Balanced scorecard in higher education institutions

2017 ◽  
Vol 25 (4) ◽  
pp. 489-499 ◽  
Author(s):  
Nigusse W. Reda
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Balanced Scorecard ◽  
Higher Education Institutions ◽  
Academic Disciplines ◽  
Input Process ◽  
Content Type ◽  
The Balanced Scorecard ◽  
The Status

Purpose The purpose of this paper is twofold: first, to highlight the congruence and roles of the balanced scorecard in the quality assurance practices in higher education institutions, and second, to propose a balanced scorecard model for higher education institutions. Design/methodology/approach A descriptive literature review was used to understand the balanced scorecard, quality assurance practice (System model) and characteristics of the higher education institutions. Findings Used appropriately, the philosophical tenets of the perspectives of the balanced scorecard seem to be congruent with the input, process and output dimensions of quality assurance practices. Thus, if the core functions of higher education are explicitly represented in each perspective, the balanced scorecard seems important for materializing the input, process and output dimensions of quality assurance in higher education institutions. It may help to track and measure the status of higher education institutions in each quality assurance dimension and ultimately help to align each dimension with the university’s vision. Research limitations/implications The paper relied on the description of previous literature. Therefore, as it did not depend on the empirical evidences, the conclusions derived in the paper are more argumentative. Practical implications The paper will add an input to the ongoing discussions on the applications of the balanced scorecard to higher education institutions. Moreover, the proposed model of the balanced scorecard may help higher education managers to assess the performances of higher education institutions and their academic disciplines according to their areas of excellence. Originality/value This paper attempts to undertake a literature review on the balanced scorecard and its roles to the quality assurance practices in higher education. In addition, the congruence between the balanced scorecard and the contemporary characteristics of the higher education institutions is also explored.

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

Promoting sustainable development in higher education institutions: the use of the balanced scorecard as a strategic management system in support of green marketing

2020 ◽  
Vol 21 (7) ◽  
pp. 1477-1505
Author(s):  
Paulo Fuchs ◽  
Carlos Raulino ◽  
Diogo Conceição ◽  
Samara Neiva ◽  
Wellyngton Silva de Amorim ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Strategic Management ◽  
Balanced Scorecard ◽  
Management System ◽  
Higher Education Institutions ◽  
Marketing Strategies ◽  
Green Marketing ◽  
Content Type ◽  
The Balanced Scorecard

Purpose Sustainability is understood as a complex and integrating area, involving the most diverse areas and fields of knowledge. Because of the innumerable socio-environmental challenges in the current scenario, a sustainable development that finds the necessary changes and advances for communities, industry and the various stakeholders involved is required. In this process of promoting sustainable development, universities stand out for being institutions capable of taking an analytical and questioning look at the directions of the society in which they are inserted and not just helping them to pursue them, serving as a model and living laboratory for the implementation of greener practices in cities. One of the actions that contributes to the consolidation process of a more sustainable university and the development of the green campus is the use of green marketing, understood as a set of all the practices that involve conventional marketing, focused on the search to reduce the negative impact or promote positive effects on the relationship between the institution and the environment. This paper aims, based on the balanced scorecard (BSC), to propose a strategic management tool as support for green marketing strategies, thus promoting, more quickly, the promotion of sustainable development in higher education institutions (HEIs). Design/methodology/approach Four universities were chosen, from the literature, in terms of best practices for sustainable development, where the main dimensions used by green marketing were mapped. Based on them, the BSC structure was adapted to enhance its strategies. Findings To achieve the objective of this work, this paper proposed an adaptation of the original BSC for better management of green marketing strategies for universities, based on four dimensions: community members, university members, product and strategy. Originality/value The main contribution of this paper is to propose a BSC as a strategic management system focused on the green marketing of universities to accelerate the promotion of sustainable development in HEIs.

Discourses on quality and quality assurance in higher education from the perspective of global university rankings

2020 ◽  
Vol 28 (1) ◽  
pp. 78-88 ◽  
Author(s):  
Maruša Hauptman Komotar
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
International Studies ◽  
University Rankings ◽  
Content Type ◽  
Quality Of Higher Education ◽  
World University Rankings ◽  
International Ranking ◽  
Global University

Purpose This paper aims to investigate how global university rankings interact with quality and quality assurance in higher education along the two lines of investigation, that is, from the perspective of their relationship with the concept of quality (assurance) and the development of quality assurance policies in higher education, with particular emphasis on accreditation as the prevalent quality assurance approach. Design/methodology/approach The paper firstly conceptualises quality and quality assurance in higher education and critically examines the methodological construction of the four selected world university rankings and their references to “quality”. On this basis, it answers the two “how” questions: How is the concept of quality (assurance) in higher education perceived by world university rankings and how do they interact with quality assurance and accreditation policies in higher education? Answers are provided through the analysis of different documentary sources, such as academic literature, glossaries, international studies, institutional strategies and other documents, with particular focus on official websites of international ranking systems and individual higher education institutions, media announcements, and so on. Findings The paper argues that given their quantitative orientation, it is quite problematic to perceive world university rankings as a means of assessing or assuring the institutional quality. Like (international) accreditations, they may foster vertical differentiation of higher education systems and institutions. Because of their predominant accountability purpose, they cannot encourage improvements in the quality of higher education institutions. Practical implications Research results are beneficial to different higher education stakeholders (e.g. policymakers, institutional leadership, academics and students), as they offer them a comprehensive view on rankings’ ability to assess, assure or improve the quality in higher education. Originality/value The existing research focuses principally either on interactions of global university rankings with the concept of quality or with processes of quality assurance in higher education. The comprehensive and detailed analysis of their relationship with both concepts thus adds value to the prevailing scholarly debates.

AACSB assurance for STUST quality and competitiveness: balanced scorecard roadmap

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tamer Zaki Fouad Mohamed ◽  
Chia-Hua Chang ◽  
Yu-Chuan Huang
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Improvement ◽  
Balanced Scorecard ◽  
Success Factors ◽  
Service Providers ◽  
Education Quality ◽  
Related Factors ◽  
Content Type ◽  
Continuous Quality

Purpose This paper aims to explore the role of international quality assurance and accreditation on higher education quality improvement and competitiveness, as well as assessing the associated benefits and challenges in the Asian context with reference to Taiwan. Design/methodology/approach The paper used a qualitative approach to examine the case study of Southern Taiwan University of Science and Technology (STUST) accredited by the Association to Advance Collegiate Schools of Business (AACSB). The paper collected survey responses from service providers (i.e. STUST faculty and AACSB) and focus group discussions with students to bridge the perception-expectation gap. Findings The qualitative results highlighted 10 key success factors and performance indicators which were later used to build a balanced scorecard (BSC) strategy for STUST quality improvement and competitiveness. Findings show that education quality assurance (via AACSB process) can directly influence the competitive advantage (i.e. for AACSB, STUST and Students) or indirectly via education quality enhancement. The results from faculty and students are consistent with the value co-creation trend to achieve continuous quality improvement more effectively and efficiently. Originality/value This research paper is unique as the first qualitative in-depth study to discuss assurance related factors that positively or negatively affect competitiveness and quality improvement for Higher Education Institutions (HEIs) in Asia and Taiwan. The paper also contributed by designing a BSC framework and strategy-map applicable to HEIs.

QoS in higher education institutions: the concept, a literature review and future directions

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gyan Prakash
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Student Satisfaction ◽  
Value Chain ◽  
Higher Education Institutions ◽  
The United States ◽  
The Body ◽  
Teaching Excellence ◽  
Content Type ◽  
Body Of Knowledge

PurposeThe purpose of this paper is to understand the meaning and operationalisation of quality of service (QoS) in the context of higher education institutions (HEIs).Design/methodology/approachA systematic literature review of 167 articles published in various peer-reviewed journals between 1990 and 2019 is performed.FindingsThe findings reveal that around 40 dimensions have been used to conceptualise QoS in HEIs. Reliability followed by responsiveness, tangibility, empathy, assurance, programme design, academic and non-academic processes, reputation and facilities have received the highest attention. The most popular approach is empirical, and surveys and single-context studies are the most popular methods. The United Kingdom (UK) leads research on quality in HEIs, followed by the United States of America (USA) and India.Research limitations/implicationsThis paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing QoS in HEIs.Practical implicationsPolicymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The discussion on HEIs’ and students’ perspectives will help policymakers create teaching excellence.Originality/valueThis paper contributes to the body of knowledge by presenting a unified synthesis of various strands of the literature on QoS in HEIs.

Modelling student satisfaction and motivation in the integrated educational environment

2016 ◽  
Vol 30 (6) ◽  
pp. 1072-1087 ◽  
Author(s):  
Yulia Stukalina
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Strategic Management ◽  
Student Satisfaction ◽  
Student Motivation ◽  
Higher Education Institutions ◽  
Relevant Literature ◽  
Educational Environment ◽  
Content Type ◽  
Management Procedures

Purpose – The purpose of this paper is to explore some issues related to enhancing the quality of educational services provided by a university in the agenda of integrating quality assurance activities and strategic management procedures. Design/methodology/approach – Employing multiple regression analysis the author has examined some factors that are supposed to have an impact on student satisfaction and student motivation in the integrated educational environment. Findings – The results of the two-phase empirical research performed in two higher education institutions indicate that student satisfaction and student motivation can be modelled on a number of predictors, which are associated with several indicators related to various aspects of the integrated educational environment. Research limitations/implications – The sample in this study included two higher education institutions. Future study with a more diverse student population and the refined scale items is recommended to verify and generalize the findings. Practical implications – The research provides useful data for addressing some critical issues in the context of integrating quality assurance activities and strategic management procedures in a university. The results of the empirical study suggest that education managers might carry out regular assessment of their educational environment in the framework of performing strategic analysis, which is aimed at quality enhancement, in order to determine the most significant aspects and associated influences. This would allow them to focus their efforts, time and resources on the issues with the greatest potential for having an impact on the university’s operations, and which may be related to providing qualitative changes in the educational environment in the frame of implementing a number of competitive strategies. Originality/value – The relevant literature analysis has allowed the author to explore the research topic from a new (holistic) perspective, and to consider both student satisfaction and student motivation in the integrated educational environment, which was viewed as a complicated multi-level system. In this respect, being related to approaches, ideas and findings in the existing literature, the paper presents an attempt to develop these further in terms of adding value to previous research. The obtained information can be of interest to managers working in the area of higher education.

scholarly journals Employability in higher education: a review of key stakeholders' perspectives

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ming Cheng ◽  
Olalekan Adekola ◽  
JoClarisse Albia ◽  
Sanfa Cai
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Disciplines ◽  
Bibliographic Databases ◽  
Employment Rate ◽  
Content Type ◽  
Documentary Analysis ◽  
Graduate Employability ◽  
Key Stakeholders ◽  
The Uk

PurposeEmployability is a key concept in higher education. Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. This paper will increase the understandings of graduate employability through interpreting its meaning and whose responsibility for graduate employability from the perspectives of four key stakeholders: higher education institutions, students, government and employers.Design/methodology/approachThere are two stages to this literature review which was undertaken across bibliographic databases. The first stage builds a conceptual understanding of employability, relating to definition and how employability can be achieved and enhanced from the perspective of stakeholders. A structured search employing Boolean searches was conducted using a range of terms associated with key stakeholders. The second round of review drew on documentary analysis of official statements, declarations, documents, reports and position papers issued by key stakeholders in the UK, available online.FindingsIt reveals that responsibility for employability has been transferred by the UK government to higher education institutions, despite clear evidence that it needs to be shared by all the key stakeholders to be effective. In addition, there is a gap between employers' expectation for employability and the government's employability agenda.Originality/valueThis article highlights that solely using employment rate statistics as a key indicator for employability will encourage the practice of putting employers' needs above knowledge creation and the development of academic disciplines, with the consequence that higher education will become increasingly vocation driven.

The impacts of higher education institutions on sustainable development

2019 ◽  
Vol 20 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Florian Findler ◽  
Norma Schönherr ◽  
Rodrigo Lozano ◽  
Daniela Reider ◽  
André Martinuzzi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Conceptual Framework ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Future Research ◽  
Content Type ◽  
Holistic Perspective ◽  
Indirect Impacts

PurposeThis paper aims to conceptualize impacts of higher education institutions (HEIs) on sustainable development (SD), complementing previous literature reviews by broadening the perspective from what HEIs do in pursuit of SD to how these activities impact society, the environment and the economy.Design/methodology/approachThe paper provides a systematic literature review of peer-reviewed journal articles published between 2005 and 2017. Inductive content analysis was applied to identify major themes and impact areas addressed in the literature to develop a conceptual framework detailing the relationship between HEIs’ activities and their impacts on SD.FindingsThe paper identifies six impact areas where direct and indirect impacts of HEIs on SD may occur. The findings indicate a strong focus on case studies dealing with specific projects and a lack of studies analyzing impacts from a more holistic perspective.Practical implicationsThis systematic literature review enables decision-makers in HEIs, researchers and educators to better understand how their activities may affect society, the environment and the economy, and it provides a solid foundation to tackle these impacts.Social implicationsThe review highlights that HEIs have an inherent responsibility to make societies more sustainable. HEIs must embed SD into their systems while considering their impacts on society.Originality/valueThis paper provides a holistic conceptualization of HEIs’ impacts on SD. The conceptual framework can be useful for future research that attempts to analyze HEIs’ impacts on SD from a holistic perspective.

Sign in / Sign up

Export Citation Format

Share Document