Facts, Data, and Information: The main Pilars of Quality in Educational Mangement Information Systems

The rapid development of technology from the Industrial Revolution 4.0 to the Society 5.0 era has brought significant changes in educational management. Today, many educational institutions have begun to integrate digital technology into administrative and academic management systems. The Management Information System (MIS) emerges as a response to the increasingly complex demands of data and information management. However, in practice, the utilization of MIS is often less than optimal due to limited understanding of the conceptual foundations of information management. The core assumption of MIS is that sound decision-making relies on accurate data and information. Yet, a gap arises when factual aspects, data validity, and information quality are frequently overlooked. This paper aims to elaborate on the concepts of facts, data, information, and the scope of information quality within educational MIS.

First, in MIS, facts serve as the most fundamental element. In science, facts are objective observations that can be verified. Facts possess three main characteristics: they are objective, tangible, and verifiable. In the educational context, facts include the number of teachers, graduation dates, exam scores, and student attendance lists. These facts become the raw materials processed by the information system. Without valid facts, MIS cannot generate accurate data.

Second, data represent facts in the form of numbers, symbols, words, or specific records. Data remain raw and meaningless before being processed further. McLeod defines data as the primary raw material for information systems to produce relevant information. Data can be classified into several categories, such as by nature, collection method, source, time of collection, or measurement scale (Otok et al., 2023). Thus, data function as a bridge between real-world facts and the information needed for decision-making.

Third, information is data that has been processed to gain meaning, relevance, and utility. Gordon B. Davis defines information as “data that has been processed into a meaningful form for its recipient and is useful for current or future decision-making.” The information derived from data processing enables educational institutions to make appropriate decisions in planning, implementation, and evaluation. In other words, information is the final outcome of the facts and data cycle that can be directly utilized by educational managers.

Fourth, information quality is a crucial aspect in determining the success of educational MIS. Information is considered of high quality when it is accurate, relevant, complete, reliable, and meets the user’s needs. Scholars identify at least twenty dimensions of information quality, including accuracy, consistency, security, timeliness, completeness, reliability, accessibility, objectivity, comprehensibility, and added value. A tree analogy illustrates this: data as the roots, the trunk as the support, branches as distribution, twigs as details, buds as new information, and leaves as the final outcome. With assured quality, MIS can effectively support the management of educational institutions in a transparent and accountable manner.

In conclusion, facts, data, information, and information quality are the essential foundations for building a reliable educational MIS. Facts give rise to data, data are processed into information, and information becomes valuable only when its quality is ensured. In the digital era and the Society 5.0 context, educational institutions are challenged to develop MIS that are not only technology-based but also supported by competent human resources. A deep understanding of these foundations positions MIS as a strategic instrument in enhancing quality, efficiency, and transparency in education.