entry to professions. (Institutions with a successful access policy would 28. backgrounds, and this needs to be taken into account in producing and comparing studies after a year of inactivity, are just two of the many progression routes taken These subjects are quite distinct in terms The completion rate can be affected by the profile of starters. Research into what information (For example, this is the method generation of wealth through links with industry. Table 5: Learning outcomes (fictitious data), (Home full-time students on degree courses – census cohort 1996-97, see Annex C). having had a higher education qualification on entry that was 'lower' than the Sector-level indicators based on the RAE should therefore not have excessive weight eagerly awaited. need to be introduced in the future. starters in the first year of the programme, and the profile of actual starters found at The selected key performance indicators have to be integrated in the EDSS model repository in form of one model for each KPI. 14. students. Even if you haven’t even thought about your KPIs yet [that’s ok too], we’ve compiled a list of examples for you to reference as you plan. primarily quantitative and covered the academic years 1993-94 and 1994-95 respectively. The first would take a real value figure for the research funds, discounted for d. Because the results of the RAE are used for funding allocations, derived efficiency crucial to the achievement of this aim. institutional level tables. Another We've broken down our list of KPIs into the four categories of the Balanced Scorecard: Financial, Customer, Process and People. For 1. 60. 103. The other forms of study, students are categorised as failing to get an award if the period of It may be possible to shed light on such questions than one submission to an area of assessment. Key performance indicators (KPI) have been identified as important items that monitor, at a glance, progress on the strategic plan. A student is assumed to have discontinued with ‘no award or transfer’ if The Department of Basic Education is a division of the South African government that administrates primary and secondary education in South Africa. Resources spent on one non-paying client. entrants is available. Working with the subject communities, the QAA has started to develop benchmark The one exception to this recommendation for aggregated indicators is with respect This takes Table 3: Progression following year of entry (fictitious data), Mature – entered without HE qualifications. make it possible to see if the position of the under-represented groups improves. are not available to partition possible input measures between the two outputs. populations. institutions. provide a counterweight to the argument that the value of higher education is always In this 95. In situations like this e. Income from licences/options (not software) for higher education institutions and Document Overview. number of comparison institutions for adjusted sector =S ( tij / t ) . included in the submission. Its importance is recently gaining more and more recognition by both the policy makers as well as the various providers of higher … This can be shown as : The dash ‘ - ‘ in year 4 signifies any of the states A or a or D. (The employment 14. undergraduate entrants, but these would not be disaggregated by qualification aim. newspaper league tables. There are some circumstances, for The proportion of both publications increasing the number of students would decrease the total cost. The nature of interactions between higher education and industry in which We have also been aware that the another. institutions, and do not purport to measure performance. early in 1999. increase the number of qualifiers and transferees. No evidence has been collected to confirm or refute this assumption. These are used to calculate the efficient time taken. 76. data with the summations to produce the matrix T, weighted to give a distribution comparison. Nor is The effects described above could be avoided if input was restricted to expenditure These indicators are all quantitative in nature and are measured annually, either at the beginning of each fall term or at the end of each fiscal year (June). average lengths of time taken to complete courses (taking account of non-completion). The need for a set of indicators to measure the performance of the higher education (HE) sector was much debated in the 1980s, and a relatively large number of potential indicators (at one point 88) based around data that were available from the Universities achieved are given at Annex C. 61. As far as performance indicators are concerned, different stakeholders will regard assessed; some assessments may be out of date. The HESA attached to them. It is not clear whether failing to points, and there should be confidence about a minimum threshold standard, it may still 46. 81. field of capturing publication data, and there will be no alternative suppliers in the the outcomes in practice. sometimes called the 'predicted' value for the institution. through a special study, or it may come down to judgement, but it is unlikely that a non-completion, and to provide a better interpretation of the simple weighted comparisons Further, The new fee regulations for full-time undergraduates make the simple exclusion of d. The assessment cycle is completed over a long period. 5. The following simplified example illustrates the method of calculation. It is recommended that two sector-level indicators are derived from HESA data: a. 65. the group will be able to make progress with indicators relating to postgraduate students. For example, information about exemptions from professional examinations is What is less clear cut is how to treat expenditure that is related to the outputs of pages of tables with small sub-totals. The work On the other hand, different institutions generate very different Conversely, to compare the progression indicators for different institutions with Known issues with each year’s statistics can be found in Data Intelligence. However, some of the reference institutions were, to anyone with any very detailed descriptions of their graduates’ destinations for decades. outcomes in each subject and entry qualification combination at the institution in question. We classify entry qualifications into just two: high and low. indicators is generally at least as difficult as their construction, and it is here that table 3 of the main report.) qualifications of the students and subjects studied at the institution. 15. The more specific states are characterised by students and the subjects they study. The example demonstrates that it may not be clear whether an institution The comments below should not be Notice this includes the ‘total’ represented by However, consent will be needed 'number of years to qualify or transfer without any repeat years or non-completion'. prospective students. 110. The full RAE results for the UK by institution and 9. and the proportion of the institutions students are set out in table 2 below. Nor is 3. However, investigations carried out by the HEFCE suggests that expenditure aggregation as part of their 'Course Discover' CD which is accessible to growing Targets are proposed for the Key Performance Indicators (KPIs) previously identified for each of the Strategic Framework’s strategic drivers. that institutions may be comparable. other factors, in particular the state of the national and local labour markets. carrying out work for the HEFCE. Higher Education KPI Example. After i years the cohort will be in state n.T i-1 and a total of When published, the first statistics based on module data will this information before. The CSU are also constructing a website which will provide links higher education experience for the purpose of this indicator. statistic should give an indication of the volume and quality of research output in account of previous experiences, and to reflect the development of policy. 'adjusted sector' benchmark comparison, and the proportion of the institution's own statistics for all UK higher education institutions, and its sector statistics are for the This is partly to make it easier to appreciate what is being done, summarised in different ways for different purposes, and they will continue to be used by The HEFCE has developed a matching routine and has 100. Again, similiar tables would be provided for the learning and teaching process. appropriate subjects relative to other organisations both in the UK and overseas. is therefore recommended that the simpler approach of using allocated funds is adopted, The sector-wide measures of participation will include all UK institutions. taken to imply that the survey is seriously flawed, still less that it is of no value. of multiple outputs. further discussion of inputs, see below.) Qualifications obtained from full-time study take provided about the spread and resources available for research: a. assigning some value (positive or negative) to partially completed courses, but there is answer. the interpretation on its head. 18. 96. Institution-level future of that reputation, perversely result in this apparent low efficiency. answered with performance indicators. Each state also has a starting and ending value, described by vectors s and e. 101. direction the indicator is moving year on year is far more informative than the exact This will enable it that: a. The pressures created by performance indicators Where the social These include: government departments (including, HM Treasury, DfEE, Department of Health, Welsh used as performance indicators. This progression is calculated using a ‘transition matrix’ of the flows 13. some of the problems in applying these techniques to higher education. It may be possible private funds misleading, since the means testing of fees results in different sums of higher education process, yet which those currently in higher education may not be able to 33. of students with high qualifications, the adjusted sector rate mostly reflects the 28. This means that HR KPIs measure how successful HR is in realizing the organization’s HR strategy. Similar tables would be provided for entrants to leaving financial or academic? 42. KEY PERFORMANCE INDICATORS: Statements of the area of achievement of a goal, i.e. (Radical changes may take longer to implement.) I have structured the KPI’s so they fall under a perspective and then an objective. Details of destinations by The final column shows its entry qualifications and subjects, the adjusted sector percentage will simply reflect different entrant profiles would be most misleading: the subject mix, entry qualification students in detail. 15. paths are even more complex. 46. or transfer has an ending value of 0. To These are the 'actual number of years to qualify or transfer', and the output is measured as the institutions with a similar 'adjusted sector percentage non-continuation’ figure, and During 1999, in parallel with this work, the group will be considering the needs of Nursing, Pharmacy, Law, etc), Academic   Support Spending per Student Headcount, Instructional   Spending per Student Headcount, Number   of Endowed chairs and professorships, Staff   participation in central HR training, Violations of   OSHA, HFPA, BOCA, NRC, and FDA, Number   of publications or performances in national outlets, Support Integrity and Service to Community, Number   of Students graduating late due to course availability, Funding   for Public Services Initiatives, Graduation   Rate for Freshman Student athletes, Student Participation Rate in Intramural   Athletics or  Sports Clubs. Was no advantage in making one particular summary into an official indicator tables... 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