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The purpose of this paper is to identify the key performance indicators (KPIs) of vaccine supply chain of Universal Immunization Program (UIP) India, and measure their impact on vaccine supply chain performance improvement, so that results of this study can help the decision makers manage the activity and effectiveness of their resources in order to improve vaccine delivery performance and child immunization coverage.

The 41 KPIs in terms of four dimension of the balanced scorecard (BSC), i.e. financial, customer, internal process and learning and growth have been identified and validated from the literature and expert’s opinions. Further, the impact of internal process and learning and growth performance indicators on the vaccine supply chain performance improvement have been evaluated using two-way assessment. The rankings obtained using two-way assessment are then compared to DEMATEL approach to validate the results.

The results from the analysis reveal that “Enhancement in employee work satisfaction” (LG3=10.08 percent), “Enhancement in professional vaccine supply chain managers and leaders” (LG2 = 6.70 percent) “Improvement in planning and coordination in the supply chain” (LG9 = 6.57 percent) are the three critical performance indicators having maximum impact on vaccine supply chain performance improvement. The decision makers should give priority to these performance indicators to improve delivery performance and immunization coverage.

This study focuses on the improvement in vaccine delivery performance, therefore, analysis and findings can be useful to government immunization programs of India to other developing nations to improve child immunization coverage.

To our knowledge, this paper is first to attempt to provide a direction to improve immunization coverage through vaccine supply chain performance indicators.

The purpose of this paper is to illustrate the implementation of a web‐based platform integrating benchmarking and data envelopment analysis (DEA) for the Portuguese secondary schools.

The benchmarking platform is designed around a set of key performance indicators that are displayed using benchmarking graphs. These indicators are also aggregated through the methodology of DEA to provide a summary measure of performance.

The benchmarking platform developed enables schools to perform internal and external evaluation through a standard model that is based on indicators of school activities. It encourages schools' efforts of continuous improvement and increases society awareness regarding schools' context and results obtained.

The benchmarking platform can be useful for schools and general public. For the general public, there is a tool that allows the construction of user‐defined rankings online and benchmarking tools that allow the comparison of performance of a specific school with others. In addition to these features, schools have in the BESP platform a repository of historical data, and the possibility to see a set of graphs that show for some indicators their evolution over time.

This paper describes a breakthrough in the Portuguese education context. The BESP platform is the first in this context to combine DEA and benchmarking tools in a web‐based environment, designed to enable real‐time performance assessments.

The purpose of this paper is to understand the alignment of assessment processes in libraries and develop a conceptual model of aligning library performance assessment for effective reporting of library value and performance to stakeholders.

The paper reviews of library performance assessment literature and current practice research to identify the need and value of aligned performance assessment processes for libraries, the primary contributing alignment factors affecting the library assessment process, and potential benefits of improved alignment of the assessment process for libraries.

Libraries can improve the reporting and value of their assessment processes by improving the alignment of their assessment processes in two ways: internally through the use of consistent and innovative processes, metrics, and culture within the library and externally by embracing the alignment factors of the library's service environment. The library must develop more effective assessment alignment processes by progressively elevating the alignment of the library's assessment processes from internal non‐alignment of assessment to the total alignment of assessment to the library’ service environment and the dynamic environmental factors driving today's libraries.

Increasing the alignment of a library's assessment processes can improve the efficiency of assessment processes, the effectiveness of the results of the assessment processes, and the library stakeholder's appreciation and understanding of the results of the assessment processes.

Provides a conceptual model applicable to all types of libraries to increase the alignment of assessment and the library's ability to report value and impact.

The study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module.

Using an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part.

Students who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment.

This is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability.

The results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals.

The findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings.

This paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules.

The purpose of this paper is to describe the principal human resource (HR) management policies at global computer giant Dell.

This paper focuses on performance management, recruitment, career development, employee development, remuneration and research and development.

The importance of the company’s Tell Dell survey, which gives employees the regular opportunity to comment on the performance of their managers has been highlighted.

This paper explains that this produces such high-quality information that it feeds directly into the company’s total-quality-management initiatives.

It has been revealed that Dell employees can recommend their family or friends for employment at the company.

A useful overview of HR management at Dell.

The first purpose of this paper is to situate and conceptualise ambiguity in the operations management (OM) literature, as connected to supply chain decision-making (SCDM). The second purpose is to study the role of ambiguity-coping mechanisms in that context.

This research uses the behavioural decision theory (BDT) to better embed ambiguity in a generic SCDM framework. The framework explicates both behavioural and non-behavioural antecedents of ambiguity and enables us to also ground the “coping” mechanisms as individual and organisational level strategies. Properties of the framework are illustrated through two “ambiguous” events – the 2011 Thai flood and Covid-19 pandemic.

Three key findings are documented. First, ambiguity is shown to distinctively affect supply chain decisions and having correspondence with specific coping mechanisms. Second, the conceptual framework shows how individual coping mechanisms can undermine rational-based organisational coping mechanisms, leading to “sub-optimal” (poor) supply chain decisions. Third, this study highlights the positive role of visibility but surprisingly organisational “experiential” learning is imperfect, due to the focus on “similar” past experience and what is known.

The paper is novel in two ways. First, it introduces ambiguity – an often neglected concept in operations management – into the supply chain lexicon, by developing a typology of ambiguity. Second, ambiguity-coping mechanisms are also introduced as both individual and organisational strategies. This enables the study to draw distinctive theoretical and practical implications.

In this chapter, Turkish educational system and institutional quality assessment initiatives of education are explained. And also, the relationship between educational quality assurance (QA) in Turkey and issues of effective schooling is summarised in terms of Turkish literature.

Education is widely accepted as a lifelong process. The school is an institution established in order to provide qualified education which contains complex and more abstract knowledge and ideas as well as literacy and simple numerical skills to the students. Each country has basically established education systems and educational institutions to ensure social integration, continuity and stability, and to sustain the social and cultural heritage of a society. Education in Turkey is one of the state’s basic functions according to the constitution and performed under the supervision and control of the state with the declaration of the Republic of Turkey. Ministry of National Education is responsible for the implementation of all education activities centrally managed in the Republic of Turkey. Higher Education Council (YÖK) is responsible for the management and thus the quality processes of the higher education institutions in Turkey. Two major attempts in this perspective are YÖK, which assesses the institutions with standards which are coherent with international accreditation institutions, and Higher Education Quality Council (YÖKAK), an independent and specific council which is established by YÖK. YÖK and YÖKAK are governmental-based quality-assessment institutions. Association for Evaluation and Accreditation of Teacher Colleges’ Educational Programs (EPDAD) is also an independent institution for quality assessment of education faculties which focusses on teacher training and education. The purpose of EPDAD is to strengthen the student learning in formal training and to ensure the quality standards for candidate teachers. Any undergraduate programme which meets the standards of EPDAD is accredited for three years. Standards of EPDAD are detailed in this chapter.

Personality assessments are a clinically useful tool for offenders from the general population, and assessments of personality disorder can be used to predict future risk, as well as the likely trajectory and outcome of psychological interventions. There has been very little research examining the clinical utility of personality assessment in offenders with intellectual disabilities, both from the perspective of normal personality and from the perspective of personality disorder. After discussing the small amount of relevant research available, this article uses a clinical case example to demonstrate how a clinician might go about assessing different personality characteristics in offenders with mild and moderate intellectual disabilities, and interpreting the results. A model is presented to guide the clinician through the process of test selection, and details of the main tests under consideration are summarised in an appendix, including some of their strengths and weaknesses.

This article addresses the experience of academic developers and academic staff during the transition of assessment practices in an English-speaking international university campus in South East Asia. The project examined in the study was born out of the institutional strategy focused on producing graduates ready for employment.

A case study from a Business discipline highlights key factors in curricula change from the academic perspective.

This study focuses on what it meant for the academic teaching and academic development teams to work together to bridge the broadly strategic with the local practical implementation. Potential implications for others embarking on academic development within large-scale strategic projects are also provided.

This paper offers a discussion of the symbiotic relationship between management, academic staff and academic developers (Roxå and Mårtensson, 2008) generated by the transition to authentic assessment as a key element in the development of student employability.