scholarly journals Determinants and Performance Indicators of Higher Education Institutions in Croatia

2014 ◽  
Vol 23 (2) ◽  
pp. 233-257 ◽  
Author(s):  
Maja Ćukušić ◽  
◽  
Željko Garača ◽  
Mario Jadrić
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Higher Education Institutions ◽  
And Performance

Performance Indicators and Accountability in Portuguese Public Universities

2018 ◽  
pp. 210-233
Author(s):  
Augusta da Conceição Santos Ferreira ◽  
Carlos Santos ◽  
Graça Maria do Carmo Azevedo ◽  
Judite Gonçalves ◽  
Jonas da Silva Oliveira
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Quantitative Analysis ◽  
Public Sector ◽  
Performance Indicators ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Least Squares Regression ◽  
The Public ◽  
And Performance

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.

scholarly journals Gatekeepers on Campus: Peer Review in Quality Assurance of Higher Education Institutions

2022 ◽  
pp. 79-106
Author(s):  
Don F. Westerheijden
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Peer Review ◽  
Performance Indicators ◽  
Higher Education Institutions ◽  
Policy Issue ◽  
Unintended Effects ◽  
Quality Of Higher Education ◽  
Self Assessments ◽  
And Performance

AbstractThis chapter revisits the policy issue of the balance between peer review and performance indicators as a means to assess the quality of higher education, with a focus on unintended effects that emerge when peer review is employed in quality assurance procedures of higher education institutions as a whole. The attempted solutions of using self-assessments with their base of performance indicators, combined with review teams that stretch the meaning of peer review, increase goal displacement behaviour in higher education institutions. The chapter concludes with two ensuing dilemmas that require careful balancing between quality enhancement and superficial compliance, whatever the role of peer review in institutional quality assurance.

Signaling sustainability: impact that learning how to report has on enrollment, endowment and emissions of North American higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcel C. Minutolo ◽  
Albena Ivanova ◽  
Michelle Cong
Keyword(s):  
Higher Education ◽  
Linear Models ◽  
Higher Education Institutions ◽  
Main Hypothesis ◽  
Signaling Mechanism ◽  
Content Type ◽  
Improved Performance ◽  
And Performance ◽  
Reporting Mechanism ◽  
The Relationship

Purpose The purpose of this paper is to develop an integrated model assessing the frequency and timing between reports on the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment and Rating System (STARS) reporting the framework by higher education institutions (HEIs) and the relationship between the STARS score and reputation (enrollment), finances (endowment) and performance (emissions). Design/methodology/approach The development of the theoretical model is based on learning, signaling and legitimacy theories. This study collects data from the AASHE STARS to indicate the rating level of 202 HEIs, control variables, enrollment, endowments and emissions. The hypotheses were tested using generalized linear models. Findings Findings suggest that as HEIs report on their sustainability activity, they learn to report better but that there is also an “un-learning” aspect if the HEI skips reporting in a period. The results support the main hypothesis that there is a relationship between reporting and engagement with the HEIs in the form of enrollment and endowments. Finally, the findings provide evidence that the HEIs’ reporting is associated with a reduction in emissions. Practical implications The findings suggest that HEIs should develop a reporting strategy on a standardized framework such as AASHE STARs and they ought to codify the approach to learn from prior reporting. Students and alumni are increasingly seeking to engage the HEI in the sustainability process and the report is a mechanism for signaling activities. Social implications The findings suggest that AASHE STARS scores may be used by HEIs as a signaling mechanism to stakeholders of their commitment to sustainability. The signal is a mechanism to reduce information asymmetry between the HEI and stakeholders who may want more information on the institution’s attempts toward sustainability but lack access to information. Further, HEI partners have a mechanism to assess the overall level of commitment of the HEI toward sustainability and can, therefore, engage accordingly. Originality/value There has been significant work on signaling theory and sustainability. However, the relationship between STARs reporting as a signal that legitimates the HEI, learning how to report well and HEI performance has received less attention. The current study demonstrates that the STARS framework as a reporting mechanism signals the HEIs’ level of commitment to sustainability thereby legitimating it resulting in improved performance.

The Efficiency Of Higher Education Institutions: Evaluation And Management Of Managers

2021 ◽  
Vol 38 (4) ◽  
Author(s):  
Olesia Tomchuk ◽  
Viktoriia Tserklevych ◽  
Olena Hurman ◽  
Valentin Petrenko ◽  
Kateryna Chymosh
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Higher Education Institutions ◽  
Key Performance Indicators ◽  
Point Of View ◽  
Teaching Staff ◽  
University Professors ◽  
Business Entities ◽  
Management Functions ◽  
The University

The article discusses the potential opportunities for leaders of higher education to monitor and implement development management functions using a system of key performance indicators, which is often used by various business entities. The authors adapted it to the needs of higher education institutions, integrating them with their characteristics.The formation of a system of key performance indicators in the article is disclosed from the point of view of improving the management system and motivation of the management and teaching staff of higher education. Approbation of the proposed methodology was implemented in the Institution of Higher Education, where it showed its effectiveness. The new system allowed the university professors to influence directly on the bonus part of income through their own work and efficiency.

scholarly journals Quality Management in the Higher Education of the Republic of Moldova as a Framework for University Performance

2017 ◽  
Vol 64 (4) ◽  
pp. 431-446 ◽  
Author(s):  
Veronica Prisacaru ◽  
Aurelia Litvin
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Performance Management ◽  
Management System ◽  
Higher Education Institutions ◽  
Management Systems ◽  
Quality Management Systems ◽  
Republic Of Moldova ◽  
The Republic ◽  
And Performance

Abstract This investigation is focused on two objectives: 1) explaining the relationship between quality management and performance management in higher education; 2) evaluating the existing quality management systems in the higher education institutions of the Republic of Moldova. In order to accomplish the first objective, a comparative theoretical analysis of the quality management and performance management was carried out in terms of common aspects and distinctive peculiarities. Consequently, it was reasoned that the performance management system of a higher education institution is created and functions on the basis of the quality management system by extending the area of the quality objectives to the level at which they will ensure performance or, in other terms, by moving towards excellence. In order to achieve the second objective, an opinion survey for the teaching and managerial staff from 6 universities was carried out. As a consequence of processing the obtained results, there were identified problems related to the functioning of the quality management systems. The investigation resulted in the formulation of a set of recommendations for the higher education institutions of the Republic of Moldova in order to increase the efficiency of the quality management systems functioning and thus to ensure an efficient management.

Impact of arithmetic automaticity on students' success in second-semester general chemistry

2020 ◽  
Vol 21 (4) ◽  
pp. 1028-1041 ◽  
Author(s):  
Cynthia B. Powell ◽  
Joseph Simpson ◽  
Vickie M. Williamson ◽  
Anton Dubrovskiy ◽  
Deborah Rush Walker ◽  
...  
Keyword(s):  
Higher Education ◽  
General Chemistry ◽  
Strong Correlation ◽  
Higher Education Institutions ◽  
At Risk Students ◽  
Nuclear Chemistry ◽  
First Semester ◽  
Acids And Bases ◽  
And Performance ◽  
Students Success

Completion of a first-semester chemistry (Chem I) course lays the foundation for understanding second-semester chemistry (Chem II) topics. The purpose of this study is to evaluate the influence of basic arithmetic skills on students’ Chem II success in understanding mathematics-grounded concepts (e.g., solutions and aqueous reactions, kinetics, equilibrium, acids and bases, solubility and equilibria, thermodynamics, electrochemistry, and nuclear chemistry). Previous studies suggest a strong correlation between arithmetic preparation and performance in general chemistry courses, though few have focused on the second-semester course. In this investigation, researchers from six higher-education institutions in Texas, USA of different sizes and with student bodies of different diversities have collaborated to determine whether the Math-Up Skills Test (MUST) is able to reliably identify at-risk students from a population of n = 1599 at the beginning of a Chem II course.

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