A number of case studies have been collected for this book. Below is some guidance on the relevance of each to a specific chapter of the book. However, in many cases the same case study is relevant to more than one chapter. The authors are particularly grateful to all contributors to the case studies for documenting their real-world experiences for readers.

Case study list

• • Extending access management to business and community engagement activities at Kidderminster College, UK – Chapter 10

• • Moving from Athens to Shibboleth at University College London, UK – Chapter 8

• • Online reciprocal borrowing registration for Western Australian University Libraries – Chapter 10

• • Library and IT collaboration: driving strategic improvements to identity and access management practices and capabilities – Chapter 8

• • Managing affiliated users with federated identity management at UNCChapel Hill, USA – Chapter 12

• • Tilburg University and the SURFfederatie, the Netherlands – Chapter 8

• • Delivering access to resources in a joint academic and public library building, UK – Chapter 10

• • Single sign-on across the USMAI Consortium, USA – Chapter 8.

Extending access management to business and community engagement activities at Kidderminster College, UK

Main author/contributor: Graham Mason, Overt Software; Rebecca Williams, Project Officer, Kidderminster College

Name of institution: Kidderminster College Training, UK

Background

Kidderminster College Training (KCT) offers apprenticeships for students aged between 16 and 24. The students spend four days per week in the workplace and one day per week in college. Students study towards National Vocational Qualifications (NVQs) in various areas and can be on the programme between one and four years.

Access management issues

Kidderminster College would like to enable the employers of the college students to have access to Moodle, the Kidderminster College virtual learning environment (VLE), so that employers can access reports and monitor data on their employees’ progress and attendance. It could be used as a quick link portal to information relating to the student.

The students can already access the VLE, as they are registered students, but the college would like them to have their own course on the VLE (currently no course set up for NVQs). It would be useful for them to have access to eresources associated with their NVQ that they can reflect and apply in their work placement.