creation and restructuring of degrees in higher education · • balanced scorecard (bsc) ... spm...

23-06-2005 Creation and Restructuring of [email protected] in Higher Education

Patrícia Narciso, Mª José Trigueiros, Elsa Cardoso

Creation and Restructuring of Degreesin Higher Education


• The Project Context

• The Problem of creating and restructuring degrees in university

• ISCTE – DCTI - MSIAD

• The Case Study of DCTI – 1st. Phase (BSC-Degree Project)

• Balanced Scorecard (BSC)

• “9 Steps to Success” BSC Methodology

• Case Study presentation: The creation of a new Master degree (MSIAD)

• Conclusions

Agenda


When we want to be efficient, our decisions and daily actions must be:

guided by objectives,limited by values.

Advancement of excellence in creation, sharing and application of Knowledge, is tipically described in terms of:

- Teaching- Research- Public service Rutgerers Univ.

University is effectiveness if accomplishes its mission and its objectives

Project Context:The University Effectiveness and Efficiency (UEE) Problem


The DSS help managers using business structurable information tobetter understand:

• The Present(Where I am)

• The Future(Where I want to go)

• The Way(How can I get there)

Project Context:DSS Definition


Project Context: Types of DSS

Operational Systems

Monitoring Systems

Optimization andPlanning Systems

StrategicSystems

BSC-DegreeProject


Are our degrees both excellent and adequate to market

needs?

The Problem of creating and restructuring degrees in university BSC-Degree Project

A DSS for creating and restructuring degrees in university that accomplishes quality and strategy.

Training with Quality

Student input Profile Degree Curriculum

+

+ Student OutputProfile

~=

~=

Mission


ISCTE – DCTI - MSIAD

ISCTEHigher Institute of Social Sciences and Business Studies

DCTI

Department of InformationSciences and Technologies

... ... ...

GSI

...

MSIAD

IGE

Eng. Inform.

ETI

Degrees Master Degrees


The Case Study of DCTI – 1st. Phase

BSC-Degree Project

DSS-UEE

BSC-Degree ProjectStrategic Systems

BSC Approach

Methodology“9 Steps

to Success”

ImplementationSAS Platform

SPM 1.4

MSIAD

Developed by:

Howard Rohm


Balanced Scorecard is an approach to Strategic Systems that has been widely and successfully used by many organizations in domains:

- For-profit- Non-profit- Public

Balanced Scorecard (BSC)

BSC should be used with the full extend of its three elements:- a measurement system- a strategic system- a communication tool


“9 Steps to Success” BSC Methodology (developed by Howard Rohm)

Phase One: Building a BSC Performance System

Conducting an Organizational AssessmentDefining Strategic ThemesChoosing Perspectives and Developing ObjectivesDeveloping a Strategic Map of the OrganizationDefining Performance MeasuresDeveloping Initiatives

Phase Two: Implementing the Balanced Scorecard

Computerizing and Communicating Performance InformationCascading the Scorecard throughout the OrganizationUsing Scorecard Information to Evaluate and Improve Performance


Step 2 – Defining Strategic Themes- Mission and vision of the organization

MSIAD is an advanced training degree with the mission ofproviding to the market skilled professionals capable of

managing, specifying, implementing, and using successfully Decision Support Systemsproperly integrated in the information management of the organization

MSIAD visionTrain skilled professionals with the necessary competencies to

enhance the success rate of Business Intelligence (BI) projects in Portugal.


Step 2 – Defining Strategic Themes- Development of strategic themes- Development of business strategies

Quality Assurance

Focus on Market Demands

Market Approach

R&D Empowerment

MSIAD VisionTrain skilled professionals with the necessary competencies to

enhance the success rate of Business Intelligence (BI) projects in Portugal.

Provide an advanced training adequate to

DSS Projects

Develop synergies between the business

world and the university


Step 3 – Choosing Perspectives and Developing Objectives- Selection of scorecard perspectives

Financial

Customer & Stakeholders

Internal Processes

Learning & Growth


Financial

Internal Processes

Learning & Growth

Traditional for-profit Perspectives Degree Perspectives


Step 3 – Choosing Perspectives and Developing Objectives- Definition of strategic objectives- Categorization of objectives by strategic theme and perspective

Objectivos Estratégicos vs. Perspectivas

Intervenientes

Financeira

Processos Internos

Aprend. &

C

rescim.

Linha Estratégica 1. Fornecer uma formação avançada adequada a projectos de SIAD

Estratégia de Negócio 1: Formação com Qualidade

Obj. 1 Formação com Qualidade X

Obj. 3 Ter rentabilidade financeira X

Obj. 4 Garantir o nº de alunos suficiente para atingir a rentabilidade X

Obj. 5 Fornecer uma formação pedagogicamente adequada ao perfil do profissionaldesejado X

Obj. 6 Fornecer uma formação cientificamente adequada ao perfil do profissionaldesejado X

Obj. 7 Monitorização e Avaliação adequadas X

Obj. 8 Gerir infraestruturas e recursos adequados às necessidades do curso X

Obj. 9 Gerir Processos Administrativos de Informação e Comunicação eficiente e eficazmente X

Obj. 11 Dar formação pedagógica aos docentes X

Obj. 12 Fomentar a coerência nos conceitos entre as diferentes áreas científicas X


Step 3 – Choosing Perspectives and Developing Objectives


1. Training withQuality

2. Adequate training to market

demands



Financial

3. Secure financialprofitability

4. Guarantee the sufficient number

of students



Internal Processes

6. Provide a scientific training component

adequate to the desired professional

profile

7. Adequate monitoringAnd evaluation

8. AdequateInfrastructures and resources management

to training needs

9. Effective and efficientManagement ofadministrative

processes

5. Provide a pedagogic training

component adequate tothe desired professional

profile -

-

10. Establishpartnerships withCompanies and

BI experts



Learning & Growth

12. Promote conceptcoherence between

academic scientific areas

13. Promote informationsharing between

business community and University

-14. Promote a culture of

monitoring/evaluation and management

by objectives

15. Foster astimulant working

environment16. Generate BIR&D

11. Promotepedagogical trainingactivities to lecturers


Step 4 – Developing a Strategic Map of the Organization

The key components of this step are:

- Identification of the cause-and-effect relationships between strategic objectives;

- Creation of the Strategic Map.


Step 4 – Developing a Strategic Map of the Organization

Customer & Stakeholders Financial

Internal Processes

Learning & Growth

1. Training withQuality2. Adequate

training to marketdemands

4. Secure financialprofitability

3. Secure financialprofitability 4. Guarantee

the sufficient numberof students

-

6. Provide ascientific training

component adequate tothe desired professional

profile

13. Promote information sharing betweenbusiness community

and University

--

14. Promote a cultureof monitoring/evaluationand management

by objectives

7. Adequatemonitoring and

evaluation

8. AdequateInfrastructures and resources

managementto training needs

9. Effectiveand efficient management

of administrativeprocesses

15. Foster a stimulant working

environment

11. Promotepedagogical training activities to lecturers

12. Promote conceptcoherence between academic

scientific areas

16. Generate BIR&D

partnerships with Companies and

BI experts

10. Establish


the desired professionalprofile

component adequated to


Step 5 –Defining Performance Measures

The key components of this step are:

- Development of results (outcome) and process measures;

- Definition of expected targets and thresholds.


DEGREE

Course n...

Course 1



component adequated to the desired

professional profile

Average(Measure 5.1, ... Measure 5.n)

Measure 5:Pedagogical Adequability

Index

Measure 5.i = Course i Pedagogical Adequability Index



Measure 1 *w1 + Measure 2 *w2 + Measure 3 *w3

Measure 5.1:Course

Pedagogical Adequability

Index

• Measure 1: Student’s opinion (w1=50%)Course Pedagogical adequability Index [1..5]

• Measure 2: Lecturer opinion (w2=15%)Course Pedagogical adequability Index [1..5]

• Measure 3: (w3=35%)Pedagogical capacity of Course lecturer [1..5]

w=weight

Course 1



Measure 3: Pedagogical capacity of Course lecturer [1..5]

Course 1

Measure 1 *w1 + Measure 2 *w2

Measure 1: (w=80%)Lecturer experience index [1..5]

Measure 2: (w=20%)Lecturer pedagogical training index [1..5]

1 – 2 anos 3 – 5 anos 6 – 10 anos 11 – 20 anos > 20 anos

1 2 3 4 5

1 – 2 anos 3 – 5 anos 6 – 10 anos 11 – 20 anos > 20 anos

1 2 3 4 5

Não tem formação pedagógica

Tem 1 formação Tem 2 formações Tem 3 formações Tem mais de 4 formações

1 2 3 4 5

Não tem formação pedagógica

Tem 1 formação Tem 2 formações Tem 3 formações Tem mais de 4 formações

1 2 3 4 5


Step 6 – Developing Initiatives

Measure 5.1:Course

Pedagogical Adequability

Index

Course 1

Measure 1: Student’s opinionCourse Pedagogical

adequability Index

Measure 2: Lecturer opinionCourse Pedagogical

adequability Index

Course Evaluation Questionairefor students

Course Evaluation Questionairefor lecturers


component adequated to the desired

professional profile


Phase Two – Implementing the Balanced Scorecard

These phase has three steps:

- Computerizing and Communicating Performance Information;

- Cascading the BSC throughout the Organization;

- Using Scorecard Information to Evaluate and Improve Performance.


MSIAD Case Study presentation: BSC-Degree Project


Conclusions

Strategic Systems are a great help, because they give us:

• The Power to have a well defined and structurable strategy;

• The Power to comunicate;

• The Power to make decisions guided by objectives and limited by values;

•The Power to measure our performance;

• The Power to make changes hapening.


Conclusions

We hope that this open Case Study, described in my thesis, will help other organizations on their implementation of Strategic Systems.

We thank SAS for being the ISCTE most valuable DSS partner and this project sponsor.

creation and restructuring of degrees in higher education · • balanced scorecard (bsc) ... spm...

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