A multidimensional information system architecture proposal for management support in Portuguese Higher Education: The university of Tras-os-Montes and Alto Douro case study

Abstract

Resumo -A sociedade dos nossos dias é caraterizada pelo crescimento abundante de Dados e Informação no seio das organizações, muito devido à extrapolação das Tecnologias da Informação e Comunicação (TIC) utilizadas para suportar as suas atividades diárias. A crescente complexidade dos SI, tornou necessário o aparecimento de Arquiteturas de Sistemas de Informação (ASI) para a sua gestão e manutenção. A equipa de investigação, avocou pertinência na sua aplicabilidade no seio das instituições do Ensino Superior Português (ESP), tendo sido utilizado como caso de estudo a Universidade de Trás-os-Montes e Alto Douro (UTAD). Com a construção da ASI proposta, a UTAD ficou dotada de uma visão transversal dos seus SI, permitindo a validação da existência/necessidade de SI voltados para a Gestão da Informação e tomada de decisão sob uma perspetiva multidimensional, isto é, orientada aos diversos níveis organizacionais, desde o nível Operacional até ao nível Estratégico. Dado o nível de abstração obtido com a ASI criada, esta pode ainda ser aplicada às demais instituições do ESP, uma vez que partilham um contexto semelhante ao da UTAD.

Assessing the success behind the use of education management information systems in higher education

“…From a theoretical perspective, education management information systems (EMIS) can be perceived as information systems (IS) that are able to produce, manage and disseminate educational data and information as part of their IT infrastructure (Tolley and Shulruf, 2009). The merging of this initial conceptualization with other theoretical conceptualizations and practical characterizations on the topic, such as Bessa et al (2016) and Deng and Tavares (2013), allowed for an evolution of the initial concept to the point of being conceived as systems that allow for a dual perspective on its use: 1) when being used by those managing the education institutions (thus allowing to achieve the necessary information to make strategic decisions); and 2) when in use by students to manage their individual learning process, to collect and analyse the information necessary for any type of decision making concerning their learning activities, and also to actively interact with all stakeholders of the educational process (i.e. other students and professors) (Holsapple and Lee-Post, 2006).…”

“…When analysed on the motives behind the development of complex EMIS, schools and particularly universities tend to acknowledge that their effort is totally focused on triggering both organizational performance and students' (learning) success (Bessa et al, 2016). Nevertheless, when focusing millennials, the main population currently enrolled in universities, the use of IS and the systems' impact on their learning process and their success as students is controversial.…”

Shaping Behaviors Through Institutional Support in British Higher Educational Institutions: Focusing on Employees for Sustainable Technological Change

“…infrastructure ( Tolley and Shulruf, 2009 ). The initial conceptualizations have been merged with the theoretical concepts and practical characteristics on this topic, such as by Cash (2015) ; Bessa et al (2016) , and Martins et al (2019) . This merger of conceptualizations has allowed for general perceptions to evolve beyond customary views and for the use of EMIS to be seen under a dual perspective: (1) Its use by management at an institutional level to look for information required to make strategic decisions and by teachers to manage resources and assessment process, and (2) Its use by students for individual learning; collecting and analyzing information required to make decisions regarding learning-related activities; and for interaction with other stakeholders such as professors and class fellows ( Holsapple and Lee-Post, 2006 ).…”

Impact of E-learning factors on Students Satisfaction: Sohar University - a Case study

“…Zhou (2013) argued that quality assurance is even more important in online services and platforms than in conventional services. From the perspective of Bessa et. al.…”