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Standards in Actionwww.bsieducation.org/standardsinaction
Applying Performance Management Principles to a
Learning Environment for Undergraduate Dissertations
Dr. Jacqueline Day and Dr. Milena Bobeva
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
A Learning Environment (LE) specifically
designed to manage dissertations
• A ‘dissertation’, is a common requirement of undergraduate and taught postgraduate degrees in business, law and humanities subjects.
• The case study discussed in the paper explains how for a HE provider the performance management regime was designed and then examines how it will be used in the longer term to nurture a community of practice for all involved in dissertations.
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Business Performance Management (BPM)
A well accepted discipline that enables strategy to be executed in ways to meet organisational objectives.
Conventional View Evaluation enables targets to be set, against which the work of individuals or groups will be judged and so will positively influence the behaviour of individuals or functions to meet these targets.
(Athiyaman, 1997).
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
What is a Dissertation?
• An individual piece of work demonstrating understanding of the research process and critical understanding of a substantive knowledge domain
• Usually the most rewarding part of an undergraduate degree course
• Can be a factor in encouraging the individual to subsequently enrol for a higher degree
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Challenges for the Student
From To Interaction within the institution External communication General knowledge Knowledge in-depth Knowledge consumer Knowledge provider Single truth Multiple/provisional truth Structured time allocation Self management of
time Delivery to a student group One-to-one with
supervisor Directed Autonomous learning Pupil Academic collaborator
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Challenges for Educational Institutions
• The limited studies of sub-doctoral research carried out to date directed toward specific pedagogical issues and problems
• What has not really been looked at is a LE for dissertations that enables students to deliver improved quality outcomes reflecting higher levels of expectations about their learning experience and degree grades
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Challenges for Educational Institutions
• Students increasingly consider themselves as ‘clients’ of an educational service and demand higher levels of value-for-money from the ‘provider’
• Vision for the LE - to develop something that supports the strategic objectives of the institution, including the need to improve the student learning experience and to better realise the research potential of the academic staff
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
The General Design of the LE
Took into consideration
1. The Existing Situation
2. The Design of the LE
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Student Aspirations Institutional Aspirations
Sustain a high level of motivation for students Interaction between students and academic staff within a ‘community of scholars’
Good previous experience of research, such as dissertations, assignments and case studies.
The existence of a visible and accepted organisational strategy for undergraduate units to build up a knowledge base of investigations done by students.
Willingness to seek advice and guidance Availability of a group of lecturers as a shared resource
A supportive and nurturing relationship with the supervisor
Good fit between the supervisor’s personal interpretation of the dissertations and the organisation.
A degree of self-awareness of learning styles Provision of lecturer-led seminars using a panel of domain experts to guide the development of the conceptual framework.
Self-organisation and methodical approach to matters such as documentation.
The degree of flexibility in the organisational understanding of what constitutes a dissertation
The Existing Situation
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
The Existing Situation
Student Aspirations Institutional Aspirations
A positive attitude toward critical inquiry in relation to the topic
Knowledge of the supervision arrangements and process
A willingness to engage in informal peer assessment
The active use of code of practice for defining expectations and responsibilities of the parties.
Ability to self-direct their learning based on feedback and guidelines
More accurate and transparent feedback and assessment
Awareness of the purposes and limitations of different communication channels
Ability to use consistently different communication channels
A realistic understanding of time- scheduling and workloads
An accessible and responsive supervisor team, able to manage effectively students expectations
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
The Design of the LE
• Conceived as being constitute from several interlinked elements: – Student context – student knowledge, motivation,
understanding and skills– Learning context – the mode, content, scope of a
dissertation and its learning objectives – Supervisory context – the knowledge, motivation
understanding and skills of the tutor – Management context – the protocols, procedures
and methods for dissertations
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
General Design of the LE
Student Context Learning Context
Supervisory Context
Management Context
Integration services Performance Management
Individually controlled University controlled
Indirect intervention
Direct intervention
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Developing the Performance Management
Framework
Three perspectives were considered:
1) The TQM philosophy
2) The best-practice adoption ideas of the European Foundation for Quality Management
3) The strategy-focused Balanced Score Card (BSC)
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Developing the Performance Management Framework
• Step 1 - Select the Performance Framework• Step 2 - Customise the Performance Framework • Step 3 – Identify Stakeholders• Step 4 – Identify Critical Success Factors• Step 5 – Develop Performance Measures • Step 6 - Specify Performance Metrics• Step 7 - Implement Measurements of LE Performance
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
The Balanced Scorecard
• It is not
– A ‘balance’ in the traditional accounting sense of a balance sheet
– It will not give a quantitative indicator ‘score’ at the end
• It is
– A live document
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
The Balanced Scorecard Perspectives – Vision and Strategy
VISION and STRATEGY
Internal Business Process
Financial
Customer
Learning and GrowthSource: Kaplan and Norton 1996
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Translate the strategy to operational terms
THE STRATEGY
Financial perspectiveIf we succeed, how will we look to our shareholders
Customer PerspectiveTo achieve my vision how must I look to my customers
Organisational LearningTo achieve my vision how must my organisation learn and improve
Internal PerspectiveTo satisfy my customer at which process must I excel
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
The BSC for the LE: Adapted from Kaplan & Norton (1996)
1. Studentcontext
4. Management
context
4. Management
context
5. Integration
Balanced Scorecard – Vision
and Strategy
3. Supervisorycontext
2. Learningcontext
Financial Perspective (B)To succeed financially how should we appear to senior
management
Processes Perspective (C)To satisfy our stakeholders
what administrative processes must we excel at?
Learning & Growth Perspective (D)To achieve our vision, how will we sustain our ability to change and improve our academic quality?
Customer Perspective (A)To achieve our vision, how
should we appear to our students?
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Interpretation of the four perspectives of the Balanced Scorecard
• Customer Perspective - > Student Perspective• Financial Perspective - > Institutional Perspective• Processes Perspective - >Administrative Perspective • Learning and Growth Perspective - > Faculty Perspective
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Implement Measurements of LE Performance
• Integration of LE with general information infrastructure Including university-wide content management and future multi-media package ‘Blackboard.’ Links to personal web pages for supervisors and those students with a common interest in a particular subject area essential.
• Dissertation event calendars, FAQs, examples, contacts, issues lists, announcements.
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Implement Measurements of LE Performance
• Automated production of a balanced scorecard and appropriate ‘dashboard’ summaries
• Ability to provide a common view of all the KPIs and appropriate information ‘drill down’
• A feedback messaging facility - Enabling communication of commentaries and observations
about the performance measurement issue and problem
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and Reflections
• The BSC has proved its worth as a guide for managing improvements to a LE
– Some limitations in the context of this project– Developed for business shareholders, the financial
element fails to translate well in not-for- profit organisations, such as Higher Education Institutions
– Operationalisation of business strategy is not as easy to do as for a commercial organisation where corporate and departmental profit or turnover feature
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and Reflections
• BSC underplays the value of human interactions, morale, motivations and relationships within a HEI – Best to shift the focus from financial capital to something that
complements the Learning and Growth perspective by fully recognising social capital
• Co-operation and collaboration enabled through the LE, leads to better acquisition and utilisation knowledge of research methods and management – Is supportive of the growth within the University of cross-
disciplinary sub-groups with an interest in research methods, the psychology of supervision or assessment strategies
Applying Performance Management Principles
Standards in Actionwww.bsieducation.org/standardsinaction
Conclusions and Reflections
• The longer-term significance of the performance system should be apparent in helping to improve the dissertation management, by linking back outcomes directly to actions
• Encouragement of a common sense of identity between the dissertation tutors and the tutees
• Should lead to better acquisition and utilisation knowledge of research methods and dissertation management
• Could also retain organisational memory of good ideas and help to avoid mistakes from any losses
Applying Performance Management Principles