管理信息系统外文翻译

毕业设计(论文)外文资料翻译系 ：专 业：姓 名：学 号：外文出处： Madiha shah procedia-social and附 件 ：1.外文资料翻译译文；2.外文原文(用外文写)附件1：外文资料翻译译文管理信息系统(MIS)对学校的影响-----文献报告Madiha Shah Malaysia. Malaya大学马来西亚摘要鉴于其快捷和有效性,教育管理信息技术的使用已迅速增加。

在其发展的初始阶段,管理信息系统(MIS)的主要目的和使用是改善学校办公室活动的效率。

它是用于存储的学生和全体职工的数据。

最重要的的是重要数据录入和整理,而不是在数据传输或分析。

管理信息的价值当时被人们公认。

在集成阶段，全盘回顾文献，其强调积极影响学校管理和管理信息系统管理,包括更好的可访问性信息,更有效的管理,学校资源更高的利用率同时也减少了工作量,更好的时间管理,提高报告的质量。

对于信息管理系统，大量的抑制剂的使用在文献中很明显,其中最重要的是缺乏时间,缺乏信心或能力,缺乏培训,缺乏高层管理人员的支持,缺乏技术支持等。

管理信息系统可以提供所需的信息通知计划、决策和评估方面相关的管理员和教师。

管理信息系统改变了学校管理领域的领导、决策、工作负载、人力资源管理、沟通、责任,规划等方方面面。

这些系统可以帮助学校管理者在决定学校的目标,制定战略计划,分配资源,评估员工的绩效以及组织时更加顺利。

关键词: 管理信息系统、MIS 、学校管理、学校管理。

1、介绍电脑被视为有潜力在教学、学习和学校的管理方面做出重大的贡献。

信息和介绍通信技术(ICT)进入到学校包括硬件、软件、网络和员工发展的广泛的投资被认为是值得的前提。

如果有证据表明,它使在学校的表现和产生相应的影响有效性(Condie et al .,2007)真实存在。

利用信息技术在教育管理就会由于其效率和迅速增加有效性。

学校管理人员花大量的时间用于解决复杂的分配问题(如人员分配、资源分配、时间安排)和监控学校的操作已经有了更好的选择旨运用发展该技术。

信息技术促进工作任务和他们的权力下放从而协调一个交互式实时通信网络。

他们追求做的更好。

管理信息系统(MIS)正在使用由学校支持的一系列管理活动包括考勤监控、评估记录、报告、财务管理、资源和人员分配。

管理信息系统为管理人员提供管理组织效率和所需的有效信息。

这些系统有别于其他信息系统,因为它们被设计成用来分析和促进组织战略与经营活动。

沃森描述了管理信息系统(MIS)是“一个组织提供的方法过去、现在和预测信息与内部业务和外部相关情报。

它支持一个有组织的计划、控制和操作功能从而提供统一的信息在合适的时间框架来帮助决策者”。

Telem(1999)定义了管理信息系统MIS的设计匹配的结构、管理任务,教学过程和特殊需要的学校”。

brien(1999)称MIS为“一个学期的学科重点与目标和计算机系统的集成一个组织的目标”。

基于上述定义,管理信息系统是指一个系统, 在运营中使用所需的信息组织各级的管理,战术和战略决策。

它的主要目的是设计和实施程序、流程和系统,提供一个精确的合适的详细报告。

管理信息系统在决策领域中起到了至关重要的作用,因为它可以监控系统本身的干扰,确定行动,采取行动去控制的系统。

这也是在非程序有关的决定,因为它提供了支持通过提供信息搜索、分析、评估和选择和实施决策的过程。

这些系统有能力提供其用户信息处理、分析模型、实时更新和协助他们的决定——假设的场景制作过程。

本文将叙述的研究调查了在学校管理和管理信息系统的影响。

其中的一些研究也强调了因素阻碍管理信息系统在学校的使用管理。

2、文献综述最初始的学校管理计算机应用于1970年代末并且开始发展。

在80年代初期,一些宽松的集成开发。

但这些文书和行政应用程序管理支持的可能性无法分析数据之间的关系(维斯,1996a)。

在初始阶段的主要目的是提高软件开发和使用学校办公室开展活动的效率。

电脑的使用和技术主要在教育机构学生和人员数据存储(Carnoy,2004)。

因此,许多项目在许多发达国家,是由政府发起的，提供相应激励使之进入一个更高的发展阶段。

这些项目是为了制造更好的学校信息系统，这意味着增加学校的时效性。

此时系统设计方法并不是普遍(维斯,1996)。

在1990年代,着重使用ICT收集教育数据和改进教育管理系统在发展中国家的使用开始增加。

维斯(1996)认为,管理信息系统可以为管理员和教师提供所需的信息帮助做出明智的规划、决策和评估。

Gurr(2000)声称,管理信息系统改变了学校管理领域的领导、决策、工作负载、人力资源管理、沟通、责任、和计划。

这些系统可以帮助学校管理者在决定学校的目标,制定战略计划,分配资源,评估员工绩效以及组织任务更加方便、顺利。

鲍勃(2001)表明,MIS的增长的趋势经过深思熟虑、远程规划。

管理信息系统的实现源于学校社区内的坚定信念。

这种系统允许更好的网站运行和地区管理。

高效、快速决策时可能会成为可能学校管理者获得准确和最新的信息的方式是通过MIS(克里斯托弗,2003)。

一些调查近年来收集的信息在一定程度上提高了学校发展ICT融入学习,教学和管理流程的能力。

一个稳定的增长计算机和其他技术的数量随着时间的推移,在文化领域的作用愈加明显,伴随大多数学校实现基线目标computer-to-pupil比率(Condie et al,2007)之时。

这一发现,在某种程度上,阻碍了不可忽视变化内的跨学校定期获得可靠的技术和宽带连接(Condie et al,2007)。

主要集中在管理信息系统的使用对学校管理的影响的能力。

他们的研究在带来这些过程支持以及他们对未来的影响。

然而,事实是,要考虑的一个重要特性是数据收集和整理,学校管理者需要在某些方面以完全不同形式的分析所需的教师。

维斯、也生和冯(2001)汇集了来自各种国家的一系列研究,突出显示电脑学校信息管理系统的重要功能针对其实现的学校,这个实现的结果对未来的影响的进一步研究来发现问题。

从管理的角度他们的研究提供了最广阔的观点ICT和学校管理方法。

然而,很明显从他们的评论,大多数被关注数据录入和整理,而不是在数据传输或分析。

3、结论信息技术在教育管理是一个相对较新的领域,不仅需要深入研究系统利用在学校和对学校的影响过程的可能结果(Bisaso &维斯,2005)。

Demir(2006)进一步支持这个论点指出,虽然有很多研究信息系统类和教学的相互作用,一些研究已经完成在教育的使用它们管理及其对管理的影响。

Passey(2002)指出,一个关键的优先领域在未来的研究是MIS协助调查有效的学校管理。

在这一领域所使用技术的形式,和当下缺乏的技术可以使用户能够利用现有的数据。

可能会有重大的研究作用来支持教育在这方面努力和实践。

文学的整体评估表明这是一个非常积极的影响的信息通讯技术在教育领域去使用管理系统。

校长和教师技能与ICT合作多年,取得了显著进展、他们使用ICT支持一系列管理活动提高了课堂和学校的水平。

学校管理信息系统在过去的二十年里有了很大的提高,他们中的大多数把几个重要的功能交由学校管理;然而,每个学校都有自己的具体需求。

还需要进一步的研究来探索提高MIS的细节领域,因为大多数的这些系统根据实地不发达的现实需求。

通常采用这些系统外,可能还需要根据实地进一步加强管理。

Fulmer(1995)表明,为了一个管理信息系统的有效利用,它应通过设计一个归纳的过程,包括来自所有级别的涉众组织为了使教师掌握系统的所有权和实际使用它。

研究管理信息系统也应该专注于寻找提高使用其的学校校长和管理员。

适当的培训和有效的领导亦可提高MIS领域的学校管理。

附件2：外文原文Impact of management information systems (MIS) on schooladministration: What the literature says------ Madiha Shah University of Malaya, Kuala Malaysia AbstractThe use of information technology in educational management has rapidly increased due to its efficiency and effectiveness.In the initial stages of its development, management information systems (MIS) main purpose and usage was to improve the efficiency of school office activities. It was used to store student and personnel data. The most concern was being focusedon data entry and collation, rather than upon data transfer or analysis. The value of management information was recognizedduring its integration stages. Overall review of literature highlighted positive impact of MIS on school administration and.management including better accessibility to information, more efficient administration, higher utilization of school.resources, reduction in workload, better time management, and improvement in the quality of reports. A number of.inhibitors to MIS use are evident in the literature; foremost among these are lack of time, lack of confidence or skills, lack of.training, lack of senior management support, and lack of technical support. MIS can provide administrators and teachers.with the information required for informed planning, policy-making, and evaluation. MIS have changed school management.in the areas of leadership, decision making, workload, human resource management, communication, responsibility, and planning. These systems can assist the school manager in determining the aims of the school, formulating strategic plans,distributing resources, and evaluating staff performance as well as organizational success.Keywords: Management information systems, MIS, school administration, school management.1. IntroductionComputers are seen to have the potential to make a significant contribution to the teaching, learning, and.administration in schools. An extensive amount of investment that has gone into introducing information munication technology (ICT) into schools including hardware, software, networking, and staff development will.be considered worthwhile if there is evidence that it has made a commensurate impact on school performance andeffectiveness (Condie et al., 2007). The use of information technology in educational management has rapidly increased due to its efficiency and.effectiveness. School managers who used to spend large amount of time in solving complex allocation problems,(e.g., staff allocation, resource allocation, timetabling) and monitoring the school operations have now better options.due to enhanced technology. Information technologies facilitate the decentralization of work tasks and their.coordination in an interactive network of communication in real time (Castells, 1996). They allow for greaterManagement information systems (MIS) are being used by schools to support a range of administrative activities.including attendance monitoring, assessment records, reporting, financialmanagement, and resource and staff.allocation. MIS provide managers with the information required to manage organizations efficiently and.effectively. These systems are distinct from other information systems in that they are designed to be used to analyze and facilitate strategic and operational activities in the organization (O’Brien, 1999)..Waston et al. (1987) describes management information system (MIS) as ‘an organizational method of providing.past, present and projected information related to internal operations and external intelligence. It supports the. planning, control and operation functions of an organization by furnishing uniform information in the proper time.frame to assist the decision makers’. Telem (1999) defines MIS as ‘a management information system designed to. match the structure, management task, instructional processes, and special needs of the school’. O’Brien (1999).referred MIS as ‘a term given to the discipline focused on the integration of computer systems with the aims and objectives of an organization’. Based on the foregoing definitions, MIS refers to a system that uses the information required by the organization’s management at every level in making operational, tactical, and strategic decisions. Its main objective is to design and implement procedures, processes, and routines that provide suitably detailed reports in an accurate,consistent, and timely manner.MIS plays a vital role in the area of decision making as it can monitor by itself disturbances in a system, determine a course of action and take action to get the system in control. It is also relevant in non-programmed.decisions as it provides support by supplying information for the search, the analysis, the evaluation and the choice.and implementation process of decision making (Obi, 2003). These systems have the ability to provide its users the processed information, analytical models, real-time updates and hypothetical scenarios to assist their decision-making process.This paper will give an account of the studies that have examined the impact of MIS on school administration and management. Some of these studies have also highlighted the factors that hinder MIS usage in school ,administration.2. Literature reviewThe most initial school administrative computer applications started its development in the late 1970s. In the early1980s, several loose, non-integrated clerical and administrative applications were developed but these,applications limited the possibilities for management support as the relationships among data could not be analyzed (Visscher, 1996a). During the initial stages the main purpose of software development and usage was to improve the efficiency of school office activities. The use of computers and technologies in educational institutes was mainly to store student and personnel data (Carnoy, 2004). The value of management information was recognized during the integration stages. As a result, many projects were initiated by the governments in many developed countries that provided the stimulus to enter a higher development stage. These projects were directed toward the production of better school information systems which meant increased school efficiency and effectiveness. The focus was the development of a standard system for as many schools as possible with maximum flexibility. The professional approach to systems design was not widespread at this time (Visscher, 1996a). In the 1990s, the emphasis on using. ICT to collect educational data and to improve the administration of educational systems began to increase in the developing countries.. Visscher (1996b) believes that MIS can provide administrators and teachers with the information required for informed planning, policy-making, and evaluation. Gurr (2000) claimed that MIS have changed school management in the areas of leadership, decision making, workload, human resource management, communication, responsibility,and planning. These systems can assist the schoolmanager in determining the aims of the school, formulating strategic plans, distributing resources, and evaluating staff performance as well as organizational success (Telem & Buvitski, 1995; Telem, 1999). Bober (2001) indicates that the growing interest in MIS’s and the trend toward .thoughtful, long-range planning for MIS implementation stem from the belief within the school community that such systems allow for better site and district management. Efficient and quick decisions could be made possible when school managers get accurate and up-to-date information by MIS (Christopher, 2003).Several surveys have been designed in recent years to gather information on the extent to which schools are developing the capacity to integrate ICT into learning, teaching, and management processes. A steady increase in the number of computers and other technologies over time has been evident in the literature, with most schools .achieving the baseline targets for computer-to-pupil ratios (Condie et al., 2007). This finding, to a degree, masks considerable variation within and across schools with regard to regular access to reliable technologies and broadband connectivity (Condie et al., 2007). North et al. (2000) have focused on the impact of MIS usage on school management abilities. Their study looked at the role of support in bringing about such processes as well as their implications for the future. However, it was clear that an important feature to consider was the relationship of data collection and collation to data use, since school managers needed quite different forms of analysis in some respect to those that were needed by teachers. Visscher, Wild, and Fung (2001) brought together a series of studies from a range of countries that highlighted important features of computerized school information and management systems, their implementation in a range of schools, the outcomes of this implementation, and implications for the future in terms of further research. Their studies offer the widest view of ICT and school management from the perspective of MIS. However, it was clear from their review that most concern was being focused on data entry and collation, rather than upon data transfer or analysis.3. ConclusionInformation technology in educational management is a relatively new field that not only needs in-depth studies on systems utilization in schools but also on their effects on the school processes and maybe outcomes (Bisaso & Visscher, 2005). Demir (2006) further supports this argument stating that although there are many studies on the role of information systems on class and teaching, few studies have been done on the use of them in educational management and their effects on the managers. Passey (2002) states that one of the key priority areas for future research is the investigation of MIS assistance in effective school management. There are issues in this area both with the forms of technology being used, and with the lack of techniques available to enable users to make use of data currently available. Research could have a major role to play in supporting educational endeavour and practice in this area.The overall review of literature indicates a very positive impact of ICT use in the area of educational management. Principals and teachers’skills in working with ICT have developed significantly over the years and they are using ICT to support a range of administrative activities at both class and school level. School management information systems have greatly improved over the last two decades and most of them incorporate several important functions required by school administration; however, every school has its own specific needs. Further studies are needed to explore the areas of improvement in MIS as most of these systems are not developed according to the site-based needs. These systems are usually adopted from outside and may need further enhancement according to the site-based management. As Fulmer (1995)suggests that in order for an MIS to be utilized effectively, it should be designed through an inductive process that includes stakeholders from all levels of the organization in order that faculty will take ownership of the system and actually use it. Studies on MIS should also focus on finding ways of enhancing its use by school principals and administrators. Appropriate training and effective leadership could escalate the benefits of MIS in the area of school management.。