Keywords
organizational performance
evaluation of higher education institutions
performance indicators
evaluation of higher education institutions
performance indicators
How to Cite
Mendez Bravo, J. C., Mendez Bravo, M. A., & Bolaños Piedrahita, C. J. (2022). The Balanced Scorecard and performance measurement in Higher Education Institutions. Universidad Ciencia Y Tecnología, 26(113), 148-157. https://doi.org/10.47460/uct.v26i113.580
Abstract
The present investigation carries out an analysis of the Balanced Scorecard as a tool that allows the measurement of the management performance of Higher Education Institutions through the development of indicators. The object of the study is to analyze whether the Balanced Scorecard is an efficient tool in performance measurement for Higher Education Institutions, for which qualitative research was carried out using the literature review methodology, finding that it is a tool that has been applied by different Higher Education Institutions worldwide with favorable results, basing the use of the Balanced Scorecard as a viable tool in the development of indicators that facilitate the monitoring and improvement of institutional management, concluding that the Balanced Scorecard facilitates the measurement of the performance of financial and non-financial factors of Higher Education Institutions, allowing the continuous improvement of their management, turning them into competitive institutions, allowing them to achieve their institutional strategic objectives.
Keywords: Organizational performance, evaluation of higher education institutions, performance indicators.
References
[1]M. Ibarra-Cisneros, J. Vela-Reyna y E. Ríos-Nequis, «Capital intelectual, gestión del conocimiento y desempeño en universidades,» Investigación Administrativa,
vol. 49, nº 126, pp. 1-19, 2020.
[2]C. Urdari, T. Farcas y A. Tiron-Tudor, «Assessing the legitimacy of HEIs’ contributions to society: The perspective of international rankings,» Sustainability Accounting, Management and Policy Journal, vol. 8, nº2, pp. 191-215, 2017.
[3]P. Quesado, B. Aibar y L. Lima, «Advantages and contributions in the balanced scorecard implementation, » Intangible Capital, vol. 14, nº 1, pp. 186-201, 2018.
[4]S. Gento, R. Gonzáles, A. Palomares y V. Orden, «Integracion de perspectivas sobre el perfil metodológico de una educación de calidad,» Bordón. Revista De
Pedagogía, vol. 70, nº 1, pp. 25-42, 2017.
[5]O. Kálmán, P. Tynjälä y T. Skaniakos, «Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures,»
Teaching in Higher Education, pp. 595-614, 2020.
[6]F. Ganga-Contreras, W. Suárez-Amaya, A. Calderón, M. Wandercil da Silva y H. Jung, «Retos a la Gobernanza Universitaria: Acotaciones sobre la Cuestión de
la Autoridad y la Profesionalización de la Gestión de las Universidades,» Fronteiras: Journal of Social, Technological and Environmental Science, vol. 8, nº 3, pp.
435-456, 2019.
[7]F. Alani, F. Khan y D. Manuel, «University performance evaluation and strategic mapping using balanced scorecard (BSC): Case study – Sohar University,
Oman,» International Journal of Educational Managemen, vol. 32, nº 4, pp. 689-700, 2018.
[8]J. Méndez y M. Méndez, «El Balanced Scorecard y su Efecto en el Desempeño de las Organizaciones,» Revista Espacios, vol. 42, nº 23, pp. 66-77, 2021.
[9]M. Peris-Ortiz, D. García-Hurtado y C. Devece, «Influence of the balanced scorecard on the science and innovation performance of Latin American universities,»
Knowledge Management Research & Practice, vol. 17, nº 4, pp. 373-383, 2019.
[10]F. Al-Hosaini y S. Sofian, «A Review of Balanced Scorecard Framework in Higher Education Institution (HEIs),» International Review of Management and
Marketing, vol. 5, nº 1, pp. 26-35, 2015.
[11]J. Cullen, J. Joyce, T. Hassall y M. Broadbent,«Quality in higher education: from monitoring to management,» Quality Assurance in Education, vol. 11, nº
1, pp. 5-14, 2003.
[12]M. Camilleri, «Using the balanced scorecard as a performance management tool in higher education,» Management in Education, vol. 35, nº 1, pp. 10-21,
2021.
[13]S. Nazari-Shirkouhi, S. Mousakhani, M. Tavakoli, M. Dalvand, J. Šaparauskas y J. Antuchevičienė, «Importance performance analysis based balanced scorecard
for performance evaluation in higher education institutions: an integrated fuzzy approach,» Journal of Business Economics and Management, vol. 21, nº 3, pp.
647-678, 2020.
[14]K. Lassoued, «Balanced scorecard implementation in higher education: An Emirati perspective,» Corporate Ownership and Control, vol. 15, nº 3-1, pp. 205-216,
2018.
[15]M. Arabi, «The Assessment of Accredited Faculties Performance at Assiut University by Using Balanced Scorecard (BSC),» European Scientific Journal, vol. 12,
nº 22, pp. 249-265, 2016.
[16]M. Hladchenko, «Balanced Scorecard – a strategic management system of the higher education institution, » International Journal of Educational Management, vol. 29, nº 2, pp. 167-176, 2015.
[17]S. Philbin, «Design and implementation of the Balanced Scorecard at a university institute,» Measuring Business Excellence, vol. 15, nº 3, pp. 34-45, 2011.
[18]J. Vásquez y M. Carrillo, «La Importancia de Construir Indicadores de Gestión en las Instituciones de Educación Superior Apoyándose en Balanced Scorecard,»
Eighth LACCEI Latin American and Caribbean Conference for Engineering and Technology, pp. 1-8, 2010.
[19]Á. Quezada-Hofflinge y A. Vallejos-Romero, «Producción científica en Chile: las limitaciones del uso de indicadores de desempeño para evaluar las universidades públicas,» Revista Española de Documentación Científica, vol. 41, nº 1, pp. 1-13, 2018.
[20]M. Asif y C. Searcy, «A composite index for measuring performance in higher education institutions,» International Journal of Quality & Reliability Management, vol. 31, nº 9, pp. 983-1001, 2014.
[21]S. El Gibari, T. Gómez y F. Ruiz, «Evaluating university performance using reference point-based composite indicators,» Journal of Informetrics, vol. 12, nº 4,
pp. 1235-1250, 2018.
[22]S. Parada, O. Blasco-Blasco y V. Liern, «Adequacy Indicators Based on Pre-established Goals: An Implementation in a Colombian University,» Social Indicators
Research, vol. 143, pp. 1-24, 2019.
[23]R. Kaur y S. Singla, «Performance measurement of Higher Educational Institutios: An empirical study using student's perception,» Journal of Management,
vol. 6, nº 2, pp. 50-57, 2019.
vol. 49, nº 126, pp. 1-19, 2020.
[2]C. Urdari, T. Farcas y A. Tiron-Tudor, «Assessing the legitimacy of HEIs’ contributions to society: The perspective of international rankings,» Sustainability Accounting, Management and Policy Journal, vol. 8, nº2, pp. 191-215, 2017.
[3]P. Quesado, B. Aibar y L. Lima, «Advantages and contributions in the balanced scorecard implementation, » Intangible Capital, vol. 14, nº 1, pp. 186-201, 2018.
[4]S. Gento, R. Gonzáles, A. Palomares y V. Orden, «Integracion de perspectivas sobre el perfil metodológico de una educación de calidad,» Bordón. Revista De
Pedagogía, vol. 70, nº 1, pp. 25-42, 2017.
[5]O. Kálmán, P. Tynjälä y T. Skaniakos, «Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures,»
Teaching in Higher Education, pp. 595-614, 2020.
[6]F. Ganga-Contreras, W. Suárez-Amaya, A. Calderón, M. Wandercil da Silva y H. Jung, «Retos a la Gobernanza Universitaria: Acotaciones sobre la Cuestión de
la Autoridad y la Profesionalización de la Gestión de las Universidades,» Fronteiras: Journal of Social, Technological and Environmental Science, vol. 8, nº 3, pp.
435-456, 2019.
[7]F. Alani, F. Khan y D. Manuel, «University performance evaluation and strategic mapping using balanced scorecard (BSC): Case study – Sohar University,
Oman,» International Journal of Educational Managemen, vol. 32, nº 4, pp. 689-700, 2018.
[8]J. Méndez y M. Méndez, «El Balanced Scorecard y su Efecto en el Desempeño de las Organizaciones,» Revista Espacios, vol. 42, nº 23, pp. 66-77, 2021.
[9]M. Peris-Ortiz, D. García-Hurtado y C. Devece, «Influence of the balanced scorecard on the science and innovation performance of Latin American universities,»
Knowledge Management Research & Practice, vol. 17, nº 4, pp. 373-383, 2019.
[10]F. Al-Hosaini y S. Sofian, «A Review of Balanced Scorecard Framework in Higher Education Institution (HEIs),» International Review of Management and
Marketing, vol. 5, nº 1, pp. 26-35, 2015.
[11]J. Cullen, J. Joyce, T. Hassall y M. Broadbent,«Quality in higher education: from monitoring to management,» Quality Assurance in Education, vol. 11, nº
1, pp. 5-14, 2003.
[12]M. Camilleri, «Using the balanced scorecard as a performance management tool in higher education,» Management in Education, vol. 35, nº 1, pp. 10-21,
2021.
[13]S. Nazari-Shirkouhi, S. Mousakhani, M. Tavakoli, M. Dalvand, J. Šaparauskas y J. Antuchevičienė, «Importance performance analysis based balanced scorecard
for performance evaluation in higher education institutions: an integrated fuzzy approach,» Journal of Business Economics and Management, vol. 21, nº 3, pp.
647-678, 2020.
[14]K. Lassoued, «Balanced scorecard implementation in higher education: An Emirati perspective,» Corporate Ownership and Control, vol. 15, nº 3-1, pp. 205-216,
2018.
[15]M. Arabi, «The Assessment of Accredited Faculties Performance at Assiut University by Using Balanced Scorecard (BSC),» European Scientific Journal, vol. 12,
nº 22, pp. 249-265, 2016.
[16]M. Hladchenko, «Balanced Scorecard – a strategic management system of the higher education institution, » International Journal of Educational Management, vol. 29, nº 2, pp. 167-176, 2015.
[17]S. Philbin, «Design and implementation of the Balanced Scorecard at a university institute,» Measuring Business Excellence, vol. 15, nº 3, pp. 34-45, 2011.
[18]J. Vásquez y M. Carrillo, «La Importancia de Construir Indicadores de Gestión en las Instituciones de Educación Superior Apoyándose en Balanced Scorecard,»
Eighth LACCEI Latin American and Caribbean Conference for Engineering and Technology, pp. 1-8, 2010.
[19]Á. Quezada-Hofflinge y A. Vallejos-Romero, «Producción científica en Chile: las limitaciones del uso de indicadores de desempeño para evaluar las universidades públicas,» Revista Española de Documentación Científica, vol. 41, nº 1, pp. 1-13, 2018.
[20]M. Asif y C. Searcy, «A composite index for measuring performance in higher education institutions,» International Journal of Quality & Reliability Management, vol. 31, nº 9, pp. 983-1001, 2014.
[21]S. El Gibari, T. Gómez y F. Ruiz, «Evaluating university performance using reference point-based composite indicators,» Journal of Informetrics, vol. 12, nº 4,
pp. 1235-1250, 2018.
[22]S. Parada, O. Blasco-Blasco y V. Liern, «Adequacy Indicators Based on Pre-established Goals: An Implementation in a Colombian University,» Social Indicators
Research, vol. 143, pp. 1-24, 2019.
[23]R. Kaur y S. Singla, «Performance measurement of Higher Educational Institutios: An empirical study using student's perception,» Journal of Management,
vol. 6, nº 2, pp. 50-57, 2019.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Downloads
Download data is not yet available.