On quality management in colleges and universities to explore the use of the Balanced Scorecard

Abstract: In tertiary Education, use of BSC is different from the use in the enterprise, its main importance is to the customer, the contents of the procedures and aspects of learning and growth indicators, can weaken the financial aspects of the appropriate indicators, also can increase colleges and universities measure other indicators. The use of the Balanced Scorecard strategic management approach can bring to colleges and universities.

Keywords: Balanced Scorecard, institutions of Higher Education, strategic management

A preliminary understanding of the balanced scorecard
Balanced Scorecard from Kaplan from Harvard University and Nolan tons of research, they believe that the Balanced Scorecard must answer the following four areas: (1) Finance: The Balanced Scorecard indicators in this regard must be replied: "We are what our shareholders?" (2 customer area: This area must be answered: "we can do for our customers?" (3 internal process indicators: this area must answer "how can we optimize our program? "(4 learning and growth: the indicator must answer:" How can we maintain our ability to change and improve? "
Balanced Scorecard mainly to the organization's mission and strategy into a coherent system of performance appraisal measure, the complex and general concepts into precise objectives in order to seek financial and non-financial measures, between short-term and long-term goals, behind and ahead, and between external and internal performance balance.

So far, Fortune 500 companies in more than 80% of the enterprises in the management of the introduction of BSC, as an independent consultant to Schneiderman observed over the past ten years in evolving the scorecard. He concluded: "balanced scorecard" of the word in a different enterprise to understand may be inconsistency, which is the need to consider different things caused, he found that in practice there are seven different scorecard application way. They are: (1 a project management tool, (2 educate people need to "balance" of the measure, (3 a communication tool, (4 a control tool, (5 management compromise, (6 one kind of deployment tools, (7 a method used to strategic action framework.

Second, tertiary Education, the possibility of using the balanced scorecard
In Higher Education schools, the use of Balanced Scorecard in strategic management is very small. The main reason is Higher Education's main concern is educating people, research and social services issues, which in itself has its own set of research method, but in Higher Education administration, the lack of an overall management logic, or because the management of all aspects has its own characteristics, very few universities take into account the goal of integrating these areas into a number of their strategic management.

Balanced Scorecard has been used in Educational institutions, the index contains some of the precise implementation of the philosophical foundation: visionary leadership, learning-centered philosophy of Education, organizational and personal learning, attention to faculty, staff and partners value, flexibility, focus on the future; the management of change, fact management, social responsibility, focus on results and creating value, the system concept.

More than 100,000 there is a core value and concepts among the following seven categories: leadership, strategic planning, students, fund managers and market-oriented focus, measurement, analysis and knowledge management, faculty and staff to focus on focus, process management, organization and management results.

We can find use in Education in the business use of the Balanced Scorecard and Balanced Scorecard similarities and differences:
To Wisconsion-Stout, for example, can understand in detail how to use the Balanced Scorecard college. Wisconsion-Stout University of defining themselves as "special mission of the university", it offers a unique focus on the needs of the community of professional courses, its unique features are as follows:
27 undergraduate courses of not more than half of their systems by the Wisconsion University, in which several doors in the country is different. These courses focus on the process of business relationships, and with the rapid Development of technology and market forces simultaneously.

The traditional focus on a wide range of technologies to guide experiments and partnerships with business, while such guidance has focused on traditional thinking and positive thinking.

Links to free download http://www.hi138.com these courses students have the following needs and related key indicators: (a cutting-edge, career-oriented courses (number of new courses, job success ( 2) high-quality, active learning in education (guidance and examples of the high proportion of faculty, staff communication (3 effective student support services (student retention, the success rate of learning, student satisfaction (4-related employment and learning and career growth opportunities (the distribution of majors, graduation rates, employer satisfaction.

Balanced Scorecard Baldrige Award in 2001 to obtain unit Wisconsion-Stout University of the use of the balanced scorecard:
Indicators: student learning.'s Freshmen ACT scores, retention rates of new-born; "at risk" freshmen retention, active learning, computer ability, capacity Development (leadership, problem solving, conflict resolution, communication skills , appreciation for diversity, graduation rates, student job placement, employment in the profession, the wages of graduates after graduation, the average annual income of alumni, alumni evaluation of the effectiveness of the curriculum, alumni of the active learning improved.

Indicator two: focus on students and stakeholders of the results. New assessment of the educational experience, students from other schools transfer rate, the rate of students willing to attend, students on the campus environment, satisfaction, alumni satisfaction of guidance, alumni are willing to re-attendance rates; employment of graduates and employers are prepared to the satisfaction, satisfaction with superiors (the task of funding, student achievement, leadership, have the responsibility, degree of completion of the task, customer service, community evaluation.

Indicator three: Budget and financial results. Tuition lateral control, in the school's accommodation; tuition fees, funding priority degree, the budget allocation for education, the teaching support budget allocation, the expenditure of all the faculty, by the end of the budget differences between the budget plan, the school reserves the underlying assets of the school, the scholarship funds.

Indicators of four: the effect of staff The school staff moral, welfare and Development of key indicators, employee satisfaction, outstanding faculty turnover rate of employees, classification of employee complaints, diversity (female workers, minorities, racial discrimination and sexual harassment, faculty members have doctoral degrees, the cost of employee career Development; to have training opportunities and career Development satisfaction; on computer training assessment; safety training, injury and accident rates, workers' compensation claims, by workers compensation targets to reduce the pain experience.

Five indicators: the degree of organization and effective results. Outstanding courses, all undergraduate courses, the cost of financial assistance, basic laboratory guidance, student registration, distance learning opportunities, audit compliance, there are security-conscious behavior, support effectiveness of services (currently being enrolled students, alumni, employees of the budget planning process of assessment, use of information technology, student assessment (computer labs, library services, facilities, dining facilities, student center facilities, accommodation , shopping transaction; effective electricity, the tendency on the energy use.

Third, colleges and universities on the feasibility of using the Balanced Scorecard
1 in colleges and universities use the Balanced Scorecard indicators according to their strategy to develop, according to the actual situation to increase or decrease, can weaken the financial indicators, and increase student learning outcomes, student and stakeholder focus areas results, colleges and universities within the results of employee satisfaction and organizational validity of the results of the attention.

2 In the universities can use the Balanced Scorecard strategy to distinguish its own emphasis, such as universities focus their research and social service functions, can be increased indicators of attention, and if colleges and universities to position itself in a teaching-oriented colleges and universities, it will focus its teaching satisfaction indicators.

3 in college in the Balanced Scorecard not only has a clear strategic positioning, strategic targets can also break down into different areas, different units and different people, ensure quality of both its management, but also the amount of guarantee.

References:
[1] Demetrius Karathanos, Patricia Karathanos.Applying the Balanced Scorecard to Education.Journal of Education for Business. March / April 2005:222-230.

[2] Drent D.Ruben.Toward a Balanced Scorecard for Higher Education: Rethinking the College and university Excellence Indicators Framework. Higer Education Forum. QCI, Center for organizational Development and leadership, Rutgers university 99-02.Fall, 1999.

[3] Putting the Balanced Scorecard to Work.Robert S. Kaplan and David P.Norton.Harvard Business Review.September-October 1993:124-147.

[4] Weijun Wen, Zhang Bin. Balanced Scorecard management philosophy embodied in [J]. Modern business, 2007, (23).

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