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Higher Education Modelling

Development, Application and Perspectives


Michaela Gläß

This book deals with the feasibility analysis of market-oriented Higher Education Institutions based on the data of international field survey. The topics under examinations require the use of qualitative methods: guideline-oriented open expert interviews in different countries for data collection, content analysis of the survey data, and proposal of a Balanced Scorecard application in the Higher Education Institution management. Based on the elements of New Public Management methodology the author elaborates a detailed development plan usable as a model to restructure a Higher Education Institution to cope with the challenges of the Future.

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A.1 Appendix – Acadamic Scorecard

Conceptual Thoughts on an Academic Scorecard (ASC) via a Selected Example of the University of “X” (UoX), Faculty of Economics

For the BSC adoption the academic environment the Academic Scorcard (ASC) was conceived. It alignes itself on the strategic goals of an organisation and its units, i.e. a university as a whole and respectively its faculties and serves as an instrument of systemic order as well as a guiding and decision making aid. A basis for development of such an ASC, in particular for the Faculty of Economics, shall be an already practiced procedure for coordinating goal envisions between the university and faculty directorates. In terms of an analysis of documents, first hand the structures of faculty concepts, goal contracts and applications for professional incentives shall be systematised in order to specify core performance criteria of the UOX. Usually a Scorecard and a respective system of parameters for university controlling – or here in particular for a faculty controlling – are built upon the strategic alignment of a university which are usually extensively discussed with its faculties in order to stipulate specific activities for a prompt rendition. Mainly such strategic projects and measures are based on (state/federal) HEI law which are ultimately kept in goal contracts and are henceforth also binding for the teaching and researching professor. Further the goal dimensions of HEI development that are derived from the general HEI mission, from the HEI development plan by participation of the faculties...

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