Balanced scorecards in managing higher education institutions: an Indian perspective

Abstract

Purpose

The paper aims to look at the balanced scorecard (BSC) concept and discuss in what way it should be applied to higher education programs/institutions in the Indian context.

Design/methodology/approach

The paper is based on extant literature on the balanced scorecard concept per se, as well as applications of BSC in higher education as reported by other researchers.

Findings

The BSC approach offers an institution the opportunity to formulate a cascade of measures to translate the mission of knowledge creation, sharing and utilization into a comprehensive, coherent, communicable and mobilizing framework – for external stakeholders and for one another.

Research limitations/implications

In the absence of any specific Indian case study, the possible impact could only be conjectured or deduced.

Practical implications

A useful model is proposed that can be adapted with appropriate modifications to the management of tertiary institutions of education in India, whether it be a university, affiliate college, autonomous institution or private educational institution.

Originality/value

In the absence of evidence of the application of BSC to the educational institutional domain in India, the current paper may be a starting‐point for a debate and possible strategies to implement BSC methodology in this area.

Citation

Umashankar, V. and Dutta, K. (2007), "Balanced scorecards in managing higher education institutions: an Indian perspective", International Journal of Educational Management, Vol. 21 No. 1, pp. 54-67. https://doi.org/10.1108/09513540710716821