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