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. (2) Internal processes:
. risk and crisis management;
. performance evaluation – goals and objectives basis;
. strategic plans – effect on growth and regularity; and
. board assessment – functions, decisions.
. (3) Stakeholders:
. ethical behavior;
. legal compliance; and
. attention to stakeholders – community, student, faculty, stall.
. (4) Financial:
. long-term, short term income; and
. success in organization change.
The process of developing a scorecard for evaluation of academic administration performance is parallel to that for business management performance (Van Grembergen, 2003).
The first step in the Board’s responsibility is to set four business-type elements:
. (1) goals for the academic organization;
. (2) objectives for each of the goals;
. (3) measurable targets for each objective; and
. (4) accountability for achieving each objective.
The process is described as requiring three steps of the Board of Trustees. For each element, the Board sets “core objectives” as follows:
. (1) objectives for each of the elements, with the Board responsible for resources;
. (2) performance drivers, as cause-and-effect relationship, for each objective; and
. (3) learning and growth, along with internal processes, to develop future-oriented knowledge and skills.
Clearly, the balanced scorecard is used to define and articulate implementation of strategies and to provide an integrated perspective on goals, targets, and measure of performance. The Board is required:
. to define cause-and-effect relationships, and their impact on outcomes;
. to determine influence of performance drivers; and
. to assure the reliability and quality of the relationship.
After translating the vision, communicating and linking is another important step of the balanced scorecard process. As pointed out by Stewart and Carpenter-Hubin (2000, p. 40):
Academic departments and academic support units must fully understand the macro-level goals so that objectives and measures for their individual units are linked to those of the entire institution. Administrators must link unit goals to macro goals in all scorecard areas, develop strategies to achieve those goals, and allocate resources to those strategies.
This capability is not a one-time effort, but must be monitored regularly, for weaknesses and challenges. The balanced scorecard is a dynamic document that must be updated regularly to reflect new developments.
Scoring of the board
Academic administration performance
In the task of “scoring”, the board has two purposes: one is individual directors, and the
other is the Board aggregated. So the goal for scoreboard then is for the board to review