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23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Patrícia Narciso, Mª José Trigueiros, Elsa Cardoso
Creation and Restructuring of Degreesin Higher Education
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
• The Project Context
• The Problem of creating and restructuring degrees in university
• ISCTE – DCTI - MSIAD
• The Case Study of DCTI – 1st. Phase (BSC-Degree Project)
• Balanced Scorecard (BSC)
• “9 Steps to Success” BSC Methodology
• Case Study presentation: The creation of a new Master degree (MSIAD)
• Conclusions
Agenda
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
When we want to be efficient, our decisions and daily actions must be:
guided by objectives,limited by values.
Advancement of excellence in creation, sharing and application of Knowledge, is tipically described in terms of:
- Teaching- Research- Public service Rutgerers Univ.
University is effectiveness if accomplishes its mission and its objectives
Project Context:The University Effectiveness and Efficiency (UEE) Problem
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
The DSS help managers using business structurable information tobetter understand:
• The Present(Where I am)
• The Future(Where I want to go)
• The Way(How can I get there)
Project Context:DSS Definition
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Project Context: Types of DSS
Operational Systems
Monitoring Systems
Optimization andPlanning Systems
StrategicSystems
BSC-DegreeProject
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Are our degrees both excellent and adequate to market
needs?
The Problem of creating and restructuring degrees in university BSC-Degree Project
A DSS for creating and restructuring degrees in university that accomplishes quality and strategy.
Training with Quality
Student input Profile Degree Curriculum
+
+ Student OutputProfile
~=
~=
Mission
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
ISCTE – DCTI - MSIAD
ISCTEHigher Institute of Social Sciences and Business Studies
DCTI
Department of InformationSciences and Technologies
... ... ...
GSI
...
MSIAD
IGE
Eng. Inform.
ETI
Degrees Master Degrees
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
The Case Study of DCTI – 1st. Phase
BSC-Degree Project
DSS-UEE
BSC-Degree ProjectStrategic Systems
BSC Approach
Methodology“9 Steps
to Success”
ImplementationSAS Platform
SPM 1.4
MSIAD
Developed by:
Howard Rohm
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Balanced Scorecard is an approach to Strategic Systems that has been widely and successfully used by many organizations in domains:
- For-profit- Non-profit- Public
Balanced Scorecard (BSC)
BSC should be used with the full extend of its three elements:- a measurement system- a strategic system- a communication tool
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
“9 Steps to Success” BSC Methodology (developed by Howard Rohm)
Phase One: Building a BSC Performance System
Conducting an Organizational AssessmentDefining Strategic ThemesChoosing Perspectives and Developing ObjectivesDeveloping a Strategic Map of the OrganizationDefining Performance MeasuresDeveloping Initiatives
Phase Two: Implementing the Balanced Scorecard
Computerizing and Communicating Performance InformationCascading the Scorecard throughout the OrganizationUsing Scorecard Information to Evaluate and Improve Performance
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 2 – Defining Strategic Themes- Mission and vision of the organization
MSIAD is an advanced training degree with the mission ofproviding to the market skilled professionals capable of
managing, specifying, implementing, and using successfully Decision Support Systemsproperly integrated in the information management of the organization
MSIAD visionTrain skilled professionals with the necessary competencies to
enhance the success rate of Business Intelligence (BI) projects in Portugal.
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 2 – Defining Strategic Themes- Development of strategic themes- Development of business strategies
Quality Assurance
Focus on Market Demands
Market Approach
R&D Empowerment
MSIAD VisionTrain skilled professionals with the necessary competencies to
enhance the success rate of Business Intelligence (BI) projects in Portugal.
Provide an advanced training adequate to
DSS Projects
Develop synergies between the business
world and the university
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 3 – Choosing Perspectives and Developing Objectives- Selection of scorecard perspectives
Financial
Customer & Stakeholders
Internal Processes
Learning & Growth
Customer & Stakeholders
Financial
Internal Processes
Learning & Growth
Traditional for-profit Perspectives Degree Perspectives
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 3 – Choosing Perspectives and Developing Objectives- Definition of strategic objectives- Categorization of objectives by strategic theme and perspective
Objectivos Estratégicos vs. Perspectivas
Intervenientes
Financeira
Processos Internos
Aprend. &
C
rescim.
Linha Estratégica 1. Fornecer uma formação avançada adequada a projectos de SIAD
Estratégia de Negócio 1: Formação com Qualidade
Obj. 1 Formação com Qualidade X
Obj. 3 Ter rentabilidade financeira X
Obj. 4 Garantir o nº de alunos suficiente para atingir a rentabilidade X
Obj. 5 Fornecer uma formação pedagogicamente adequada ao perfil do profissionaldesejado X
Obj. 6 Fornecer uma formação cientificamente adequada ao perfil do profissionaldesejado X
Obj. 7 Monitorização e Avaliação adequadas X
Obj. 8 Gerir infraestruturas e recursos adequados às necessidades do curso X
Obj. 9 Gerir Processos Administrativos de Informação e Comunicação eficiente e eficazmente X
Obj. 11 Dar formação pedagógica aos docentes X
Obj. 12 Fomentar a coerência nos conceitos entre as diferentes áreas científicas X
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 3 – Choosing Perspectives and Developing Objectives
Customer & Stakeholders
1. Training withQuality
2. Adequate training to market
demands
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 3 – Choosing Perspectives and Developing Objectives
Financial
3. Secure financialprofitability
4. Guarantee the sufficient number
of students
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 3 – Choosing Perspectives and Developing Objectives
Internal Processes
6. Provide a scientific training component
adequate to the desired professional
profile
7. Adequate monitoringAnd evaluation
8. AdequateInfrastructures and resources management
to training needs
9. Effective and efficientManagement ofadministrative
processes
5. Provide a pedagogic training
component adequate tothe desired professional
profile -
-
10. Establishpartnerships withCompanies and
BI experts
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 3 – Choosing Perspectives and Developing Objectives
Learning & Growth
12. Promote conceptcoherence between
academic scientific areas
13. Promote informationsharing between
business community and University
-14. Promote a culture of
monitoring/evaluation and management
by objectives
15. Foster astimulant working
environment16. Generate BIR&D
11. Promotepedagogical trainingactivities to lecturers
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 4 – Developing a Strategic Map of the Organization
The key components of this step are:
- Identification of the cause-and-effect relationships between strategic objectives;
- Creation of the Strategic Map.
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 4 – Developing a Strategic Map of the Organization
Customer & Stakeholders Financial
Internal Processes
Learning & Growth
1. Training withQuality2. Adequate
training to marketdemands
4. Secure financialprofitability
3. Secure financialprofitability 4. Guarantee
the sufficient numberof students
-
6. Provide ascientific training
component adequate tothe desired professional
profile
13. Promote information sharing betweenbusiness community
and University
--
14. Promote a cultureof monitoring/evaluationand management
by objectives
7. Adequatemonitoring and
evaluation
8. AdequateInfrastructures and resources
managementto training needs
9. Effectiveand efficient management
of administrativeprocesses
15. Foster a stimulant working
environment
11. Promotepedagogical training activities to lecturers
12. Promote conceptcoherence between academic
scientific areas
16. Generate BIR&D
partnerships with Companies and
BI experts
10. Establish
5. Provide a pedagogic training
the desired professionalprofile
component adequated to
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 5 –Defining Performance Measures
The key components of this step are:
- Development of results (outcome) and process measures;
- Definition of expected targets and thresholds.
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
DEGREE
Course n...
Course 1
Step 5 –Defining Performance Measures
5. Provide a pedagogic training
component adequated to the desired
professional profile
Average(Measure 5.1, ... Measure 5.n)
Measure 5:Pedagogical Adequability
Index
Measure 5.i = Course i Pedagogical Adequability Index
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 5 –Defining Performance Measures
Measure 1 *w1 + Measure 2 *w2 + Measure 3 *w3
Measure 5.1:Course
Pedagogical Adequability
Index
• Measure 1: Student’s opinion (w1=50%)Course Pedagogical adequability Index [1..5]
• Measure 2: Lecturer opinion (w2=15%)Course Pedagogical adequability Index [1..5]
• Measure 3: (w3=35%)Pedagogical capacity of Course lecturer [1..5]
w=weight
Course 1
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 5 –Defining Performance Measures
Measure 3: Pedagogical capacity of Course lecturer [1..5]
Course 1
Measure 1 *w1 + Measure 2 *w2
Measure 1: (w=80%)Lecturer experience index [1..5]
Measure 2: (w=20%)Lecturer pedagogical training index [1..5]
1 – 2 anos 3 – 5 anos 6 – 10 anos 11 – 20 anos > 20 anos
1 2 3 4 5
1 – 2 anos 3 – 5 anos 6 – 10 anos 11 – 20 anos > 20 anos
1 2 3 4 5
Não tem formação pedagógica
Tem 1 formação Tem 2 formações Tem 3 formações Tem mais de 4 formações
1 2 3 4 5
Não tem formação pedagógica
Tem 1 formação Tem 2 formações Tem 3 formações Tem mais de 4 formações
1 2 3 4 5
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Step 6 – Developing Initiatives
Measure 5.1:Course
Pedagogical Adequability
Index
Course 1
Measure 1: Student’s opinionCourse Pedagogical
adequability Index
Measure 2: Lecturer opinionCourse Pedagogical
adequability Index
Course Evaluation Questionairefor students
Course Evaluation Questionairefor lecturers
5. Provide a pedagogic training
component adequated to the desired
professional profile
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Phase Two – Implementing the Balanced Scorecard
These phase has three steps:
- Computerizing and Communicating Performance Information;
- Cascading the BSC throughout the Organization;
- Using Scorecard Information to Evaluate and Improve Performance.
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
MSIAD Case Study presentation: BSC-Degree Project
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Conclusions
Strategic Systems are a great help, because they give us:
• The Power to have a well defined and structurable strategy;
• The Power to comunicate;
• The Power to make decisions guided by objectives and limited by values;
•The Power to measure our performance;
• The Power to make changes hapening.
23-06-2005 Creation and Restructuring of [email protected] in Higher Education
Conclusions
We hope that this open Case Study, described in my thesis, will help other organizations on their implementation of Strategic Systems.
We thank SAS for being the ISCTE most valuable DSS partner and this project sponsor.