Education Management Information System Research Articles

Innovation in Higher Education Management and Leadership

Innovation in higher education management and leadership has experienced a continuous increase in demand, worldwide. The emergence of global events, such as the COVID-19 pandemic, has accelerated the adoption and implementation of this innovation. Furthermore, technological advancement can be attributed to changes in educational management and leadership. The use of business models, theories, and methods such as the Education Management Information System (EMIS) has improved the collection, analysis, interpretation, storage, and retrieval of data to increase how they make well-informed decisions. Therefore, the strategies employed in higher education management and leadership have undergone many changes and updates. However, further research is required to ensure that best practices, evidence, and data-driven methods are used to improve staff/follower satisfaction and high performance of students and teachers in higher education institutions. This study explores the impact of innovation on management and leadership in higher education institutions. Findings from several countries show a strong positive correlation between increase in innovation and better educational management and leadership. Additionally, openness to change and happiness of stakeholders in higher education institutions increases when leaders and educational management are trained through conferences and benchmarking activities. Hence, using emerging technology and openness to change through education, awareness creation, and training, the level of innovation in universities and other higher education institutions increases, which in turn promotes performance and productivity.
 
 Received: 11 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

Utilization of the Education Management Information System (EMIS) as a Decision Making Means in the Institutional Section of the Regional Office of the Ministry of Religion, Yogyakarta Special Region

This study was conducted to determine the utilization of the education management information system (EMIS) as a means of decision making in the institutional section at the Regional Office of the Ministry of Religion, Yogyakarta Special Region.This research is a qualitative research using data collection techniques in the form of interviews, observations, and documentation. Technical analysis of data using data reduction, data presentation, and drawing conclusions. This research focuses on objective results with research subjects who really know, experience, and understand in this case the head of the madrasa education sector, along with the operator and the head of the SIM institutional section. The results of the study show that the basis for decision making can be completed because it has been accumulated by regulations and adopted the opinion of top managers. If the alternative answers are not satisfactory, the analysis will continue with deliberation with stakeholders and elements of the madrasa.Decision-making and Utilization of EMIS data during the study showed that EMIS plays a role in the distribution of the budget contained in the PIP program (smart Indonesia program), Madrasah BOS, National Examination student data, transfer and appointment of principals, equitable distribution of teachers and madrasa infrastructure, and the contribution of data The EMIS is utilized by the People's and Community Welfare Bureau, and the Provincial Government Legal Bureau. In addition, EMIS also plays a role in providing infrastructure assistance. EMIS development needs to be improved with new innovations. Data updates must be done frequently, always input as long as there are dynamics of data changes so that they are up to date. Reports on development, development, performance improvement should be based on EMIS data. The dynamics in society continue to exist at all times, for example there are students who move, teachers who transfer, teachers who are appointed as acting. Then EMIS must be updated every day.

Perceived benefits and post-adoption usage of education management information system

PurposeThe purpose of this research is to explore and explain education management information system (EMIS) post-adoption in the context of mandatory settings, focusing on perceived benefits and individual and institutional post-adoption usage.Design/methodology/approachTo fulfill the research objectives, the study proposes a conceptual model grounded in the technology acceptance model (TAM) and the technology-organization-environment (TOE) framework. Data for model validation were obtained via a questionnaire and were collected from 144 teachers in public primary schools in the Republic of North Macedonia. For statistical analysis, PLS-SEM was used.FindingsBased on the conducted statistical analysis, it is found that in mandatory environments, perceived ease of use, perceived usefulness, compatibility, complexity and governmental support are the factors that have indirect effects on the post-adoption usage, and only the factors, technological knowledge and external information and communication technology (ICT) support, have direct effects on the post-adoption usage. The individual post-adoption usage in mandatory settings depends on whether benefits are perceived in the course of EMIS usage; they become a central factor due to the accumulated knowledge and experience.Originality/valueThe main contribution of this study is to theoretically and empirically discover the most important factors that influence EMIS post-adoption usage. Perceived benefits are considered as external factors to the TOE framework and mediate the effect of TAM-TOE factors on individual post-adoption usage.

Combining Child Functioning Data with Learning and Support Needs Data to Create Disability-Identification Algorithms in Fiji's Education Management Information System.

Disability disaggregation of Fiji’s Education Management Information System (FEMIS) is required to determine eligibility for inclusive education grants. Data from the UNICEF/Washington Group Child Functioning Module (CFM) alone is not accurate enough to identify disabilities for this purpose. This study explores whether combining activity and participation data from the CFM with data on environmental factors specific to learning and support needs (LSN) more accurately identifies children with disabilities. A survey on questions related to children’s LSN (personal assistance, adaptations to learning, or assessment and assistive technology) was administered to teachers within a broader diagnostic accuracy study. Descriptive statistics and correlations were used to analyze relationships between functioning and LSN. While CFM data are useful in distinguishing between disability domains, LSN data are useful in strengthening the accuracy of disability severity data and, crucially, in identifying which children have disability amongst those reported as having some difficulty on the CFM. Combining activity and participation data from the CFM with environmental factors data through algorithms may increase the accuracy of domain-specific disability identification. Amongst children reported as having some difficulty on the CFM, those with disabilities are effectively identified through the addition of LSN data.

UTILIZATION OF EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) AS AN ANTI-CORRUPTION EFFORT IN MADRASAS

This study aims to determine the use of the Education Management Information System (EMIS) within the Madrasah to implement anti-corruption education. This research belongs to the type of descriptive qualitative research by describing the facts or findings in the field. The data collection technique is done through interviews, observation methods, and documentation. The instrument used in this research is the instrument using a questionnaire. The results show that the use of the education management system (EMIS) as the implementation of anti-corruption education is quite effective because the distribution of Education Operational Costs (BOP) to madrasas no longer has to pass through various parties but is directly channeled through school accounts, so there are no more deductions in the distribution process. The use of EMIS is also inseparable from internal and external constraints. From the inner aspect, it includes human resources who do not understand EMIS operations. Meanwhile, external factors include the EMIS central server, which requires further improvement to comfort and convenience for madrasas.

Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test. Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design. Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years. Statistically significant results were present in all four school years for boys and girls. In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard. In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard. Implications for policy and practice, as well as recommendations for future research, are provided.

Impact of Education Management Information System (EMIS) on Teaching-Learning Development

Impact of Education Management Information System (EMIS) on Teaching-Learning Development

SISTEM INFORMASI SUMBER DAYA MANUSIA UNIVERSITAS ISLAM KALIMANTAN MUHAMMAD ARSYAD AL BANJARI (WEBSITE: https://sipeg.uniska-bjm.ac.id)

The existence of tertiary institutions as one of the spearheads of improving human resources in the field of education is an indisputable fact. Higher education as a very complex institution requires benchmarks that can be used as a reference in assessing success in its management. One of the main benchmarks that can be used is the existence of an information system. Higher Education Management Information Systems In the Field of Higher Education Data Collection, colleges that are managed with a good information system will be able to control the management of the institution well. Management information system, which is often known by the acronym MIS, is the application of information systems within the organization to provide the information needed by all levels of management. Management Information System (MIS) can be defined as a collection of interaction information systems that are responsible for collecting and managing data to provide useful information for all levels of planning and control activities. Some of the supporters of MIS, the role of Information Technology (IT) as part of an Information System (SI) has changed dramatically. Currently, IT is not only positioned as a tool for organizational activities but has become an organizational strategy to achieve goals. A higher education institution is an academic organization that uses information technology in shaping various business processes in it. This form of organization has its own distinctive character, so that the form of the required information system must have its own character. The Islamic University of Kalimantan (UNISKA) Muhammad Arsyad Al Banjari is the oldest and largest private university in South Kalimantan, founded by the UNISKA foundation based on Bachtiar's notarial deed No. 6 dated July 7, 1981. Currently UNISKA MAB has 9, nine faculties, 20 undergraduate study programs, and 4 PACASARJANA Programs or Masters Study Programs. In this study, research procedures are shown to obtain the current management information system for higher education and the problems that arise in this collaborative higher education data collection activity. According to Sekaran (2000) there are 3 types of research, namely: 1) exploratory research, namely research that aims to seek clarity on a problem; 2) descriptive research, research that aims to find a description of an object; and 3) verificative research (explanatory research), research that aims to answer the problem formulation. This study is a descriptive-qualitative research (descriptive-caulitative research), because it wants to know and at the same time describe the objective conditions of the data collection mechanism carried out by UNISKA MAB and the problems that arise in the data collection collaboration. The approach used is a qualitative approach. Qualitative research starts from the phenomenological paradigm whose objectivity is built from the formulation of certain situations lived by certain individuals or social groups, and is relevant to the objectives of the research. A qualitative approach is used to get an overview of the problems faced by UNISKA MAB in order to improve and empower the higher education management information system. With the following conclusions: 1. Not all lecturers understand and use SIPEG so that it becomes an obstacle to the quality and quantity of Uniska's HR data collection and many lecturers do not take care of Jafung only as teaching staff, 2. Lecturers use Manual and Sipeg Uniska MAB data and 3. Support implementation Uniska HR Management Information System exists but it is not yet optimal because to maximize the need for good IT equipment and campus bandwidth, something good requires large funds.

EMIS Success Modeling Using Information Systems Quality Factors

This study validates the DeLone and McLean information systems (IS) success model in the context of education management information system (EMIS). It develops a model to examine the effect of IS quality factors (system quality, information quality, and service quality) on IS success (use, user satisfaction, and net benefit) of EMIS. The study employs purposive sampling technique to select participants and a validated structural questionnaire to collect data from 100 users of EMIS. Employing three multiple regression models, the results show that there is a statistical significant relationship between system quality, information quality, service quality, use, and user satisfaction. Overall, among the six constructs measured, the impact of system quality, information quality, and use significantly improve the net benefits of EMIS. However, service quality contributes insignificantly to user satisfaction.

Research on the Design of Preschool Education Management Information System Based on Computer Technology

Excellent preschool education can cultivate children’s interests. Preschool education can help children adapt to study life in advance. This kind of education mode can create a new and independent learning environment for children. Many educators believe that pre-school education is the preparation stage for children to enter the campus. The revival of preschool education has improved the speed of computer education management information system [1]. This paper mainly describes the construction goal of preschool education information management system. Finally, this paper describes the main process of the design of education management information system.

THE EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) AND THE EDUCATIONAL INFORMATION MANAGEMENT IN NIGERIA

This study examined the impact of the education management information system (EMIS) on Nigerias educational information management, emphasizing tertiary institutions. The study aimed to examine the difficulties associated with accessing information in the tertiary institutions based on the absences of EMIS. A total of one hundred and eighteen undergraduates and graduates were randomly selected for the study. A self-developed instrument was used for data collection, and a simple linear regression was conducted on the data. The result implicated the absence of EMIS in the observed difficulties/challenges of information management in the school system. Finding, strengths, weaknesses, and conclusions are discussed.

Development of E-Learning Management Model for Teaching System at The Police Academy

This study aims to describe the development of e-learning management model for the teaching system at the Police Academy through management of educational information systems. The method used is research and development (R&D). The development of e-learning management model for the teaching system as a research focus based on the Technology Accepted Model (TAM) theory and the education management information system input process output. The resulting model product is in accordance with the needs of police academy cadets in the use of e-learning. The product developed is an e-learning management system through an input output process. The results of a questionnaire to 100 Akpol cadets show that the e-learning management model of the teaching system is effective in providing convenience and information related to teaching at the Police Academy.

Stufflebeam's Model Application of Education Management Information Systems (EMIS) in Improving the Quality of Learning Services

Advances in science and information technology have changed the perspective and lifestyle of the Indonesian people in carrying out their activities, including in the world of education. The application of the Education Management Information System (Emis) today is a must for every educational institution. In learning, the application of Emis is expected to improve the quality of learning services which in turn will improve the quality of teachers and students, especially in the field of Information Technology. The four basic management functions put forward by Terry are Planning, Organizing, Actuating and Controlling (POAC), the dimensions of service quality created by Haksever et al., As well as the program evaluation model developed by Stufflebeam (Stufflebeam's Model) or CIPP Model, Becomes theoretical basis as an analysis knife or the framework of ideas used to analyze, synthesize and provide solutions for the application of Emis in SMA and SMK Ma'arif Banyuresmi Garut in improving the quality of learning services. The implementation of Emis in SMA and SMK Ma'arif starts with the creation of a strategic plan for learning Emis, the formation of an IT team and a letter of assignment, budget provision, preparation and procurement of learning media for Emis, preparation of Standard Operating Procedures (SOP), socialization and training on the use of Learning Emis, Implementation of Learning Emis, Evaluation of the application of Learning Emis and the impact of the application of Learning Emis on the quality of learning services and on the quality of teacher human resources and the quality of student human resources

Research on Educational Information Management System Based on Computer Big Data

Aiming at the problem of computer network courses with more teaching content and rapid knowledge update, the paper builds a computer network adaptive learning system by collecting learning behaviour data in the education process and using the learning analysis technology of big data. The six modules of prediction and intervention can push learning content in a targeted manner, give feedback on learners’ learning effects in time, and recommend next learning strategies, so as to achieve the effect of teaching students in accordance with their aptitude and cultivating students’ independent learning ability.

Perceived Applicability of Educational Management Information System [EMIS] in Secondary Schools using the TOE Framework

Perceived Applicability of Educational Management Information System [EMIS] in Secondary Schools using the TOE Framework

SECONDARY SCHOOL PRINCIPALS’ LEVEL OF PREPAREDNESS AND ADOPTION OF NATIONAL EDUCATION MANAGEMENT INFORMATION SYSTEM IN KEIYO NORTH SUB-COUNTY, KENYA

Purpose: The study investigated the level of preparedness of secondary school Principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya.
 Methodology: It was an explanatory research based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the public choice theory. A target population of 30 secondary schools Principals and 30 HODs in charge of ICT in Keiyo North Sub-County schools consisting of Boarding and Day secondary schools was used. This formed a population of 60. The schools were classified as National, Extra-County, County and Sub-County secondary schools. This ensured that all the sub-groups were proportionately represented. Quantitative data was collected using close-ended questionnaires and analyzed using descriptive and inferential statistics. A model was developed through regression analysis.
 Findings: Results indicate that the sub-variable of Principal’s level of preparedness (acceptance, training and skills, and ICT infrastructure) had a statistically significant positive effect on adoption of NEMIS in secondary schools. The finding of this study is useful to the Ministry of Education (MOE) in planning purposes. The constructs of Principal’s level of preparedness (acceptance, training and skills and ICT infrastructure) positively and significantly correlated with adoption of NEMIS and as these constructs are enhanced, adoption of NEMIS receives a positive boost.
 Unique Contribution to Theory Practice and Policy: The study points out that use of technology is a function of acceptance by the user and is in line with the postulates of UTAUT theory that drove this study. It is therefore recommended that managers in the education circles should pay greater attention to the postulates of UTAUT theory for effective implantation of ICT driven programs like NEMIS. The study further points out that for any government policy to succeed, those in authority should allocate resources for public interest to support such policy rather than follow their own self-interest as pointed out by the public choice theory.

EVALUATION OF SCHOOL MANAGEMENT COMMITTEE (SMC) ON QUALITY OF EDUCATION: A CASE OF SINDH

The right to education is not only indicating the right to access to education but also emphasizing the right to quality education. To improve the quality of education, World Bank and other donor agencies introduced the need of community involvement in school management system in achieving the right to education. Thus, multiple reform programs initiated based on community involvement known as school-Based Management (SBM) or School Management Committee (SMC). Given this, to improve the quality education, many countries initiated multiple reform programs and indicated the need of community involvement through community-school partnership. Therefore, in Pakistan, like other provinces, Sindh has also formed School Management Committee (SMC). This study is an attempt to evaluate the impact of community involvement i.e. SMC on quality of education in Sindh province, Pakistan. For the analysis, the study has used Sindh Education Management Information System (SEMIS) database for the year 2013-14. To evaluate the impact of SMC intervention, the study has constructed different measures of quality education such as school environment index, teacher’s resource index, promotion rate, repetition rate, and dropout rate. Further, the study has also assessed the quality of matching based on different measures of matching quality. Since the study has selected those schools of Sindh in which SMC is functional. Hence, to control the problem of self-selection bias, the study has used a semi-parametric propensity score matching technique (PSM). The overall findings of the study provide useful insights and reveals that the establishment of SMC has positive and significant impact on access to school and quality of school measures except the one i.e. student’s dropout rate. The study recommends that an impact evaluation is one of the best ways to provide evidence-based useful insights for the policymakers to improve educational outcomes for future generations.

Analysis and Development of Education and Training Management Information Systems at the Jambi Province Human Resources Development Agency

The Jambi Province Human Resources Development Agency has created a training information system in an effort to manage human resource management in regencies, cities and throughout the province of Jambi. However, along with the implementation of the use of this training system, several problems were still found in the use of the system, both from the apparatus in the BPSDM agency and the apparatus as training participants. There are some obstacles to the implementation of the system, such as the lack of consistency of the organizing committee in using the education information system on the grounds that it is still difficult to understand the interface pattern in the application system, so the committee is reluctant to input data and use the application system as a registration facility for training participants. So in the implementation of activities, there are often errors in data and information of training participants which result in errors in the training implementation report. To solve this problem, the researchers conducted an analysis and development of the education management information system at the Jambi Province Human Resources Development Agency with the aim of making users it easier forto easily understand the use of these web-based applications.

Designing a module for notifications about events in the educational process management information system of OmSU

The article is devoted to the design features of the notification module in the information-analytical system ”Educational process”. Due to the complexity and nonlinearity of the problem, it was decided to apply the system analysis method to research the subject area. In addition, the existing analogues of warning systems were considered, which made it possible to determine the maximum possible functionality of the module.

Higher Education Completion Rates for Aboriginal and Torres Strait Islander Students Using A Multi-Agency Matched Population Cohort

Using the Multi-Agency Data Integration Project (MADIP), which combines health, tax, welfare and demographic data with student data, our analysis looked at the relationship between income support and Aboriginal and Torres Strait Islander university completion rates.
 IntroductionDomestic undergraduate university completion rates of Aboriginal and Torres Strait Islander students are significantly lower (40%) than non-Indigenous students (66%). Few prior studies have used population level matched data from multiple agencies to analyse the determinants of Australian Indigenous completion rates.
 Objectives and ApproachWe aimed to quantify the major determinants driving the completion rates of Indigenous students in Australian undergraduate university courses compared with domestic non-Indigenous students. We used the Higher Education Information Management System (HEIMS) linked to the MADIP creating approximately 555, 000 records. A Random forest tree was constructed to determine the most important indicators for outcome of interest which were then used for matching and statistical analysis. Summary statistics and a binomial logit was used on the matched sample to confirm significance.
 ResultsWe found that Indigenous students are more likely to start university belonging to around three equity groups such as having a lower socio-economic status background, older commencement age and being the first member of their family to attend university. However, Indigenous status remains a significant contributor to lower completion rates after controlling for a wide range of equity groups. One factor that has a positive influence on Indigenous university completion rates is access to study assistance. Completion rates for Indigenous students who were not members of other equity groups on income support was 70 per cent compared to 57 per cent for similar students on no income support.
 Conclusion / ImplicationsThese linked datasets provide the opportunity to better evaluate the drivers of completion rates of Australian Indigenous students to inform and evaluate policy reforms.