Profiles and Performance Indicators in Australian Higher Education Resource Allocation

The public sector in Portugal has undergone major reforms, coercing institutions of higher education into greater transparency in accountability and performance indicators. The purpose of this chapter is to evaluate the level of disclosure of performance indicators by the Higher Education Institutions in Portuguese Public Universities, with a special emphasis on the obligatory nature and to evaluate if there are factors that influence the level of disclosure. This study was based on the content analysis of the management or activity reports of the 13 Portuguese public universities to calculate de level of disclosure, and used the quantitative analysis based on the Least-squares regression on the investigation of factors that influence the level of disclosure. According to the data obtained, it can be concluded that Portuguese Public Universities discloses performance indicators imposed by law and voluntarily, and it was verified that the level of disclosure is influenced by the variables dimension, financing from other sources of funding and the ranking of web of universities.

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Quality Management in Higher Education: Review and Perspectives

Higher Education Studies ◽

10.5539/hes.v7n3p132 ◽

2017 ◽

Vol 7 (3) ◽

pp. 132 ◽

Cited By ~ 6

Author(s):

Anastasia Papanthymou ◽

Maria Darra

Keyword(s):

Higher Education ◽

Resource Allocation ◽

Transformational Leadership ◽

Quality Management ◽

Performance Indicators ◽

Success Factors ◽

Financial Capital ◽

Critical Success ◽

Constructive Conflict ◽

Education Review

This paper is a review which presents a summary of 52 studies from 2006 to 2016 in Quality Management (QM) within Higher Education Institutes (HEIs). The aim of this paper is to submit evidence regarding the level of QM in HEIs, particularly in developing countries, and also to enhance the research in the field of QM. The findings reveal that from 2013 onward there is an increased interest in the items of QM mainly in Arabic countries. Moreover, the findings include Critical Success Factors (CSFs), obstacles and benefits that confirm and supplement previous literature. The type (private or public) and age of university, transformational leadership, integration, respect of a person, character, constructive conflict, creative tension, enthusiasm, awareness and orientation of employees and faculty and resource allocation are CSFs that this study reveals. Also, infrastructure limitations focused on human and financial capital, limited involvement of stakeholders and measurement of a complex range of performance indicators are barriers which enrich the analysis. Moreover, the extra benefits of QM practices are that QM is appropriate to the purpose of HEIs, meets the expectations and the new roles of HEIs, and lastly, the implementation of QM practices can solve problems and propose solutions.

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Strategic Resource Allocation and Performance Measurement in Higher Education

Journal of European Industrial Training ◽

10.1108/eb060358 ◽

1985 ◽

Vol 9 (6) ◽

pp. 9-12

Author(s):

Paul Raimond

Keyword(s):

Higher Education ◽

Resource Allocation ◽

Performance Measurement ◽

Strategic Resource ◽

And Performance

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Distributive Justice and Higher Education Resource Allocation: Perceptions of Fairness

Innovative Higher Education ◽

10.1007/s10755-014-9294-3 ◽

2014 ◽

Vol 40 (1) ◽

pp. 79-93 ◽

Cited By ~ 2

Author(s):

Hope Bradley Hnat ◽

Daniel Mahony ◽

Shawn Fitzgerald ◽

Fashaad Crawford

Keyword(s):

Higher Education ◽

Resource Allocation ◽

Distributive Justice ◽

Perceptions Of Fairness ◽

Education Resource

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A A RESOURCE ALLOCATION PROBLEM IN HIGHER EDUCATION WITH INTEGRATED MULTICRITERIA DECISION MAKING

Sepren ◽

10.36655/sepren.v1i02.219 ◽

2020 ◽

Vol 1 (02) ◽

pp. 34-45

Author(s):

Dame Ifa Sihombing ◽

Lamtiur Sinambela ◽

Labuan Nababan

Keyword(s):

Higher Education ◽

Decision Making ◽

Resource Allocation ◽

Goal Programming ◽

Multicriteria Decision Making ◽

Analytic Hierarchy ◽

Multicriteria Decision ◽

Priority Ranking ◽

Education Resource ◽

Gp Model

This paper analyzes forms of resource allocation problems in higher education. Resource allocation is one of the major decision problems arising in higher education. Resources must be allocated optimally is such a way that performance of universities can be improved. It combines two of the most extended multicriteria decision making techniques: the Analytic Hierarchy Process (AHP) and Goal Programming (GP). The AHP approach is used in evaluation all criteria such as qualitative and quantitative factors. Then the Goal Programming (GP) model incorporating the constraints to select the best set of all goals without exceeding the limited avalaible resources. In this paper two commercial packages are used : Expert Choice for determining the AHP priority ranking of the projects, and LINGO 17 for solving the GP model.

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Standards and Performance Indicators in Higher Education in Romania

The Journal of Quality in Education - The improvement of Quality in Education ◽

10.37870/joqie.v4i4.73 ◽

2013 ◽

Vol 4 (4Bis) ◽

Author(s):

Roxana SARBU

Keyword(s):

Higher Education ◽

Performance Indicators ◽

Bologna Process ◽

Educational Services ◽

Lisbon Strategy ◽

High Quality ◽

And Performance ◽

Quality In Higher Education ◽

The Bologna Process

The issue of quality in higher education has been given attention in the academic and legislative environment starting with the Bologna Process. Up to that moment, everyone considered it their duty as a professor to keep up a certain academic standard, which was in fact synonymous with a high quality of the message sent to the students in a manner assumed to be impeccable. It was normal then, as it is now, to present the latest developments in a given domain at the lecture, what you considered to be the most interesting aspects, and to assess whether you have reached your goal by the audience's reactions. It was normal to openly hold a lecture, to ask and be asked questions. However, society has evolved and certainties are needed nowadays instead of assumptions, as far as quality is concerned. The Bologna process has changed higher education not only in terms of structure, but also in terms of the place that quality assurance holds in the activity of a university. Together with the Bologna Process, the Lisbon Strategy has led to the development and consolidation of universities, with a view to instating a quality culture, to providing confidence in educational services, as well as transparency and a continuous enhancement of quality.

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