Post on 31-Dec-2015
description
eLene-EE economics of eLearning conference,
Université Paris-Sud, Sceaux, France. December 13th – 14th
The Balanced Scorecard: what, why and how?
Thierry GARROT (CANEGE Nice Sophia Antipolis)
WP3 team :Adam CHMIELEWSKI (PUW Lublin)Susanna SANCASSANI (METID Milan)Alessandra TOMASINI (METID Milan)Florence DUCREAU (CANEGE Nancy Université)Bernard LAUCH (CANEGE Nancy Université)Maria PSILLAKI (CANEGE Nice Sophia Antipolis)Sylvie ROCHHIA (CANEGE Nice Sophia Antipolis)
2/12
Plan of the presentation
What is the Balance ScoreCard (BSC)?
– Four dimensions
– A set of indicators
– Design for decision
Why did we implement the BSC?
– An initial requirement
– Adapted to HEI management
How could you use it?
– Technical aspects in data collecting
– Strategic aspects
– Impacts and issues
3/12
What’s BSC? Four dimensions
FINANCIALCUSTOMERS/
STUDENTS
INTERNALBUSINESSPROCESS
LEARNING &GROWTH
4/12
FINANCIALCUSTOMERS/
STUDENTS
INTERNALBUSINESSPROCESS
LEARNING &GROWTH
What’s BSC? Four dimensions
FINANCIAL
F.1. Percentage of E-learning expendituresin University budget
F.2. Percentage of E-learning incomesin University budget
CUSTOMERS/STUDENTS
C.1. People concerned by E-learningin University
C.2. Percentage of E-learning students
C.3. Number of additional servicesprovided on web
INTERNAL BUSINESS PROCESS
I.1.a/b Media and Interaction on web courses
I.2. E-Learning technical process capacity
I.3. E-learning tools trainingper student, teacher and administrative staff
I.4. Users’ satisfaction withICT E-learning tools uses (%)
LEARNING & GROWTH
L. 1. Number of events broughtby E-learning activities:
Conferences
Projects
New Partnerships
FINANCIAL
F.1. Percentage of E-learning expendituresin University budget
F.2. Percentage of E-learning incomesin University budget
CUSTOMERS/STUDENTS
C.1. People concerned by E-learningin University
C.2. Percentage of E-learning students
C.3. Number of additional servicesprovided on web
INTERNAL BUSINESS PROCESS
I.1.a/b Media and Interaction on web courses
I.2. E-Learning technical process capacity
I.3. E-learning tools trainingper student, teacher and administrative staff
I.4. Users’ satisfaction withICT E-learning tools uses (%)
LEARNING & GROWTH
L. 1. Number of events broughtby E-learning activities:
Conferences
Projects
New Partnerships
5/12
FINANCIAL
F.1. Percentage of E-learning expendituresin University budget
F.2. Percentage of E-learning incomesin University budget
CUSTOMERS/STUDENTS
C.1. People concerned by E-learningin University
C.2. Percentage of E-learning students
C.3. Number of additional servicesprovided on web
INTERNAL BUSINESS PROCESS
I.1.a/b Media and Interaction on web courses
I.2. E-Learning technical process capacity
I.3. E-learning tools trainingper student, teacher and administrative staff
I.4. Users’ satisfaction withICT E-learning tools uses (%)
LEARNING & GROWTH
L. 1. Number of events broughtby E-learning activities:
Conferences
Projects
New Partnerships
What’s BSC? Design for decision
6/12
Why BSC? An initial requirement
Work on indicators relevant at HEI level
Indicative for the regional, state or European ICT’s policy
We would like to work with a double approach:
– one at micro economic level, inspired by HEI business and
management perspectives. We would like to integrate dimension about
the quality of services provided to customer and some indicants in a
Balance Scored Cards approach.
– the other at macro economic level, with questions about the e-
Learning progression in our societies. We would like to identify elements
of its development.
7/12
Why BSC? Adapted to HEI management
BSC should be able to highlight questions as :
– How e-Learning and ICT’s uses is progressing in our HEI?
– Is this policy impact the number of e-Learning students and the
quality provided?
– How this policy impact the ICT’s uses?
A proposition of balance scorecard models integrated several
indicators on:
– Educational subsystem,
– Organizational subsystem,
– Technological subsystem,
– and Financial subsystem.
8/12
How BSC? Technical aspects in data collecting
Data collection:– One database per year
– Fill with more than 100 basic inquiries
– Collect in Faculties at the lower level.
Data aggregate:– All basic inquiries sum at University level
– Per each year
– Group in 11/12 indicators
Data collection difficulties:– Some basic inquiries needed are too much detailed for the current
Information System
– e-Learning activities are not always already put in the Information System as a specific item
– Some results are strategic an quite political.
9/12
How BSC? Strategic aspects
MISSION AND VISION
STRATEGIC GOALS
STRATEGIC INITIATIVES/PROJECTS
BSC
FOR UNIVERSITY
FOR E-LEARNING
10/12
How BSC? Strategic aspects
11/12
How BSC? Impacts and issues
12/12
The Balanced Scorecard: what, why and how?
Discussions