Research on the Application of Balanced Scorecard as key Performance Indicator of School Administration Achievement Evaluation－Take an institute in central Taiwan for example

• Main Authors: Ching-fen Sheu, 許清芬
• Other Authors: Shin- Yuh Liu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/84482406085207334041

碩士 === 朝陽科技大學 === 企業管理系碩士班 === 95 === Higher education of our country nowadays is experiencing pressure coming from the excessive number of universities, internationalization, and plunging birth rate. To remain competitive, schools have to develop their characteristics and promote their education ideas. Among many factors to schools’ success, how to raise administration performance management becomes the key, since administration is designed to support teaching and smooth school-running. Thus, a reasonable administration performance management system requires two prerequisites: 1) the establishment of unique, multi-dimensional and farsighted system; 2) applicability of reasonable and complete performance index. In this study, research is conducted by employing analysis of reliability and validity, importance analysis, factor analysis, and gap analysis. Framework of the research consists of five dimensions of balance score board: Vision, Financial, Customer, Internal-Business Process, Learning and Growth. Through empirical study, important indicators for school administration performance evaluation are clarified. Object of the research is 220 administrators at an institute of technology in central Taiwan. Accordingly, 220 questionnaires were sent out, 188 of which were collected. Valid response rate is 85.5%. Conclusion: (A) Through factor analysis, five key factors and 31 key indicators for school administration performance are constructed. The five key factors are a) building up shared vision, which includes three key indicators, b) improving financial supervision system, which includes three key indicators, c) establishing customer relationship, which includes seven indicators, d) constructing internal procedure standardization, which includes ten indicators, e) raising human resource efficiency, which includes 8 indicators. (B) Concerning factors “building up shared vision” in the vision dimension and “raising human resource efficiency” in the learning and growth dimension, administration executives and staff have quite different views on the indicators for school administration performance evaluation. (C) On the results of staff individual background analysis which includes five indicators of sex, institution, age, education background, and years of working experience, administration executives and staff have no substantial views on the indicators for school administration performance evaluation.