The General Concept of Benchmarking and its Application in Higher Education in Europe

Nazarko, Joanicjusz; Kuźmicz, Katarzyna Anna; Szubzda‐Prutis, Elżbieta; Urban, Joanna

doi:10.1080/03797720903356677

Cited by 41 publications

(29 citation statements)

References 5 publications

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“…Very few scientifi c studies have been aimed at evaluating the results of the implementation of this instrument in the university environment; however, we can mention, for example Arnaboldi and Azzone (2004) and Agasistia and Bonomia (2014), who describe the experience of collaborative benchmarking at Italian universities, as well as Nazarko et al (2009), who describes a failed implementation in Poland, and a general evaluation of the importance of benchmarking in the UK, which is presented by Jackson (2001).…”

Section: Mechanical Reengineeringmentioning

confidence: 99%

“…In the beginning, there was the Polish Rectors Foundation. By that time only pseudo-benchmarking or other informal benchmarking activities had been realized and were not institutionalized (Nazarko et al 2009). Th e aim of the project was to establish a benchmarking system suitable for Polish universities.…”

Section: Selected Benchmarking Projects In Higher Educationmentioning

confidence: 99%

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Benchmarking in Czech Higher Education

Plaček¹,

Ochrana²,

Půček³

2015

NISPAcee Journal of Public Administration and Policy

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Th e fi rst part of this article surveys the current experience with the use of benchmarking at Czech universities specializing in economics and management. Th e results indicate that collaborative benchmarking is not used on this level today, but most actors show some interest in its introduction. Th e expression of the need for it and the importance of benchmarking as a very suitable performance-management tool in less developed countries are the impetus for the second part of our article. Based on an analysis of the current situation and existing needs in the Czech Republic, as well as on a comparison with international experience, recommendations for public policy are made, which lie in the design of a model of a collaborative benchmarking for Czech economics and management in higher-education programs. Because the fully complex model cannot be implemented immediately -which is also confi rmed by structured interviews with academics who have practical experience with benchmarking -, the fi nal model is designed as a multi-stage model. Th is approach helps eliminate major barriers to the implementation of benchmarking.

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Section: Mechanical Reengineeringmentioning

confidence: 99%

Section: Selected Benchmarking Projects In Higher Educationmentioning

confidence: 99%

Benchmarking in Czech Higher Education

Plaček¹,

Ochrana²,

Půček³

2015

NISPAcee Journal of Public Administration and Policy

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“…Salmi 2010; Richards and Coddington 2010), 9 the global HE environment is a reality, and its pressures do encourage HE institutions to see the advantages of appropriate 'benchmarking' practices. Note the 'direct' and 'indirect' benefits below, as noted by Nazarko et al (2009) The types of benchmarking derive from the aims (Figure 2). According to the subjective criterion, benchmarking can be internal (inside the company Á enterprise benchmarking; or inside a company group Á corporation benchmarking) and external (competition, branch and branch-independent).…”

Section: A Ideal Benchmarking Methodologymentioning

confidence: 99%

Less developed countries (LDCs) facing higher education curricula reform challenges in a ‘new world (dis)order’

Gilder

2011

European Journal of Higher Education

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In a previous article for EJHE, I detailed Curricula Reform (CR) efforts in Higher Education (HE) in four (relatively) well developed regional and national settings (The EU, the USA, Hong Kong SAR China, and Singapore). I detailed the backdrop motivating the moves by policymakers to reform the curricula in such 'world class' settings, that is, in each of the areas noted, there exists the capital resource base (economic, social and cultural) to undergird such hopes and policy outcomes. I also then detailed the processes each region's policymakers have undertaken to foster 'world class' outcomes via CR efforts. Yet, the critique of these processes, and their applicability to CR in less developed countries (LDCs) remains; a task which is the scope of this study. It specifically addresses the question whether the goals and objectives of such higher education curricula reform pressures from the (post)industrial 'first world' upon the LDCs are reasonable, given their largely agricultural economies.

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“…-extension of the concept of process benchmarking in relation to higher education as a tool for increasing the productivity of universities (Nazarko et al 2008b(Nazarko et al , 2009bVught et al 2008); -developing the concept of Kelly's benchmarking spiral in relation to the process of higher education institutions benchmarking (Nazarko et al 2008b(Nazarko et al , 2009a(Nazarko et al , 2009b(Nazarko et al , 2009c; -defining objectives, types and phases of benchmarking in relation to higher education (Nazarko et al 2007a(Nazarko et al , 2008b(Nazarko et al , 2009b.…”

Section: The Development Of the Theory Of Benchmarking In The Public mentioning

confidence: 99%

“…Examples of DEA application in the area of higher education from around the globe are described in works by Leitner et al(2007), Figueiredo de Franca et al (2010), Bougnol and Dula (2006) and also by Nazarko (Nazarko 2010;Nazarko, Saparauskas 2014;Nazarko et al 2008c). Benchmarking is also widely used in the public sector represented by the higher education (Agasisti, Bonomi 2014;Kuźmicz 2013;Nazarko et al 2009b;Skourdoumbis 2014).…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Innovative Application of Contemporary Management Methods in a Knowledge-Based Economy – Interdisciplinarity in Science

Ejdys

Ustinovichius

Stankevičienė

2014

Journal of Business Economics and Management

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Interdisciplinarity, which is a part of the research paradigm in all fields of science, constitutes a real challenge in research. It manifests itself particularly in the diversity of the undertaken research topics, in the variety of the adopted research approaches (theoretical, methodological, normative, empirical-descriptive), and in the flexibility and the ability to see both the scientific problems as well as the economic and social needs. The ability to cross the boundaries between the fields of technical and social sciences, to identify problems and to seek solutions at the frontiers of scientific disciplines, the eagerness to work in research teams diverse in terms of competence, age and skills, creating conditions for both the personal development and that of individual team members, breaking the stereotypical ways of thinking in the process of solving problems and anticipating future events are all features of an academic culture nurtured by Professor Joanicjusz Nazarko. The paper highlights the research of Professor Joanicjusz Nazarko, presents a review of his extensive scientific work and lists some of his publications.

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The General Concept of Benchmarking and its Application in Higher Education in Europe

Cited by 41 publications

References 5 publications

Benchmarking in Czech Higher Education

Benchmarking in Czech Higher Education

Less developed countries (LDCs) facing higher education curricula reform challenges in a ‘new world (dis)order’

Innovative Application of Contemporary Management Methods in a Knowledge-Based Economy – Interdisciplinarity in Science

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