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Department of Student Information System

  1. Oversee student information systems, covering all procedures related to students throughout their academic journey.

  2. Develop and refine technical procedures for enhancing the methodologies used in the Student Information System (SIS).

  3. Implement project plans for the SIS in accordance with the approved methodology and timelines, addressing any obstacles to ensure smooth progress.

  4. Test the developed SIS applications to ensure they meet required standards and fulfill user needs before delivering them to stakeholders.

  5. Analyze and resolve issues in student information software by collaborating with relevant departments.

  6. Monitor the progress of ongoing SIS projects and ensure their development aligns with project goals.

  7. Ensure comprehensive documentation of all projects related to the SIS.

  8. Evaluate and implement proposed modifications to the SIS or related software to meet new needs, laws, or regulations.

  9. Operate and enhance programs associated with the Student Information System.

  10. Form work teams required to execute the section's project plans in collaboration with relevant entities.

  11. Collaborate with other sections within the Center to implement assigned projects effectively.

  12. Conduct feasibility studies on new technologies, providing detailed assessments to determine their effectiveness and relevance for the university’s students.

  13. Develop project timelines to align with the Center’s general plan.

  14. Prepare the annual operational plan for the section in line with the proposed budget and strategic plan, ensuring successful implementation upon approval.

  15. Contribute to the preparation of tender documents for new projects and evaluate technical proposals to select the best solutions.

 

This department plays a critical role in managing and improving student information systems, ensuring they align with the university’s evolving academic and administrative needs to support students efficiently.

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