教育领域首席信息官能力指标体系构建
|
摘要
首席信息官一般指将组织信息化战略与改革战略紧密结合在一起的高级管理人员,他们负责制定、实施组织的信息化战略,通过指导信息技术的利用达成组织变革的目标。教育领域的首席信息官是领导、督导与引导学校教育信息化改革的人,承担全面主持和领导学校教育信息化发展规划、组织实施、协调评价、创新应用与提高效能等一系列工作,其能力高低是学校教育信息化工作有效实施的重要影响因素之一。本研究拟针对基础教育首席信息官的能力指标体系进行重点研究,以便为首席信息官的能力培训、能力发展和能力评价等奠定基础。为了更好地体现指标体系的科学性、合理性和可操作性,本研究综合采用定性分析与定量研究相结合的研究方法,利用文献研究、专家访谈、问卷调查等方法,对基础教育首席信息官的角色特点、职能定位和应具备的能力诉求,设计了基础教育首席官信息能力指标体系的体系框架,即要素指标;然后针对每个要素指标设计了具体指标(即基层指标),并利用内部一致性分析、因素分析等数理统计方法对指标体系的信效度进行验证,最终得到7个要素指标(系统规划能力、管理执行能力、沟通协调能力、技术应用能力、创新变革能力、支持服务能力和评价评估能力)和48个基层指标。该能力指标体系的构建立足于技术多元化时代对教育信息化管理者提出的新的能力发展要求,具有一定的前瞻性。
Chief Information Officer (CIO) generally refers to senior managers who closely integrate the organizational informatization strategy with the reform strategy. They are responsible for formulating and implementing the organizational informatization strategy and achieving the organizational goal by guiding the use of information technology. Educational Chief Information Officer (ECIO) is the person who leads,supervises,and guides the informatization reform of school education,possessing a series of working functions,such as comprehensively planning,leading,and organizing the school education information development. So,ECIO's capability is one of the most important factors affecting the effective implementation of school education informatization. This study intends to focus on the capability index system of basic education CIOs,so as to lay a foundation for the ability training,ability development and ability evaluation of future CIOs. In order to better reflect the scientificity,rationality,and maneuverability of the index system,this study adopts a combination of qualitative analysis and quantitative research methods. Firstly,using literature research,expert interviews and questionnaire survey,aiming at the role characteristics,function orientation and ability demands of basic education CIO,this paper designs the framework of basic education CIO ability index system,namely factor index. Then,specific indicators (i. e.,grassroots indicators) are designed for each factor index. The internal consistency between indexes is analyzed by using the related methods in mathematical statistics,and the principal component analysis is used to screen and verify the factor index and the basic index system respectively. Finally,seven key indicators (system planning ability,management execution ability,communication and coordination ability,technology application ability,innovation and changeability,support service ability and evaluation ability) and 48 grass-roots indicators were obtained. The construction of this capability index system is based on the new requirements for the development of educational informationization managers and may inform future practice.
Chief Information Officer (CIO) generally refers to senior managers who closely integrate the organizational informatization strategy with the reform strategy. They are responsible for formulating and implementing the organizational informatization strategy and achieving the organizational goal by guiding the use of information technology. Educational Chief Information Officer (ECIO) is the person who leads,supervises,and guides the informatization reform of school education,possessing a series of working functions,such as comprehensively planning,leading,and organizing the school education information development. So,ECIO's capability is one of the most important factors affecting the effective implementation of school education informatization. This study intends to focus on the capability index system of basic education CIOs,so as to lay a foundation for the ability training,ability development and ability evaluation of future CIOs. In order to better reflect the scientificity,rationality,and maneuverability of the index system,this study adopts a combination of qualitative analysis and quantitative research methods. Firstly,using literature research,expert interviews and questionnaire survey,aiming at the role characteristics,function orientation and ability demands of basic education CIO,this paper designs the framework of basic education CIO ability index system,namely factor index. Then,specific indicators (i. e.,grassroots indicators) are designed for each factor index. The internal consistency between indexes is analyzed by using the related methods in mathematical statistics,and the principal component analysis is used to screen and verify the factor index and the basic index system respectively. Finally,seven key indicators (system planning ability,management execution ability,communication and coordination ability,technology application ability,innovation and changeability,support service ability and evaluation ability) and 48 grass-roots indicators were obtained. The construction of this capability index system is based on the new requirements for the development of educational informationization managers and may inform future practice.
引文
[1]白海青,成瑾,毛基业(2014). CEO如何支持CIO:基于结构性权力视角的多案例研究[J].管理世界,(7):107-118.
[2]Chan,C. S.,&Chia,E.(2009). State of the CIO 2009[J].Enterprise Innovation.
[3]陈禹(2009).从企业CIO反观高校CIO[J].中国教育网络,(11):16-17.引自陈琳(2012).中国高校教育信息化发展战略与路径选择[J].教育研究,(4):50-56.
[4]陈风云(2007).协调沟通中不容忽视的一个问题—谈谈要善于透过现象看本质[J].秘书工作,(5):15-16.
[5]丁青,吉翔(2009).做好高校的CIO—对高校信息化管理工作的思考[J].中国教育信息化,(12):8-11.
[6]丁卫泽,吴寒飞(2015).美国高校信息化治理领导力结构研究[J].现代教育技术,(3):11-17.
[7]Evans,B.(2015). 2015年CIO面临的10大战略问题[J].通信世界,(11):47-48.
[8]Enns,H. G.,Huff,S. L.,&Higgins,C. A.(2003). CIO lateral influence behaviors:Gaining peers’commitment to strategic information systems[J]. Mis Quarterly,27(1):155-176.
[9]傅宇凡(2017). CIO:将如何影响大学发展?[J].中国教育网络,(1):28-29.
[10]谷创业(2006). CIO:学校信息化建设全面推进的关键[J].中国教育信息化,(10):15-15.
[11]胡小明(2012).从信息技术主管到CIO思想方法的变迁[J].电子政务,(6):45-54.
[12] Gottschalk,P.(2002). Information technology management roles:The case of chief information officers in Norway[J]. International Journal of Information Technology&Management,(1):83-102.
[13]蒋菁(2014).未来CIO更应成为一名全能选手[J].信息方略,(9):10-11.
[14]刘晓敏,陈爱琴(2005).高校信息化进程中的大学CIO体制建设研究[J].开放教育研究,(2):42-47.
[15]李逢庆,桑新民(2009).高校信息化建设中的CIO角色研究及启示[J].复旦教育论坛,7(1):25-29.
[16]Synnott,W.(1987). The information weapon[M]. John Wiley&Sons.
[17]孙祯祥(2010).校长信息化领导力的构成与模型[J].现代远距离教育,(2):3-7.
[18]王守宁,司光昀(2004).我国CIO现状及发展研究[J].情报科学,(6):757-764.
[19]左美云,毛基业(2005).中国企业首席信息官的状况和影响研究[J].管理科学,18(4):48-53.
[2]Chan,C. S.,&Chia,E.(2009). State of the CIO 2009[J].Enterprise Innovation.
[3]陈禹(2009).从企业CIO反观高校CIO[J].中国教育网络,(11):16-17.引自陈琳(2012).中国高校教育信息化发展战略与路径选择[J].教育研究,(4):50-56.
[4]陈风云(2007).协调沟通中不容忽视的一个问题—谈谈要善于透过现象看本质[J].秘书工作,(5):15-16.
[5]丁青,吉翔(2009).做好高校的CIO—对高校信息化管理工作的思考[J].中国教育信息化,(12):8-11.
[6]丁卫泽,吴寒飞(2015).美国高校信息化治理领导力结构研究[J].现代教育技术,(3):11-17.
[7]Evans,B.(2015). 2015年CIO面临的10大战略问题[J].通信世界,(11):47-48.
[8]Enns,H. G.,Huff,S. L.,&Higgins,C. A.(2003). CIO lateral influence behaviors:Gaining peers’commitment to strategic information systems[J]. Mis Quarterly,27(1):155-176.
[9]傅宇凡(2017). CIO:将如何影响大学发展?[J].中国教育网络,(1):28-29.
[10]谷创业(2006). CIO:学校信息化建设全面推进的关键[J].中国教育信息化,(10):15-15.
[11]胡小明(2012).从信息技术主管到CIO思想方法的变迁[J].电子政务,(6):45-54.
[12] Gottschalk,P.(2002). Information technology management roles:The case of chief information officers in Norway[J]. International Journal of Information Technology&Management,(1):83-102.
[13]蒋菁(2014).未来CIO更应成为一名全能选手[J].信息方略,(9):10-11.
[14]刘晓敏,陈爱琴(2005).高校信息化进程中的大学CIO体制建设研究[J].开放教育研究,(2):42-47.
[15]李逢庆,桑新民(2009).高校信息化建设中的CIO角色研究及启示[J].复旦教育论坛,7(1):25-29.
[16]Synnott,W.(1987). The information weapon[M]. John Wiley&Sons.
[17]孙祯祥(2010).校长信息化领导力的构成与模型[J].现代远距离教育,(2):3-7.
[18]王守宁,司光昀(2004).我国CIO现状及发展研究[J].情报科学,(6):757-764.
[19]左美云,毛基业(2005).中国企业首席信息官的状况和影响研究[J].管理科学,18(4):48-53.