERING IN AN

1615027 SHREYA SANJAY MANDHANA

1715005 KUNIKA MUKESH BARALIYA

1825005 AMAN NILESH HINDOCHA

1715123 DHAIRYA TUSHAR SHAH

(A Constituent College of Somaiya Vidyavihar University)

This is to certify that the report entitled “Business Process Re-

Report Guide Head of Department

DEPARTMENT OF MECHANICAL ENGINEERING

Business Process Re-engineering (BPR) is being used in a number of Higher Education

Sr.no Title Page no

1.1. Background and motivation 3

2.1. Process Reengineering Framework 6

3. Business processes in an educational institute 10

3.1. What are business processes in an educational institute? 11

3.2. Management roles 12

4. Process reengineering framework application 15

4.1. Reengineered Process Features and Steps 20

Detailed AS-IS process in exam scheduling and distribution

4.3. Tools used for BPR 24

Evaluation of the online exam scheduling and distribution

2.1 Interrelationship between IT and BPR 8

4.1 Paper-based exam distribution and scheduling process 18

4.2 Web based exam distribution and scheduling process 19

4.2 The food preparation sub process 14

4.3 Web based exam distribution and scheduling process interface 21

DEPARTMENT OF MECHANICAL ENGINEERING i

This chapter provides overview of the report topic selected, student

DEPARTMENT OF MECHANICAL ENGINEERING

DEPARTMENT OF MECHANICAL ENGINEERING

1.1. Background and Motivation

With the exponential proliferation of start-ups and never-lasting innovation,

You should observe some points when implementing business process

DEPARTMENT OF MECHANICAL ENGINEERING

• If a process continually doesn’t work, it’s time to come up with a new

DEPARTMENT OF MECHANICAL ENGINEERING

DEPARTMENT OF MECHANICAL ENGINEERING

1. Organize the activities around outcomes and not tasks.

One of the corollary outcomes of BPR’s pursuit of efficiency and effectiveness

2.1. Process Reengineering Framework

Following the BPR perspective, we designed a framework inspired by two main

DEPARTMENT OF MECHANICAL ENGINEERING

(1) a retrospective analysis of our own experience in reengineering several

These four sequential and non-linear phases are:

✓ Initiation- This phase is aimed at identifying and understanding the purpose,

✓ Reengineering- This third phase is intended to design the features and

DEPARTMENT OF MECHANICAL ENGINEERING

key measurement variables. In this phase, information technology is used as an

✓ Implementation and evaluation- The implementation and evaluation phase is

Figure 2.1: Interrelationship between IT and BPR.

DEPARTMENT OF MECHANICAL ENGINEERING

For institutes to achieve impressive improvements in productivity, process time

DEPARTMENT OF MECHANICAL ENGINEERING

BUSINESS PROCESSES IN AN EDUCATIONAL

This chapter provide description of business processes involved in an

DEPARTMENT OF MECHANICAL ENGINEERING

3. BUSINESS PROCESSES IN AN EDUCATIONAL

3.1. What are business processes in an educational institute?

We define business processes as a set of logically-related tasks performed to