Benchmarking towards excellence in higher education

Key Performance Indicators: A Framework for Allied Healthcare Educational Institutions

Background

Performance evaluation in the allied healthcare education sector is complex, making it essential for policymakers and managers to approach it comprehensively and thoughtfully to understand their performance. Hence, the development and monitoring of Key Performance Indicators (KPIs) in this domain must be considered one of the key priorities for the policymakers in AHIs.

Aim

This study aims to develop a framework for the AHIs to extract and profile the indicators, measure, and report the results appropriately.

Methods

The authors adopted a general review of the literature approach to study the primary goals of the institutional KPI framework, emphasizing the need for benchmarking while implementing KPIs and how to track performance using a KPI dashboard.

Results

The study provides the scope, relevant KPI categories, and a list of KPIs for evaluating the effectiveness of allied healthcare programs. The study findings also emphasized the need for benchmarking the KPIs and establishing a KPI dashboard while measuring and monitoring performance.

Conclusion

KPIs are considered an invaluable tool that contributes immensely to the performance monitoring process of AHIs, irrespective of the specialties. This helps to identify and guide AHIs for developing KPIs and the associated minimum data set to measure organizational performance and monitor the quality of teaching and learning. In addition, the KPI framework reported in this study is a tool to assist performance monitoring that can subsequently contribute to the overall quality of AHIs.

Engagement of Academic Staff Amidst COVID-19: The Role of Perceived Organisational Support, Burnout Risk, and Lack of Reciprocity as Psychological Conditions

The COVID-19 crisis has resulted in radical changes within the higher education system, requiring academia to rapidly transition from the traditional learning model to a distance or blended model of learning to ensure continuity of educational processes. These changes have placed additional demands on academic staff who already have a heavy workload. According to the job demands-resources model, these additional demands may have an impact on the burnout risk, engagement, and well-being of academic staff. In alignment with the premises of positive psychology the primary objective of this study was to explore the interplay of three psychological conditions (meaningfulness, safety, and availability) needed to stimulate engagement. To investigate this interplay, the researchers connected Kahn’s theory on engagement with current concepts that focus on the person-role relationship, such as those dealt with in the job demands-resources model, organisational support theory, and perceptions of reciprocity. Mediating effects between burnout risk, engagement, and psychological well-being, as well as the moderating effect of lack of reciprocity, were tested using structural equation modelling. The study used a purposive, non-probability sampling method and a cross-sectional survey research design. Participants were 160 academic staff members employed at a university in South Africa. The findings of this study revealed that the three psychological conditions (meaningfulness, safety, and availability), which were operationalised as lack of reciprocity, perceived organisational support, and burnout risk, were significantly related to emotional engagement. Perceived organisational support (job resources), which met the criteria for psychological safety and some components of meaningfulness, displayed the strongest association with engagement. Policymakers within higher education institutions should be sensitive to the issues this study focused on, especially as regards the need to provide organisational support in times of crisis, such as the COVID-19 pandemic.

A literature review on total quality management (models, frameworks, and tools and techniques) in higher education

Purpose

The purpose of this paper is to analyze the evolution of total quality management (TQM) models, frameworks, and tools and techniques in higher education (HE) over the last thirty years from 1991 till 2020, based on a literature review

Design/methodology/approach

30 articles from 52 journals were used to perform this detailed literature review. For the detailed analysis, the focus was only on articles related to TQM in higher education and specifically related to models, frameworks and tools and techniques. The study has investigated the growth of research articles, research streams, research methodologies, models and frameworks in the higher education sector and tools and techniques related to those.

Findings

This review addresses the progress and gaps in the application of TQM in HE, including the shift in global research in this area from the USA and Europe to Asia in recent years. The articles have been classified into four research methodologies and two research streams which have been reviewed in detail. The findings include reasons for multiple models/frameworks in HE proposed by researchers over the years and the importance of tools and techniques used in TQM implementation.

Originality/value

This study, which tries to bring a perspective to the main trends in TQM application to higher education wrt models, frameworks, tools and techniques over the last thirty years, is expected to add to the body of knowledge in this area and help future researchers to focus on the relevant areas identified in this paper.

Total Quality Management in higher education: a literature review on barriers, customers and accreditation

Purpose

The purpose of this paper is to analyze the evolution of Total Quality Management (TQM) in terms of barriers, customers and accreditation in higher education (HE) over the last three decades (1991–2020) using literature review to establish the current state.

Design/methodology/approach

A total of 137 articles across 55 journals were consolidated for this review specifically focused on TQM (barriers, customers and accreditation) in HE. The investigations were carried out to identify the chronological growth of articles, research streams and methodologies. The articles were classified based on four research approaches and three research streams which have been reviewed in detail.

Findings

Considering the rapid growth in the HE sector and the concerns over reduction in quality of education especially in developing countries, the importance of TQM in HE is immense. The findings include identification of the barriers to successful TQM implementation, the need for alignment of TQM objectives of higher educational institutions (HEIs) and identified target customer(s) with the selected model/framework and the impact of accreditation/certification in the attainment of TQM.

Originality/value

This study which tries to bring a perspective to the main trends in TQM application to HE with respect to barriers, customers and accreditation over the last three decades is expected to add to the body of knowledge in this area and help future researchers to focus on the relevant areas identified in this paper.

Improving assessment accountability in initial teacher education programs through benchmarking

Purpose

In Australia, political imperatives that drive the Tertiary Education Quality and Standards Agency (TEQSA) and Australian Institute for Teaching and School Leadership (AITSL) call for a new understanding of assessment at the tertiary level. Assessment strategies are under the microscope to provide accountability but are increasingly called to measure a wider set of attributes considered important in equipping graduates to meet 21st century opportunities and challenges. This paper reports on a shared benchmarking exercise between two universities to ensure the current assessment strategies in their undergraduate early childhood programs meet such requirements.

Design/methodology/approach

Data were collected using qualitative methodology and conceptualised using an interpretivist frame that enabled the collaborative groups to socially construct the meaning of assessment and identify what was specific, unique and different across the two programs. A cross-case analysis enabled a robust examination of the data.

Findings

Findings identified key structural and procedural differences between the two benchmarked university programs in terms of cohort size, university policies around assessment points, the use of exams and the choices surrounding professional experience placements.

Practical implications

Implications of the research note the complexity of contextual factors such as university policies on assessment and the impact these have on the quality of assessment.

Originality/value

This paper is unique in that it used the conceptual framework for self-evaluation from TEQSA and followed their six key phases of benchmarking.

Building a measurement system of higher education performance: evidence from a Latin-American country

Purpose

The purpose of this paper aims to propose and validate a measurement scale for integrating performance in universities with a global and local Latin-American perspective.

Design/methodology/approach

This research followed a sequential, mixed-method design which uses quantitative and qualitative approaches. The data collection and analysis used two stages. The first stage was a systematic literature review analysing the data through a bibliometric analysis followed by thematic analysis. From this stage emerged the global universities' performance thematic map, a flow diagram for universities' performance system and a measurement scale. The second stage validated this scale applying a survey to the academic and administrative staff members of two Colombian private universities. A total of 705 useable responses were collected and analysed using exploratory factor analysis and the SPSS software.

Findings

The results validated five dimensions (research, resources, internationalisation, extension and academics) and 15 indicators proposed to determine the performance in universities. This study concluded that the instrument developed for measuring performance is a consistent starting point for the study of universities in Latin-American countries such as Colombia.

Research limitations/implications

This study empirically validated the instrument for measuring performance from a systemic perspective at universities; however, a broader validation of the measurement scale is needed in the context of developing countries in Latin America to generalise the results.

Practical implications

Results provide a starting point considering the Latin-American context. They could help in future studies to improve the understanding of performance management in higher education.

Originality/value

Performance in universities has created multiple parameters and indicators, generating a lack of global consensus for their measurement. Thereof, this paper contributes to filling this gap in Latin-American universities. This work postulates a starting point considering the local context from global reported findings. It integrated the relations visually for sub-dimension and performance indicators into the university performance system. From this research emerged a novel theoretical hierarchical model for measuring university performance.

Building a yardstick–a benchmark framework for assessing higher education management institutions

Purpose

Higher education management institutions play a vibrant role in imparting managerial skills to the students to face the corporate world. Performance evaluation of such institutions is mandate to ensure the outcome quality. To establish this, the present research explored the critical performance indicators of management institutions using the balanced scorecard (BSC) approach.

Design/methodology/approach

This research explored the critical performance indicators of public, private and standalone management institutions in India. Data were collected from the representative sample of all the stakeholders in those management institutions. A specific vision was created and a systematic procedure was employed to arrive at the objectives, measures and metrics of the scorecard specific to the vision. Confirmatory factor analysis was used to perform analysis on the collected data. For the objectives and measures that evolved from confirmatory factor analysis, metrics were formulated based on the expert opinion.

Findings

The study resulted in 16 objectives, 46 measures and 54 metrics encompassing all the four perspectives of BSC. This paper has contributed a concrete, concise, comprehensive and context specific framework.

Research limitations/implications

The nature of the BSC framework paves the way for continuous assessment and eventually helps the institutions to attain sustainable growth. This research contributes to the literature of balanced scorecard and also to the performance assessment of the management institutions.

Originality/value

BSC-based benchmarking is a unique contribution to the academia of management education to precisely measure the performance of institutions. The model comprehensively includes the indicators from all the perspectives of stakeholders in terms of objectives, measures and metrics, thus proposing a holistic assessment.

Enhancing student engagement through heterogeneous pedagogical approaches: action research in a university level course in Saudi Arabia

Purpose

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.

Design/methodology/approach

This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.

Findings

Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.

Research limitations/implications

The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.

Originality/value

Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

Benchmarking publication metrics for Indian business researchers

Purpose

There is no particularly efficient way to measure research output, but effectual assessment of research output is necessary to motivate and encourage researchers to enhance their research performance and disseminate knowledge. The purpose of this paper is to highlight the exacerbating pressure on Indian academics to deliver incessantly in terms of research output and identify an agreeable way to increase research output. The metric explores trends in management publications by Indian academics and presents an overview of collaborative practices by Indian management researchers that could shine a light on the trends of collaborative publishing future.

Design/methodology/approach

The study focuses on publications in the area of Business and Management. Scopus was used with advanced filters to draw relevant research papers. Data were then sorted and filtered on the basis of quality determined through Australian Business Deans Council rankings and diverse bibliometric information to understand the pattern of research output of Indian academics.

Findings

The research found that the rate of collaboration with researchers from the home country is low for top rated publications. Majority of publications were listed in Scopus indexed journals, whereas a handful featured in A and A* journals. A and A* journals were predominantly co-authored with academics from universities outside the country. Tradeoff was achieved by majority of authors by getting published in B, followed by C category journals to achieve research outputs.

Research limitations/implications

The study is limited to publications in the area of Business and Management and may be extended to other disciplines such as economics, engineering, law, medical sciences, etc., to understand publishing trends at universities in the country. The study can also be conducted in understanding a similar dilemma with academics at other countries that are evolving in research culture.

Practical implications

The study would help management researchers to dig deep into the root cause and understand why and how collaborations within and outside the country impact the quality of publications. The results would further encourage ranking agencies to award suitable grades to colleges that promote collaboration within the country as well as international collaboration. The study also conducts a benchmarking exercise of the institutions in the country that would be useful for researchers, journals and colleges.

Originality/value

While earlier studies have highlighted the importance of foreign collaborations in academic publishing, there are a handful of studies that have focused on the role of collaboration within the home country. The practice of Indian authors collaborating with Indian counterparts at other universities would help understand the expertise of researchers at different universities and encourage the collaboration process and quality of publications in the country.

Objectivity in performance ranking of higher education institutions using dynamic data envelopment analysis

Purpose

There has been a persistent debate on measures of efficiency and ranking procedures of higher education institutions (HEIs). Deriving absolute efficiency measures and their ranking provide a critical input for the society to choose the appropriate educational institute. The purpose of this paper is to evaluate the relative performance of institutions in management education in different locations in India and propose a holistic efficiency measurement which can be applied to HEIs in general.

Design/methodology/approach

This study uses dynamic data envelopment analysis (DDEA) as the primary methodology of analysis. Multiple measures of inputs and output have been defined to assess efficiency in institutions of management education. Some of the output variables used for measuring relative effectiveness are: the number of students placed, number of entrepreneurs, median CTC of placed students, total number of students passed, number of research publications, number of students and faculty who have participated in international exchange, input variables used, student intake, faculty profile, resource allocation on the development of student, faculty and staff, industry linkages, alumni network. The institutions under study are in three different locations in India, having distinct characteristics. The multiple measures of inputs and outputs defined have been used to measure efficiency, following which DDEA was used to rank the efficiency measures.

Findings

Various agencies use their framework to evaluate and rank HEIs; however, they are either subjective or less researched methodologies. The proposed method acts as a new researched and objective methodology for ranking of HEIs operating across regions with different societal, economic and political contexts. Efficiency in education is of high relevance today for various stakeholders such as students, parents, industry, policy-makers and government. An objective, such as the one proposed in this paper, would be helpful in satisfying the needs of various stakeholders. Furthermore, the government has policies of allocating funds, in case of public-funded institutions, based on efficiency levels in HEIs. The measure using DDEA suggested in this study provides a better measurement of efficiency.

Research limitations/implications

This research is based on the extension of DDEA with slight modification to the denominator portion of efficiency calculation. The modification is accentuated by taking an industry benchmark or government benchmark. This may lead to slight difficulty in the appropriation of input parameters. Hence, selection of appropriate input and output parameters is the key limitation. To demonstrate capabilities of the proposed approach, this framework is implemented for performance evaluation of institutions of higher education in India. Some helpful policy-making and managerial insights are derived from the numerical results.

Originality/value

The uniqueness of this research is that it adds a well-researched methodology based on DDEA to measure efficiency and rank HEIs for effective assessment and benchmarking. The frameworks used so far have been either subjective or less researched methodologies.

Evaluating comparative performance of Indian engineering educational institutes based on TQM criteria for internal benchmarking

Purpose

The purpose of this paper is to provide a framework for designing a multiple performance measurement tool for evaluating, comparing and benchmarking the working of engineering educational institutes in a group based on total quality management (TQM) criteria and performance measurement criterion, respectively.

Design/methodology/approach

Proposed framework is based on fuzzy analytic hierarchy process (FAHP) which takes in to account the fuzziness of human opinion for realistic outcome and generalization of the results. Based on the proposed framework a case study was conducted on engineering institutes of central India for collecting data and analyzing the current practices followed in these institutes. A relationship among TQM implementation criterion was developed, their respective weights derived and then institutes were ranked.

Findings

It was found that the rank of institutions based on both the criterion is same, which indicates that the institutes having better TQM implementation have better performance.

Research limitations/implications

The research in this paper is limited to Indian scenario; studies in other countries and sectors may be conducted to compare the results obtained.

Practical implications

The results will help policy makers in identifying institutions having poor performance in the region.

Originality/value

The paper is navel in its attempt to provide a model based on TQM criteria for evaluating the working of engineering educational institutes in a group in terms of their relative weightage and benchmark.

Technology forecasting (TF) and technology assessment (TA) methodologies: a conceptual review

Purpose

Technology forecasting (TF) and assessment (TA), all in all, apply to any intentional and deliberate endeavours to forecast and view the potential heading, rate, attributes and impacts of technological change, especially for development, advancement, selection and utilisation of resources, which ultimately helps in the benchmarking. A vast variety of methods are available for TF and TA. Till now, practically, no exertion has been made to choose proper, satisfactory innovation methods or technology. The paper aims to discuss this issue.

Design/methodology/approach

In this paper, there is an endeavour to summarise the vast field of TF and TA, through its evolution, functions, applications and techniques. This paper provides the in-depth review of the utilisation of TF and TA methodologies and its improvement, which helps the users in selecting the appropriate method of TF and TA for a specific situation.

Findings

This study concludes that the quest for a single strategy for doing forecast and assessment is a misconception. This neglects to perceive that forecast and assessment oblige a suitable blend of strategies and methods drawn from a variety of fields. Researchers and practitioners must be innovative, imperative and specialised in choosing TF and TA methodologies, and cannot be programmed.

Practical implications

The technology seems to be the most significant driver of the present day global developments. Some technologies have far-reaching implications, and the authors need to understand these issues regarding its’ forecasting and its assessment.

Originality/value

The decision of proper worthy procedure amid a circumstance may have an impact on the exactness and reliability of the forecast and assessment. Significant observations regarding learning, action/s, actor/s and expected outcomes are discussed.

Benchmarking higher education programs through alignment analysis based on the revised Bloom’s taxonomy

Purpose

The purpose of this paper is to propose a scalable quantitative approach to evaluate alignment within and between courses and programs in higher education for benchmarking purpose.

Design/methodology/approach

The revised Bloom’s taxonomy, which combines a cognitive process dimension and a knowledge dimension, is used as a basis for categorizing national standards, program and course learning outcomes (CLOs) and assessment methods. Alignments between programs and national standards, programs and courses and assessment tasks and courses are then measured using a series of Cohen’s κ statistics. Two undergraduate business programs offered at an Australian university were used as examples to demonstrate the proposed method as an alignment evaluation tool.

Findings

The findings reveal that the two sample programs are better aligned with national standards than with their respective constituent courses. The degree of alignment between CLOs and assessment methods varies from course to course within the programs. This might be related to the lack of clarity of some learning outcome statements and the complexity of certain assessment methods.

Research limitations/implications

This study lends insight into the use of an alignment mapping for benchmarking academic programs in higher education. To serve mainly as an illustration of the proposed approach, the case study is limited to two undergraduate business programs offered at the same university.

Practical implications

Universities can use the proposed approach to benchmark their academic programs against the national standards and similar programs offered by other competing educational institutions. The alignment indices can also serve as yardsticks to continuously improve the consistencies within and among academic programs to ensure quality.

Originality/value

The proposed method offers a consistent basis to compare the degrees of alignment of different higher education programs with national standards and their respective constituent courses, hence enabling benchmarking for continuous improvement. It also reveals how the alignment between different parameters in teaching and learning can be improved, thereby facilitating incremental learning and enhancing student performance.

Quality in higher education institutions: insights from the literature

Purpose

The purpose of this paper is to understand the meaning and operationalisation of quality in the context of higher education institutions (HEIs).

Design/methodology/approach

A systematic literature review is performed of 308 articles published in various peer-reviewed journals between 1999 and 2017.

Findings

The findings reveal that the quality constructs of student learning, engagement, service quality and satisfaction have received the greatest attention, followed by total quality management, quality assurance, benchmarking and accountability. The most popular approach is empirical, and surveys and single case studies are the most popular methods. Europe leads research on quality in HEIs, followed by North America and Asia.

Research limitations/implications

This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing quality in HEIs.

Practical implications

Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The operationalisation of quality constructs will help policymakers create teaching excellence.

Originality/value

This paper highlights the importance of quality in HEIs.