benchmarking in european higher education

Benchmarking in European Higher Education

Dr. Christiane Gaehtgens ESMU Senior Expert

ESMU: European Centre for Strategic Management of Universities

International non-profit organisation promoting Good Practice: Networks: HUMANE, DEAN, MODERN, EDUPROF Seminars and Training Programmes Benchmarking

Past activity -Technical assistance to EC (management of major HE

programmes : COMETT, 1987-1995 & SOCRATES, LEONARDO,

YOUTH for Europe III, 1995-2006)

President: Professor Frans van Vught, University of Twente, NL Secretary General: Nadine Burquel, Headoffice in Brussels

Benchmarking Introduction

EBI-I:2006-2008

Objectives: understanding the concepts & practices of benchmarking improving and increasing its use in higher education

Methodology Desk research: analysis of 18 collaborative benchmarking

projects in higher education Three specialised practical workshops on benchmarking

research, internationalisation and internal quality Symposium, presenting preliminary project findings

Brno 12.2.2010 Benchmarking

Outputs First Phase:

An online tool with examples, advice and an online bibliography

A practical handbook with a review of the literature and a step by step approach to benchmarking

A report of extensive desk research carried out on benchmarking in higher education

Guidelines of good practices for effective benchmarking


EBI-II: 2008-2010

Four benchmarking groups: Governance University-enterprise cooperation Curriculum reforms Lifelong learning

A broad online collaborative learning community Benchmarking tools (questionnaires, reports,

handbooks of GPs) Conferences – Dissemination of results


2. Recent Challenges for European HEIs Internationalisation/Globalisation

Cost and specialisation of research (human resources) Reputation Race Size matters (increasingly)

Supranational European integration policy Teaching and learning: EHEI Research structures, funding mechanisms: ERA,EIT, FPs

Modernisation Agenda: Acknowledgement for diversity of mission Institutional autonomy (responsibility) Accountability Stakeholder involvement

Growing Diversity of Profile and Mission Accountability to stakeholders


4. What is Benchmarking?

Not invented here” : The Quality movement started in the private sector, namely in Japan after WW II.

Reluctantly, then enthusiastically excepted in the West. Two major types:

Continuous monitoring (TQM) Products and Processes (ISO 9000 etc.)

Benchmarking provides qualified, targeted

information for strategic decisions through

comparison of key performance indicators

with strategically relevant partner institutions.


4. What is Benchmarking (2) Benchmarking provides standards for institutional quality

management/enhancement. Benchmarking is a means for inter-organisational

learning. Benchmarking can be carried out within a peer-group, on

a one-to-one basis or against a database. Benchmarking brings together the

benefits of cooperation and competition. Benchmarking is a internal governance tool, not an

external assessment or ranking.


In other words: Benchmarking empowers HEIs to-

Measure and compare performance to the competition Self-assess their performance in selected areas Better understand processes Support strategy formulation and implementation Strengthen institutional identity Set targets for improvement Obtain data for decision making Share good practice, learn from others how to improve Respond to national and international performance standards Be accountable to stakeholders Set new standards for the sector.


Ranking

mono-dimensional, „one size fits all“ approach

comparing „apples and oranges“

externally owned, public rigid competition main impact on reputation

Benchmarking

recognises institutional diversity

„Golden Delicious and Granny Smith“

university-owned flexible (customising) competition and

cooperation governance tool


5.1.Benchmarking Methodology: Approaches

Benchmarking approaches differ considerably:

Inter-/ Intra-organisational learning Benchmarking Partnerships (several universities) One-to-One Benchmarking Benchmarking against database Qualitative or quantitative


5.2. Benchmarking Methodology: Cornerstones to start with

Ensure validity Choose research based method Subscribe to rigid standards Agree on chiefly quantitative

Be flexible and realistic Decide on method and modules

for individualised approaches Pragmatic step-by-step approach

Ensure autonomy and confidentiality Data and outcomes university/partnership-owned


6. Benchmarking Terminology

Priority (Domain):Strategically relevant area in which benchmarking takes place e.g. the learning experience, research performance,

administration, staff develoment Indicators: Aspects/areas within the priority for which data

can/should be gathered: Input – processes – output – impact

Benchmark: level of performance per indicator Standards can be categories (high/middle/low) or absolute

numbers/percentages to be defined by group during the benchmarking exercise


More Benchmarking Terminology…

Benchmark: measurable level of performance per indicator an institution aims to achieve, relates on targets Will be envisaged before benchmarking starts Intended wo be revised or confirmed after the benchmarking

exercise has been completed Criteria: relevant aspect of indicators in which data are to be gathered

and compared To be determined on the basis of expertise and good-practice

exchange External experts should be involved for maximum relevance Availability of data is crucial

Action plan: operational strategy for implementation of performance level based on findings of benchmarking exercise


First and foremost: As Benchmarking is chiefly a governance tool, the

choice of benchmarking approach should be determined by the overall strategic goals of each individual HEI.

Ownership of and responsibility for the benchmarking exercise lies solely with the management of participating university.

Be realistic for credibility: check feasibility, e.g. availability of data and resources, ensure stakeholder support.

7. Benchmarking Step-by-Step


Step I: Developing a Strategy

Take responsibility at Senior Management level Identify purpose, goals and perspectives for the benchmarking

exercise, taking into account institutional mission Clearly define area(s) of benchmarking (priorities, domains) Identify benchmarking method / partners (here: through ESMU) Choose approach (based on strategic goals and feasibility, e.g.

availability of data, timeframe) Communicate to internal and external stakeholders, gain

commitment Provide resources (staff, funding) Create benchmarking team, allocate responsibilities Formal agreement with benchmarking partners


Step II: Gathering Information

Confirm availibility of data Choose indicators (balance strategic goals and

feasibility) Define criteria (with help from external experts) Set benchmarks (absolute or steps) Gather data Compare outcomes Confirm/review targets


priorities indicators IndicatorPriority

input process output impact

Learning experience

Level of Funding, sources/fees…

Feedback, assessment …

Number of graduates, employment rate…

Regional labour market, start-ups …

Research performance

Level of research funding, sources …

Research strategy, incentives …

Publications, doctorates, patents …

Income from research and patents …

Staff development

Number of staff, level of salaries …

Recruitment policy, training …

Level of provision, satisfaction …

reputation, networks, red. Income …

Management/ Administration

Time, resources …

Full cost, facility management …

Accountability, adequate provision

Efficiency, effectivity , room for investment …


indicators criteria benchmarks


priority indicator criterium Benchmark (options)

Learning experience

input scholarships for % of students

50%-excellent30%-avarage10%-basic

output Graduate employment

90%

impact Graduate employment in the region

50%

Management process Facility management

100%

Research involvement

output Reviewed publications per professor

> 4 excellent< 4 avarage< 2 basic

Step III: Introducing Change Action Plan: Role of Senior Management

Define goals and targets, based on benchmarks, immediate, mid- and long-term Communicate, gain committment Provide appropriate resources for the change process

to take place effectively (Task Force, infrastructure) Supervise process/set milestones Ensure implementation of actions Monitor change in performance


Step III Action Plan: Role of Task Force

Design framework and precise, step-by-step action plan to convert the results of benchmarking into institutional change

Design structured process with milestones and deadline

Report progress and obstacles to Senior Management

Improve database for future monioring


Step IV: Assessment

Optional:Evaluation of benchmarking experienceEvaluation of action/change processGood practice exchange with benchmarking

partners

…start all over again!


… for Quality Enhancement is a never-ending challenge, and so is Benchmarking…


Save the Date(s):

Benchmarking Workshop

Brussels 10 June, 2010

EBI-II Dissemination Conference

Brussels 11 June, 2010


www.impact-consulting.eu

benchmarking in european higher education

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