scholarly journals The design of information technology strategic plans in educational institutions

2018 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Dwi Astuti ◽  
Wing Wahyu Winarno ◽  
Amir Fatah Sofyan
Keyword(s):  
Information System ◽  
Value Chain ◽  
Success Factors ◽  
Strategic Plan ◽  
Private University ◽  
Educational Institutions ◽  
Application Development ◽  
Critical Success ◽  
Strategic Plans ◽  
E Learning

Strategic Plan, which is usually taken from Vision, Mission, Objectives, Policies, Programs and activities that are oriented towards the goal for a certain period relating to the main tasks and functions of the Agency / Institution, prepared by consider the developments of strategic environment, the sustainability of organization without strategic plan will not be directed and guaranteed because there are no management guidelines and system improvements in order to increase the competition with other business actors. STMIK Bina Patria is a private university (PTS), but it does not have an information system (SI) strategic plan. The information system contributes to improve the quality of students’ services, operational efficiency, and students’ satisfaction. With SI / IT, the monitoring, coordination, and decision can be performed effectively. The goal can be achieved if the organization has a clear plan. And, researchers make an IT strategic plan for STMIK Bina Patria according to the TOGAF Framework with data analysis methods of Value Chain, Critical Success Factors, and SWOT. The analysis results showed that by the availability of 4 applications, 3 applications do not require any improvement, namely SI-KEU, E-LEARNING and E-JOURNAL. In contrast, an application which is SI-AKAD requires additional features. There were 5 proposed applications to be built, namely SI-PMB, SI-ALUMNI, SI-MUTU, SI-PERPUST and SI-DASHBOARD. All of application proposals are mapped into the application development roadmap within the next 5 years.

Critical Issues in E-Learning Project Management in the Context of Web Technologies Development

2016 ◽  
pp. 1952-1966
Author(s):  
Darius Amilevičius
Keyword(s):  
Project Management ◽  
Success Factors ◽  
Rapid Development ◽  
Technological Factor ◽  
Educational Institutions ◽  
Effective Learning ◽  
Web Technologies ◽  
Critical Success ◽  
Critical Issues ◽  
E Learning

eLearning can cover a spectrum of activities from supporting learning to blended learning (the combination of traditional and e-learning practices), and to learning that is delivered entirely online. However, no matter what technology is used, learning is always the vital element. E-learning is no longer simply associated with distance or remote learning, but, instead, forms a part of a conscious choice of the best and most appropriate ways of promoting effective learning. The global demand for higher education continues to rise, and e-learning provides an alternative way for higher educational institutions to deliver knowledge to learners at a distance rather than in the traditional way. The success of e-learning starts and ends with project management. In this chapter, critical success factors of eLearning projects—organizational factor and technological factor—are considered as critical issues from the management perspective viewed in the context of the rapid development of Web technologies.

Critical Issues in E-Learning Project Management in the Context of Web Technologies Development

2014 ◽  
pp. 172-186
Author(s):  
Darius Amilevičius
Keyword(s):  
Project Management ◽  
Success Factors ◽  
Rapid Development ◽  
Technological Factor ◽  
Educational Institutions ◽  
Effective Learning ◽  
Web Technologies ◽  
Critical Success ◽  
Critical Issues ◽  
E Learning

eLearning can cover a spectrum of activities from supporting learning to blended learning (the combination of traditional and e-learning practices), and to learning that is delivered entirely online. However, no matter what technology is used, learning is always the vital element. E-learning is no longer simply associated with distance or remote learning, but, instead, forms a part of a conscious choice of the best and most appropriate ways of promoting effective learning. The global demand for higher education continues to rise, and e-learning provides an alternative way for higher educational institutions to deliver knowledge to learners at a distance rather than in the traditional way. The success of e-learning starts and ends with project management. In this chapter, critical success factors of eLearning projects—organizational factor and technological factor—are considered as critical issues from the management perspective viewed in the context of the rapid development of Web technologies.

scholarly journals E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

2020 ◽  
Vol 10 (9) ◽  
pp. 216 ◽  
Author(s):  
Ammar Y. Alqahtani ◽  
Albraa A. Rajkhan
Keyword(s):  
Critical Success Factors ◽  
Success Factors ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Systems ◽  
Learning System ◽  
Educational Institutions ◽  
Process Data ◽  
Critical Success ◽  
E Learning

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic.

scholarly journals Critical Success Factors of Hospital Management Information System (HMIS) Implementation in Developing Countries

2019 ◽  
Vol 8 (10S) ◽  
pp. 394-398
Keyword(s):  
Information System ◽  
Developing Countries ◽  
Management Information System ◽  
Success Factors ◽  
Swot Analysis ◽  
Hospital Management ◽  
Developed Countries ◽  
Success Factor ◽  
Management Information ◽  
Critical Success

Hospital Management Information System (HMIS) was a proficient tool to improve the quality of care by increasing the services effectiveness and efficiency in hospital. Unfortunately, the utilization of HMIS in developing countries was yet to be maximized when compared to that in developed countries. This study aimed to identify the critical success factor in implementing HMIS through SWOT (Strength, Weakness, Opportunity, and Threat) analysis. SWOT analysis is a powerful approach for evaluating the strengths and weaknesses of an entity from internal perspective, as well as the opportunities and threats from external perspective. The analysis showed that HMIS have the ability to provide more accurate data, timely available, faster documentation retrieval compared to paper-based system, and those considered as the HMIS implementation strengths. Competition in the hospital industry and government policies open the opportunity for immediate implementation of HMIS. Despite the benefits from implementing HMIS, the transition from the old to the new system has been rather slow. The hospital readiness from extra funding need, lack of skilled personnel, inadequate infrastructure to support system were a form of HMIS implementation weaknesses. External factors such as existing culture, technologies providers which underestimated healthcare complexity, also lack of communication and collaboration across organization became an obstacle that threatens HMIS implementation.

Critical success factors in e‐learning ecosystems: a qualitative study

2010 ◽  
Vol 12 (4) ◽  
pp. 263-288 ◽  
Author(s):  
Bhavani Sridharan ◽  
Hepu Deng ◽  
Brian Corbitt
Keyword(s):  
Qualitative Study ◽  
Critical Success Factors ◽  
Success Factors ◽  
Critical Success ◽  
E Learning

E-Learning and the Semantic Web

2015 ◽  
pp. 66-100 ◽  
Author(s):  
Raadila Bibi Mahmud Hajee Ahmud-Boodoo
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
Success Factors ◽  
Comprehensive Analysis ◽  
Learning Systems ◽  
Education Sector ◽  
Learning Models ◽  
Semantic Web Technology ◽  
Critical Success ◽  
E Learning

A number of 3.0 e-learning systems have been proposed in the literature to capture the numerous benefits that the Semantic Web has to offer to the higher education sector. These 3.0 e-learning systems identify some essential Semantic Web characteristics that are either discussed as stand-alone factors or tend to revolve around the complexities of the Semantic Web technology and its implementation, often disregarding users' needs. Conversely, a comprehensive analysis of e-learning models for higher education in the literature revealed several Critical Success Factors (CSFs) that are relevant to the Semantic Web but often overlooked in 3.0 e-learning models. Consequently, this chapter provides an overview of the CSFs of e-learning relevant to 3.0 e-learning systems as well as an overview of the main Semantic Web characteristics for e-learning to define a new and combined set of 3.0 e-learning characteristics that will holistically represent 3.0 e-learning systems capturing the needs and expectations of users. The new initial 3.0 e-learning model proposed is evaluated within the higher education sector in Mauritius.

Information System Projects for Higher Education Management

2019 ◽  
pp. 120-150
Author(s):  
Gabriela Gerón-Piñón ◽  
Pedro Solana-González ◽  
Daniel Pérez-González ◽  
Sara Trigueros-Preciado
Keyword(s):  
Higher Education ◽  
Information System ◽  
Latin America ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Higher Education Management ◽  
Education Management ◽  
Is Implementation ◽  
Critical Success ◽  
The World

This chapter studies the challenges that higher education institutions (HEIs) in Latin America face for the implementation of information systems (IS), highlighting specific characteristics of the region compared with other parts of the world. The study evidences distinctives of universities in comparison with other type of industries that need to be considered for the implementation of IS. Critical success factors and barriers for IS implementation projects are also recognized through a compilation of the experience of experts who have participated in projects in 14 countries in the region. It is intended that this work research will serve as a reference for institutions that are seeking the implementation of IS, and that it will also serve as guide for interested stakeholders—academics, researchers, administrators, and managers—to start such projects and ensure the understanding of the conditions required that will help them succeed.

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