A Constructive Model for Performance Evaluation in Higher Education Institutions

2010 ◽  
Author(s):  
Nithila Vincent Vincent
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Higher Education Institutions ◽  
Constructive Model

scholarly journals Evaluation and control process in higher education institutions: a comparative analysis

2019 ◽  
Vol 27 (3) ◽  
pp. 269-284
Author(s):  
Joaquim Mourato ◽  
Maria Teresa Patrício
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Strategic Management ◽  
Performance Management ◽  
Binary Systems ◽  
Higher Education Institutions ◽  
Control Process ◽  
Content Type ◽  
Control Processes ◽  
And Control

Purpose The purpose of this paper is to study the evaluation and control processes in the governance systems of higher education institutions (HEIs). Design/methodology/approach This study compares the performance and control processes of strategic management in four HEIs in two European countries with binary systems – Portugal and The Netherlands. Using a case study approach, the authors find that HEIs with different missions and contexts have performance and control systems that are generally indistinguishable. Findings The controlling strategies in the public HEIs have taken on isomorphic characteristics based on processes that enhance competition, decentralize functions and solidify performance management. Originality/value In this paper, the authors “unpackage” strategic management to focus on the forms of control associated with performance evaluation. Performance evaluation is central to the management process and increasingly assuming an integral part of the institution’s identity and culture.

scholarly journals The Performance Evaluation of Polytechnic Higher Education Institutions: tensions and reconfigurations resulting from the adoption of specific metrics

2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Sandra Isabel Gonçalves Saúde ◽  
Sandra Cristina Santana Lopes ◽  
Carlos Manuel Lopes Borralho ◽  
Isidro Lourenço Rodrigues Góis Féria
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Higher Education Institutions

scholarly journals Strategy, Performance Evaluation and Process Management in Higher Education Institutions

2017 ◽  
Vol 8 (2) ◽  
pp. 362
Author(s):  
Sabrina Letícia Couto Da Silva ◽  
Letícia Canal Vieira ◽  
Everson Pinto Da Silva
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Literature Review ◽  
Process Management ◽  
Resistance To Change ◽  
Higher Education Institutions ◽  
Data Bases ◽  
Online Data ◽  
Exploratory Data ◽  
Strategy Performance

The processes of Strategic Planning (SP), Performance Evaluation (PE) and Process Management (PM) for Higher Education Institutions (HEI) are considered more than ever, urgent and necessary, acting as the factors of motivation, awareness and exploratory data collection. The objective of this paper is to identify positive and negative aspects involved in realization of SP, PE and PM in HEI, through a literature review. The study was exploratory and descriptive, accomplished through a bibliographic review in online data bases. It was possible to identify that HEI are considered complex systems which results in implications on execution of the SP, PE and PM. Apart from that, it was identified barriers in the literature, being the main ones: decentralization, autonomy of departments, heterogeneity in the operation of departments, data stored in places that cannot be accessed by everybody, bureaucracy, resistance to change, dissociation between planning and management, lack of participation of university community in the process of planning. It was also found ways to overcome these barriers being the main ones: commitment of high management, clear strategy, wide communication and participation of all people involved.

scholarly journals Global Aggregated Ranking of HEIs: Russian Footprint

2021 ◽  
Vol 30 (3) ◽  
pp. 9-25
Author(s):  
V. A. Bolotov ◽  
G. N. Motova ◽  
V. G. Navodnov
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Performance Evaluation ◽  
Higher Education Institutions ◽  
Educational Environment ◽  
External Quality Assurance ◽  
External Quality ◽  
New Approach ◽  
Research Results ◽  
Russian Universities

The paper suggests a new approach to performance evaluation of universities in Russia and worldwide based on aggregation of the results of ten global rankings and the Database of External Quality Assurance Results (DEQAR). The method of league analysis (MetALeague) allows the authors to integrate the diverse results of ranking and evaluation regardless of considerable variations in ranking methodology and indicators. As a result of MetALeague integration, the Global Aggregated Ranking of higher education institutions has been made. The paper analyses the global rankings and the position of Russian HEIs in these rankings. The authors have also analyzed the positions of countries based on the number of HEIs included in the Global Aggregated Ranking. The due consideration of research results, according to the authors, can propel the leading Russian universities to higher positions in the global educational environment.

scholarly journals Assessment of what? From measuring memorized content knowledge towards a multilevel assessment cf competencies – the journey’s starting point

2019 ◽  
pp. 103-116
Author(s):  
Sarah Kellermann
Keyword(s):  
Higher Education ◽  
Performance Evaluation ◽  
Content Knowledge ◽  
Higher Education Institutions ◽  
Assessment Methods ◽  
Skill Sets ◽  
Organizational Perspective ◽  
Starting Point ◽  
Educational Perspective ◽  
Support Students

The present paper draws on recent calls from the industry to support students’ development of “Future Skills” (Ehlers, forthcoming), thereby highlighting the corresponding need for new assessment methods that can be applied in both contexts: organizations as well as higher education institutions (HEIs). To date, identification of such skill sets makes up the lion’s share of publications, dedicating little attention to the important question of how to assess them. The present paper seeks to provide an attempt to fill this gap thereby linking Hackman’ s conceptualization of effective outcomes (organizational perspective) and Bloom’ s Learning Taxonomy (educational perspective). The key point the present paper aims to make is that to assess future skills, pure performance evaluation is not sufficient; instead, viability and learning are introduced as two additional types of outcomes suited for the future skills context.

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