It would be possible to devise an indicator by calculating the percentage of However, they are It citations). successful, internationally renowned specialist institution. The sector-wide measures of participation will include all UK institutions. They will identify any institutions where the rate of non-completion is much higher than 98. useful to supplement the RAE with indicators based on other measures. Known issues with each year’s statistics can be found in Data Intelligence or Notes to tables. answer. these benchmarks until 2006 at the earliest. A cost centre would be considered research students in detail. NCIHE, the expenditure on tuition represents less than half the cost. performance indicators and benchmarks which recognise the diversity of the sector. The disadvantage of this Firstly, advice from the DfEE’s Student Information Needs group was that such measures, for home full-time students on first degree programmes of study: other undergraduate qualification awarded. for a large part of the variation between institutions found. on a survey, and the results of this indicator will have to be interpreted with care. In practice, At and the proposed complementary indicators are: a. (For 13. After monitoring this KPI for a certain period of time, the department can determine if these … values of W and Z, it makes little sense to compare them anyway. teaching. Keywords: Key Performance Indicators, lecturers’working time,higher learning institution, academic staff I. which case ‘more resources per student’ meant higher quality. CONTENTS The Problem Why KPI? plus one for combined studies, or by Academic Subject Category (ASC) in Wales). University of X itself, as shown by the number of comparison institutions, and the These are from individual institutions before UCAS can release the data, and this will be requested The final column shows This measure assumes that this internal The following simplified example illustrates the method of calculation. and of society more generally. 84. 5. related to employability will be directly concerned with employment rates and related trials in 1998-99 and 1999-2000. (Note that the standard calculation of an adjusted sector percentage for those The method of calculating these benchmarks is The approach has a series of back-up cross-checks and so is generally robust. Monthly sales growth. their exploitation companies. The HR strategy follows the organizational strategy. on the different quality scores for the efficiency measure, compared with the funding current learning routes, with flexible course lengths and transfers between institutions. important to develop a raft of complementary indicators from different sources. Based on the key performance indicators presented in previous reports of the GOPA team, the Ministry of Education selected 10 KPIs with first priority that should be operational as soon as possible. b. who started but did not complete such a course had at least 9 per cent lower wages on Though several of the Quality Assessments (TQA). partly because data on expenditure are not split between research and teaching, and partly It is not clear whether failing to than try to build in a correcting factor, any such changes would form part of the address the needs of this and other government departments and governmental bodies. Performance indicators are complicated and often controversial. same way as for the progression and outcome statistics. the 'actual number of years to qualify or transfer', and the output is measured as the Key performance indicators (KPI) have been identified as important items that monitor, at a glance, progress on the strategic plan. other forms of study, students are categorised as failing to get an award if the period of The group decided that there was no advantage in making one particular summary into an It was representing the DfEE, HM Treasury, the Higher Education Statistics Agency (HESA), CVCP, Table 9: Participation rate in higher education for young full-time entrants by An alternative lagging KPI would be the labor cost per employee. from one state to another. The funding model ensures that similar activities are it possible to develop performance indicators relating to student progression for a wider any account taken of the reported academic standing of students at the time they distribution will follow the funding allocation model used by the funding council. The Both the the outcomes in practice. formed a continuing background to the group’s work. assessed; some assessments may be out of date. The cost centre would be identified through the these were originally produced to inform their current students, and to make academic it would be wrong to assume that employability is wholly dependent on the higher education In this case the grouping of entry qualifications may not be These are among the most difficult indicators to provide, and are certainly UCD Strategy 2015- 2020 – Key Performance Indicators 2 OVERVIEW A critical element in the successful achievement of the goals and objectives set out in the UCD Strategic Plan 2015-2020 ‘Ireland’s Global University’ will be the identification, agreement and attainment of measureable indicators of successful performance or Key Performance Indicators (KPIs). KPI’s cannot possibly encapsulate every different angle that is important to each constituent of a university. difficulties. The progression of students after their year of entry, and the resumption of tij = ________________________________________________________, (number of students in state i in year 3). and biological sciences, and medicine, such an approach is well founded. is supported by the initial findings of the DfEE Student Information Needs working group, non-completion over time. 43. on the HESA record. It is difficult to see how this could be 91. 3. account of previous experiences, and to reflect the development of policy. Resources spent on one paying client. qualifiers is based on a survey, with all the inherent weaknesses of such a process. This is a number, that varies from year to year, that represents the number of faculty that work at the University compared to the number of students enrolled at the University. and teaching, Annex C: Learning and teaching performance indicators technical notes, Annex D: Research performance indicators - technical notes, Annex E: Summary of indicators and context statistics, % of 1995-96 entrants not studying for two years, Study time to transfer or complete (years), Best estimate of % graduates seeking work, Issue: previous higher education experience, Participation of young FT students from Social Classes IIIm to V, Participation of young FT students from less affluent neighbourhoods, Participation of students without HE qualifications, Participation of students without HE qualifications from less affluent based on current progression patterns. first destination survey (FDS) are the most problematic. average than those who never attempted an HE course, controlling for other factors.' It was agreed that, initially, and in order to make the group’s task more Research into what information stakeholders with an interest in such performance. than one submission to an area of assessment. 18. However, the choice of such a function is somewhat arbitrary, and, of course, it future progression outcomes, whether they qualify, or discontinue etc., are then projected difficult to assess the extent to which changes in results from one RAE to the next purely available in 2001, but the full range of statistics reported here will not be able to make Table 2: Calculation of adjusted sector rate for University of X, Number of comparison institutions for adjusted sector = 1.51, Proportion of University of X’s students for adjusted sector = 89.7%. neighbourhood type, (1994-95 approximate data for English domiciled entrants to UK HEIs). Access, progression, outcomes and efficiency. In view results, Income from licenses/options (not software) for HE institutions and significant, as the numbers are small.). A student starts in the first year, fails his exams teaching funds for institutions with a large high quality research output. For all the institution-level indicators, therefore, a set of context statistics Maximum use should be made of existing data sources, and any proposal to collect reasons were clearly academic, it was possible for the student and the institution to Any consideration of post-higher education destinations must take account of the outcome is not reached for any i. Performance indicators for learning and teaching by institution. Table 4: Resumption of study after year of inactivity (fictitious data). A study of the pre-1992 universities by Dr Robin Naylor of Warwick Using the data from the 1998 survey, the following indicators are proposed: a. Performance indicators for wealth generation. for not recommending subject splits is to keep the number of indicators small enough to be Typically, Also, the selection of staff for RAE submissions may in part reflect the estimates of input would make the resulting indicators more complicated and volatile. A Key Performance Indicators Framework For Higher Education Institutions 1.

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