Performance indicators of an institution of higher education By Dr' Mrs' Sunanda Chande SVT College

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Performance indicators of an institution of
higher educationByDr. Mrs. Sunanda ChandeSVT
College of Home-Science (Autonomous), SNDT
Womens university, Mumbai, India

• For
• The First International Conference on Assessing
  Quality in Higher Education 2006
• 11-13 December 2006

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Degree offered- B.HSc. Post graduate diploma-
Clinical nutrition dietiticsMany short- term
certificate coursesDepartmentsCommunication
ExtensionComposite home-ScienceFamily Resource
Management Foods NutritionHuman
DevelopmentTextiles Clothing
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A sense of contest and challenge has
increased in the field of education.

• Availability of resources and profitability of
  educational institutions has increased
• This has led to healthy competition and healthy
  competition results in better performance
• Providers of education, world over have realized
  the need to monitor performance
• Performance is reality
• Assessment of performance through indicators is
  an actuality

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Purposes of performance indicators

• Provide reliable information on nature and
  performance of institutes
• Reveal a number of aspects of the student
  experience at higher education institutions
• Allow comparisons between institutions wherever
  appropriate
• Enable institutions to benchmark their own
  performance
• Inform policy developments
• Contribute to the public accountability of higher
  education
• Add to the information that prospective local and
  international students, their parents, school
  counselors can use to choose institution for
  enrollment
• Illustrate diversity of higher education
• Contribute to public accountability of a large
  element of a large element of Government funds
  and assist the future development of higher
  education policies

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What are performance indicators?They are a range
of statistical and non-statistical indicators
that offer an objective measure of how a higher
education institute is performing.

• Types of performance indicators
• 1.Quantitative ( statistical/objective)
• 2.Narrative ( subjective)
• 3.Combination of quantitative and narrative.

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Quantitative student enrollment, drop out rate,
success rate in exams, student-teacher ratio etc.

• Narrative change in attitude behaviour,
  capacity building, developing values, user
  satisfaction.
• Combination descriptive data is quantified,
  complicated as the statements or descriptions are
  graded and then quantified. This is illustrated
  through a case-study by NAAC

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Case Study of NAAC

• When NAAC evaluates performance of an
  institution, there are 7 criteria and indicators
  for each criteria. The assessed institute submits
  description/information for each criteria which
  is assessed by the team of experts and scores are
  given for each criteria.
• Criteria with indicators are as follows
• Curricular aspect
• Indicators Goal orientation, curriculum
  development, programme option, academic
  flexibility and feed-back.
• Teaching-Learning and evaluation
• Indicators Admission process, catering to
  diverse needs, teacher quality, examination
  reforms etc.
• Research, consultancy and extension
• Indicators Research publication output,
  linkages etc.

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4. Infrastructure and learning resourcesIndicator
s Physical facilities, library, computers etc.

• 5. Student support and progression
• Indicators Student profile, support,
  activities etc.
• 6. Organization and management
• Indicators Goal orientation and decision
  making, performance appraisal, organizational
  structure etc
• 7. Healthy practices Total quality management,
  value based education, social responsibility and
  citizenship roles, overall development.
• Thus the indicator-wise scores are calculated for
  each criteria. Each criteria has a certain
  weightage. Composite scores for institution is
  calculated after adding the criteria-wise scores
  a grade is given as shown in Tables 1 2

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Criterion-wise scores
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Grading system
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Who are they for?They are for universities,
colleges, funding bodies, prospective students,
employees, accreditation councils and government.

• Characteristics and performance indicators
• Students student satisfaction, feed-back,
  extracurricular activities etc.
• Staff qualifications, participation in academic
  activities, peer-relations, staff-authority
  relations, number of supporting staff.
• Institutional indicators infrastructure
  facilities, staff-student ratio, support
  systems, social environment, outreach programmes
  etc.
• Research indicators research done, papers
  published, collaboration with industry for
  research.
• Higher education outcome indicators
  employability of students, professions pursued,
  job profile of the graduates.
• Syllabus indicators subjects offered according
  to changing needs, flexibility, choice of
  subjects.
• Finance indicators grants received from govt and
  other funding bodies, resources generated though
  consultancy, hobby courses.

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A study was done to know perceptions of the
teachers from SVT College about performance
indicators of higher education institutes.
Twenty eight teachers from the college responded.
The data is presented according to the
characteristics.
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• Teacher Indicators

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• Institution Indicators

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• The study reveals
• Respondents gave maximum importance to
  category of student indicators, institution
  indicators and teacher indicators.
• maximum number of teachers felt that
  infrastructure, quality of teachers and well
  designed curriculum were important indicators.
• In conclusion knowledge about types,
  purposes and characteristics of performance
  indicators enables you to analyze institutional
  performance objectively.
• Shared perception perception of all the
  stakeholders gives the direction to progress and
  development.