The Ministry of Education Malaysia is one of Malaysia’s largest ministries. It oversees the entire country’s public education system, including pre-school education, primary schools, secondary school, and pre-tertiary education. The spread of more than 10,000 schools and several teacher training and development institutions shows that the Ministry meets its growing operational needs by adopting new digital capabilities. The Ministry’s operations depend on three main entities: students, teachers, and learning institutions. Learning institutions are the primary data source, with teachers and learning institution administrators responsible for performing data entry. Data governance is a procedure that defines the roles and duties of the person in charge of data management in an organization to gather and appropriately use educational data, ensure the protection of personal data, and establish data standardization, consistency, and adequate educational data use across agencies. The adoption of Enterprise Architecture will be a significant factor in delivering the new age of digital services. For the data handling in the Ministry of Education Malaysia, the combination of data governance and Enterprise Architecture will produce a data-driven architecture that accelerates time to value and demonstrates accurate results to stakeholders. Thus, this paper aims to propose a data governance model for the Ministry of Education, Malaysia.
In the digital epoch achieving business and IT alignment remains among the topmost concerns of IT executives. In order to address this gap, Enterprise Architecture (EA) practices at a more detailed level and identifies the benefits and blockers associated with specific EA related activities and EA artefacts. Though EA practices are closely associated with EA artefacts, not all activities mentioned by the interviewed architects can be related directly to any specific EA artefacts [1, 2].
EA practice, as an organisational activity that implies using EA artefacts, may include a variety of diverse actions permeating the whole organisation from top-level corporate strategic management to mid-level IT portfolio management to separate system development processes on the ground
Various EA artefacts used in organisations can be very diverse in nature and range from executive-level architecture principles and core diagrams to rather detailed and technical project-start architectures [3, 4]. These EA artefacts have different usage scenarios in organisations ranging from guiding IT investments to ensuring compliance of separate IT projects with an organisation-wide architecture.
Hence, the message that what the EA researchers and practitioners across the world want to highlight here is DO NOT GET TOO overwhelmed WITH STANDARDISATION BY ONLY ONE SINGLE ARTEFACT MODELLING STYLE OR NOTATION. It is nothing wrong to combine various artefacts if it can represent the essential EA layers, aka Business-Data-Application-Technology (BDAT) layers better. In fact, the organisation can opt to resolve just with a simple mind map or even MS Excel/MS Word if it can represent the BDAT layers well. EA is about the alignment between (B) Business and (T) Technology to support the (S) Strategic direction of the organisation.
Again, what so great if you can draw the standard EA diagram notation but unable to portray the alignment of S+B+T?
All the enterprise architects around the world
I leave the answer to you….
Figure 1: Final EA Model
The final EA model will look like this (Figure 1), after so many iterations of brainstorming and data collection.
Figure 2: Example of organisation 1st EA brainstorming mind-map (Credit to Dr Ariffin Marzuki Mokhtar, Senior Consultant Anaesthesiologist HUSM and also Certified Enterprise Architect, sharing during one of the EA Workshops)
The main aim of having the mind map (or anything similar) is to identify the organisation vision, mission, core businesses and interdependency with each other internal and external party. We can recognise the core S+B+T elements already at this stage. Who can produce such a diagram? The business owner at that particular organisation. Not the EA consultant or any outsiders.
Figure 3: The EA process, actors and BDAT layers (during one of the EA brainstorming workshop I attend previously)
Again, for every single business process and those BDAT layers, a brainstorming session with the business owner using ‘chalk & board’ is the best. Do not rush jump into standard notation or fixed drawing yet. Just throw the idea as it is. Figure 3, explain all, we just draw whatever we feel right and others can understand it as well. Hence it is advisable that only after you get the validation from the business owners, we as the enterprise architect can create the artefacts using the standard notation tools.
REFERENCES
Kotusev, S. (2019). Enterprise architecture and enterprise architecture artifacts: Questioning the old concept in light of new findings. Journal of Information technology, 34(2), 102-128.
Niemi, E., & Pekkola, S. (2017). Using enterprise architecture artefacts in an organisation. Enterprise information systems, 11(3), 313-338.
Foorthuis, R., Van Steenbergen, M., Brinkkemper, S., & Bruls, W. A. (2016). A theory building study of enterprise architecture practices and benefits. Information Systems Frontiers, 18(3), 541-564.
Armour, F. J., Emery, C., Houk, J., Kaisler, S. H., & Kirk, J. S. (2010). The integrated enterprise life cycle: Enterprise architecture, investment management, and system development. In Strategic Information Systems: Concepts, Methodologies, Tools, and Applications (pp. 397-412). IGI Global.
Across many years of teaching Research Methods and assessing many applications for admission into higher degree studies which require an understanding of theories, principles, strategies and skills needed to complete a higher degree such as a Masters or a PhD, one of the things I have found problematic for many students is the inability to articulate differences between theory, theoretical framework and a conceptual framework for a proposed research project. This paper uses experiential methodology to draw upon my experience in practice, and systematic literature review methodology to draw upon supporting scholarly literature by leaders in the field, to contribute to existing knowledge on the meaning of each of these concepts, and more importantly to distinguish between them in a study of Research Methods, and in particular as they relate to designing a research proposal and a thesis for a higher degree. The primary aim is to help the reader develop a firm grasp of the meaning of these concepts and how they should be used in academic research discourses. The review answers five questions. 1. What does each of these terms mean? 2. When and how should each be used? 3. What purposes does a theoretical framework serve? 4. How do you develop a theoretical framework for your research proposal or thesis? 5. What does a good theoretical framework look like?
1. Treat an online course like a “real” course.
When it comes to online classes, you need to have the discipline to sit down and say, “I am going to work on this,” as well as the dedication to actually follow through. Though you can be flexible as to when you choose to complete your work during the week, you can’t put it off indefinitely.
One of the easiest ways to ensure follow-through is to remember that you are paying to take this online course, just as you would for a traditional, in-person class. You must “show up” if you’re going to get real value out of your class. Treat your online classes the same way you would a face-to-face class—or, better yet, a job—and you’ll be off to the right start.
2. Hold yourself accountable
Set goals at the beginning of the semester, and check-in with yourself weekly. In a traditional classroom setting, you’ll often receive verbal or visual reminders of an assignment’s upcoming due date. But without a professor actively reminding you, it’s up to you to make sure you’ve allotted enough time to complete the work so you’re not starting an assignment the day before it’s due.
If you’re having trouble holding yourself responsible, pair up with a fellow classmate, or enlist the help of a spouse or friend to check in as an accountability partner. By being organized, proactive, and self-aware, you can get the most from your online class even when life outside of school becomes chaotic.
3. Practice time management.
The flexibility to create your own schedule is often one of the biggest appeals of taking online classes. But that freedom can also be detrimental if you do not have solid time management skills. Without them, you might easily to find yourself cramming before classes or handing in subpar assignments.
Though how you manage your time will depend on your schedule, learning style, and personality, here are some universally valuable tips to help you practice and improve your time management skills:
Look at the syllabus at the start of the semester and make note of major assignments. Mark them on a calendar you check regularly so you know what workload is coming in the weeks ahead. Don’t forget to factor in prior commitments that may interfere with your regular study schedules, such as weddings or vacations, so you can give yourself enough extra time to complete assignments.
Create a weekly schedule that you follow, designating certain hours each week to read, watching lectures, completing assignments, studying, and participating in forums. Commit to making your online coursework part of your weekly routine, and set reminders for yourself to complete these tasks.
When working on your assignments, try time-blocking, allotting yourself a certain amount of time for each task before moving on to the next one and setting a timer to keep you accountable.
Check-in periodically throughout the term, and look at how you’re spending your time. Ask yourself: How much time am I dedicating to course reading and assignments? Am I regularly underestimating the time it’s taking me to get things done, forcing me to cram the nights before the exams? A little self-reflection and adjustment can go a long way.
4. Create a regular study space and stay organized.
Set up a dedicated learning environment for studying. By completing your work there repeatedly, you’ll begin to establish a routine. Whether your workspace is your kitchen table, a library, or the corner booth in a local coffee shop, it’s important to determine what type of environment will work best for you. Experiment to discover which type of setting boosts your productivity. Wherever you choose, make sure there’s high-speed internet access so you’re not trying to take an online course over a lagging connection.
Setting up a regular workspace or office will also help you to stay organized. Knowing exactly where important dates, files, forms, syllabi, books, and assignments live will help keep you on track towards hitting your goals. When setting up your study space, make sure you:
Have a high-speed internet connection
Have the required books, materials, and software for the course
Have headphones for listening to lectures or discussions (especially important in shared spaces)
5. Eliminate distractions.
From Netflix to social media to dishes piling up in the skink, you’ll be faced with many distractions that can easily derail your studies. The best online students know how to lessen these distractions and set aside time to focus.
Exactly how much of a challenge these distractions will prove to be will depend on your own unique personality and situation. Some might find that they can tune out a noisy home by listening to music. Others might choose to work from a local coffee shop or library to eliminate their urge to multitask at home. Ultimately, you will need to find a strategy that works best for you.
Regardless of where you choose to work, consider turning your cell phone off to avoid losing focus every time a text message or notification pops up. And if you’re still having trouble resisting the temptation to check your email or surf the web, try downloading a website blocker. Using applications like Cold Turkey and Freedom can help eliminate distractions by blocking the apps or websites that tend to compete for your attention, such as Facebook and Twitter.
6. Figure Out How You Learn Best
Once you’ve established where you’ll learn, think about when and how you accomplish your best work. If you’re a morning person, make time to study first thing. More of a night owl? Set aside an hour or two after dinner to cozy up to your computer. If the kids require your morning and evening attention, try to carve out a study session mid-day while they’re at school. Brew your usual cup of coffee, put on your go-to playlist, and do whatever you need to get into the zone and down to business.
Not everyone learns the same way, so think about what types of information help you best grasp new concepts and employ relevant study strategies. If you’re a visual learner, for example, print out transcripts of the video lectures to review. Learn best by listening? Make sure to build time into your schedule to play and replay all audio- and video-based course content.
7. Actively participate.
Participate in the course’s online forum to help you better understand course materials and engage with fellow classmates. This might involve commenting on a classmate’s paper on a discussion board or posting a question about a project you’re working on. Read what other students and your professor are saying, and if you have a question, ask for clarification.
Make sure you are checking in as often as you can, too. The flexibility of online learning means that if you have 30 minutes before dinner plans, you could squeeze in a discussion response around your schedule. Set a goal to check in on the class discussion threads every day.
And if you do feel yourself falling behind, speak up. Don’t wait until an assignment is almost due to ask questions or report issues. Email your professor and be proactive in asking for help.
8. Leverage your network.
Online classes may sometimes make you feel like you are learning on your own, but this couldn’t be further from the truth. Most online courses are built around the concept of collaboration, with professors and instructors actively encouraging that students work together to complete assignments and discuss lessons.
Build relationships with other students by introducing yourself and engaging in online discussion boards. Your peers can be a valuable resource when preparing for exams or asking for feedback on assignments. Don’t be afraid to turn to them to create a virtual study group. Chances are good that they will appreciate it just as much as you will.
The quadruple and quintuple innovation helix framework describes university-industry-government-public-environment interactions within a knowledge economy.
In innovation helical framework theory, first developed by Henry Etzkowitz and Loet Leydesdorff[1][2] and used in innovation economics and theories of knowledge, such as the knowledge society and the knowledge economy, each sector is represented by a circle (helix), with overlapping showing interactions.
The Carayannis and Campbell quadruple helix model incorporates the public via the concept of a ‘media-based democracy’,[9] which emphasizes that when the political system (government) is developing innovation policy to develop the economy, it must adequately communicate its innovation policy with the public and civil society via the media to obtain public support for new strategies or policies.[3]
In the case of industry involved in R&D, the framework emphasizes that companies’ public relations strategies have to negotiate ‘reality construction’ by the media.[3]
The quadruple and quintuple helix framework can be described in terms of the models of knowledge that it extends and by five subsystems (helices) that it incorporates; in a quintuple helix-driven model, knowledge and know-how are created and transformed, and circulate as inputs and outputs in a way that affects the natural environment.[2][4]
Socio-ecological interactions via the quadruple and quintuple helices can be utilized to define opportunities for the knowledge society and knowledge economy, such as innovation to address sustainable development, including climate change.[2]
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