Information and Knowledge Management using ArcGIS ModelBuilder

Figure 1: Research design
3.2 Phase 2: Field study
Rozilawati Razali and Mahamsiatus Kamaruddin
Phase 1
Phase 2
The main objective of the field study was to capture the necessary elements for a successful EIS
implementation for education management. The field study was qualitative in nature where the data
collection was accomplished through interviews and the analysis was mainly interpretive. The field
study questions were constructed based on organisational-technological aspects, which were
identified based on literature and document reviews. The sessions were conducted individually, one
at a time within a period of three months. Each session took about two hours. Prior to execution, the
validity and accuracy of the questions were reviewed by two EIS experts. As the study concerned
education management and EIS, the subjects were selected based on their knowledge and familiarity
on both aspects. There were four officers from the Ministry of Education (MOE) and one government
agency officer participated in the study. Those officers were selected because they were involved in
EIS projects at their respective organisations. Moreover, MOE officers can be considered as experts
and stakeholders in education management. The selection was based on relevance (purposive)
sampling and the number of participation was small. Nevertheless, the participation was seen as
sufficient for a qualitative study. The participation was voluntary in order to adhere to the ethical
policies. The participants were aware that the field study was intended for research purposes.
4. Results and analysis
The content analysis was used to identify common categories (CSF) of EIS implementation for
education management from both literature and field study. The analysis started with a theory or
relevant research findings as guidance for initial codes (Shieh & Shannon 2005). The analysis was
supported by triangulation technique, which is one of the methods to confirm qualitative findings
423