CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Student care is a crucial element of institutional success. Every time an institution has
contact with its students, it has an opportunity to improve reputation with them and
increase the likelihood of further quality.

From telephone manner to the efficiency of order-fulfillment systems, almost every

aspect of activities affects the way students view institution. There are also specific
programs that can be put in place to increase level of student care.

This guide outlines what student care involves. It explains how student use contact,
feedback and loyalty schemes to retain existing students, increase your quality to
them and even win new students. It also covers how to prepare for receiving a
student complaint.
Student care involves putting systems in place to maximize your students'
satisfaction with your institution. It should be a prime consideration for every
institution - your quality and profitability depends on keeping your students happy.

Student care is more directly important in some roles than others. For receptionists,
quality staff and other employees in student-facing roles, student care should be a
core element of their job description and training, and a core criterion when you're
recruiting.
However don't neglect the importance of student care in other areas of your
institution. For instance, your head of departments may have minimal contact with
your students but their performance when fulfilling orders has a major impact on
students' satisfaction with your institution.

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A huge range of factors can contribute to student satisfaction; both your students -
and other institutions - are likely to take into account:
1. How well your product or service matches student needs
2. The value for money you offer Your efficiency and reliability in fulfilling orders
3. The professionalism, friendliness and expertise of your employees
4. How well you keep your students informed the after-quality service you
provide

1.2 AIM AND OBJECTIVES

The aim and objectives of this project are listed below:
1. To develop software called campus online help desk that will replace the
manual method of processing student’s information.
2. To develop, promote, and provide adequate and efficient campus online help
desk system.
3. To maintain an efficient system of collection, sorting and delivery of students
information.
4. To eliminate the error involved with the manual method of checking students’
information.
5. To save the time wasted with manual method of checking students’
information.

1.3 SCOPE OF STUDY

This project work is narrowed to Chukwuemeka Odumegwu Ojukwu University Uli. It
deals with the development of campus online help desk to help in the checking of
students’ information.

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1.4 SIGNIFICANCE OF STUDY
With the growth in information technology, the study offers numerous benefits to
the Chukwuemeka Odumegwu Ojukwu University Uli and to any organization that
deals on students’ information.
Manual method of checking students’ information will no longer be there again
because it will be done by the computer with the help of the computerized campus
online help desk.
Due to the fact that of the easy to use nature of the campus online help desk, any
organization can easily buy it to make use of them.

1.5 STATEMENT OF PROBLEM

1. The difficulties students face while trying to contact Academic staff
2. Unwillingness attitude of some institution staff when checking their students’
information.
3. Fragile nature of students’ information.
4. Difficulties staff encountered when checking their students information
5. Time wasted in manual processing of students’ information.
6. Important nature of students’ information in the institution world.

1.6 LIMITATIONS OF STUDY

Owing to the scope of this project work as stated above, this project work is limited
to campus online help desk. It is important to mention here that time was a major
constraint in the course of fact finding. It is also wise to mention here that some
information we need to work with was not collected because of the unwillingness of
the staff to review such information.

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1.7 DEFINITIONS OF TECHNICAL TERMS

1. Institution: is a legally recognized organization designed to render good

quality educational services to people.
2. Computer: a computer is a programmable machine that receives input, stores
and manipulates data, and provides output in a useful format.
3. Database: A database is a system intended to organize, store, and retrieve
large amounts of data easily. It consists of an organized collection of data for
one or more uses, typically in digital form.
4. Report: reports are often used to display the result of an experiment,
investigation, or inquiry.
5. Order: confirmed request by one party to another to buy, provide, deliver, or
receive goods or services under specified terms and conditions.
6. System: whole compounded of several parts or members, system", literary
"composition". Is a set of interacting or interdependent system components
forming an integrated whole.
7. Information: is a piece processed data.
8. Storage: is a device for recording (storing) information (data)
9. Staff: a set of people, such as the employees or volunteers, within an
organization

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 CHAPTER TWO

LITERATURE REVIEW
It discusses the prior researches into a conceptual framework, which is organized
from definition, scope, taxonomy and evolution to design, implementation issues and
some empirical studies. Limitations of preceding works are also revealed to propose
our research questions.

2.1 OVERVIEW OF ONLINE HELP DESK SYSTEM

Student service is the provision of service to students before, during and after
clearance. Kearsley (1988) offers a definition of help system: a help system is one or
more programs designed to provide user assistance embedded in a larger program or
computer system. Although designers frequently integrated help programs with the
application, help systems might also be separate and run concurrently with the
system.

Selfe and McGavin (1992) discusses the evolution of online help: from book-oriented,
through exploratory, to constructive. Book oriented online help mirrored paper-
based documentation, which featured static and linear structure. Although this
traditional organization of contents was familiar to users, it was not quite competent
for satisfying the complicated information needs of particular users in specific
contexts for idiosyncratic tasks. Thus, came up hypertext-based online help, either
exploratory or constructive. Exploratory online help was characterized by providing
multiple paths to navigate a document, hence it granted a higher level of
interactivity. Its weaknesses were unfamiliarity to users and difficulty to read
through. Constructive online help allowed customization by users, feedback to
developers, and capability to re-conceptualize tasks.

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Sondheimer and Relles (1982) proposed four dimensions wherein online help
systems could be categorized:
1. Access method. How users input help requests.
2. Data structure. How the help information are organized.
3. Software architecture. How users and the help systems interact.
4. Contextual knowledge. To which extent the help information is relevant to the
environment and the tasks of a specific user

Covi and Ackerman (1995) investigates organizational impacts on online help by

examining two help approaches: document oriented and computer-mediated
communication (CMC). In document-oriented approach, they reviewed online
manual, hypertext system and self-explanatory object. As for CMC, their work
discussed electronic mail to experts, group forum and searchable archives. The
contributions of this research were highlighting the organizational issues inherent in
online help systems, and examining a range of online help methods, thus granting a
possibility of combining these help approaches. This work also emphasized the
reliability issues involved in CMC help systems, which relied on a decentralized
negotiated problem solving process.

Randall and Pedersen (1998) tries to answer this question: Who exactly is trying to
help users? Their study spoke of the ethos of several popular online help systems,
such as Microsoft Office Assistant. This research analyzed the functions of help
systems from reference resource, user guide, to user perception (Randall and
Pedersen, 1998). Fischer (1985) demonstrated how to construct a knowledge-based
online help system. The knowledge base underlying was extracted and maintained by
a task model and a user model. This work also insisted that help system is an
indispensable component of human computer communication

According to Martha and Rogers (2002), students have memories. They will
remember you, whether you remember them or not." Further, "student trust can be

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destroyed at once by a major service problem, or it can be undermined one day at a
time, with a thousand small demonstrations of incompetence."

From the point of view of an overall quality process engineering effort, student
service plays an important role in an organization's ability to generate income and
revenue. From that perspective, student service should be included as part of an
overall approach to systematic improvement. Some have argued that the quality and
level of student service has decreased in recent years, and that this can be attributed
to a lack of support or understanding at the executive and middle management
levels of a corporation and/or a student service policy. To address this argument,
many organizations have employed a variety of methods to improve their student
satisfaction levels, and other key performance indicators (KPIS).

2.1.1 INSTANT FEEDBACK

Recently, many organizations have implemented feedback loops that allow them to
capture feedback at the point of experience. For example, national express, one of
the Uk's leading travel companies invites passengers to send text messages whilst
riding the bus. This has been shown to be useful as it allows companies to improve
their student service before the student defects, thus making it far more likely that
the student will return next time.

A challenge working with student service is to ensure that you have focused your
attention on the right key areas, measured by the right key performance indicator.
There is no challenge to come up with a lot of meaningful key performance
indicators (KPIS), but the challenge is to select a few which reflects your overall
strategy. In addition to reflecting your strategy it should also enable staff to limit
their focus to the areas that really matter. The focus must be of those key
performance indicators (KPIS), which will deliver the most value to the overall
objective, e.g. cost saving, service improving etc. it must also be done in such a way
that staff sincerely believe that they can make a difference with the effort.

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One of the most important aspects of student service key performance indicators
(KPIS) is that of what is often referred to as the "feel good factor". Basically the goal
is to not only help the student have a good experience, but to offer them an
experience that exceeds their expectations. Several key points are listed as follows:

Know your product – know what products/service you are offering back to front. In
other words be an information expert. It is okay to say "i don't know", but it should
always be followed up by... "But let me find out" or possibly” but my friend knows!"
whatever the situation may be, make sure that you don't leave your student with an
unanswered question.
Body language/communication – most of the communication that we relay to others
is done through body language. If we have a negative body language when we
interact with others it can show our lack of care. Two of the most important parts of
positive body language are smiling, and eye contact. Make sure to look your students
in the eye. It shows that we are listening to them, not at them. Then of course
smiling is just more inviting than someone who has a blank look on their face.

Anticipate guest needs – nothing surprises your student more than an employee
going the extra mile to help them. Always look for ways to serve your student more
than they expect. in doing so it helps them to know that you care and it will leave
them with the "feel good factor" that we are searching for.

2.2 UNDERSTAND YOUR STUDENTS

In Higher institutions such as universities and polytechnics, providing a high level of
student care often requires you to find out what your students want. Once you have
identified your most valuable students or best potential students, you can target
your highest levels of student care towards them.

2.2.1 COLLECT INFORMATION ABOUT STUDENTS

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Information about your students and what they want is available from many sources,
including:
Their order history
• Records of their contacts with school - phone calls, meetings and so on
• Direct feedback - if you ask them, students will usually tell you what they want
• Changes in individual students' order patterns
• Changes in the overall success of specific products or services
• Feedback about your existing range - what it does and doesn't do
• Enquiries about possible new products or services
• Feedback from your students about things they needed from the outside
• Feedback and referrals from other, High Schools around

2.3 MANAGE STUDENT INFORMATION

It’s important that you draw up a plan about how student information is to be
gathered and used. Establish a student-care policy. Assign a senior manager as the
policy's champion but make sure that all your staff is involved - often less senior staff
has more direct contact with students.
You can manage your student records using a database or student relationship
management software. Collecting and using student information may require you to
register with the information commissioner and comply with data protection
regulations.

2.4 MEASURE YOUR STUDENT SERVICE LEVELS

Where possible, put systems in place to assess your performance in institution areas
which significantly affect your students' satisfaction levels. Identify key performance
indicators (KPIS) which reflect how well you are responding to your students'
expectations.
For instance, you might track:
1. Constant availability: if help should available at all times;

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2. Consistent user interface: access to and presentation of help information
should be the same throughout the system;
3. Check if all aspects in every detail should has been well covered, without loose
ends;
4. Context sensitivity: if help obtained is targeted to the user’s specific context;
and
5. Adaptability: help should be customized to the user’s preference

Your students and employees will be useful sources of information about the key
performance indicators (kpis) which best reflect key student service areas in your
institution. Make sure the things you measure are driven not by how your institution
currently runs, but by how your students would like to see it run. There are
important areas of student service which are more difficult to measure. Many of
these are human factors such as a receptionist's telephone manner or a quality
person's conduct while visiting clients. In these areas it's crucial that you get
feedback from your students about their perceptions of your student service.
Student surveys, feedback programs and occasional phone calls to key students can
be useful ways of gauging how student service levels in your institution are
perceived.

2.5 STUDENT FEEDBACK AND CONTACT PROGRAMMES

Student feedback and contact programs are two ways of increasing communication
with your students. They can represent great opportunities to listen to your students
and to let them know more about what you can offer. Student feedback can provide
you with detailed information about how your institution is perceived. It’s a chance
for students to voice objections, suggest changes or endorse your existing processes,
and for you to listen to what they say and act upon it. Feedback is most often
gathered using questionnaires, on your website, in person, over the telephone or by
post.

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The purpose of student contact programs is to help you deliver tailored information
to your students. One example is news of a special offer that is relevant to a past
payment - another is a reminder sent at the time of year when a student traditionally
places an order. Contact programs are particularly useful for reactivating
relationships with lapsed students. Do your best to make sure that your students feel
the extra contact is relevant and beneficial to them bombarding students with
unwanted calls or other educational material can be productive. Newsletters and
email bulletins allow you to keep in touch with useful information that can be read at
a time that is convenient for the student.

2.6 STUDENT LOYALTY SCHEMES

While good overall service is the best way of generating student loyalty, sometimes
new relationships can be strengthened or old ones refreshed. Using student loyalty
schemes, these are programs that use fixed or percentage discounts to reward
students for behavior that benefits your institution. They can also be used to
persuade new students to seek admission into your institution if you have
successfully tackled problems with your student. You can decide to offer rewards on
the basis of academic qualification and other personnel relationship habit. For
example, a car wash might offer free cleaning every tenth visit or a free product if a
student opts for the deluxe service. a mail-order company might seek to revive the
interest of lapsed customers by offering a voucher redeemable against payments
response rates with such vouchers can be improved by setting an expiry date. You
can also provide key students with loyalty cards that entitle them to a discount on all
their payments. Employees who deal with students' orders should be fully aware of
current offers and keep students informed. Don’t forget though that your students'
view of the overall service you provide will influence their loyalty much more than
short-term rewards.

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2.7 USE STUDENT CARE TO INCREASE QUALITY

Your existing students are among the most important assets of your institution they
have already chosen you instead of your competitors. Keeping their custom costs far
less than attracting new institution, so it's worth taking steps to make sure that
they're satisfied with the service they receive. There are a number of techniques you
can employ, including:

• providing a free student helpline

• answering frequently asked questions on your website
• following up quality with a courtesy call
• providing free products that will help students look after or make the most of
their payments
• sending reminders when services or check-ups are due
• offering preferential discounts to existing students on further payments
• Existing student relationships are opportunities to increase quality because
your students will already have a degree of trust in your recommendations.

Cross-providing and up-providing are ways of increasing either the range or the value
of what you provide by pointing out new payment possibilities to these students.
Alerting students when new, upgraded or complimentary products become available
– perhaps through regular emails or SMS - is one way of increasing quality.

To retain your students' trust, however, never try to provide them information that
clearly doesn't meet their needs. Remember, your aim is to build a solid long-term
relationship with your students rather than to make quick one-off profits.
Satisfied students will contribute to your institution for years, through their
payments and through recommendations and referrals of your institution.

2.8 HOW TO DEAL WITH STUDENT COMPLAINTS

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Every institution has to deal with situations in which things go wrong from a
student's point of view. However you respond if this happens, don't be dismissive of
your student's problem even if you're convinced you're not at fault. Although it
might seem contradictory, a student with a complaint represents a genuine
opportunity for your institution:
If you handle the complaint successfully, your student is likely to prove more loyal
than if nothing had gone wrong People willing to complain are rare your complaining
student may be alerting you to a problem experienced by many others who silently
took their custom elsewhere
• Complaints should be handled courteously, sympathetically and - above all -
swiftly. Make sure that your institution has an established procedure for
dealing with student complaints and that it is known to all your employees. At
the very least it should involve:
• listening sympathetically to establish the details of the complaint
• recording the details together with relevant material, such as a quality receipt
or damaged goods
• offering rectification - whether by repair, replacement or refund

Appropriate follow-up action, such as a letter of apology or a phone call to make sure
that the problem has been made good

If you're proud of the way you rectify problems - by offering no-questions refunds,
for example - make sure your students know about it. Your method of dealing with
student problems is one more way to stay ahead of your competitors.

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 CHAPTER THREE

METHODOLOGIES AND SYSTEM ANALYSIS

3.1 METHODOLOGIES
Methodology is the study of how to perform scientific research. It is the part of any
analysis or research that is used to find out what type of data is maintained, what
fact to find and look for, how to find them and how to record them for usage. Many
methodologies include a diagramming notation for documenting the results of the
procedure; approach for carrying out the procedure; and an objective (ideally
quantified) set of criteria for determining whether the results of the procedure are of
acceptable quality. There are different types of research methodologies which
include:

1. Object-Oriented Analysis and Design Methodology (OOADM)

2. Structured Systems Analysis and Design Methodology (SSADM)
3. Extreme Programming Methodology
4. Prototyping Methodology.

3.1.1 OBJECT-ORIENTED ANALYSIS AND DESIGN

OOAD is a software engineering approach that models a system as a group of
interacting objects. Each object represents some entity of interest in the system
being modeled, and is characterized by its class, its state (data elements), and its
behavior. Various models can be created to show the static structure, dynamic
behavior, and run-time deployment of these collaborating objects. There are a
number of different notations for representing these models, such as the unified
modeling language (UML).

OBJECT-ORIENTED ANALYSIS (OOA) applies object-modeling techniques to analyze

the functional requirements for a system. Object oriented design (OOD) elaborates

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the analysis models to produce implementation specifications. OOA focuses on what
the system does, OOD on how the system does it.

OBJECT-ORIENTED ANALYSIS (OOA) is the process of analyzing a task (also known as

a problem domain), to develop a conceptual model that can then be used to
complete the task. A typical OOA model would describe computer software that
could be used to satisfy a set of student-defined requirements. During the analysis
phase of problem-solving, the analyst might consider a written requirements
statement, a formal vision document, or interviews with stakeholders or other
interested parties. The task to be addressed might be divided into several subtasks
(or domains), each representing a different institution, technological, or other areas
of interest. Each subtask would be analyzed separately. Implementation constraints,
(e.g., concurrency, distribution, persistence, or how the system is to be built) are not
considered during the analysis phase; rather, they are addressed during object-
oriented design (OOD).

The conceptual model that results from OOA will typically consist of a set of use
cases, one or more UML class diagrams, and a number of interaction diagrams. It
may also include some kind of user interface mock-up.

During OBJECT-ORIENTED DESIGN (OOD), a developer applies implementation

constraints to the conceptual model produced in object-oriented analysis. Such
constraints could include not only constraints imposed by the chosen architecture
but also any non-functional – technological or environmental constraints, such as
transaction throughput, response time, run-time platform, development
environment, or those inherent in the programming language. Concepts in the
analysis model are mapped onto implementation classes and interfaces resulting in a
model of the solution domain, i.e., a detailed description of how the system is to be
built.

3.1.2 STRUCTURED SYSTEM ANALYSIS AND DESIGN METHODOLOGY

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Structured systems analysis and design methodology (SSADM) is a systems approach
to the analysis and design of information systems. SSADM was produced for the
CCTA, a UK government office concerned with the use of technology in government,
from 1980 onwards.

System design methods are discipline within the software development industry
which seeks to provide a framework for activity and the capture, storage,
transformation and dissemination of information so as to enable the economic
development of computer systems that are fit for the purpose. SSADM is a waterfall
method by which a design can be arrived. SSADM can be thought to represent a
pinnacle of the rigorous document approach to System design, and contrasts with
more contemporary rapid application development methods such as DSDM.

3.1.3 EXTREME PROGRAMMING:

Extreme programming (or XP) is a set of values, principles and practices for rapidly
developing high-quality software that provides the highest value for the student in
the fastest way possible. XP is extreme in the sense that it takes 12 well-known
software development "best practices" to their logical. A software development that
follows a specific structure that is designed to simplify and expedite the process of
developing new software. Kent beck developed extreme programming to be used
with small teams of developers who need to develop software quickly in an
environment of rapidly-changing requirements.

XP teams design software for specific functionalities without adding any

functionalities that are not specifically requested that may slow down the process,
keeping the development course simple through systematic and regular testing and
design improvements.

EXTREME PROGRAMMING IS BASED ON 12 PRINCIPLES:

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1. The planning process -- the desired features of the software, which are
communicated by the student, are combined with cost estimates provided by
the programmers to determine what the most important factors of the
software are. This stage is sometimes called the planning game.
2. Small releases -- the software is developed in small stages that are updated
frequently, typically every two weeks.
3. Metaphor -- all members on an xp team use common names and descriptions
to guide development and communicate on common terms.
4. Simple design -- the software should include only the code that is necessary to
achieve the desired results communicated by the student at each stage in the
process. The emphasis is not on building for future versions of the product.
5. Testing -- testing is done consistently throughout the process. Programmers
design the tests first and then write the software to fulfill the requirements of
the test. The student also provides acceptance tests at each stage to ensure
the desired results are achieved.
6. Refactoring -- xp programmers improve the design of the software through
every stage of development instead of waiting until the end of the
development and going back to correct flaws.
7. Pair programming -- all code is written by a pair of programmers working at
the same machine.
8. Collective ownership -- every line of code belongs to every programmer
working on the project, so there are no issues of proprietary authorship to
slow the project down. Code is changed when it needs to be changed without
delay.
9. Continuous integration -- the xp team integrates and builds the software
system multiple times per day to keep all the programmers at the same stage
of the development process at once.
10. 40-hour week -- the xp team does not work excessive overtime to ensure that
the team remains well-rested, alert and effective.

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11. On-site student -- the xp project is directed by the student who is available all
the time to answer questions, set priorities and determine requirements of
the project.
12. Coding standard -- the programmers all write code in the same way. This
allows them to work in pairs and to share ownership of the code.

3.1.4 Computer-Aided Software Engineering

Case provides software process support by automating some process activities and
by providing information about the software that is being developed. The main
purpose of case tools is to decrease the cost / development time and increase quality
of software. As these tools are not free their use is limited. Computer aided software
engineering is the name given to software used to support software process activities
such as requirement engineering, design, Program development and test. Case tools
therefore include design editors, data dictionaries, compilers, debuggers, system
building tools and so on.

Case tools can be divided into two main groups – those that deal with the first three
parts of the system development life cycle (preliminary investigation, analysis, and
design) are referred to as front-end case tools or upper case tools, and those that
deal mainly with the implementation. The major reason for the development of case
tools was to increase the speed of the development of systems. By doing so,
companies were able to develop systems without facing the problem of having
institution needs change before the system could be finished being developed.
Quicker installation also allowed the companies to compete more effectively using its
newly developed system that matched its current institution needs. In a highly
competitive market, staying on the leading edge can make the difference between
success and failure. Case tools also allowed analysts to allocate more time to the
analysis and design stages of development and less time coding and testing. Previous
methods saw only 35% of the time being spent of analysis and design and 65% of the

18
time being used to develop code and testing. Case tools allowed analysts to use as
much as 85% of the time in the analysis and design stages of the development. This
resulted in systems that more closely mirrored the requirement from the users and
allowed for more efficient and effective systems to be developed. by using a set of
case tools, information generated from one tool can be passed to other tools which,
in turn, will use the information to complete its task, and then pass the new
information back to the system to be used by other tools. This allows for important
information to be passed very efficiently and effectively between many planning
tools with practically no resistance. When using the old methods, incorrect
information could very easily be passed between designers or could simply be lost in
the shuffle of papers and installations are referred to as back-end case tools or lower
case tools.

3.1.5 PROTOTYPING
A prototype is an original type, form, or instance of something serving as a typical
example, basis, epitome, or standard for other things of the same category. A
prototype is built to test the function and feel of the new design before starting
production of a product. The construction of a fully working full-scale prototype, the
ultimate test of concept, is the engineers’ final check for design flaws allows last-
minute improvement to be made before larger production runs are ordered. Building
the full design is often expensive and can be time-consuming, especially when
repeated several times building the full design, figuring out what the problems are
and how to solve them, then building another full design. In object-oriented
programming, a prototype is an object that can be cloned in order to produce new
object. Prototyping is the process of quickly putting together a working model (a
prototype) in order to test various aspects of design, illustrate ideas of features and
gather early user feedback. Prototyping is often treated as an integral part of the
system design process, where it is believed to reduce project risk and cock. Early
visibility of the prototype gives user an idea of what the final system looks like.
Software prototyping is the process of creating an incomplete model of the full-

19
featured software program, which can be used to let the users have a first idea of the
completed program or allow the clients to evaluate the program. This has several
advantages: the software designer and implementer can obtain feedback from the
users early in the project. The clients and the contractor can compare if the software
made matches the software specification, according to which the software program
is built. It also allows the software engineer some insight into the accuracy of initial
project estimates and whether the deadline and milestones proposed can be
successfully met. the model can take one of three forms: a paper prototype that
depicts human-machine interaction in a form that enables the user to understand
how such interactions will occur, a working prototype that implements some subset
of the function required of the desired software, or an existing program that
performs that part or all of the function but has other features to be improved upon
in the new development effort.

3.1.6 METHODOLOGY ADOPTED IN THE RESEARCH

In this project analysis, SSADM was adopted because of its simplicity. SSADM does
not require special skills and can easily be taught to the staff. Normally, common
modeling and diagramming tools are used. There are five stages involved in SSADM.

3.1.6.1 FEASIBILITY STUDY: STEP 0

This assumes that the proposed project has been identified as a result of an exercise
such as strategic planning and sets out to evaluate the various technical,
organizational, financial and institution options available. The aim is to establish the
whether the direction and requirements of the project are feasible. In essence this is
a shortened, higher-level version of stages 1 and 2 (requirements analysis and
requirements specification). This should not be an expensive or time consuming
exercise (maximum of one team working for 1/2 months). The aim is to evaluate the
feasibility of the proposal, involving an analysis of the problem and determination of
the best solution; usually a range of potential solutions are presented. Context
diagrams, current physical DFDS, overview ERDS, a requirements catalogue, project

20
management techniques such as activity networks and Gantt charts are produced. To
pass this stage and go through to system development a proposal must demonstrate.

1. Economic feasibility;
2. Technical feasibility;
3. Operational feasibility;

Other types of feasibility may also require consideration, for example legal feasibility.

ECONOMIC FEASIBILITY
The aim here is to assess the costs required for alternative systems and set them
against the expected benefits. The types of alternatives that are frequently
considered are the manual/computer boundaries as some tasks may benefit more
than others from computerization and non-functional characteristics such as the
time delay between the real world and the different parts of the system. Should we
be looking at batch, on-line or real Time or a combination? The system costs should
also be estimated in terms of basic resources of money, people and time. For
example, the following must be considered:

1. systems development, for example in-house or management consultancy;

2. user time for requirements acquisition, testing and training;
3. Hardware & software costs.

Set against the costs should be a quantifiable assessment of the expected benefits,
for example reduced labor costs, improved student service or predicted increase in
orders. Economic feasibility is a bit of a 'black art', it's difficult to predict with any
degree of certainty whether a system will in fact benefit an organization. The most
frequently missed cost is the cost of maintaining the system once it is installed.

21
Technical feasibility this is concerned with whether the solution can be implemented
using existing technology. If it can, then existing technology may require upgrading or
adding to. If it can be done then the solution may require the integration of
equipment or software that has not been combined before. Non-functional
requirements such as batch or on-line processing, maximum response time for user-
computer interaction, estimated frequency of transactions, maximum record and file
sizes, networking loads and typical number of users are considered here. In addition,
requirements of system expansion, security, data archiving and reliability are
considered.

OPERATIONAL FEASIBILITY
This investigates factors such as the likely reaction of employees and union
representatives to job and other proposed organizational changes. The main aim is
to assess whether the solution will operate and be used after installation. For
example, if users are happy with the current system and see no reason to change
then there may be a high degree of resistance to the new proposal. Relevant factors
here concern whether the solution has general management support and whether or
not the users have been involved in the development of the proposal.

LEGAL FEASIBILITY
This encompasses a broad range of subjects including contracts, liability and the data
protection act.

FEASIBILITY REPORT
the result of the feasibility study should be a feasibility report that provides a
detailed terms of reference, a management summary, details of how the feasibility
study was undertaken, analysis of the current situation, details of the future
requirements, explanation of the proposed system, details of options that were
rejected, financial assessment of the costs and benefits of developing the proposed
system, project plan and recommendations.

22
3.1.6.2 REQUIREMENTS ANALYSIS: STEPS 1 & 2
This consists of 2 stages. In stage 1 requirement are defined by investigating the
current environment and identifying problems or areas that need improvement.
Stage 2 then develops a range of options that meet the defined requirements and
selects one option as the basis for the desired system.

STAGE 1: INVESTIGATION OF CURRENT ENVIRONMENT

An overview of the current processing and data is created. Current problems are
documented as a necessary improvement and any new data or functions that will be
required. The intended users of the new system are also identified.

1. A DFD is produced showing the current system.

2. An ERD is produced showing the entities and relationships obtained by
analysis of the data in the current system.

STAGE 2: INSTITUTION SYSTEMS OPTIONS

An institution system option (BSO) describes a suggested new system in terms of its
functionality and its boundary: inputs, outputs, processes and data are described.
The aim is to help the users choose, from all the listed requirements, just what they
want their new system to do.

A BSO is a textural description of the boundary, inputs and outputs, and principle
processing activities (or functions) to be performed of a proposed system. The BSO
may include diagrams (DFDS, ERDS etc.). However, such diagrams would be very
much an overview.

Technique: draw up a list of about 6 BSOS, covering a range of requirements

identified in stage 1. The range should cover:
1. One option that covers the stated minimum requirements and no more;

23
2. One option that covers every new requirement;
3. Up to four options that each covers the stated minimum requirement and a
different set of the other requirements.

The six options will then cover six different boundaries and six different
functionalities all will cover the minimum functionality required.

Non-functional requirements should also be covered, for example:

1. Cost/benefit of the proposed option;
2. Impact analysis of implementing the BSO;
3. Timescales for development and construction.

The obvious non-starters can then be eliminated. The remaining BSOS should then
be extended to include:
1. Constraints;
2. Impact on existing systems look out for the ripple effect;
3. detailed plans and time scales for the subsequent SSADM activities and
implementation of the system;
4. Organizational impacts and implications.

The short-listed BSOS should then be presented to the decision making body.

3.1.6.3 REQUIREMENTS SPECIFICATION: STEP 3

Having selected a specific BSO a detailed specification of requirements now begins.
The emphasis is on determining the desired system data, functions and events.
Prototyping techniques are also suggests for the development of the HCI.

1. The previously defined skeletal DFDS and ERDS are modified and refined to
match the requirements in the selected BSO;

24
2. All attributes are specified for the ERD;
3. Non-functional characteristics such as security, access and archiving
requirements are defined;
4. The input/output data is defined using 'input/output structures';
5. The system dialogues are defined;
6. As a check on the ERD 'relational data analysis' is used;
7. Prototyping the requirements with the users to obtain errors and capture any
additional requirements is suggested. SSADM provides procedures for
managing prototyping sessions;
8. Using 'entity-event modeling' more detailed processing requirements are
obtained, this is done by creating an 'entity life history' for each entity on the
ERD, and an 'effect correspondence' diagram is constructed for each event,
showing the entities affected by that event. An 'enquiry access path' is created
for each anticipated enquiry showing the entities on the ERD that are to be
accessed.

3.1.6.4 LOGICAL SYSTEM SPECIFICATION: STEPS 4 & 5

STAGE 4: TECHNICAL SYSTEM OPTIONS

This assesses the different options for implementing the specification and describes
the costs, benefits and constraints. Factors include internal and external constraints.
External constraints consist of, for example, time, cost, and institution performance
and any hardware or software constraints set in the feasibility study. The procedure
for producing and selecting technical system options (TSOS) is very similar to that for
BSOS. First, draw up an initial list of approximately six options. The skeletal TSOS
should then be expanded to include details derived from potential suppliers such as:

1. Cost;
2. Facilities;
3. Performance;

25
4. Support etc.

The intention is not to decide on a choice of vendor but to establish ballpark figures
and estimates to present to the project board for each TSO. As with BSOS, the range
should cover:

1. One option that suggests no change;

2. One option that covers the stated minimum requirements and no more;
3. One option that covers every new requirement;
4. Up to four options that each covers the stated minimum requirement and a
different set of the other requirements.

The range should then be examined to eliminate obvious non-starters. The remaining
TSOS should then be presented to the board

STEP 5: LOGICAL DESIGN

The logical dialogue of the system is defined. This does not include the physical
dialogues (menu structures, form designs etc.). Neither this is the stage at which the
physical screen characteristics are defined. At this stage the logical exchange of data
is defined.

The update processing is also defined. This specifies the logic of each database
update required for an event. The entity life histories are updated with state
indicators. State indicators describe the specific state of the data associated with
each event in the ELH. For example, when a student record is created the initial state
of all the attributes is empty. As the student record is processed the state of the
attributes will change over time.

3.1.6.5 PHYSICAL DESIGN: STEP 6

26
A physical environment classification scheme is used to categorize the physical
environment. The scheme considers factors including:

1. Data storage;
2. Performance;
3. Processing characteristics.

The characteristics, demands and constraints of the environment will clearly have an
effect on translation from the logical design. Decisions such as renormalizing,
clustering and indexing will be made at this time. The physical screen designs are
developed.

3.2 SYSTEM ANALYSIS

The existing system is a system that is being carried out in terms of manual
operation, a system in which all the methods of checking student’s information is of
a manual approach. Critical analysis of this system reveals that it is a system prone to
a lot of errors and it is not effective. Searching for somebody’s information is time
consuming and boring. Careful analysis also shows that because of the complexities
of the manual system, information stored is difficult to retrieve.
Also because of the inconsistency of the manual system, at times files and items are
lost because of mismanagement.
Another problem of this manual method of checking student students’ information is
prone to attack by fraudulent.

3.2.1ORGANISATION AND ITS ENVIRONMENT

The campus online help desk is a virtual community and resource collection located
within the school management system. The help desk is intended for all online
students of federal polytechnic oko. The community and resources in the help desk
are moderated by the Distance Education student support staff and Student Help
Desk staff. The discussion forums within the help desk are open for all students to

27
use for connecting with their peers and seeking support from the staff.  These
discussions are a great place for online students to ask questions or offer helpful
advice to their classmates. In the OSRC discussions, there are no stupid questions,
and students who might otherwise hesitate to ask questions of their instructors can
seek support and advice.

Online students need to be informed about technology issues, policy changes, and
upcoming deadlines. Help desk provide an easy to find, centralized location for us to
post alerts, news, and announcements that reach online students where they spend
most of their time. The Student Help Desk provides computer software and online
service support primarily for online students. The Student Help Desk staffs also help
to monitor the discussion forums to provide accurate and timely responses to
student questions. Because we know our students have busy lives, demanding
schedules, and unique needs, it’s our goal to be available where and when they need
us. In addition to extensive phone and email support hours, the help desk staff also
offer online chat support from their website and within the Desire to Learn
environment.

28
3.2.2 ORAGANOGRAM TO EXPLAIN POWER BASES

Fig 3:2

29
3.2.3 MODI OPERANDI OF THE PRESENT SYSTEM

Each student does not require paying any registration fee before registering in the
help desk all registrations are done online, the participant will have to visit the help
desk and the participant will be required to provide all information at the help desk
registration page to student and it make it very easy for doing clearance online at any
time students wish to do their clearance and it still help the staff in reliefs their work.

3.2.4 DATA FLOW DIAGRAM

The trend of information starts from the rector when he gave instructions to the staff
on how to carry out their duties. The staff has to attend to the students either
through the information supplied via notice board or SMS to the student as directed.

RECTOR

REGISTRAR
NOTICE HEAD OF
BOARD DEPARTMENT
(H.O.D)

STUDENT STUDENT
HELP DESK RECORDS

Fig 3:4 overall dataflow diagram of present system.

3.2.5 INFORMATION/ PRODUCT FLOW DIAGRAM

30
H.O.D
 I.C.T STAFFS

SECURITY BURSARY DIRECTOR OF

STUDENT AFAIRS

FIG 3: INFORMATION FLOW OF THE PRESENT SYSTEM.

3.2.6 WEAKNESSES OF THE EXISTING SYSTEM

A lot of problems are associated with existing system. The existing system involves
the use of manual way to check students’ information and store data/information.
The system has proved defective as the objective of the system has also failed.
Among the problems associated with the existing system include the following:

1. Prone to fraudulent attack.

2. Data redundancy.
3. Time wasted in checking students’ information, searching/sorting for
information.
4. Dullness and boring experience of the staff.
5. Poor security and protection.
6. Misplacing and mismanaging of students data.

3.2.7 REASONS FOR DEVELOPING A NEW SYSTEM

New IT systems are being developed all the time in almost every type of
organization from a small shopkeeper who wants a custom built stock control system
to the NHS who want a national database on which they can keep the medical
records of every person in the UK.

31
Here are a few other examples of IT systems:
1. Banks- customer record systems, systems for ATM machines, systems for
approving or rejecting mortgage applications.
2. Hospitals- pharmacy systems for keeping track of drugs and creating printed
prescriptions, appointment systems for outpatients.
3. Government- online tax payment system, online census information.
4. Supermarket- stock control systems, payroll systems.

3.2.8 THE HIGH LEVEL MODEL OF PROPOSED SOLUTION BASED ON THE WEAKNESS
OBSERVED
To oppose the weakness of the existing system, the following has to be carried out,
such as:
1. Development of a storage system capable of keeping record of all transactions
in a secure environment.
2. Putting in place a system that quarrels against manipulation of figures.
3. Developing a networked system that allows monitoring of transactions.
4. Development of an efficient and effective ticketing and booking system for the
travelers.
5. Development of a system that will reduce the number of paper work usually
carried out in the old system.

32
 CHAPTER FOUR
SYSTEM DESIGN

4.1 OBJECTIVES OF THE NEW SYSTEM

The objectives of the new system are listed below:
• To develop software called campus online help desk that will replace the
manual method.
• To develop, promote, and provide adequate and efficiently campus online
help desk.
• To maintain an efficient system of collection, sorting and delivery of students
information.
• To demonstrate increased motivation to the Federal Polytechnic Oko workers.
• To eliminate the error involved with the manual method of checking students’
information.
• To save the time wasted with manual method of checking students’
information.

4.2 DESIGN OF THE NEW SYSTEM

The major factor taken into consideration in the design of the new system is the
issue of processing, sorting, storing and ordering for data/information in an
electronically format. The new system has sections and features such as use of
electronic mail, chat and FAQ (frequently ask question) and voice call medium which
will help facilitate the feedback given to student seeking information.

4.3 OUTPUT SPECIFICATION AND DESIGN

The output of the design is a comprehensive report of the program. It is a personnel
management information system for a higher institution. The output here is the
feedback given to the student containing the detailed information concerning

33
complains laid or information requested. We also have other form that contains:
registration number, Name, address, local govt. area, state, complain, sex, sponsor,
phone number, rate of interest, date and some other relevant information.
4.3.1 OUTPUT SPECIFICATION

FIELD NAME DATA TYPE FIELD SIZE

Surname VARCHAR 20
First name VARCHAR 20
Other names VARCHAR 50
Reg. No VARCHAR 30
State of Origin VARCHAR 20
Nationality VARCHAR 30
Gender VARCHAR 10
Level Integer 20
Birth date Date/Time 8
Department VARCHAR 50
Year VARCHAR 10
Duration Integer 2

TABLE2: Output Database Specification

4.4 INPUT SPECIFICATION AND DESIGN

The word input entails the various data supplied to the system which are processed
to give out an output. The input is supplied to the system using keyboard and mouse.
The inputs to the system are: registration number, password, Name, address, local
govt. area, state, sex, sponsor, phone number, rate of interest, date.

REGISTRATION FORM
First name:__________ Middle name: _____________ Surname: _______________
Registration No: ________________________ password:______________________
Sex: ________ Age: __________ Marital Status: __________
Occupation: _____________
Address: _________________ Phone Number _________________
Email Address: _______________________________________________________

34
Local govt of origin: _______________ State: _____________
Sponsor: ____________
Relationship: _____________________
Address: ______________ Email: ______________________
Phone number: ____________________
Date submitted (auto generate)

COMPLAIN FORM

First name: __________ Middle name: _____________ Surname: _______________

Registration No: ________________________ password:______________________
Complain:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Date (auto generate)

TABLE3: Input Database Specification

4.3.5 OVERALL DATA FLOW DIAGRAM OF THE NEW SYSTEM

RECTOR

35
 Registrar

ICT STAFF

Fig 3B: overall flow diagram of the new system

4.3.6 INFORMATION FLOW OF NEW SYSTEM

FEEDBACK

FIG3A: PROCEDURE CHART

36
OVERALL DATA FLOW DIAGRAM OF THE NEW SYSTEM

RECTOR

Registrar

ICT STAFF

Fig 3B: overall flow diagram of the new system

4.6 SYSTEM FLOWCHART

37
 START

CAMPUS ONLINE LOGIN /

REGISTRATION

NO
LOGI
NVAL WRONG
ID INFO.

YES

LAY COMPLAIN NOTICE BOARD /

FAQ

CALL, EMAIL, DISPLAY

CHAT OR AVAILABLE HELP
COMPLAIN FORM

SUBMIT FORM

SEND FEEDBACK TO
STUDENT VIA EMAIL
OR PHONE NUMBER

STOP

FIG 4 system flowchart

38
4.3.1 Data dictionary and variables used.

SN FIELD FIELD TYPE FIELD ABBREVATION FIELD WIDTH

1. REG. NUMBER TEXT AN 13

2. FIRST NAME TEXT FN 20
3. MIDDLE NAME TEXT MN 20
4. SURNAME TEXT SN 20
5. ADDRESS TEXT A 50
6. LOCAL GOVT. AREA TEXT LGA 20
7. STATE TEXT ST 20
8. SEX TEXT S 20
9. AGE TEXT A 50
10. MARITAL STATUS TEXT MS 20
11. COMPLAIN TEXT C 15
12. PHONE NUMBER TEXT PN 13
13. OCCUPATION TEXT OCC 30
14. DATE DATE/TIME D 8
TABLE2: FILE DESIGN

4.7 JUSTIFICATION FOR THE NEW SYSTEM

1. This System provides full accountability. All incidents can be tracked at all
times and students can view information including where their issue has been
sent and who (staff) is responsible for resolution.
2. The system is encrypting with high security technique for data protection.
3. The system saves time compare to the manual existing method.
4. A database has been implemented to keep data and information safe and
providing a quick and efficient way of finding student information and record
as easy as taught.

SYSTEM DOCUMENTATION AND IMPLEMENTATION

4.8HARDWARE AND SYSTEM REQUIREMENT FOR IMPLEMENTATION

39
SOFTWARE REQUIREMENTS
The following software is needed for adequate implementation of the design.
1. Window 2007
2. Macromedia dream weaver- is the industry-leading web development tool that lets you
efficiently design, develop and maintain standards-based websites and applications.

3. Microsoft Access- It’s an easy-to-use tool for quickly creating browser-based database
applications that help you run your business.

4. Browser- Mozilla Firefox, Google Chrome, Opera Mini

HARDWARE REQUIREMENTS
The following hardware is required for the efficient work of the system:
1. At least 20 gigabyte of hard disk

2. At least 500MB of RAM

3. At least 1.3 MHZ of processor speed

4. functional keyboard and mouse

5. CD ROM drive

4.8.1 PROGRAM DESIGN

Having considered the old system, the structure of the new system was being
prepared on paper. This involves a segmental designing method applied to the
structure for the new system.

40
FIG5:1 Program Design Modules

4.8.2 PROGRAM FLOWCHART

During the online student’s information design, a modular designing approach was
used to design the program for the system. The design of the new system was
carefully developed into paper considering the old system.

Flowchart was used as an effective graphical representation of the program, as well

as a design tool and it is aided in the evaluation of a logical correct program.

41
 No

No
No

FIG4:8 PROGRAM DESIGN FLOW DIAGRAM A AND B

42
NO

43
FIG 5: PROGRAM DESIGN FLOW DIAGRAM C AND D

4.8.3 PSEUDO CODE

Main Menu Pseudo code
Display program message
Enter your password
Check for validation
If password <> BILL THEN
Goto enter password
ELSE
Display main menu
Select menu option
If option K = 1 then
Display do entry
Else if option k = 2 then
Display do record
Else if option k = 3 then
Display do update
Else if option k = 4 then
Display do exit
Else
Print error
End if
End if

4.8.4 CHOICE OF PROGRAM LANGUAGE

To ensure a standardized object oriented program in its entire ramification, I used

HTML, CSS and Microsoft Access. These entire programs are used to ensure effective
programming and design of the system.

44
 4.8.5 TEST DATA
The accuracy of the program was tested with some varying data. This gives the
assurance that the new system with achieve its purpose and objectives.

4.8.6 SAMPLE REPORT

After test-running with varied data, which is after running the program, the output
was shown on the monitor. The output can also be printed on paper. This shows that
the design of the new system was perfect and effective.

4.8.7 DOCUMENTATION

SYSTEM DOCUMENTATION
The software was designed to be user friendly. It can be operated by anyone
irrespective of their education level provided that the instruction is followed. The
software runs on window operating system platform. The program also required
some features to run effectively.

PROGRAM DOCUMENTATION

PROGRAM NAME: DESIGN AND IMPLEMENTATION of CAMPUS ONLINE HELP DESK.

AUTHOR: DIANIEL AND EZEOKA.P
PURPOSE: TO PROVIDE A PROGRAM THAT WILL ENHANCE THE CHECKING OF
STUDENTS INFORMATION AND PROVIDE HELP TO THEIR COMPLAINS.

USER DOCUMENTATION
i. Switch on the computer system.
ii. At the desktop, click start button.
iii. Select my computer
iv. From the CD ROM, Select the STUDENTS INFORMATION Program to load it.

45
46
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY
The primitive manual ways of checking students’ information are being replaced by
the online students’ care system. Most organization now employs it because of
unprecedented profit derived from online students’ care system. When the new
students are admitted into your institute they will automatically receive a
notification. Sending student’s information messages with contact email address,
phone number or your mailing address is very important as it will increase the
chances of interaction between students and institution.

5.2 CONCLUSION
With the onset of computer age, ease of use is of vital importance to successful
system design. Online help systems can bridge the gap between the user’s need for
simplicity and the software’s complexity, by providing relevant information within
the very specific context of a user’s lack of adeptness at a particular task or lack of
familiarity with a particular concept

This research contributes campus online help desk information systems area by
several perspectives. First, the study investigated human factors in campus online
help systems design and implementation. Secondly, it looked at a special help system
by contextualizing online help into a campus domain, making this diverse purpose
help system differ from other generic help systems. Third and most interestingly, this
work exhibited the merits of qualitative research in general, field study in particular,
when applied to campus online help desk information systems.

One limitation of this study was particular emphasis on user facet, comparable to
designer side. Although it was our purpose to inspect what online help in campus

47
should be, we believed that designer and administration also could provide
significant hints for online help design. One obstacle was that when we discussed
with designer on online help system, we were inclined to be restricted to current
system, thus blinding our eyes to many provocative clues. The challenge here was
how to ground designers’ and our scope at the very beginning. Another weakness in
our method was the small sample size. To overcome this flaw, Qualitative research is
good at exploring substantive areas about which little is known or about which much
is known, to gain novel understandings.

5.3 RECOMMENDATIONS
For the computerized customer information to be effective, I recommend
(1) These for Federal Polytechnic Oko
 Having access to internet
 Having a well-designed website
 Strong and reliable database

(2) These for the Government

 Government should ensure necessary infrastructure.
 Masses should be educated on the use of information technology.

48
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Fischer, G. (1985), “Knowledge-based help systems”, Proceedings of the CHI’85

Conference, San Francisco, CA, pp. 161-7.

Kearsley, G. (1988), Online Help Systems: Design and Implementation,

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Martha, H. and Rogers, K. (2002), “students have memories they will remember you
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Peppers, k. (2008), Rules to follow and Laws to Break,

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Peter, S. (1999),Credit Management System,

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Randall, N. and Pedersen, I. (1998), “Who exactly is trying to help us?, The ethos of
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