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Academic Balanced Scorecard: A Proposed Framework of Performance Evaluation for General-Public Sector Universities in Pakistan

Thesis Info

Access Option

External Link

Author

Zafar Ahmad

Program

PhD

Institute

University of Central Punjab

City

Lahore

Province

Punjab

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Bussiness & Management

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/13563/1/Zafar_Ahmad_Commerce_Strategic_Management_2014_HSR_UCP_Lahore_10.03.2017.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724451468

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The pressure on the higher education institution is mounting due to increasing competition, rising costs and reducing public funding for the higher education institutions worldwide. These trends in the higher education demand higher education institutions to realign their activities, functions and strategies to their core objectives to be more effective in a constrained world. The situation of higher education in Pakistan is even worse in the sense that most of the higher education institutions, particularly working under public sector, do not have strategic direction. This situation calls for greater attention on the accountability and performance measurement of public sector higher education institutions. The main purpose of this study is the development of Balanced Scorecard performance measurement system for the general-public sector universities in Pakistan. This model of performance measurement has already been implemented successfully in various organizations worldwide. The outstanding feature of this performance management system is that it could be modified according to the cultural context of the organization and its dynamics. This is a qualitative study. The data were collected in two phases. In the first phase, eight general-public sector universities were selected and data were collected from the Students, Teachers and Treasures of each university by means of Focus Group Discussions (FGDs) and indepth interviews. The second phase of data collection was primarily focused on the opinion of five experts. These experts were selected on the basis of their standing and experience in universities and quality assurance of higher education. The experts were asked to translate the objectives into strategies and suggest measures to gauge the effectiveness of these strategies. By utilizing constant comparison method, as proposed by Grounded Theory, the researcher compared and contrasted the data collected from the stakeholders of the universities and experts. Thus, a strategy map containing all the strategies to achieve all the desirable objectives was developed and finally the Balanced Scorecard containing the measures of performance of general-public sector universities in Pakistan was developed and it appears at the end of the thesis. The findings of the study indicate a disappointing state of strategic planning and performance measurement of genera-public sector universities in Pakistan. The students and teachers raised many concerns relating to the quality of education which according to them was out of context of practical world. This study recommends five perspectives of Balanced Scorecard i.e. Learning and Development (of teachers) Perspective, Research Perspective, Teaching Perspective, Student Perspective and Financial Perspective. The strategies and measures relating to the objectives of the universities are also segregated for each of the perspective. Balanced Scorecard provided by this study should be taken as a first step which could further be modified to fit each of generalpublic sector universities according to the needs and demands of the individual organization. The researcher calls practitioners and policy makers to implement the proposed framework to make the performance management system of their universities more relevant and effective. By no means, it is implied that this is final version of Balanced Scorecard. Each implementing university will subsequently modify this framework on the basis of feedback during implementation. Consequently, switching over to this performance management system will enhance the quality of higher education in Pakistan.
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۲-اسمائے استفہام

۲-اسمائے استفہام

عربی ز بان میں ایسے اسماء جو کسی چیز کے بارے میں سوال کرنے کے لیے استعمال ہوتے ہیں انہیں ’’اسمائے استفہام ‘‘کہتے ہیں، جن کی تعداد نو ہے، قرآن مجیدمیں درج ذیل مقامات پر ان اسما کا استعمال ہوا ہے مثلاً:

Principles of Effective Management according to Quran and Sunnah

The aim of this conceptual paper is throw light on Islamic principles for effective human resource management. A qualitative approach was applied. The extensive review of existing literature shows that Islamic principles of HRM gives due importance to manager-employee relationship which is beneficial for achieving organizational objectives. Some important and significant principles of Islamic human resource management are trust, sincerity, justice, consultation, equality, division of labour, delegation of authority and remuneration or payment of employees. Islamic management is based on mutual trust between managers and subordinates. Manager and worker should be sincere to organization. Selection and recruitment is based on merit. Justice is the most salient and important characteristics of Islamic management. Islam stresses on mutual consultation in order to resolve existing problem in the organization. Islamic principles of management are expected to benefit the organization, the employer and the employee. The study will contribute information and knowledge to the existing literature on Islamic human resource management. This study will highlight the scope and application of Islamic principles of HRM in developing effective management system.

Development of the Best-Fit Models

Teacher evaluation is conducted to improve the teaching effectiveness of the faculty. However, the evaluation itself has to be effective, which is possible when two issues are first addressed quite skillfully. First is the factors (or criteria) of successful teacher and teaching. And second is ‘who will evaluate?’ Unless these challenges are addressed, it is difficult to practice a result-oriented evaluation of teachers, particularly at the higher education level. Existing research tells that there is a universal set of factors (variables) with commonly used operationalizations (measurements) to evaluate teachers. Adjustments are possible to add more factors and/or attributes (Questions) according to the situation. For example, besides common evaluations, public and private teachers will also be evaluated on different grounds. It is global practice that teachers are evaluated according to their ‘Teaching Methods (TM)’, ‘Utilization of the Qualification & Experience (UQE)’, ‘Teachers Attitude & Behavior (TAB)’, ‘Classroom Management (CM)’, ‘Care of Individual Differences (CID)’, Co-Curricular Activities (CCA)’, ‘Sense of Responsibility (SR)’, and ‘Evaluation Technique (ET)’ using a set of questions (about the attributes) with either dichotomous (i.e., yes/no) or continuous (i.e., 5-Point or 7-Point) scales. Mostly students, heads and colleagues are the evaluators. It is ARGUED in this research that the above practices are based on several ‘assumptions or preconceived expectations.’ One of the assumptions is that all the respondents give similar importance (value) to every variable and attribute. However, it is obviously possible that ‘CID’ can be more important for a student while heads may be attaching higher value with ‘SR’. This diversity can also be found within one group of students or heads or colleagues. For instance male students may give priority to the CCA while female students can put TAB as higher level factor. In this study, three samples of heads, colleagues and students were selected (using statistical procedures) who all filled the same questionnaire with 49 questions on 9 variables. Using SPSS (V. 12.0) data was analyzed both in a combined manner as well as separately for heads, colleagues and students. To find the ‘Best-Fit’ of factors predicting the behavior of a particular group, ‘Stepwise-Regression’ was applied. For computing the demographic impacts the researcher used ‘Tests of Significance’ including, ‘t-Test’ and ‘ANOVA’ to compute the mean differences. The results support our hypothesis about the differences of groups from each other as well as variations in the selection of factors due to the demographic diversities within each group of evaluators. Eight predictors (TM, UQE, TAB, CM, CID, CCA, SR, & ET) were used to explain the dependent variable (Overall Score - OS). The findings of this study report that heads’ attitude is determined by SR (p=.028) & ET (p=.015), Colleagues prefer CID (p=.008), CCA (p=.035) & SR (p=.000) while, students used TM (p=.039) & ET (p=.000) for evaluating the teachers in Gomal University. It is obvious that out of eight independent variables, very few are playing any role in the evaluation process. Most of the factors have been excluded in stepwise regression. Furthermore, the predictors (factors) selected by heads, colleagues and students are also more different than similar. Likewise, heads have no difference of opinion across all the demographic groupings. But colleagues and students are significantly different on ‘Faculty’ but similar on other demographics. Furthermore, teachers have some difference of opinion due to their grouping on ‘Domicile’. To cut short, it has been hypothesized, tested and proved that all the evaluators do not give similar importance to the factors of evaluation. So their evaluation does not include only the placing of a teacher on the scale, it is also affected by whether or not the evaluator considers the predictor important.