Balanced Scorecard – a strategic management system of the higher education institution

Abstract

Purpose – The purpose of this paper is to focus on the comparative analysis of the Balanced Scorecards of four higher education institutions and aims to define the general framework of the Balanced Scorecard for the higher education institution which concerns: the structure and elements of the Balanced Scorecard; development of the Balanced Scorecards on the different levels of the management system of the higher education institution; definition of the main functions of the Balanced Scorecard which it performs in the process of the strategic management of the German higher education institutions. Balanced Scorecard is analyzed as a strategic management system that translates a higher education institution’s strategy into a comprehensive set of performance measures that provides a framework for a strategic measurement and management system. Design/methodology/approach – The comparative content analysis of the Balanced Scorecards of one Austrian and three German higher education institutions – Johanes Gutenberg University Mainz, Münster University of Applied Sciences (Fachhochschule Münster), Cologne University of Applied Sciences (Fachhochschule Köln), Montan University Leoben. Findings – Using a comparative analysis of the Balanced Scorecards of four higher education institutions this paper argues that Balanced Scorecard provides a systemic view of the strategy of a higher education institution. It ensures a full complex framework for implementation and controlling of the strategy and sets a basis for further learning in the process of the strategic management of the higher education institution according to the scheme “plan-do-check-act”. Research limitations/implications – This paper provides a basis for the substantial further work on the development of the general framework of the Balanced Scorecard for the higher education institution. Practical implications – The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution. Social implications – The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution. Originality/value – This paper indicates the particularities of the structure and elements of the Balanced Scorecard, its development in the different levels of the management system of the higher education institution.

An evaluation of performance using the balanced scorecard model for the university of Malawis polytechnic

“…The results are in line with those of Weerasooriya (2013). Werasooriya (2013) ranked the financial perspective poor while the innovation and learning perspective was ranked highly Hladchenko (2015) noted that in higher education, the balanced scorecard emphasizes academic measures, rather than financial performance of higher education institution.…”

Propuesta de un Instrumento de Autoevaluación del Desempeño Organizacional en Instituciones Públicas de Educación Superior en México

“…De esta manera se tomaron en cuenta las adaptaciones de Philbin (2011), Hladchenko (2015 y Mohamad (2016). De acuerdo con esta revisión se obtuvieron los conceptos clave que aseguraran la validez de contenido del instrumento y con base en estos, se establecieron las perspectivas del cuadro de mando integral y los reactivos para cada una de ellas.…”

“…Por su parte, Hladchenko (2015) presenta un análisis comparativo del diseño de Cuadros de Mando Integral en tres universidades de Alemania y una en Austria. Sus conclusiones al respecto fueron que el CMI provee una visión sistemática de la estrategia de la institución, al tiempo que la traduce en un conjunto de indicadores de para la medición del desempeño organizacional.…”

Establishment proper of the balanced scorecard indicators to support decision making in a university: a case study in Institut Teknologi Indonesia

“…Experiments show that managers can use information from the strategy map to assess the effectiveness of organizational strategy [11]. It has become common practice worldwide for a university to prepare strategic development plans that are accompanied by monitoring system, such as scorecard [12], which is regarded as a tool for better educational planning [6].…”