Scribd
Upload
25 views5 pages

4RTH Module

The objective of the study was to evaluate the experiences of higher educational institutes of Pakistan in their implementation of ERP systems. Data was collected through questionnaires and interviews to gather both primary and secondary data. The numeric and text data was then analyzed using different methods.

Uploaded by

sadia abbas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
25 views5 pages

4RTH Module

The objective of the study was to evaluate the experiences of higher educational institutes of Pakistan in their implementation of ERP systems. Data was collected through questionnaires and interviews to gather both primary and secondary data. The numeric and text data was then analyzed using different methods.

Uploaded by

sadia abbas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

DATA ANALYSIS assembled for further study.

We gathered information through


secondary methods like different information sources to
The objective of the study was to evaluate the experiences of inquire about the instruments and tactics to accumulate all the
higher educational institutes of Pakistan in their data collected. Our research study relied on both primary and
implementation of ERP systems. In evaluating these secondary research sources. To gather primary data we mainly
experiences, the study sought to establish the experiences used purposive sampling, informational surveys, structured
based on quality, communication and service delivery questionnaires. In addition to this secondary data from
aided by use of ERP systems and how they affect the different journals, white papers, eBooks were also used to
implementation experiences of the selected higher provide comparative perspectives to our research study.
educational institutes.

Data Collection
The results, which we gathered from our research study, were
gathered and the reactions of the sample population were

Data analysis:

The numeric and text data generated were analyzed differently. Following a process of pilot testing of the questionnaire
on internal stakeholders at the university, the instrument was administered, and the SPSS software was used to
generate frequencies and descriptive statistics. Both mean and standard deviations were the main statistics used. The
two researchers further independently employed thematic coding in the analysis of the text data generated during the
interviews. Following our convergence on salient themes, we integrated the verbatim with the numeric data in order to
elaborate the various experiences (Boeije 2002; Creswell 2012; Teddlie and Yu 2007). In the qualitative data, strict
measures of credibility applied were using fellow coauthor as critical friend of the data and the article overall, and
combining methods. The findings are discussed in the sections below.

In addition to the questionnaire, a follow-up in-depth personal interview also provided data for the inquiry. The
interviews offered more depth into the internal stakeholders’ lived experiences and the motives that drive them to use
the system and how it can be improved. We asked “grand-tour” questions (Boeije 2002; Creswell 2012; Teddlie and Yu
2007) regarding the institutional ERP practices and challenges experienced during the interviews with four (4) internal
stakeholders, namely: a student representative, academic representative, and two administrative staff representatives.
We followed the interview protocol proposed by McCracken (1988). These interviewees were probed as to their
experiences with the system overall and/or with specific modules, their key challenges, and how the system might be
enhanced. Each interview lasted approximately 50 minutes, and it yielded textual data. The data from both the
questionnaire and the interviews were analyzed.

Data collection: The study was check for research ethics compliance by the researchers’ Higher Degrees Committee.
Data was collected with two methods; first, through questionnaires which were descriptive surveys with two sections;
one section that included variables such as gender, year of study at university, computer literacy level, as well as
questions exploring the frequency of computer usage, among other questions. The second section included variables on
ERP functionality, the behavioural requirements of ERP system, ERP challenges, and questions regarding many of the
tools detailed by Noaman and Ahmed (2015) in their discussion of the utilization of ERP modules in higher education
administration, such as student records Brown and Mooketsi Experiences of enterprise resource planning system 258
administration in Oracle PeopleSoft, procurement, among many others. These functionalities also appeared in past
research on ERP in education (see, King et al. 2002; Swartz and Orgill 2012; Ndungu and Kyalo 2015). We also referenced
Swartz and Orgill (2012) to measure experiences and encounters with ERP system tools.
References
https://www.webopedia.com/TERM/E/ERP.html

Moon, Y. (2007). Enterprise Resource Planning (ERP): a review of the literature.

Nizamani, S., & Khoumbati, K. (2014). A Conceptual Framework for ERP Evaluation in Universities of Pakistan. Sindh University
Research Journal.

Chinta, R., Kebritchi, M., & Ellias, J. (2016). A conceptual framework for evaluating higher education institutions. International
Journal of Educational Management, 30(6), 989–1002. https://doi.org/10.1108/IJEM-09-2015-0120

Davis, A. R. (2015). A Conceptual Framework for Understanding Path Dependency and Technology Option Evaluation when Valuing
IT Opportunities. International Journal of Business and Social Science, 6(1), 34–42. Retrieved from www.ijbssnet.com

[CITATION htt \l 1033 ]


https://images.search.yahoo.com/yhs/search;_ylt=AwrEZ7CW.LBcr3sA8ggPxQt.;_ylu=X3oDMTB0N2Noc21lBGNvbG8DYmYxBH
BvcwMxBHZ0aWQDBHNlYwNwaXZz?p=evolution+of+ERP&type=YHS_MG_100&hspart=Lkry&hsimp=yhs-
newtab&param1=na3P9yVrJCFA1mLVj8AKM6CLU7fQ6vm6HBPw3X-
RXTUVk7OnXEUXrhpkGN4MQlCM_i_xwflJnPwaZfo9L4FM_Jsc98Wj9HiL1OAKX7H1xtD8VAi72RJbQzb5b7rXEfQlSY7mU19
Vvp0HmXrSQHMBWbWRoXr69TsUbxFD-
II5SvPfvrQLU_4ArCfdbkSTv3XdPQqdomE9yUpvYP7rsOcip3zGHEJRZZG0ykbveVNPmZrYiAyf2cQnDysDsUtueAIPN5CF&ei=
UTF-8&fr=yhs-Lkry-newtab&guccounter=1#id=3&iurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Farrizabalagauriarte.com%2Fwp-content%2Fuploads
%2F2016%2F07%2FEVOLUTION-OF-ERP.jpg&action=click

Ndung’u, P. W., & Kyalo, J. K. (2015). “An Evaluation of Enterprise Resource Planning Systems.” International Journal of
Scientific Research and Innovative Technology, 2(2), pp 1-22.

(Chen & Lin, 2008)

Tatari, O., Castro-Lacouture, D., & Skibniewski, M. J. (2008). Performance Evaluation of Construction Enterprise Resource
Planning Systems. Journal of Management in Engineering, 24(4), 198–206. https://doi.org/10.1061/(asce)0742-
597x(2008)24:4(198)
Mishra, A. (2011). Enterprise Resource Planning Systems. In Enterprise Information Systems (pp. 1318–1326).
https://doi.org/10.4018/978-1-61692-852-0.ch509

O’Leary, D. E. (2011). Enterprise Resource Planning Systems. De Toni, A. F., Fornasier, A., & Nonino, F. (2015).
Enterprise Information Systems, (January 2000), 1318–1326. The impact of implementation process on the
https://doi.org/10.4018/978-1-61692-852-0.ch509 perception of enterprise resource planning
Abugabah, A., Sanzogni, L., & Alfarraj, O. (2015). Evaluating success. Business Process
the impact of ERP systems in higher education. International ManagementJournal, 21(2), 332–352.
Journal of Information and Learning Technology, 32(1), 45– https://doi.org/10.1108/BPMJ-08-2013-0114
64. https://doi.org/10.1108/IJILT-10-2013-0058

You might also like