| Summary: | 碩士 === 義守大學 === 資訊管理學系碩士班 === 93 === The purpose of this study was to implement an online reporting information system of campus security (ORISCS) according to the regulations of the reporting systems of campus security established by the Campus Security Center in the Minister of Education. After the implementation, the users’ satisfaction of the system was evaluated. Through the Internet, this system can assist the offices of student affair in the schools in Kaoshiung, including elementary and high schools, in the real-time reporting of all the events which could affect campus security. This system could analyze and classify the information of campus security reported by different levels of schools, then providing the Kaohsiung Bureau of Education with the updated information about the situations of the events which could influence students’ safety. As a result, the authority could take protective measures or policies according to the information provided to reduce the possible harm done to the students. To enter this system, users must key in the school accounts and passwords provided by the Minister of Education on the interface of the Internet browser. By means of the pull-down function list of the sub-systems, the users can report the information of campus security. The authority in the Kaohsiung Bureau of Education can evaluate the effectiveness of this system through the regular education training and the analyses of the data. To achieve the purpose, this study employed the questionnaire as an instrument to acquire the attitudes toward this system of the deans or the military instructors in the offices of student affairs. After this system was implemented, all the teachers and military instructors who were responsible for campus security were requested to operate the system and performing online reporting. To evaluate the effectiveness of this system, a questionnaire was administered to collect data on the users’ attitudes and degrees of satisfaction toward this system six months after the implementation in a regular education training. The results were as followed.
1. The teachers (military instructors) are satisfied with the overall online reporting system of campus security with respect to its simplifying the reporting work, its efficient transmit, and saving the paper. Also, they were most satisfied with the reporting system, and then were the operating design, the content design, the quality of the service, and the system’s influence on school administration.
2. The ORISCS was stable. The users could learn how to operate it in a regular education training. Moreover, they could use it anywhere and any time to log in the database to get the information they need to handle student affairs.
3. The design of the content in the ORISCS was simple and icon-oriented. The operating procedures were clear and it was easy to correct and classify the content. Furthermore, the users could find the old data. Consequently, the teachers (military instructors) were satisfied with the content design of this system.
4. The female teachers (military instructors) are more satisfied with “the operating design” and “the content design”, which showed that female teachers preferred the icon-oriented list of selection, the easy operating processes, and the simple way to correct and analyze the data.
5. In this study, the older teachers were significantly more satisfied with the reporting system, the operating design, the content design, the quality of the service, and the system’s influence on school administration than those who were younger than 30 years.
6. The military instructors were significantly more satisfied with the reporting system than those teachers who served in the high schools and elementary schools.
7. Those senior teachers (military instructors) in schools were significantly more satisfied with the reporting system, the operating design, and the system’s influence on school administration than those junior teachers (military instructors).
8. In this study, those teachers (military instructors) who received 20-30 hours of information education and those who received more than 30 hours significantly more satisfied with the reporting system than those who received less information training.
Finally, relevant suggestions for future studies were presented.
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