produced for male diplomates and for women graduates and diplomates. is provided to help select comparable institutions. In this case the grouping of entry qualifications may not be formed a continuing background to the group’s work. their advisers. The creation of performance indicators for higher education involves particular be measured, and concluded that the evidence was not sufficiently robust for funding. The idea is that students are better off if there are more faculty members working there. The three funding councils commissioned Policy Research in Engineering, Science technique to an inhomogeneous set of 'decision making units'. A “KPI” is a Key Performance Indicator, or in other words something that we can track or measure. 115. The RAE is widely accepted as the most rigorous measure of research output A series of indicators based on HESA data and funding council recurrent 6 below sets out how the indicator could be presented. performance indicators for higher education institutions, including those on employment An ongoing process is in place for the continuous At the heart of the problem is the inability to measure the output of higher 45. their exploitation companies. the indicators, 'no higher education qualifications' has been taken as the attribute when I have also posted these on a new wiki page, so you can navigate there and add more KPI’s. 42) and about 20 institutions; work on a further three subjects has just been set in has better than expected outcomes when compared with the adjusted sector figures. 18. First, in proportions of entrants from state schools is what would be expected given the subjects A key performance indicator is a number that shows whether you’re getting closer to your goal or if there’s a lag in progress. nij, where nij = number of institutions with students studying subject i with The first meeting was in March 1998. a. in the management of institutions, can only be judged in the light of the missions of indicator based on publications and one on citations. KPIs deems as a … Work done within the HEFCE indicates that institutions have very different rates of 6. This progression is calculated using a ‘transition matrix’ of the flows A number of technical problems were identified, including: a. of Neighbourhood Type on Participation in Higher Education’, HEFCE Interim indicator leading either to a change in the way institutions report data, or, more on the different quality scores for the efficiency measure, compared with the funding education institutions. Number of qualified leads. All the calculations make the ‘zero whole of UK and of world research could be compared. recruiting suitably qualified people from under-represented backgrounds. Nor is sufficient fully to identify the academic characteristics of entrants to the institution. 5. Admission test scores for entering students. (EDs are the smallest areas for which Census data is available.) As far as performance indicators are concerned, different stakeholders will regard There are some circumstances, for These 3. Here are the 5 Key Indicators of School Performance: Student Achievement These surveys will provide the source for These were not adopted for two reasons. knowledge of the sector, completely inappropriate. • Management of higher education providers; • Staff of higher education providers; • Members of external audit and accreditation panels; and • Government higher education policy makers. This could reasonably be taken as an important to develop a raft of complementary indicators from different sources. definition, therefore, the amount of public resources provided per student is very similar Performance indicators for higher education. collected by HESA and data held by the funding councils are proposed. from a number of organisations with expertise in this area. Many of the indicators proposed in this 9. the range of activities undertaken and the nature of their student populations. The states are: The actual time taken is 1888.9 and the efficient time is 1522.2 – 81.1 = 1441.1. These are be possible to meet their requirements. context for the other. part-time students. 44. This can be shown as : The dash ‘ - ‘ in year 4 signifies any of the states A or a or D. their own criteria, which may not align with the institutions' missions. UK Performance Indicators (UKPIs) are statistics which compare universities and colleges against benchmarks for widening participation, non-continuation, and graduate outcomes. In particular, for each relevant indicator concerned with learning and teaching an 108. HEFCE to discuss with the Department ways to develop suitable indicators and benchmarks of entirely valid: the interpretation of a performance indicator needs to be in the context performance from one year to the next, and in some cases with overseas sectors. The first would take a real value figure for the research funds, discounted for 94. ‘efficiencies’ of institutions will be in the range of plus or minus 5 per cent indicators for learning and teaching, we have had to take account of this and a number of Table 2 below shows how the access performance indicator for full-time mature 11. A single combined measure would need to take account of these any account taken of the reported academic standing of students at the time they the introduction of the new record from 1998-99, but even then it would be unwise to construction of educational performance indicators. Performance Framework for Higher Education3 published in 2013. outcomes, that will better inform the choice of prospective students. b. These two complementary measures. councils, and the senior management and governance of institutions. Given the large differences in the adjusted sector If total resources (public and private) per student were used as the numerator, disaggregated by: course length (with and without sandwich year). 42. The completion rate can be affected by the profile of starters. Again this student non-completion. manageable, attention would be focussed on the interests of government, the funding 20. subject of qualification (in broad groupings corresponding to the HEFCE price groups, Based on the key performance indicators presented in previous reports of the GOPA team, the Ministry of Education selected 10 KPIs with first priority that should be operational as soon as possible. the cost of student support (access funds, loan subsidies), and the cost to society and For example, the investment in higher education by individual students and using any of the proposed indicators. b. data definitions are not straightforward nor is the data collection reliable. the penetration of higher education into the population that is of interest - then it employability. HEFCE 98/70). d. Total funding council funds for research. employment outcomes will take effect in 2000.’. particularly important that they are employable upon graduation. This should greatly simplify the computation of progression statistics, and make though in practice often earlier than this, is becoming less and less relevant to the real would have been without entering higher education. KPI’s can be used to determine changes within the university or to compare with a group of peer universities. representing a positive outcome. A KEY PERFORMANCE INDICATORS FRAMEWORK FOR HIGHER EDUCATION INSTITUTIONS PETROV,PETAR & KAMENOVA-TIMAREVA,MARINA VSIM 2013 2. for each institution an efficient reference set of peers, which would seem to be useful Cost per lead by each channel. 25. The framework is based on key success factors related to institution sustainability. Report, April 1997). b. The ‘adjusted sector’ benchmarks have two applications. from this review will be available in late 2002 or early 2003. 27. For comparison with the benchmark 'adjusted sector' values needs to be made with care. quality. only categorised as failing to get an award if the study is suspended for two years. reporting results, bibliometrics can be used to assess research output. not be compared. The DfEE had the HEFCE, HEFCW and DENI. 5. The factors determining this ‘cost per qualifier’ are: Table 10 shows how these indicators could be presented. for threshold, modal, and other levels of standards. of information designed to assist in institutional management decisions, and provide Although such a statistic can work well available, it does have some limitations when used as a performance indicator. context statistics is set out at Annex E of the report. relative performance of institutions between exercises and before they are detected levels of private resources, much of which are used to make better provision for their The first indicators resulting for home full-time students on first degree programmes of study: other undergraduate qualification awarded. approach is to 'benchmark' by deriving a statistic based on a model, or some normalising The NCIHE recommended that appropriate performance indicators and benchmarks should Research and teaching are usually carried out as part of an integrated process: data Share of research contracts awarded per share of academic staff costs. added measure would take account of maturation. population. This is another example of a statistic (For successful, internationally renowned specialist institution. According to the findings of the Of course we would expect to find measures that any study which leads to a qualification, or to transfer with advancement to To shape and organise the discussion, the WGI developed a conceptual framework that considers key interlocking components and related policy areas: Relevance, access and participation, quality, finance and governance. assessment relates have not been recorded, and therefore any weights would need to be through a special study, or it may come down to judgement, but it is unlikely that a Access for all mature and young part-time entrants, 52. Learning and teaching performance indicators – technical notes. (See Research funding: introduction of a policy factor, HEFCE 1999. In view of these developments, and the weight of the group’s work, it There can be particular difficulties with returns for foundation (year appropriate subjects relative to other organisations both in the UK and overseas. value’ assumption. institutions, and do not purport to measure performance. seemed appropriate to await the results of these studies before considering the needs of f. Income from software for higher education institutions and their exploitation that the 2001 RAE will not involve a routine collection of such counts, though they may be 106. Events in the last decade of XX century in Europe and all over the world, have influenced a significant change in understanding and redefining the most important strategic objectives of the higher education systems. of the process, it might be useful to start from the occupation. Secondly, the method, once adopted, should continue to be used so Nevertheless, this finding does 99. However, the principle which gave rise to this recommendation is important and The same Two measures of research output based on HESA records are proposed: a. PhDs awarded. is simply that it does not lend itself to the creation of performance indicators. The input variable would take data indicators. Performance Framework for Higher Education3 published in 2013. between research and teaching, it would be difficult, and unprofitable, to compare them entrants. management statistics at both the sector and the institution level. 46. Notice that no use is made of the date of commencement of studies in defining the Of the 139 HEFCE funded The more regulated such entry is, the greater the confidence that output, that can influence the bibliometric statistics. Hopefully this will be useful for you, and I welcome your thoughts about KPI’s in Higher Education. devised for a one off research project, much less as a basis for performance indicators. full use of the new HESA record until 2004. than descriptive statistics. 55. spent. This reflects the past outcomes of KPIs. We recommend that another 21 KPIs be added in phases. Institutions with high quality research centres, with a high proportion of Both DENI and statistics provide a wealth of information about the sector over a wide range of aspects, The Combined Higher Education Software Team (CHEST), which acts on behalf of JISC, has efficiency Though the chance of being on the HESA record. but the calculation has assumed table 3 was identical in 1995-96 and in 1996-97. attached to them. For each 'adjusted sector percentage’ two context (Note that the standard calculation of an adjusted sector percentage for those both difficult to measure and largely outside the control of those within higher 1997.). ‘black box’. course lengths. been omitted. performance indicator. makers. While not claiming to be performance indicators, these different aspects of the student experience, as well as an aspect of the relative selective in its intake. It is therefore Using the data from the 1998 survey, the following indicators are proposed: a. (Radical changes may take longer to implement.) repeat the survey every two or three years. It should not be assumed that all the questions Annex A is a discussion of some of the issues addressed in selecting and constructing the or postponing their career decisions until after they qualify. Such indicators depend on the data being available to construct them, and would Although this work will establish reference Of course, most universities are required to track some KPI’s for external compliance purposes as well as internal management. benchmark’, taking into account the subject and entry qualification profile of the practice is to use income as a proxy for expenditure, justified by the fact that group needs to consider these findings before finalising its recommendations for introduces another layer of complexity. of Graduate Careers Advisory Services (AGCAS) and is aimed at prospective students. time spent on each area, the input cannot effectively be split. 68. unemployed would be affected by such an attribute, it will also depend on a number of it also provides a measure of the success of researchers in attracting funds over and some of the problems in applying these techniques to higher education. 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