Exploration of the Balanced Scorecard as a Tool for Performance Measurement and Strategic Planning in Higher Education Development.

Exploration of the Balanced Scorecard as a Tool for Performance Measurement and Strategic Planning in Higher Education Development.

Moulds, Clifton Perry, "Exploration of the Balanced Scorecard as a Tool for Performance Measurement and Strategic Planning in Higher Education Development" (2012). Electronic Theses and Dissertations. 204.  https://egrove.olemiss.edu/etd/204   University of Mississippi, USA.

                                                                                                                          Arpharanee Thaikla

Research Objectives

    The purpose of this study was to determine the extent to which the Balanced Scorecard is currently used in higher education development offices at public institutions in the Southeastern United States, and to determine how beneficial the Balanced Scorecard might be if utilized as an instrument for performance measurement and strategic planning in higher education development offices. 

Research Questions

The study sought to answer the following research questions:

1. What types of metrics are most widely used in individual and institutional performance measurement and strategic planning in development at institutions of higher education?

2. What are the attitudes of development practitioners at institutions of higher education regarding the use of quantifiable metrics in measuring individual and institutional fundraising performance and strategic planning?

3. Is the Balanced Scorecard currently utilized as a tool for individual and institutional performance measurement and strategic planning in development at institutions of higher education?

4. Is the Balanced Scorecard an applicable tool for individual and institutional performance measurement and strategic planning in development at institutions of higher education?

Research hypotheses  1. There is no significant relationship between the size of an institution’s student body and the use of quantifiable performance metrics and strategic planning tools within that institution’s development office. 2. There is no significant relationship between the number of years a survey respondent has worked in the field of development and the respondent’s opinions towards the value of quantifiable performance metrics and strategic planning tools in higher education development. 3. There is no significant relationship between the number of years a survey respondent has worked in development at his or her current institution and that respondent’s opinions towards the value of quantifiable performance metrics and strategic planning tools in higher education development. 4. There is no significant relationship between the presence of management responsibilities in a respondent’s job description and that person’s knowledge of the Balanced Scorecard. 5. There is no significant relationship between the size of an institution’s student body and that institution’s use of the Balanced Scorecard in the development office.

Type of Research  A mixed methods 

Variables in the Research  

       Basic variable descriptions are as follows: 

Independent variable  1. Size of an institution’s student body. 

                                       2. Number of years a survey respondent has worked in the field of 

                                        development.

                                      3.  Number of years a survey respondent has worked in development                                             at his/her current institution.

                                       4. Presence of management responsibilities. 

                                       5. Size of an institution’s student body.

Dependent variable     1. Use of quantifiable performance metrics.

                                      2. Opinions towards the value of quantifiable performance metrics. 

                                      3. Opinions towards the value of quantifiable performance metrics.

                                      4. Knowledge of the Balanced Scorecard. 

                                      5. Use of the Balanced Scorecard.

Sampling Design

    Quantitative Component : Participants The survey was administered to 364 professional development staff members serving in 21 four-year public institutions of higher education in Alabama, Mississippi, and Tennessee. A total of 52 chose to participate. 

     Qualitative Component : The interview participants then were selected from the 30 respondents to the quantitative survey that did not choose to opt out of future contact. Responses to questions regarding management responsibilities, job descriptions, length of tenure, and job title were used to identify potential interview subjects who represented various levels of seniority and responsibility within the development field including front line fundraisers, middle managers, and executive leaders. Participants were asked to sign a consent form,

Measurement Design

    Quantitative Component : Questionaires ; Collective opinions expressed through a  survey instrument developed by the researcher. Instruments The survey included items intended to obtain basic information regarding the respondents, their offices, their institutions, and their opinions regarding various aspects of performance measurement and the Balanced Scorecard.

    Qualitative Component : Instruments – Interview Guide (Semi-Structured interviews) ; In-depth interviews with development practitioners at various levels of seniority were conducted to better understand the behind individual.

Statistical Design

Quantitative Component : The results of the survey data were statistically analyzed through IBM SPSS version 19 to provide descriptive statistics about biographical information from the respondents such as institution and staff size, number of years in the profession, management responsibilities, performance and strategic planning measurements utilized by their institutions, and opinions about those measurements. Descriptive statistics also were used to assess respondents’ knowledge of the Balanced Scorecard and institutional use of the Balanced Scorecard. Inferential Statistics: Chi-square test 

Qualitative Component : Cross-case analysis of the interview questions was conducted. He has provided a synthesis of the answers to specific questions, identified themes that developed across 37 the interviews, and related conclusions to the research questions. 

Content and Construct Validity : To further refine the instrument, He consulted a panel of experts in the field of development in a small group setting to further establish validity and reliability. This panel of experts 28 consisted of one development professional from Vanderbilt University and two from the University of Mississippi. The panel was convened via conference call and asked to review the revised survey items and provide feedback to improve content and construct of the items.

Internal Validity of the research : Internal Validity examines whether the manner in which a study was designed, conducted, and analyzed allows trustworthy answers to the research questions in the study. ; Cross case analysis and reflective analysis were used to discover themes and constructs.

External Validity of the research : External Validity examines whether the finding of study can be genelized to other contexts. ; The ability to generalize the conclusions of this study may be limited due to the restrictions of the sample and limited geographically and obtained from a sample population. Therefore external validity is poor for studies.