Evaluation of the Use of Computer-Assisted Management Information Systems in Dutch Schools

Abstract

Empirical data on the implementation and effects of computer-assisted school information systems (SISs) is scarce. In the Netherlands SISs have been developed and used since the 1970s. In this research project the extent of SIS use, factors promoting successful SIS implementation, and the effects of SIS use have been studied in Dutch secondary schools. The research findings indicate that SIS use is not of the same intensity for all SIS modules and is not equally distributed across all types of respondents. Although many users in general are satisfied with most aspects of the quality of the SISs, a considerable number complain about their management-supporting capacity. Training and user support has been limited, making it difficult to sort out SIS problems. According to users, SIS use has led to both positive and negative effects. Variance analysis of direct SIS users and nonusers pointed to interesting differences between both groups concerning the perceived SIS quality, features of the implementation process, and of the schools into which the SISs have been introduced. Regression analysis showed three implementation process features that explain considerable variance in the extent to which SISs are being used.