Beyond Performance Indicators: Reforming Higher Education Evaluation Systems to Promote Improvement

2019 ◽  
Vol 8 (1) ◽  
pp. 60-72
Author(s):  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Policy Makers ◽  
Socioeconomic Outcomes ◽  
Evaluation Systems ◽  
Nation States ◽  
Higher Education Attainment ◽  
Education Performance ◽  
The Cost ◽  
University Quality

Abstract As higher education attainment has become increasingly essential for both individual socioeconomic outcomes and the economic competitiveness of nation-states, and as the cost of financing the higher education enterprise continues to rise, university quality has become an urgent concern for students, families, and policy makers around the globe. The widespread interest in assessing university quality manifests itself in the rise of global rankings (Hazelkorn, 2015) and the increasing use of so-called performance indicators by government agencies. This paper focuses on the latter phenomenon. The first part of the paper examines the benefits and limitations of higher education performance indicators as conventionally implemented, and the second part advances a set of suggestions to address these shortcomings by adapting performance systems to represent and incentivize evidence-informed improvement efforts.

scholarly journals CURRICULUM PREPARATION TRAINING INDEPENDENT CAMPUS, FREEDOM TO LEARN (MBKM) IN STUDY PROGRAMS AS AN EFFORT TO MEET THE MAIN PERFORMANCE INDICATORS OF HIGHER EDUCATION

2022 ◽  
Vol 9 (12) ◽  
pp. 173-180
Author(s):  
Dedi Mulyadi ◽  
Tanti Kirana Utami ◽  
Hilman Nur ◽  
Kuswandi ◽  
Cucu Solihah ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Learning Experiences ◽  
Learning Activities ◽  
Study Program ◽  
Study Programs ◽  
Assessment Techniques ◽  
Education Performance ◽  
The Impact

The MBKM policy provides opportunities for students to gain more comprehensive learning experiences and new competencies through several learning activities. Service activities are carried out by holding two types of activities, namely the socialization of MBKM policies and workshops on preparing the MBKM curriculum. The target of this activity is the leadership of the study program, lecturers, and education staff; with this activity, the participants become more familiar with preparing the curriculum, starting from making learning outcomes to assessment techniques. Furthermore, the impact of this training realizes the fulfillment of higher education performance indicators.

Performance Funding for Higher Education

2014 ◽  
Vol 655 (1) ◽  
pp. 163-184 ◽  
Author(s):  
Kevin J. Dougherty ◽  
Sosanya M. Jones ◽  
Hana Lahr ◽  
Rebecca S. Natow ◽  
Lara Pheatt ◽  
...  
Keyword(s):  
Higher Education ◽  
Side Effects ◽  
Student Outcomes ◽  
Operating Performance ◽  
Performance Funding ◽  
Political Support ◽  
Policy Recommendations ◽  
Policy Makers ◽  
Funding Programs ◽  
Education Performance

Since the 1970s, federal and state policy-makers have become increasingly concerned with improving higher education performance. In this quest, state performance funding for higher education has become widely used. As of June 2014, twenty-six states were operating performance funding programs and four more have programs awaiting implementation. This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding. Performance funding has become quite widespread with formidable political support, yet it has also experienced considerable implementation vicissitudes, with many programs being discontinued and even those that have survived encountering substantial obstacles and unintended impacts. Although evidence suggests that performance funding does stimulate colleges and universities to substantially change their policies and practices, it is yet unclear whether performance funding improves student outcomes. The article concludes by advancing policy recommendations for addressing the implementation obstacles and unintended side effects associated with performance funding.

Insights and Implications for State Policy-Makers

2014 ◽  
Vol 655 (1) ◽  
pp. 209-230 ◽  
Author(s):  
Laura W. Perna ◽  
Michael W. Klein ◽  
Michael K. McLendon
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
State Policy ◽  
Future Research ◽  
Education Attainment ◽  
Policy Makers ◽  
Policy Actors ◽  
Higher Education Attainment ◽  
And Performance ◽  
Advance Knowledge

Using a range of data and analytic approaches, the articles in this volume offer insights for understanding how state policy can increase higher education attainment and close gaps in attainment across groups. This concluding article begins by addressing the relationships between public policy and performance that cut across the volume. We then offer recommendations for state policy leaders—concrete steps that governors, legislators, and other policy actors can take to improve college access and success in their states. Finally, we propose directions for future research that will advance knowledge and understanding of how state policy can most effectively improve the higher education attainment of all students.

scholarly journals Is Higher Education Economically Unsustainable? An Exploration of Factors that Undermine Sustainability Assessments of Higher Education

2016 ◽  
Vol 7 (2) ◽  
pp. 5-16 ◽  
Author(s):  
Antonios Maragakis ◽  
Andy van den Dobbelsteen ◽  
Alexandros Maragakis
Keyword(s):  
Higher Education ◽  
International Research ◽  
Economic Sustainability ◽  
Education Attainment ◽  
Economic Returns ◽  
Economic Return ◽  
Higher Education Attainment ◽  
Definition Of ◽  
The Cost ◽  
Sustainability Assessments

Abstract As students continue to review the sustainability of higher education institutions, there is a growing need to understand the economic returns of degrees as a function of a sustainable institution. This paper reviews a range of international research to summarize the economic drivers of higher education attainment. Although the cost inputs to higher education are fairly well understood, the economic return of a degree is not. Students misperception of economic returns coupled with a dynamic definition of employability create the framework for unsustainable debt loads for graduates. This paper proposes three metrics that can be used to assess the economic sustainability of students graduating higher education that can be used to supplement the broader definition of sustainability within higher education.

“Free College:” A New and Improved State Approach to Increasing Educational Attainment?

2017 ◽  
Vol 61 (14) ◽  
pp. 1740-1756 ◽  
Author(s):  
Laura W. Perna ◽  
Elaine W. Leigh ◽  
Stephanie Carroll
Keyword(s):  
Higher Education ◽  
New York ◽  
Educational Attainment ◽  
Education Finance ◽  
Higher Education Finance ◽  
Policy Makers ◽  
New Approach ◽  
Higher Education Attainment ◽  
State Context

“Free college” has emerged in some states as a new approach for increasing educational attainment. But, these and other states have long had initiatives designed to improve college affordability. To inform how state free tuition programs may improve affordability, increase attainment, and close gaps across groups in attainment, this article begins by providing an overview of the role of state policy in promoting attainment, with particular attention to higher education finance policies. Recognizing the utility of examining free tuition policies within the larger state context, we describe recent initiatives in Tennessee, Oregon, and New York. Given their recent establishment, it is too early to conclude whether state-sponsored free tuition policies improve higher education attainment or close gaps in attainment across groups. We consider emerging and potential outcomes, building on themes drawn from across the three cases and research on other higher education finance policies. We conclude by offering questions to guide policy makers, practitioners, and researchers in further consideration of these policies.

scholarly journals Charting Ahead: Navigating Threats and Challenges to the Urban-Serving Research University Mission

2017 ◽  
Vol 28 (2) ◽  
pp. 46-62 ◽  
Author(s):  
Desiree D. Zerquera ◽  
Erin E. Doran
Keyword(s):  
Higher Education ◽  
Research University ◽  
Strategic Alignment ◽  
The State ◽  
Policy Makers ◽  
Urban Regions ◽  
Strategic Initiatives ◽  
University Mission ◽  
University Identity ◽  
The Cost

The higher education context that our CUMU institutions must navigate is complex and begets challenges resulting from the distinct mission our institutions seek to uphold. The implications of these challenges give rise to impacts on everyone within the institution and consequently our constituents within the cities we seek to serve. Bringing together literature, emerging research, and points from discussions at the 2016 CUMU conference, this paper analyzes challenges and their implications and highlights the strategies being employed to navigate them. We consider the tensions inherent in the urban-serving university identity, the cost of serving urban regions, and the state structures that provide funding. All of these tensions have implications for commitment to mission, access for historically marginalized students, and the experiences of faculty within the institution. We also discuss strategic initiatives and efforts that reflect collaboration, strategic alignment, and innovation. This work is of value for those working within urban-serving universities, those who work to uphold their mission in higher education, and policy makers that shape the context of these institutions’ work.

scholarly journals Ways to achieve a balanced budget of the subject of the Russian Federation and increase its sustainability in the aspects of subjects of education

2021 ◽  
pp. 189-197
Author(s):  
Малика Усамовна Байсаева ◽  
Зубайр Исмаилович Байсаев ◽  
Мохмад Ильманович Вадуев
Keyword(s):  
Higher Education ◽  
Market Economy ◽  
Performance Indicators ◽  
Current System ◽  
Economic Indicator ◽  
Economic Activities ◽  
State Budget ◽  
Specific Product ◽  
Goods And Services ◽  
The Cost

Действующая система результативных показателей далека от требований рыночной экономики и требований нового законодательства, может убедительно свидетельствовать тот факт, что в информациях о цели, задачах и результативные показатели бюджетных программ на 20121 год» в разделе «Продукт» отсутствуют показатели выполнения государственного заказа на подготовку специалистов с высшим образованием в разрезе степеней и специальностей – главного экономического показателя выполнения миссии вузов. Нельзя, на наш взгляд, ограничиваться показателем «Средние затраты на обучение одного студента (приведенный контингент)» в разделе «Эффективность», поскольку в рыночной экономике нужно измерять стоимость конкретного продукта – в нашем случае стоимость каждой конкретной услуги в сфере высшего образования. Именно сравнение фактической стоимости, например, «Услуги в сфере высшего образования первой ступени» в области знаний «Образование» по специальности «Образовательные педагогические науки» между соответствующими вузами может стать основой измерения эффективности использования средств государственного бюджета на указанную цель. В современных рыночных условиях вузы, независимо от форм собственности, выступают субъектами, которые одновременно осуществляют значительное количество видов экономической деятельности и производят продукты (товары и услуги) на значительные объемы, как в количественном, так и в стоимостном измерениях. The current system of performance indicators is far from the requirements of the market economy and the requirements of the new legislation, it can be convincingly evidenced by the fact that in the "Information on the goals, objectives and performance indicators of the budget programs of the Ministry of Education and Science for 2018" in the "Product" section there are no indicators of the implementation of the state order for the training of specialists with higher education in the context of degrees and specialties – the main economic indicator of the mission of universities. In our opinion, it is impossible to limit ourselves to the indicator " Average tuition costs per student (given contingent)" in the "Efficiency" section, since in a market economy it is necessary to measure the cost of a specific product – in our case, the cost of each specific service in the field of higher education. It is the comparison of the actual cost, for example, of "Services in the field of higher education of the first stage" in the field of knowledge "Education" in the specialty "Educational pedagogical Sciences" between the relevant universities that can become the basis for measuring the effectiveness of using state budget funds for this purpose. In modern market conditions, universities, regardless of their forms of ownership, act as entities that simultaneously carry out a significant number of types of economic activities and produce products (goods and services) for significant volumes, both in quantitative and cost dimensions

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