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：(用外文写)外文出处：(用外文写)Behavioralsciences2014-Elsevier附件：1.外文资料翻译译文；2.外文原文指导教师评语：签名：年月日

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MadihaShahMalaysia.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(Condieetal.,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。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Impactofmanagementinformationsystems(MIS)onschooladministration:Whattheliteraturesays------MadihaShahUniversityofMalaya, KualaMalaysiaAbstractTheuseofinformationtechnologyineducationalmanagementhasrapidlyincreasedduetoitsefficiencyandeffectiveness.Intheinitialstagesofitsdevelopment,managementinformationsystems(MIS)mainpurposeandusagewastoimprovetheefficiencyofschoolofficeactivities.Itwasusedtostorestudentandpersonneldata.Themostconcernwasbeingfocusedondataentryandcollation,ratherthanupondatatransferoranalysis.Thevalueofmanagementinformationwasrecognizedduringitsintegrationstages.OverallreviewofliteraturehighlightedpositiveimpactofMISonschooladministrationand.managementincludingbetteraccessibilitytoinformation,moreefficientadministration,higherutilizationofschool.resources,reductioninworkload,bettertimemanagement,andimprovementinthequalityofreports.Anumberof.inhibitorstoMISuseareevidentintheliterature;foremostamongthesearelackoftime,lackofconfidenceorskills,lackof.training,lackofseniormanagementsupport,andlackoftechnicalsupport.MIScanprovideadministratorsandteachers.withtheinformationrequiredforinformedplanning,policy-making,andevaluation.MIShavechangedschoolmanagement.intheareasofleadership,decisionmaking,workload,humanresourcemanagement,communication,responsibility,andplanning.Thesesystemscanassisttheschoolmanagerindeterminingtheaimsoftheschool,formulatingstrategicplans,distributingresources,andevaluatingstaffperformanceaswellasorganizationalsuccess.Keywords:Managementinformationsystems,MIS,schooladministration,schoolmanagement.1.IntroductionComputersareseentohavethepotentialtomakeasignificantcontributiontotheteaching,learning,and.administrationinschools.Anextensiveamountofinvestmentthathasgoneintointroducinginformationmunicationtechnology(ICT)intoschoolsincludinghardware,software,networking,andstaffdevelopmentwill.beconsideredworthwhileifthereisevidencethatithasmadeacommensurateimpactonschoolperformanceandeffectiveness(Condieetal.,2007).Theuseofinformationtechnologyineducationalmanagementhasrapidlyincreasedduetoitsefficiencyand.effectiveness.Schoolmanagerswhousedtospendlargeamountoftimeinsolvingcomplexallocationproblems,(e.g.,staffallocation,resourceallocation,timetabling)andmonitoringtheschooloperationshavenowbetteroptions.duetoenhancedtechnology.Informationtechnologiesfacilitatethedecentralizationofworktasksandtheir.coordinationinaninteractivenetworkofcommunicationinrealtime(Castells,1996).TheyallowforgreaterManagementinformationsystems(MIS)arebeingusedbyschoolstosupportarangeofadministrativeactivities.includingattendancemonitoring,assessmentrecords,reporting,financialmanagement,andresourceandstaff.allocation.MISprovidemanagerswiththeinformationrequiredtomanageorganizationsefficientlyand.effectively.Thesesystemsaredistinctfromotherinformationsystemsinthattheyaredesignedtobeusedtoanalyzeandfacilitatestrategicandoperationalactivitiesintheorganization(O’Brien,1999)..Wastonetal.(1987)describesmanagementinformationsystem(MIS)as‘anorganizationalmethodofproviding.past,presentandprojectedinformationrelatedtointernaloperationsandexternalintelligence.Itsupportsthe.planning,controlandoperationfunctionsofanorganizationbyfurnishinguniforminformationinthepropertime.frametoassistthedecisionmakers’.Telem(1999)definesMISas‘amanagementinformationsystemdesignedto.matchthestructure,managementtask,instructionalprocesses,andspecialneedsoftheschool’.O’Brien(1999).referredMISas‘atermgiventothedisciplinefocusedontheintegrationofcomputersystemswiththeaimsandobjectivesofanorganization’.Basedontheforegoingdefinitions,MISreferstoasystemthatusestheinformationrequiredbytheorganization’smanagementateverylevelinmakingoperational,tactical,andstrategicdecisions.Itsmainobjectiveistodesignandimplementprocedures,processes,androutinesthatprovidesuitablydetailedreportsinanaccurate,consistent,andtimelymanner.MISplaysavitalroleintheareaofdecisionmakingasitcanmonitorbyitselfdisturbancesinasystem,determineacourseofactionandtakeactiontogetthesystemincontrol.Itisalsorelevantinnon-programmed.decisionsasitprovidessupportbysupplyinginformationforthesearch,theanalysis,theevaluationandthechoice.andimplementationprocessofdecisionmaking(Obi,2003).Thesesystemshavetheabilitytoprovideitsuserstheprocessedinformation,analyticalmodels,real-timeupdatesandhypotheticalscenariostoassisttheirdecision-makingprocess.ThispaperwillgiveanaccountofthestudiesthathaveexaminedtheimpactofMISonschooladministrationandmanagement.SomeofthesestudieshavealsohighlightedthefactorsthathinderMISusageinschool,administration.2.LiteraturereviewThemostinitialschooladministrativecomputerapplicationsstarteditsdevelopmentinthelate1970s.Intheearly1980s,severalloose,non-integratedclericalandadministrativeapplicationsweredevelopedbutthese,applicationslimitedthepossibilitiesformanagementsupportastherelationshipsamongdatacouldnotbeanalyzed(Visscher,1996a).Duringtheinitialstagesthemainpurposeofsoftwaredevelopmentandusagewastoimprovetheefficiencyofschoolofficeactivities.Theuseofcomputersandtechnologiesineducationalinstituteswasmainlytostorestudentandpersonneldata(Carnoy,2004).Thevalueofmanagementinformationwasrecognizedduringtheintegrationstages.Asaresult,manyprojectswereinitiatedbythegovernmentsinmanydevelopedcountriesthatprovidedthestimulustoenterahigherdevelopmentstage.Theseprojectsweredirectedtowardtheproductionofbetterschoolinformationsystemswhichmeantincreasedschoolefficiencyandeffectiveness.Thefocuswasthedevelopmentofastandardsystemforasmanyschoolsaspossiblewithmaximumflexibility.Theprofessionalapproachtosystemsdesignwasnotwidespreadatthistime(Visscher,1996a).Inthe1990s,theemphasisonusing.ICTtocollecteducationaldataandtoimprovetheadministrationofeducationalsystemsbegantoincreaseinthedevelopingcountries..Visscher(1996b)believesthatMIScanprovideadministratorsandteacherswiththeinformationrequiredforinformedplanning,policy-making,andevaluation.Gurr(2000)claimedthatMIShavechangedschoolmanagementintheareasofleadership,decisionmaking,workload,humanresourcemanagement,communication,responsibility,andplanning.Thesesystemscanassisttheschoolmanagerindeterminingtheaimsoftheschool,formulatingstrategicplans,distributingresources,andevaluatingstaffperformanceaswellasorganizationalsuccess(Telem&Buvitski,1995;Telem,1999).Bober(2001)indicatesthatthegrowinginterestinMIS’sandthetrendtoward.thoughtful,long-rangeplanningforMISimplementationstemfromthebeliefwithintheschoolcommunitythatsuchsystemsallowforbettersiteanddistrictmanagement.Efficientandquickdecisionscouldbemadepossiblewhenschoolmanagersgetaccurateandup-to-dateinformationbyMIS(Christopher,2003).SeveralsurveyshavebeendesignedinrecentyearstogatherinformationontheextenttowhichschoolsaredevelopingthecapacitytointegrateICTintolearning,teaching,andmanagementprocesses.Asteadyincreaseinthenumberofcomputersandothertechnologiesovertimehasbeenevidentintheliterature,withmostschools.achievingthebaselinetargetsforcomputer-to-pupilratios(Condieetal.,2007).Thisfinding,toadegree,masksconsiderablevariationwithinandacrossschoolswithregardtoregularaccesstoreliabletechnologiesandbroadbandconnectivity(Condieetal.,2007).Northetal.(2000)havefocusedontheimpactofMISusageonschoolmanagementabilities.Theirstudylookedattheroleofsupportinbringingaboutsuchprocessesaswellastheirimplicationsforthefuture.However,itwasclearthatanimportantfeaturetoconsiderwastherelationshipofdatacollectionandcollationtodatause,sinceschoolmanagersneededquitedifferentformsofanalysisinsomerespecttothosethatwereneededbyteachers.Visscher,Wild,andFung(2001)broughttogetheraseriesofstudiesfromarangeofcountriesthathighlightedimportantfeaturesofcomputerizedschoolinformationandmanagementsystems,theirimplementationinarangeofschools,theoutcomesofthisimplementation,andimplicationsforthefutureintermsoffurtherresearch.TheirstudiesofferthewidestviewofICTandschoolmanagementfromtheperspectiveofMIS.However,itwasclearfromtheirreviewthatmostconcernwasbeingfocusedondataentryandcollation,ratherthanupondatatransferoranalysis.3.ConclusionInformationtechnologyineducationalmanagementisarelativelynewfieldthatnotonlyneedsin-depthstudiesonsystemsutilizationinschoolsbutalsoontheireffectsontheschoolprocessesandmaybeoutcomes(Bisaso&Visscher,2005).Demir(2006)furthersupportsthisargumentstatingthatalthoughtherearemanystudiesontheroleofinformationsystemsonclassandteaching,fewstudieshavebeendoneontheuseofthemineducationalmanagementandtheireffectsonthemanagers.Passey(2002)statesthatoneofthekeypriorityareasforfutureresearchistheinvestigationofMISassistanceineffectiveschoolmanagement.Thereareissuesinthisareabothwiththeformsoftechnologybeingused,andwiththelackoftechniquesavailabletoenableuserstomakeuseofdatacurrentlyavailable.Researchcouldhaveamajorroletoplayinsupportingeducationalendeavourandpracticeinthisarea