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|Title:||Managing information in education||Authors:||Bytheway, Andy J.
Cronjé, Johannes C.
Branch, Robert Maribe
|Keywords:||South Africa;information;education;strategic and operational perspectives;specific information technologies||Issue Date:||2017||Publisher:||Emerald Publishing Limited||Source:||Bytheway, A., Cronje, J. & Branch, R. M. 2017. Managing information in education. Journal of Enterprise Information Management, 30(5): 694-700. [http://doi.org/10.1108/JEIM-07-2017-0107]||Journal:||Journal of Enterprise Information Management||Abstract:||The origins of this special edition of the Journal of Enterprise Information Management can be traced back to a study undertaken in South Africa in 2010, which found that there was little published work that investigated the way that information is managed in education, from strategic and operational perspectives. The work that was then available tended to be anecdotal and based on specific information technologies such as the “clicker” system, early learning management systems or “intelligent whiteboards” (once just known as “dry marker boards”) in classrooms. There was little inclination to stand back and think about the bigger picture. Today it is necessary to stand well back and think carefully. Education comprises very many different activities, at different levels, involving different things, all of which are actually or potentially impacted by the availability of information technologies. Trying to manage information well in education leads to many questions, for example: (1) Which subjects are most amenable to the application of new technology and systems? (2) Which areas of educational activity are the most problematic because of poor information management? (3) Is it only about the technology, or is it about the changing way that we work as educators? As this special issue shows, there are clear pressures to change the way we educate that derive from the opportunities and the problems that new technologies present. Mobile devices, data analytics, business intelligence (BI), learning objects, repositories, MOOCs and enterprise-wide systems all figure in the opportunities list. The list of problems includes intransigence, organisational capability, reliance on external sources, cultural differences and a general unwillingness to accept change, all of which mitigate against success and lead to real problems. At the strategic level, quality management, internationalisation and competition are all affecting senior management thinking in the institutions that are represented in the work presented here. There are various research methods that have been adopted, detailed analysis of recent experiences, and a good deal of forward thinking. To a significant extent, education institutions are trying to catch-up with practice in business and industry, seeing advantages in the “Enterprise Resource Planning” (ERP) systems that are now common in business; elsewhere there is concern to establish new ways of thinking about the information resources that we use in teaching and learning (and research) and the way these systems are managed. BI, activity and agency theory, mobile devices, national strategies for quality management, formal reasoning, repositories, MOOCs and culture are all to be found in what follows; the immediate question therefore is this – how shall we make sense of all this recent research? This editorial review looks at the contributions that follow in two ways. First, what do we learn about the bumpy journey from information technology investments to organisational benefits? Second, out of all the different areas of activity in education, which are the most interesting in this new information age?||URI:||http://hdl.handle.net/11189/7633||ISSN:||1741-0398||DOI:||http://doi.org/10.1108/JEIM-07-2017-0107|
|Appears in Collections:||FID - Journal Articles (DHET subsidised)|
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