Narrating in grey: An application to educational management information systems and accountability

Abstract

This research presents an application of a mixed narrative review, including grey literature, to broaden knowledge about the value of educational management information systems (EMIS) for accountability in higher education institutions (HEIs). The review was focused in understanding the relationships among quality management (QM), EMIS use and accountability. Analyzing 39 documents produced between 1990 and 2018, we confirm the tight QM–EMIS use–accountability relationship. A weak link between QM and EMIS use was found, resulting in a low accountability level, nevertheless e-maturity successfully describes the link between QM and EMIS use and legitimizes the HEIs in the society. Finally, the value of mixed narrative reviews, including gray literature, is demonstrated in the fields of management information systems and higher education.

Development of a Website-Based Education Management Information System in Inclusive Schools

“…So that it can help education stakeholders to assist in decision making. As well as assisting the community in fulfilling the information needed regarding inclusive education (Bravo et al, 2021;Holifurrahman, 2020). So research and development of website-based education management information systems in inclusive schools are carried out to realize inclusive education.…”

“…Irfan, 2018;Migliore et al, 2021). In Education, management information systems can assist stakeholders with the information provided to make decisions in terms of governance, academics, human resources, resource inventory, and financial systems (Bravo et al, 2021;Shahroom & Hussin, 2018). The existence of a management information system in inclusive schools can help schools, the government and the community to create inclusive schools that are accessible to everyone.…”

Perceptions about accreditation and quality management in Higher Education. Development of a Spanish-language questionnaire with a sample of academics from a private university

“…Regarding the Internal Quality Unit relevance for accreditation, the quality assurance unit and its functions performed within the university fulfill a central role in the perception of accreditation and quality inside the institution (Campo Herrera, 2018;Scharager, 2017;Scharager & Rodríguez Anaiz, 2019;Venables & Van Gastel, 2014). This is due to, on one hand, to the role it plays leading accreditation processes of programs and the institution, and, on the other hand, to the fact that the quality processes are still a way of responding to external standards, rather than a full incorporation of quality culture in each HEI level (CIPER-CHILE, 2012;De Vincenzi, 2013;González-Bravo et al, 2019;Pedraja-Rejas & Rodríguez-Ponce, 2015;Proyecto Alpha, 2011). It follows that it is important to replicate this EDUCATION.…”

“…More specifically, Chile has not yet fully moved on from an accountability focused QA culture, into a culture of QM understood as a permanent process. Many institutions implement mechanisms of quality assurance as a response to external standards, rather than a quality culture implementation (González-Bravo et al, 2019). Additionally, this drawback can be associated with a political component, inasmuch as public controversy has raised questions of the legitimacy of organizations and their activity, resulting in shut-down HEIs, corruption allegations, etc.…”

“…This notion is being replaced by the concept of quality management (QM), which emphasizes continuous development and improvement, rather than just responding to external certifications. It has a strong component of cultural change, where the different members of the organization are committed to continuous improvement processes (González-Bravo, Nistor, & Castro Ramírez, 2019).…”