國民中學學務系統導入模式之研究

教師除授課、輔導學生外，負擔之行政事務亦相當繁雜，使用學務系統將業務電腦化，可簡化作業流程，更能提高行政效率。學務系統屬於全校性的導入，不僅是行政人員的工作，導師與專任教師也必須參與其中，此系統使用範圍和涉及人員的廣泛性，的確值得從事研究探索之，特別是即將實施的十二年國教，學生各項記錄表現資料，都需要透過此電子資料庫進行建檔統計保存，系統的重要性不言可喻。本研究盼能深入了解過去較為人所忽略的學務系統導入校園之決策過程與導入模式，以企業界成熟的ERP系統導入過程之實務經驗為範本，整理ASAP、AIM、BIM、Workflow ERP和國內學者所提系統導入之模式為參考，審視校園導入學務系統的流程，觀察是否與企業界的系統導入具有相同成效，研究結果期能做為日後教育單位建置和管理學務系統時參考之依據。本研究採個案研究法，以桃園縣使用付費系統之某34班中型學校為研究個案，進行質性研究，採取個案訪談法，訪談對象為與導入事務相關之行政人員、教師和廠商，共計13人。本研究結論如下：1.導入新資訊系統的動機不同。學校基於上級機關和法令要求；企業則著重在獲利需求。2.導入的專案計畫缺乏客製化。系統主導權控於廠商端，此為與業界運作最為不同處。3.教育訓練程度與範圍較簡化。學校教育訓練次數不足，內容傾向簡易功能的使用。4.組織成員對系統投入程度不足。組織氛圍對系統冷漠和認知不足，使系統功能未能充分發揮。5.學務系統進行系統更易及除錯的時程受限。僅限於寒暑假處理，無法配合學校即時更新。6.建立更適合學校情境之導入模式。學校與企業立基點和目標不同，需考量其特殊組織結構與文化，建立新模式。根據結論，本研究整理出一套適合學校新資訊科技系統的導入模式，仍分為五大階段。初始導入階段應達成建構組織需求與架構、溝通程序與期望以及評估風險。此階段與企業界最大不同之處在於無須成立專案小組。作業流程分析階段為瞭解核心能力和技術特質、分析現行情形、培訓種子教師。與企業界不同之處在於不需培訓專案小組，而應著重在培訓導入後的種子教師。實際作業階段，在執行層面上，學校需要更為深入徹底。上線準備階段，學校宜著重整備資料與系統整合部份。正式上線階段，與企業界導入模式相同，宜觀察實際運作情形、後續支援和維修、進行效益分析。最後針對教育主管機關、個案學校、學校教育人員以及未來研究提出建議，以做為後續參考。

關鍵字

ERP系統；學務系統；導入模式

並列摘要

Besides teaching and counselling students, teachers have to shoulder complicated administrative affairs. Using school affairs system can help them to simplify the process and improve the efficiency. The implementation of school affairs system is Big-bang Implementation, it needs not only administrative staff but also teachers to participate in, for this reason, the system has wide ranging influence and is worth being researched. Not to mention the upcoming twelve-year compulsory basic education policy attaches great importance to materials of students, the system which saves the date plays an important role day by day. The study tries to use enterprises that apply information technology systems as a great and mature model for schools. Collating ASAP, AIM, BIM, Workflow ERP, and the famous scholar makes a model for reference. According to the reference model, then we can check the process of schools ushering in school affairs system to see if it is as competitive as the process of enterprises. The results of this research will serve as a resource for school information system offices, schools administration managers and future researchers. In this research, the case is a middle school with 34 classes in Taoyuan County, researchers take the case study method and have a depth-interview with thirteen people who have relations with the system implementation, such as the administrative staff, teachers, and the software dealer. Research results can be summarized as following：1.The school lacks enough motive to usher in a new information technology system. The motive of school ushering this system bases on legal regulations and the enterprises base on benefits. 2.The implementation project lacks particularity for the school. The system supplier controls all the project. This is the most different way from enterprises. 3.The degree of user training is too simple. User traning in the school is not enough and tends to only teach simple functions. 4.The members are not enthusiastic about the system.The school atmosphere is unconcerned with the system, therefore the members don’t realize the system. It makes functions of the system can’t be bring into full play. 5.There is a limitation on time to correct errors of the system. The system supplier deals with the difficulties only on summer and winnter vacation and can’t update at any time. 6.Set up a implementation model which is more suitable for schools. This is because the goal and the foundation of schools and enterprises are totally different, therefore it is necessary to consider the special construction and culture of schools. Based on above conclusions, the research sets up a implementation model which is more suitable for schools. The model is still divided into five phasess. Definiton phase should reach organizational needs and structure, communication procedures and expectations and assessment of risk. The biggest difference with the business community at this phase is that without a task force. Operation anlaysis phase is to understand the core capabilities and technical characteristics, analyzes the current situation, training seeds teachers. Realization phase, schools should implement more in-depth. Final preparation phase, schools should prepare a restructuring part of data and systems integration. On-Production phase, and the business community into the same pattern, should observe the actual operation situation, ongoing support and maintenance, the cost-effectiveness analysis. Finally, the researchers make recommendations to competent education authority, the school, education personnel and they can be used as references for future related studies.