Purpose The purpose of this paper is to identify the degree of maturity in performance measurement in a national group of universities. Design/methodology/approach A model for identifying the level of performance measurement maturity in an organisation was identified; this model consisted of seven constructs. A survey consisting of Likert-scale items derived from the maturity model was then administered to academic and administrative staff at New Zealand’s eight universities. Findings The survey showed a relatively high use of performance measurement (usage index 3.47/5), and strong alignment of strategy and performance measurement (strategy index 3.95/5). Research output measures were the most commonly used by academics, whereas measures relating to community service and third role activities were used least. Multiple significant differences between academics and administrators were identified, with the degree of support for performance measurement a particular area of contrast. The overall degree of performance measurement maturity identified was higher than found in similar studies utilising documentary methods. Originality/value Performance measurement in higher education is a controversial subject and there has been relatively little research into the basics of how, and how well, universities utilise the approach. This exploratory study helps fill the gap and provides a basis for more detailed research.

Purpose Performance measurement in higher education has attracted substantial attention, often focussing on the applicability and value of performance measurement concepts to the sector. The purpose of this paper is to use components of a seven-element maturity model to examine the development of performance measurement maturity in New Zealand universities in the period 2008-2013. Design/methodology/approach Documentary analysis was the primary approach. A total of 48 annual reports were examined. The focus was the statement of service performance, but all surrounding material was also examined. Each annual report was subjected to a range of quantitative and semi-quantitative analyses. Findings Universities have shown strengths in aligning measures to strategic direction, the quality of commentary, and improvement in the use of outcomes frameworks. More variable results have been seen in the breadth and quality of measures, and most importantly, in the use of performance information to guide institutional decision-making. This lack of evolution is likely to be linked to the particular accountability relationships surrounding the universities, which while part of the public sector are semi-autonomous. It is also likely to be linked to academic organisational culture. Originality/value There have been few examinations of the use of performance measurement by universities, with most studies focussing less on operational practice than on broader theoretical issues. This study provides useful information about the actual use of performance measurement.

This article constructs a taxonomy of organised crime groups. It examines the existing literature and finds a sizeable gap in relation to the classification of organised crime groups. The article uses concepts from Weberian sociology to divide groups according to their primary motivations. Such a taxonomy can help develop understanding in the field of organised crime, and potentially allow for the development of more effective counter measures.

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This article aims to enhance fundamental conceptualisation in performance measurement through the development of a standard conceptual typology of the field. Performance measurement is a common phenomenon in the worldwide public sector, and one that has attracted substantial academic attention. However, analysis has been hindered by confusing and inconsistent terminology, and a lack of clear and explicit classification schemes. The proposed typology is based on five explicit design considerations and three fundamenta divisionis. The typology produced has four elements: levels; measures; targets; and actuals. These elements relate to the nature, specific aspect and state of performance phenomena. It is likely that a standard conceptual approach will have benefits for academic analysis, by clarifying language and conceptual definitions. It is also likely to have beneficial practical implications. ARTICLE HISTORY