A case for using both direct and indirect benchmarking to compare university performance metrics
| Autor: | Neil Barrett, A. M. Langan, Christopher Wibberley, Kirsten Jack, Wilson Harris, Claire Hamshire |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Measure (data warehouse)
Standardization Higher education business.industry Computer science 05 social sciences 050301 education Contrast (statistics) Benchmarking Variation (game tree) Machine learning computer.software_genre Education 0502 economics and business Benchmark (computing) Artificial intelligence Metric (unit) business 0503 education computer 050203 business & management |
| Zdroj: | Studies in Higher Education. 44:2281-2292 |
| ISSN: | 1470-174X 0307-5079 |
| DOI: | 10.1080/03075079.2018.1490893 |
| Popis: | Benchmarking is used in higher education as a means to improve and compare performance. Comparative metric benchmarks may take two forms, based on direct standardization (DS) or indirect standardization (IS). DS can be used to measure variation in performance between institutions, controlling for intrinsic differences at each institution (e.g. controlling for differences in student typologies). IS can be used to measure variation in performance between institutions, compared to average performance overall. Typically, IS has been used to moderate educational output metrics, such as student qualification and satisfaction. We contrast the two approaches with an example dataset for three years of nursing student completion rates from nine institutions. Profiles of benchmarks and actual performance indicated that both approaches provide valuable and different perspectives to comparisons of institutional performance. We discuss the potential merits to stakeholders of each approach and conclude that decision-making can be best informed using both benchmark methods. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|