Akademicka zbilansowana karta dokonań

• Autorzy: Andrzej Piosik

Warianty tytułu

Academic Balanced Scorecard

• Języki publikacji: PL

Abstrakty

Rozwój szkolnictwa wyższego w Polsce wymaga zmiany stosowanych, często archaicznych, systemów zarządzania. Uczelnie są podmiotami realizującymi szczególną misję, ale najczęściej są one również dużymi organizacjami, wymagającymi sprawnych systemów zarządzania, w tym zarządzania dokonaniami. W artykule zaprezentowano -bilansowaną kartę dokonań (ZKD) jako narzędzie wdrażania systemu zarządzania dokonaniami w uczelniach i ich jednostkach. Cele artykułu są następujące:ocena możliwości stosowania ZKD do zarządzania uczelnią i jej jednostkami,przedstawienie struktury akademickiej ZKD, opisanie różnic akademickiej ZKD w odniesieniu do karty klasycznej, zaproponowanej dla działalności gospodarczej, określenie zasad implementacji zbilansowanej karty dokonań na uczelni,ustalenie charakterystycznych mierników dokonań stosowanych w akademickiej ZKD. (fragment tekstu)

EN

Universities and other higher educational institutions (HEIs) are often complex organizations, requiring adequate management systems, including also performance management approaches. The purpose of the article is to discuss the opportunities to implement balanced scorecard (BSC) in the academic framework. We would also like to demonstrate how academic scorecard diverges from a conventional BSC proposed and designed at the outset for profit-oriented organizations. The next task is to detail typical performance measures within academic scorecard. The analysis rests on the literature overview and official web sites of a HEIs group. BSC has been implemented since the beginning of the decade in many universities. Academic scorecards are conducted on institutional and faculty level and for the purposes of ancillary units. Academic scorecards differ from scorecards applied by for-profit organizations but there are also many different approaches within universities how to implement BSC. Some universities and schools remained the traditional structure of BSC. Many HEIs revamped the conventional list and structure of perspectives for BSC in different way. They introduced additional (organizational) perspective or changed the structure of financial perspective (combining financial respective with the indicators expressing tasks of institutional leadership). The fact is that HEIs which remained the traditional structure of BSC also conducted tasks and performance measures essential for leaders and organizational development. These groups of universities have just displayed performance measures for organizational development within conventional perspectives. Universities also tend to modify a customer perspective and to change it into stakeholder perspective. The performance measures related to the quality and quantity of students is not the only issue. A customer perspective is broadened by performance measures concerning alumni achievements, opinion of employers, satisfaction of customers purchasing outreach and stakeholders interested in the research. Business processes perspective is centered on efficacy of academic programmes, research projects and administrative processes: their time, costs and quality. Learning and growth perspective comprises performance for building new academic approaches, academic and administrative staff and strategic resources. (original abstract)

Słowa kluczowe

PL

Szkolnictwo wyższe; Zarządzanie szkolnictwem; Rozwój szkolnictwa

EN

Higher education; Education management; Development of education

• Czasopismo: Prace Naukowe Akademii Ekonomicznej we Wrocławiu
• Rocznik: 2007
• Numer: nr 1175 Rachunkowość zarządcza a ryzyko działalności gospodarczej
• Strony: 343--354

Twórcy

autor

Andrzej Piosik

• Akademia Ekonomiczna im. Karola Adamieckiego w Katowicach

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