This document outlines the process of developing a Balanced Scorecard to enhance quality in higher education. It discusses establishing goals and objectives, developing key performance indicators (KPIs), inputting data into the Balanced Scorecard, and monitoring progress. Goals and objectives are set based on the institution's strategy and quality requirements. KPIs are then created to measure each objective. Performance data from the KPIs are input into the Balanced Scorecard to generate reports and charts to monitor progress towards strategic goals. The Balanced Scorecard is updated each year based on performance reviews.

1. Using
Balanced
Scorecard
to
Enhance
Quality
in
Higher
Education
Parsa
Zoqaqi,
Director
Centre
for
General
Studies
Mona
Abdul
Jawad,
Senior
Officer
Quality
Assurance
and
Accreditation
Unit
Introduction
Ensuring
Quality
in
higher
education
has
proven
to
be
a
difficult
task.
National
Authority
of
Qualifications
and
Quality
Assurance
for
Education
and
Training
(NAQQAET)
initiated
the
effort
to
ensure
its
implementation
in
HEIs
in
Bahrain
by
publishing
sets
of
indicators
and
guidelines
to
be
followed
and
implemented
at
both
institutional
and
programmatic
level.
One
of
the
tools
that
can
be
used
to
measure
quality
and
monitor
progress
and
performance
is
the
Balanced
Scorecard.
Based
on
the
on-­‐going
task
of
developing
the
Balanced
Scorecard
for
Royal
University
for
Women,
this
poster
presentation
outlines
the
various
stages
that
lead
to
the
development
of
the
Balanced
Scorecard.
The
stages
included
are:
developing
goals
and
objectives
that
directly
or
indirectly
meet
the
quality
requirements
of
NAQQAET,
developing
“SMART”
Key
Performance
Indicators
“KPIs”,
feeding
information
into
the
Balanced
Scorecard,
and
finally
monitoring
progress
and
performance.
Updating
&
Modification
Goals
&
Objectives
Results
of
the
performance
review
Perspectives
The
initial
phase
is
to
devise
broad
meetings
directly
impact
the
KPIs.
The
university’s
Vision
and
Mission
are
used
as
a
goals
for
each
perspective
taking
They
are
improved
and
modified
to
guideline
to
develop
the
Strategic
Plan
and
the
into
consideration
the
strategy
of
better
reflect
progress
and
Strategy
Map.
the
institution,
its
available
(and
performance.
KPIs
that
are
no
The
Strategic
Plan
is
divided
into
the
four
foreseen)
resources,
the
societal,
longer
relevant
and/or
KPIs
that
Perspectives
of
the
Balanced
Scorecard,
namely
e c o n o m i c ,
t e c h n o l o g i c a l ,
have
been
fully
achieved
and
People,
Internal,
Stakeholder,
and
Financial.
environmental,
legal
and
political
require
no
further
progress
can
be
factors,
and
competition.
removed
and
replaced
with
KPIs
Subsequently,
and
based
on
the
that
reflect
new
objectives
and
goals
set,
precise
objectives
are
initiatives.
determined.
Each
goal
will
possibly
Values
for
each
KPI
are
updated
have
a
number
of
objectives
every
semester/year.
The
values
related
to
it.
Objectives
are
to
be
are
updated
upon
receiving
related
written
in
such
a
fashion
that
leads
solid
evidence.
to
the
realisation
of
the
goals.
Subsequently
objectives
will
be
Each
objective
can
potentially
revised
to
help
better
achieve
have
a
number
of
initiatives
the
strategic
goals
of
the
and
initiative
owners.
University.
Monitoring
Performance
&
Key
Performance
Indicators
Progress
Key
Performance
Indicators
Since
the
objectives
are
(KPIs)
are
some
of
the
most
aligned
with
the
Regulations
set
i m p o r t a n t
p e r f o r m a n c e
forth
by
the
Higher
Education
management
metrics.
Council
as
well
as
the
indicators
In
order
to
measure
the
extent
to
determined
by
the
National
which
the
objectives
and
initiatives
Authority
of
Qualifications
and
Balanced
Scorecard
have
been
achieved
in
the
specified
Quality
Assurance
for
Education
The
Balanced
Scorecard
(BSC)
is
one
of
the
most
timeframe,
a
set
of
KPIs
are
and
Training,
the
monitoring
can
essential
available
tools
in
performance
management
required.
They
are
crucial
in
be
utilised
beyond
organisational
and
enhancement.
It
is
a
strategic
planning
tool
used
understanding,
learning
about,
and
goals
and
can
be
used
as
a
to
ensure
the
alignment
of
the
university’s
activities
to
improving
performance
across
the
measure
to
indicate
compliance
the
Vision
and
Mission
in
addition
to
the
monitoring
of
University.
There
is
at
least
one
KPI
w i t h
t h e
a b o v e
m e n t i o n e d
performance
against
strategic
goals.
It
also
allows
for
to
measure
each
objective/
requirements
and
also
to
ensure
prioritising
of
initiatives
and
activities.
The
data
initiative.
KPIs
must
be
specific,
excellence
in
the
delivery
of
quality
derived
from
the
KPIs
are
fed
into
the
BSC
and
a
quantifiable,
realistic,
achievable,
education.
variety
of
reports
are
generated.
Such
reports
include
relevant,
time-­‐bound
and
result-­‐
At
the
end
of
each
academic
year,
diamond,
time,
score,
and
pie
charts.
Furthermore,
the
oriented.
Furthermore,
they
must
performance
review
meetings
are
probability
and
impact
of
risk
factors
at
micro
and
be
written
in
a
fashion
that
conducted
to
discuss
progress
and
macro
level
can
be
generated
as
well.
potentially
leads
to
action.
performance
rates,
identify
areas
The
essential
information
required
include
Baseline
Examples:
i n
n e e d
o f
i m p r o v e m e n t ,
Value,
Minimum
Value,
Maximum
Value,
Target
Value,
%
student
retention
rate
d e t e r m i n e
c a u s e s
o f
p o o r
and
Current
Value
#
published
research
papers
performance,
and
suggest
ideas
The
BSC
is
used
to
measure
progress
and
performance
#
ratio
faculty
to
students
a n d
s o l u t i o n s
t o
e n h a n c e
of
individual
entities
within
the
organisation
as
well
as
It
is
crucial
to
have
a
balanced
performance.
the
institution
as
a
whole,
evaluate
the
extent
to
number
of
KPIs.
Too
few
KPIs
Performance
review
meetings
which
the
KPIs
–
and
subsequently
objectives
and
result
in
an
inaccurate
reflection
of
e s s e n t i a l l y
i n c l u d e
t o p
goals
-­‐
are
met.
In
addition,
it
is
used
to
monitor
the
overall
performance.
Too
many
Management,
key
decision
makers,
initiatives
and
the
progress
of
initiative
owners
and
KPIs
will
prove
to
be
redundant
and
representatives
from
faculties
different
entities
within
the
organisation.
and/or
difficult
to
monitor
and
and
administrative
departments.
update.
Reference
for
citation:
Zoqaqi,
P.,
&
Abdul
Jawad,
M.
“Using
Balanced
Scorecard
to
Enhance
Quality
in
Higher
Education”
The
2nd
NAQQAET
Conference,
Manama,
Bahrain,
Feb.
20
&
21,
2013
.