Daryush Farid, Mehran Nejati, Heydar Mirfakhredini, Balanced scorecard application in universities and higher education

institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45






BALANCED SCORECARD APPLICATION IN UNIVERSITIES
AND HIGHER EDUCATION INSTITUTES: IMPLEMENTATION
GUIDE IN AN IRANIAN CONTEXT

DARYUSH FARID, MEHRAN NEJATI, HEYDAR MIRFAKHREDINI





Close compete of universities and higher education institutes in recent year in order to
offer high quality services and achieve higher national and International rank, has led to an
increase in their demand for a customized approach for assessing and improving their
performance. This paper studies the application of Balanced Scorecard (BSC), as a powerful
measurement and assessment system, in universities and higher education institutes. Reviewing
the existing literature, the paper also provides an implementation guide for BSC in an Iranian
perspective. Eventually, the performance indicators for measurement purposes of the introduced
case study are proposed.
Keywords: Balanced Scorecard, BSC, Performance Assessment, Higher Education,
Universities, Iran.


Introduction

In todays world of global competition, providing quality service is a key
for success, and many experts concur that the most powerful competitive trend
currently shaping marketing and business strategy is service quality (Abdullah,
2006, p. 31). Institutes of higher education are also focusing on ways to render
high quality education to their educators and have a better performance.
Higher education institutes are facing new challenges in order to improve
the quality of education. There is a pressure for restructuring and reforming
higher education in order to provide quality education and bring up graduates
who become fruitful members of their societies. Therefore, these institutes are
trying to recognize the dimensions of a quality education and define strategies
to reach their pre-defined standards and goals.
The purpose of this article is to examine the concept of quality education within
higher education institutes and universities, and explore the use of performance models
and goal-setting in universities as a means for higher education excellence. The article
discusses the most practical models for universities' performance enhancement,
and proposes an improved Balanced Scorecard model to improve quality in

Yazd University, Iran.

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
32
higher education. It also suggests the related performance indicators as well as
quality improvement approaches for higher education institutes.


Quality in higher education

Quality in higher education is a complex and multifaceted concept and a
single appropriate definition of quality is lacking (Harvey and Green, 1993). As
a consequence, consensus concerning the best way to define and measure
service quality (Clewes, 2003, p. 71) does not as yet exist. Every stakeholder
in higher education (e.g., students, government, professional bodies) has a
particular view of quality dependent on their specific needs.
O'Neill and Palmer (2004, p. 42) define service quality in higher education as
the difference between what a student expects to receive and his/her perceptions of
actual delivery. Guolla (1999) shows that students' perceived service quality is
an antecedent to student satisfaction. Positive perceptions of service quality can
lead to student satisfaction and satisfied students may attract new students
through word-of-mouth communication and return themselves to the university
to take further courses (Marzo-Navarro et al., 2005; Wiers-Jenssen et al., 2002;
Mavondo et al., 2004; Schertzer and Schertzer, 2004).
Zeithaml et al. (1993) distinguish between three types of service expectations:
desired service, adequate service, and predicted service. Customers have a desired
level of service which they hope to receive comprising what customers believe
can be performed and what should be performed. Customers also have a
minimum level of acceptable service as they realize that service will not always
reach the desired levels; this is the adequate service level. Between these two
service levels is a zone of tolerance that customers are willing to accept. Finally,
customers have a predicted level of service, which is the level of service they
believe the company will perform.


The balanced scorecard

Robert S Kaplan and David P Norton (1992) first introduced the concept of
balance scorecard in their Harvard Business Review article The Balance
Scorecard Measures that Drive Performance. Focusing on the fact that managers
needed a balanced presentation of both financial and operational measures they
propounded four perspectives as the drivers of future financial performance:

(1) Customer perspective how do customers see us?



Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
33
(2) Internal perspective what must we excel at?
(3) Innovation and learning perspective can we continue to improve
and create value?
(4) Financial perspective how do we look to stakeholders?

The scorecard provides executives with a comprehensive framework that
translates a companys strategic objectives into a coherent set of performance
measures. It represents a fundamental change in the underlying assumptions
about performance measurement and helps focus the strategic vision.
The financial and customer perspectives describe the desired outcomes
sought by the organization. However, these measures may contain many lagged
indicators of performance. The internal processes and internal growth perspectives,
on the other hand, show how the organization creates these desired outcomes. In
this way, managers can identify a causal chain from the performance drivers to
financial outcomes. From the top of the chain on down, desired financial
outcomes can only be accomplished only if customers are satisfied. To realize
the customer value propositions, internal processes must be created and
delivered. Finally, the internal processes must be supported by an organizations
learning and growth. As Kaplan and Norton (2004, p. 42) explain Aligning
objectives in these four perspectives is the key to value creation, and, hence, to
a focused and internal consistent strategy.
In developing a structure that links from cause to effect, Kaplan and
Norton (2004) created a tool called the strategy map. The strategy map is a
visual representation of an organizations strategy that describes the logic of the
strategy by representing the objectives for the critical internal processes that
create value and the organizational learning and growth that support those
processes. These objectives are then translated by the balanced scorecard into
targets and measures. The internal processes most critical to creating the
customers value propositions are referred to as strategic themes.


BSC for non-profit organizations

The BSC has been widely used in manufacturing organizations, service
organizations, non-profit organizations, and governmental organizations with
excellent effects (Kaplan and Norton, 2001b). Kaplan and Norton (2001a) have
pointed out that financial measurement alone does not reflect the organizational
mission of governmental and non-profit organizations; rather the mission of
government or non-profit organization should be placed at top of the BSC in
measuring whether such an organization has been successful. This can also help
to keep the long-term mission of organization clear and precise. Hence, the

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
34
greatest difference between businesses and non-profit organizations lies in the
achievement of the mission. To do this, both the financial perspective and the
customer perspective must be used to enhance the perspectives of internal
processes and learning and growth. Although financial performance is not the
main target of most governmental and non-profit organizations, the original
sequence of the BSC perspectives can be rearranged with the customer
perspective moving to the top (Kaplan and Norton, 2001b) (cited in Chen et al.,
2006) (Fig. 1). The BSC can thus be adjusted according to the individual
circumstances of any case. Indeed, some organizations focus on their key
strategies to set up another perspective (Kaplan and Norton, 2001a). For
example, some public sector organizations institute a social responsibility
perspective or a cultural perspective.



Fig. 1. BSC for non-profit organizations (Source: Kaplan and Norton, 2001a)

With respect to the implementation of the BSC in non-profit organizations,
Kaplan and Norton (2001a) reported that United Way of Southeastern New
England (UWSENE) was the first non-profit organization to introduce BSC. In
doing so, UWSENE focused on the financial and customer perspectives treating
donors as target customers. According to Kaplan and Norton (2001b), non-profit
organizations tend to structure their BSC with mission as the top perspective,
followed by the customer perspective, the internal process perspective, the
learning and growth perspective, and finally the financial perspective. However,
Lawrence and Sharma (2002) have pointed out that the BSC constructed by a
corporate university, the DXL University, was based entirely

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
35
on a BSC that had mission and strategic targets on the top, followed by the
financial perspective, and then other concepts. Wilson et al. (2003) observed
that the BSC established by the Canada National department of British
Columbia Buildings Corporation (BCBC) changed a financial perspective into a
shareholder perspective, and placed this BSC system on the same level as the
customer perspective. Wilson et al. (2003) also noted that three national
departments, the Norwegian Directorate of Public Construction and Property,
the US General Service Administration (GSA), and the Nation Property Board
of Sweden (NPB), all had BSC or strategic map as business type (with the
financial perspective at the top), but Wilson et al. (2003) did not explain that the
BSC established by these three departments might have been related to the
organizational culture of these departments which expected them to emphasize
financial performance management as do corporations. The above literature
review reveals that the four major perspectives of the BSC can be adjusted
according to the individual needs of the organization. Nevertheless, some public
sector and non-profit organizations adopt a similar BSC structure to that of
business organizations.


Application of BSC in education

It is evident that the BSC has been widely adopted in the business sector
but the education sector has not embraced the BSC concept widely as indicated
by the dearth of published research on this topic (Karathanos and Karathanos,
2005). Cullen et al., (2003) proposed that BSC be used in educational
institutions for reinforcement of the importance of managing rather than just
monitoring performance. Sutherland (2000), (cited in Karathanos and
Karathanos, 2005) reported that the Rossier School of Education at University
of Southern California adopted the BSC to assess its academic program and
planning process. Also Chang and Chow (1999) reported in a survey of 69
accounting departments heads that they were generally supportive of the BSC
applicability and benefits to accounting education programs. Ivy (2001) studied
how universities in both UK and South Africa use marketing to differentiate
their images in the higher education market. At a time when higher educational
institutions around the globe face declining student numbers and decreasing
funding grants it becomes imperative for them to determine their images in the
eyes of their various publics. Karathanos and Karathanos (2005) describe how
the Baldrige Education Criteria for Performance Excellence has adapted the
concept of BSC to education and discuss significant differences as well as
similarities between BSC for Business and BSC for education.


Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
36
In higher education as in business there are acceptable conventions of
measuring excellence. Rather than emphasizing financial performance, higher
education has emphasized academic measures. As in the case of business the
demands of external accountability and comparability, measurement in higher
education has generally emphasized those academic variables that are most
easily quantifiable (Ruben, 1999).
These measures usually are built on and around such aspects as faculty/
student numbers (ratios), demographics; student pass percentages and dispersion of
scores; class rank, percentile scores; graduation rates; percentage graduates
employed on graduation; faculty teaching load; faculty research/publications;
statistics on physical resource (see library, computer laboratories etc.).
Ruben (1999) indicates that one area deserving greater attention in this
process of measurement is the student, faculty and staff expectations and
satisfaction levels. He opines that in most higher education centers very little
attention is paid to systematically measuring students, faculty and staff
satisfaction despite sharing the widely accepted viewpoint that attracting and
retaining the best talent/people is the primary goal and critical success factor for
institutions of higher learning.
In a study conducted by Ewell, (1994) (cited in Ruben, 1999), the
measures used in 10 states in the USA in performance reports of higher
education institutions, were:
Enrolment/graduation rates by gender, ethnicity and program.
Degree completion and time to degree.
Persistence and retention rates by gender, ethnicity and program.
Remediation activities and indicators of their effectiveness.
Transfer rates to and from two and four year institutions.
Pass rates on professional exams.
Job placement data on graduates and graduates satisfaction with their jobs.
Faculty workload and productivity in the form of student/faculty ratios
and instructional contact hours.
Armitage and Scholey (2004) successfully applied the BSC to a specific
masters degree program in business, entrepreneurship and technology. Karathanos
and Karathanos (2005) have compared the Baldrige Award and BSC criteria in
the context of education and have come out with measures closely aligned
amongst both the instruments.



Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
37
Balanced scorecard implementation guide in universities and higher
education institutes

Educational institutes are just beginning to view themselves as part of a
service industry, and many are doing so reluctantly (Gold, 2001) (Cited in
Banwet and Datta, 2003), often as a result of an enrollment crisis (Wallace,
1999). Canic and McCarthy (2000) suggest that for many years, the notions of
service quality and higher education seemed about as compatible as oil and
water and decades-old institutions were not readily amenable to continuous
quality improvement initiatives. Low (2000) notes that the provision of quality
service to students on campus is a key element in attracting and retaining
students. Failure to attract or satisfy students, would negatively impact student
enrollment and retention, funding, job security and viability of a university or
educational institute. Finally, service quality can lead to excellence in business
education (LeBlanc and Nguyen, 1997).
Introduction of the BSC in an educational institution requires faculty staff
to work together. It begins with senior supervisors who are responsible for
policy making and execution in a top-to-bottom hierarchy. In the ultimate, the
introduction of the BSC will create a cause-and-effect linkage involving
feedback from staff members and communication among corresponding
functions. Five basic principles are involved in the establishment of the BSC as
part of the strategic core of an organization (Kaplan and Norton, 2001a, c):

(1) Translating the strategy to operational terms.
(2) Aligning the organization to the strategy.
(3) Making the strategy part of everyone everyday job.
(4) Making strategy a continuous process.
(5) Mobilizing change through leadership.

Below, we try to help the reader comprehend the BSC method as a
management strategy and understand each strategic theme as it relates to
initiatives, targets and measurement for a management department. We apply
the BSC to the authors own department, in Yazd University, a public university
in Iran. We begin with our mission statement, in which we set out the general
goals and purpose of the organization: To prepare students to become managers
and leaders who will add value to their organizations and communities and
create sustainable development in society through:

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
38
Offering high quality graduate and undergraduate programs.
Training creative and innovative entrepreneurs and managers.
Supporting research.
Based on this mission, the BSC strategy map will develop a strategy map
like the one shown in Fig. 2 (Adapted from Kaplan and Norton, 2004, p. 51)
(cited in Papenhausen and Einstein, 2006, p. 18).


Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
39


Fig. 2. BSC strategy map

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
40
After the strategy map is drawn, the next step is the development of a
balanced scorecard showing multiple goals and measures for each perspective.
Even though the number of measures in each perspective varies, it is important
that each measure aligns with the organizations strategy. The measurements
used are adapted from Bailey et al. (1999) (cited in Papenhausen and Einstein,
2006), but were tailored to apply to our specific management department.


Financial perspective

The financial perspective contains the tangible outcomes in traditional financial
terms. Table 1 is an overview of the financial perspectives goals and measurements.

Table 1
Overview of the financial perspectives goals and measurements

Type Goal Measurement
Fund Raising
Building endowment/fund
raising/ annual giving
Size/growth of endowment
Donor support for new
initiatives
Total funds raised
Increased research grants
Volume and number of
research grants received
Increased state appropriation
% of funding relative to others
in system
Increased student fees % of contribution cost
Revenue from operations
Increase teaching productivity Student/faculty ratio
Financial management To be financially sound
Balanced budgets
Extend budget submissions
cover all essential
requirements
Cost per unit of production
relative to peers
Market growth
To financially succeed
Rate of increase in fee-paying
students


Stakeholder perspective

Value propositions are created to meet the needs of each stakeholder.
These value propositions are those that hold the greatest value to each
stakeholder and represent outcomes of the colleges internal processes.
Satisfactory realization of the value propositions translate into financial
outcomes outlined in the financial perspective. Table 2 is an overview of the
stakeholder perspectives goals and measurements.

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
41
Table 2
Overview of the stakeholder perspectives goals and measurements

Stakeholder Goal Measurement
Attract high-quality
students
No. and quality of students
Persistence rate
Applications to programs
% admitted
Market share
Geographic draw area
Develop high-
quality students
Quality of teaching and advising
Department GPA
Graduate high-
quality students
Starting salaries
Quality and no. of on-campus recruiters
Internship programs
Students
Student satisfaction
Ability to get access to needed courses
Ease in getting good job
Student evaluations of faculty/ courses
Graduate exit surveys
Community
employers,
alumni,
parents
Business
community
(employer)
Employer survey rating graduates effectiveness
No. of faculty involved in community/business
service
Faculty Faculty satisfaction
Encouragement given faculty to engage in
development activities
Effectiveness of orientation and inculcation process
for new faculty
Availability of well-defined personnel policies and
procedures available to faculty
Office space and computer availability
University
Service to the
university
Adequacy of participation in campus-wide activities
Quality of relationships with other elements on
campus
Teaching quality
Corporate evaluation of curriculum
Qualifications of faculty
Focus on up-to-date teaching practices
Academic
excellence
Quality of students admitted
Quality of faculty
Accreditation status
General
Quality research
contributions
No. of faculty publications/ citations in ISI Journals
No. of faculty publications/ citations in other
International research journals
No. of faculty publications/ citations in national
research journals
No. of faculty members presentations and speaks in
International conferences
No. of faculty members presentations and speaks in
national conferences



Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
42
Internal process

The internal process perspective describes the critical internal processes
that drive the stakeholder satisfaction and the colleges financial outcomes.
Internal business processes deliver the value proposition to stakeholders and
drive the financial effectiveness. Table 3 illustrates this perspectives strategic
themes (critical internal processes), goals, and measurements.

Table 3
Overview of the internal process perspectives goals and measurements

Strategic
theme
Goal Measurement
Teaching
excellence
Student satisfaction
Employer satisfaction
Teaching awards
Course evaluations
Peer and outside reviews
Teaching/
learning
excellence Excellence in
developing
learning and
learning skills
Grade point standards
Pass rates on professional exams
Opportunities for writing and oral presentations
Assessments by course
No. of students going to graduate/professional schools
Advancement of alumni in profession
Degree of deployment of technology in learning experience
Curriculum
excellence and
innovation
No. of new courses developed
Degree of innovation
Degree to which curriculum is up-to-date with
educational, business, and commercial trends
Program internationalization
Periodic review of each program on a rolling schedule
Curriculum/
program
excellence
and
innovation Introduction of
new programs/
innovations
Concept to implementation time
Timeliness of delivery of new products
Quality faculty
Faculty credentials
Faculty appraisals
Endowed chairs
Faculty development plans
Quality and
currency of
faculty
Currency of faculty
and classroom
material/
experiences
Contacts with business and industry
Utilization rate of multimedia in classroom
Production
efficiency
% of students completing undergraduate program in 4 years
% of students completing graduate program in 2 years
Teaching costs/student
Administrative costs/student
% of budget dedicated directly to learning
Efficiency
and
effectiveness
of service
Student services
effectiveness
Type and no. of services provided
Time required to register
Availability of internships co-ops

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
43

Learning and growth perspective

The learning and growth perspective identifies the sets of skills and
processes that drive the college to continuously improve its critical internal
processes. The learning and growth areas that feed into internal processes
subsequently drive stakeholder satisfaction and ultimately financial outcomes.
Table 4 is an overview of this perspectives goals and measurements.

Table 4
Overview of the Learning and growth perspectives goals and measurements

Type Goal Measurement
Faculty development
Rials (Iranian Currency) for
research, travel, library,
computer hardware/software
Teaching assessments
Technology leadership (use,
development, application)
Student and faculty
satisfaction
Degree to which technology is
used in specific courses
Expenditures on
hardware/software
Teaching/learning
excellence and innovation
Teaching/learning
innovations
Development of assessment
device/ technique for each
innovation
Measure, reward, and
evaluate goal attainment
Evaluation of measuring and
reward system in college
Mission-driven processes
and reward system
Establish broad-based and
continuous strategic planning
process
Evaluation of strategic
planning
Quality of facilities Adequate physical facilities
Adequacy of classroom and
equipment facilities for
providing globally relevant
management education

It must not be forgotten that support from senior administrators is critical
to implementing a successful BSC in any organization.


Conclusions

The development of the balanced scorecard is a fundamental process that
enables continuous improvement and enhancement. It is better to start to
improve than wait for a perfect solution before the implementation of the
strategy. The experience of authors shows that organisational change does not
happen at one point in time, but is a continuous management process. The

Daryush Farid, Mehran Nejati, Heydar Mirfakhredini Balanced scorecard application in universities and higher education
institutes: Implementation guide in an iranian context / Annals of University of Bucharest, Economic and Administrative
Series, Nr. 2 (2008) 31-45
44
implementation of a strategy requires active contributions by everyone in the
organization. Each member of the college needs to understand this strategy and,
beyond that, to conduct day-to-day business in ways that contribute to the
success of the strategy. This paper aimed to provide investigate the application
of BSC in universities and higher education institutes and propose an
implementation guide for BSC implementation in an Iranian context.



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