No abstract

An Executive Information System (EIS) is a set of management tools that supports the information and decisionmaking needs of an organisation. Previous studies have suggested various technical factors that play important roles in the successful development of EIS. The success of a system however is not solely dependent on technical aspects alone. Studies on EIS should focus on critical success factors (CSF) that affect its development in a holistic way. This paper explores several critical factors that influence the success of EIS development,particularly for education management. The factors were identified through a field study with semi-structured interviews, conducted on five key players from two institutions. The data were analysed qualitatively by using content analysis. Based on the factors, the study proposes a theory of successful EIS development.

Problem statement: Education management is a centralized process of planning, monitoring and controlling entities involved in education affairs so that they align with educational aspirations. It normally concerns several layers of administration that requires different types of information from various operational units. Operational units in education however are scattered and managed independently. As a result, most information is isolated where it is not easily and readily available. This hinders executives from making good judgment since a holistic view about the operations cannot be obtained instantly. Approach: This issue can be resolved, for instance, by having an Executive Information System (EIS). EIS is a dedicated information system that has the capacity to not only retrieving and storing information but also performing comparative analyses through its mapping and merging feature. EIS however does not depend entirely on technology. To succeed, an EIS should be developed based on concrete underlying bases that consider both operational and business aspects. The bases are called Critical Success Factors (CSF). This study discusses the CSF that influence EIS development for education domain. The factors were identified through reviews of related work and two iterations of field work that used semi-structured interviews as the means of data collection. The study adopted qualitative approach where the data were analyzed by using content analysis. Results: The collated CSF form a framework of successful EIS development, which can be employed by education stakeholders as a guideline for developing EIS in the institution. Conclusion:The framework is seen as feasible and practical to be applied in education domain as it considers the necessary elements of education business.

This study reviews the critical success factors (CSFs) of executive information systems (EIS) development for education domain. EIS is the information system that can integrate internal and external information, which allows executives formulate plans, explain the indicators, determine organisation performance, mapping productivity and make strategic decision making. Although the implementation of the EIS can be complying using the standard system development life cycle (SDLC) model, the CSFs that affect its development is important to identify to the success of its initiative. Previous studies have examined various CSF to the success of EIS implementation, but explanation the significant of CSF based on the findings in education EIS development needs to discuss further. The study was accomplished through content analysis approaches based on the previous findings on CSF framework in education EIS development study done by the author. The results explained the review of CSF components discovered, (1) organisational contexts, (2) human resources, (3) development activities, and (4) EIS as a product. These findings potentially used as a reference to the continuing development of education EIS or the development of EIS in any organisation that possess management background similar as an education field.

The advance of information technology and the availability of data in education management provide an opportunity, to run data analysis to assist top management in decision making. Information technology can transform data analysis in a more concise format, accurate, and in a short time, by using any available office application software which is already installed on the computer. However, even though the management at an operational-level in an organization usually already has the software installed on a computer to support the managing of data, the extent of knowledge and skills to use the software efficiently in decision making is still limited. This study applies the Trialogical Model to implement decision support tools for data analysis of distribution lecturer’s teaching and learning (TnL) hour at IPG Kampus Pendidikan Teknik (IPGKPT) by grade specifications. A literature review using the interpretive paradigm involved the Trialogical Model (includes Monological and Dialogical), which is a knowledge-based model was carried out to run the data analysis using a Microsoft (Ms) Excel spreadsheet with Visual Basic for Application (VBA) and graphical interface. The findings show the usability of the Trialogical Model in the development of the decision support tool for TnL data analysis.