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The purpose of this paper is to focus on the comparative analysis of the Balanced Scorecards of four higher education institutions and aims to define the general framework of the Balanced Scorecard for the higher education institution which concerns: the structure and elements of the Balanced Scorecard; development of the Balanced Scorecards on the different levels of the management system of the higher education institution; definition of the main functions of the Balanced Scorecard which it performs in the process of the strategic management of the German higher education institutions. Balanced Scorecard is analyzed as a strategic management system that translates a higher education institution’s strategy into a comprehensive set of performance measures that provides a framework for a strategic measurement and management system.

The comparative content analysis of the Balanced Scorecards of one Austrian and three German higher education institutions – Johanes Gutenberg University Mainz, Münster University of Applied Sciences (Fachhochschule Münster), Cologne University of Applied Sciences (Fachhochschule Köln), Montan University Leoben.

Using a comparative analysis of the Balanced Scorecards of four higher education institutions this paper argues that Balanced Scorecard provides a systemic view of the strategy of a higher education institution. It ensures a full complex framework for implementation and controlling of the strategy and sets a basis for further learning in the process of the strategic management of the higher education institution according to the scheme “plan-do-check-act”.

This paper provides a basis for the substantial further work on the development of the general framework of the Balanced Scorecard for the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

The framework presented in this paper can be used as the basis for the development of general framework of the Balanced Scorecard of the higher education institution.

This paper indicates the particularities of the structure and elements of the Balanced Scorecard, its development in the different levels of the management system of the higher education institution.

This chapter considers the commitment of gender equality at universities and how it is expressed and measured via a gender equality scorecard. The Gender Equality Scorecard is seen as an accountability measure that seeks to build awareness of the magnitude of the problem (if it exists), interpret the meaning of the (in)equities, and move to action. It is regarded as a supportive mechanism to the development and implementation of a Gender Policy as articulated in The UWI Strategic Plan, 2012–2017. The development of a Scorecard is also seen as an example of collaborative governance in action that fosters engagement, commitment, and action across an institution. The proposed model draws upon the experiences of the Gender Equity Scorecards used by international development agencies and other higher educational institutions. The chapter proposes a framework and methodology using staff and student data from The University of the West Indies for the period 1990–1991 to 2011–2012 to build a Gender Scorecard. Finally, the Scorecard is seen as a tool to track performance related to the creation and enhancement of relevant structures and processes to institutionalize gender equality into the functions, operations, and governance of institutions.

This paper aims to examine the principles that underpin library assessment, methods used for impact and performance evaluation and how academic libraries should use the findings, and it discusses how value frameworks help.

This is a literature review covering aspects of value (value propositions, value co-creation), value frameworks (including the 2015 ACRL framework, Holbrook typology with worked example), data analytics and collaborative projects including LibQUAL+ initiatives and the use of balanced scorecard principles (including a values scorecard).

The use of data analytics in library assessment requires collaboration among library services to develop reliable data sets. Scorecards help ongoing impact and performance evaluation. Queries that arise may require a framework, or logic model, to formulate suitable questions and assemble evidence (qualitative and quantitative) to answer new questions about the value of library services. The perceived value framework of Holbrook’s typology, the values scorecard and the ACRL framework all support the deeper level of inquiry required.

Includes examples of possible application of frameworks.

A value framework might help data analytic approaches in combining qualitative and quantitative data.

Impact assessment may require assessing how value is co-created with library users in use of e-resources and open data.

The study contrasts the varying approaches to impact evaluation and library assessment in academic libraries, and it examines more in-depth value frameworks.

The purpose of this paper is to examine frameworks (such as scorecards) for ongoing library assessment and how business process modelling contributes in Part 3 of the series of viewpoint papers.

Reviews the statistical data collection for strategic planning, and use of data analytics. Considers how to organise further value explorations. Compares macro-frameworks (balanced scorecard, values scorecard) and micro-frameworks for library assessment. Reviews the evidence on business process modelling/re-engineering initiatives. Describes how the Riva approach can be used to both derive a process architecture and to model individual processes.

Data analytics requires collaboration among library services to develop reliable data sets and effective data visualisations for managers to use. Frameworks such as the balanced scorecard may be used to organise ongoing impact and performance evaluation. Queries that arise during ongoing library assessment may require a framework to formulate questions, and assemble evidence (qualitative and quantitative). Both macro- and micro-value frameworks are useful. Work on process modelling within libraries can help to develop an assessment culture, and the Riva approach provides both a process architecture and models of individual processes.

Examines how to implement a library assessment culture through use of data analytics, value frameworks and business process modelling.

The purpose of this paper is to consider the potential utility for higher educational institutions, and in particular libraries, of the balanced scorecard (BSC) performance measurement tool, originally developed by Kaplan and Norton for use in businesses and since adapted for the public and non‐profit sectors.

The relevant literature was reviewed to ascertain key aspects and functionalities of the BSC framework, survey implementations and determine perceptions of the system's effectiveness and weaknesses, and – while the BSC has as yet been put into practice only infrequently in libraries – treat its appropriateness for information service.

The BSC supplements financial accounting with non‐financial leading indicators to link performance drivers and outcome measures in cause and effect relationships that can predict future performance and drive a single organizational strategy. Also intended as a straightforward reporting “dashboard” revealing whether improvements in one area have been at the expense of another, the BSC is considered more effective as an aid in forecasting the overall health of an organization than traditional accounting‐based models. It provides a capacity to monitor obligations to stakeholders and to produce transparent and reliable financial information, and the resulting internal control environment can promote integrity and ethical values.

Academic libraries may find the BSC a useful approach in determining service value, in demonstrating fiscal responsibility, and – through metrics focused on organizational goals and strategy – in validating their role, as knowledge‐based and networked environments, in the delivery of a quality educational product to their customers.

Higher education management institutions play a vibrant role in imparting managerial skills to the students to face the corporate world. Performance evaluation of such institutions is mandate to ensure the outcome quality. To establish this, the present research explored the critical performance indicators of management institutions using the balanced scorecard (BSC) approach.

This research explored the critical performance indicators of public, private and standalone management institutions in India. Data were collected from the representative sample of all the stakeholders in those management institutions. A specific vision was created and a systematic procedure was employed to arrive at the objectives, measures and metrics of the scorecard specific to the vision. Confirmatory factor analysis was used to perform analysis on the collected data. For the objectives and measures that evolved from confirmatory factor analysis, metrics were formulated based on the expert opinion.

The study resulted in 16 objectives, 46 measures and 54 metrics encompassing all the four perspectives of BSC. This paper has contributed a concrete, concise, comprehensive and context specific framework.

The nature of the BSC framework paves the way for continuous assessment and eventually helps the institutions to attain sustainable growth. This research contributes to the literature of balanced scorecard and also to the performance assessment of the management institutions.

BSC-based benchmarking is a unique contribution to the academia of management education to precisely measure the performance of institutions. The model comprehensively includes the indicators from all the perspectives of stakeholders in terms of objectives, measures and metrics, thus proposing a holistic assessment.

Sustainability is understood as a complex and integrating area, involving the most diverse areas and fields of knowledge. Because of the innumerable socio-environmental challenges in the current scenario, a sustainable development that finds the necessary changes and advances for communities, industry and the various stakeholders involved is required. In this process of promoting sustainable development, universities stand out for being institutions capable of taking an analytical and questioning look at the directions of the society in which they are inserted and not just helping them to pursue them, serving as a model and living laboratory for the implementation of greener practices in cities. One of the actions that contributes to the consolidation process of a more sustainable university and the development of the green campus is the use of green marketing, understood as a set of all the practices that involve conventional marketing, focused on the search to reduce the negative impact or promote positive effects on the relationship between the institution and the environment. This paper aims, based on the balanced scorecard (BSC), to propose a strategic management tool as support for green marketing strategies, thus promoting, more quickly, the promotion of sustainable development in higher education institutions (HEIs).

Four universities were chosen, from the literature, in terms of best practices for sustainable development, where the main dimensions used by green marketing were mapped. Based on them, the BSC structure was adapted to enhance its strategies.

To achieve the objective of this work, this paper proposed an adaptation of the original BSC for better management of green marketing strategies for universities, based on four dimensions: community members, university members, product and strategy.

The main contribution of this paper is to propose a BSC as a strategic management system focused on the green marketing of universities to accelerate the promotion of sustainable development in HEIs.

To provide a framework for an objective “scorecard” for performance of academic administrators.

Literature reviews show that business organizations, as well as academic institutions, are fundamentally rethinking their strategies and operations because of changing environment and calls for more accountability to government and the public. The balanced scorecard is described as a novel approach to face these challenges.

The balanced scorecard has been shown as an effective tool to evaluate an organization, and its performance. Performance is identified as the linkage between outcomes and the multiple factors affecting those strategic outcomes.

While the study provides a general framework for a balanced scorecard to academic institutions, it does not provide an exhaustive list of academic goals and associated measures for evaluation.

A very useful guidance to academic administrators in their search for ways to improve institutional effectiveness and demonstrate accountability to government and the public.

The study offers insights on how to translate the business basis of the balanced scorecard to the academic setting.

The purpose of this paper is to present a unique version of the balanced scorecard developed and applied by the faculty of a university division.

The paper uses a case study approach and uses the experiences of the faculty of a business school to describe the process and benefits of developing a custom balanced scorecard.

The unique version of the scorecard revitalized the faculty and resulted in a process model of organizational change based on the balanced scorecard that can be used in many academic divisions.

This unique version of the scorecard helped to establish a program of continuous improvement and facilitated the formulation of strategic initiatives. The documentation provided in the scorecard supports requests for increased budgets and grant applications.

University and faculty administrators can use the model developed in this paper as a basis of a change program that can help design improvement programs, facilitate strategy development, and support funding requests.