Performance measurement maturity in a national set of universities

Abstract

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.

Gestão educacional com enfoque em indicadores de desempenho do balanced scorecard

“…Posteriormente a ferramenta teve sua área de atuação ampliada, chegando à gestão de IES, tanto públicas, quanto privadas. A medição do desempenho em IES tem atraído atenção de pesquisadores no setor educacional (Lawrence;Sharma, 2002;Cullen, 2003;Chen Et Al, 2006;Beard, 2009;Alach, 2017).…”

“…A medição do desempenho em instituições de ensino superior tem atraído atenção substancial de pesquisadores (Alboushra;Shahbudin;Abdalla, 2015;Azma, 2010), muitas vezes focando na aplicabilidade e valor dos conceitos de medição de desempenho para o setor educacional (Alach, 2017).…”

“…Diversos estudos demonstram o emprego da abordagem do BSC para a mensuração do desempenho de IES, bem como mecanismos para o desdobramento da estratégia organizacional (Nayeri, 2008;Yu, 2009;Hladchenko, 2015;De Andrade, 2018). Alach (2017) usou componentes de um modelo de maturidade de sete elementos para examinar o desenvolvimento da maturidade de medição de desempenho em universidades da Nova Zelândia no período 2008-2013.…”

“…Entende-se que uma gestão estratégica baseada em desempenho é fundamental para orientação do percurso acadêmico e é condição prévia para implantação de novas metodologias de gestão educacional. A medição do desempenho em IES tem atraído atenção de pesquisadores dessa área (Alach, 2017, Alboushra et al, 2015. Na área de gestão educacional as abordagens para a avaliação de desempenho têm evoluído significativamente, com destaque para o BSC.…”

Performance measurement system in quality oriented organization – determinants and challenges

“…Industry 4.0) odnosi się do wizji gospodarki opartej na sieciowości, samoregulacji, samo konfiguracji, orientacji na wiedzę, automatyzację, robotyzację, czujniki, algorytmy, zaawansowaną analitykę, integrację systemów cyfrowych Gwiazda organizacji -wyniki badań w tym obszarze znaleźć już można m.in. w pracach Z. Hoque'a, W. James'a z 2000 roku czy F. De Geuser'a, S. Mooraja, D. Oyon'a z 2009 roku (De Geuser, Mooraj, and Oyon, 2009, p. 93-122; Hoque, and James, 2000, p [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17]…”