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- Planning Types
Planning Types
Focus Areas
-
A framework that helps you develop more effective planning processes.
- Challenges
Challenges
Discussions and resources around the unresolved pain points affecting planning in higher education—both emergent and ongoing.
Common Challenges
- Learning Resources
Learning Resources
Featured Formats
Popular Topics
- Conferences & Programs
Conferences & Programs
Upcoming Events
- Community
Community
The SCUP community opens a whole world of integrated planning resources, connections, and expertise.
Get Connected
Give Back
-
Access a world of integrated planning resources, connections, and expertise-become a member!
Planning for Higher Education Journal
Hands-on Scorecarding in the Higher Education Sector
From Volume 35 Number 1 | October–December 2006By Cam Scholey, Howard ArmitageThe balanced scorecard, introduced by Robert Kaplan and David Norton, has evolved from an improved performance measurement system to an integrated strategic planning, implementation, and scorecarding system. Simple yet powerful second-generation balanced scorecards depict the organization's strategy through a series of strategy maps and scorecards that describe and measure the cause-and-effect linkages that occur between the organization's high-level vision and its desired strategic outcomes. Although the balanced scorecard has been widely adopted in private, government, and not-for-profit settings, there have been only a few attempts to introduce scorecarding in the education sector, and these have been primarily in administrative functions rather than in key operating program areas. This article presents a description of a second-generation balanced scorecard specifically designed for a graduate program at the University of Waterloo in Ontario, Canada and provides a comprehensive walk-through and discussion to illustrate its strengths and limitations.
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