The Balanced Scorecard: what, why and how?

1. The Balanced Scorecard: what, why and how? Thierry GARROT (CANEGE Nice Sophia Antipolis) WP3 team : Adam CHMIELEWSKI (PUW Lublin) Susanna SANCASSANI (METID Milan) Alessandra TOMASINI (METID Milan) Florence DUCREAU (CANEGE Nancy Université) Bernard LAUCH (CANEGE Nancy Université) Maria PSILLAKI (CANEGE Nice Sophia Antipolis) Sylvie ROCHHIA (CANEGE Nice Sophia Antipolis)

2. Plan of the presentation • What is the Balance ScoreCard (BSC)? • Four dimensions • A set of indicators • Design for decision • Why did we implement the BSC? • An initial requirement • Adapted to HEI management • How could you use it? • Technical aspects in data collecting • Strategic aspects • Impacts and issues

3. FINANCIAL CUSTOMERS/STUDENTS INTERNAL BUSINESS PROCESS LEARNING &GROWTH What’s BSC? Four dimensions

4. FINANCIAL F.1. Percentage of E-learning expendituresin University budget F.2. Percentage of E-learning incomes in University budget CUSTOMERS/STUDENTS C.1. People concerned by E-learningin University C.2. Percentage of E-learning students C.3. Number of additional servicesprovided on web FINANCIAL CUSTOMERS/STUDENTS INTERNAL BUSINESS PROCESS I.1.a/b Media and Interaction on web courses I.2. E-Learning technical process capacity I.3. E-learning tools trainingper student, teacher and administrative staff I.4.Users’ satisfaction withICT E-learning tools uses (%) LEARNING & GROWTH L. 1. Number of events broughtby E-learning activities: Conferences Projects New Partnerships INTERNAL BUSINESS PROCESS LEARNING &GROWTH What’s BSC? Four dimensions FINANCIAL F.1. Percentage of E-learning expendituresin University budget F.2. Percentage of E-learning incomes in University budget CUSTOMERS/STUDENTS C.1. People concerned by E-learningin University C.2. Percentage of E-learning students C.3. Number of additional servicesprovided on web INTERNAL BUSINESS PROCESS I.1.a/b Media and Interaction on web courses I.2. E-Learning technical process capacity I.3. E-learning tools trainingper student, teacher and administrative staff I.4.Users’ satisfaction withICT E-learning tools uses (%) LEARNING & GROWTH L. 1. Number of events broughtby E-learning activities: Conferences Projects New Partnerships

5. FINANCIAL F.1. Percentage of E-learning expendituresin University budget F.2. Percentage of E-learning incomes in University budget CUSTOMERS/STUDENTS C.1. People concerned by E-learningin University C.2. Percentage of E-learning students C.3. Number of additional servicesprovided on web INTERNAL BUSINESS PROCESS I.1.a/b Media and Interaction on web courses I.2. E-Learning technical process capacity I.3. E-learning tools trainingper student, teacher and administrative staff I.4.Users’ satisfaction withICT E-learning tools uses (%) LEARNING & GROWTH L. 1. Number of events broughtby E-learning activities: Conferences Projects New Partnerships What’s BSC? Design for decision

6. Why BSC? An initial requirement • Work on indicators relevant at HEI level • Indicative for the regional, state or European ICT’s policy • We would like to work with a double approach: • one at micro economic level, inspired by HEI business and management perspectives. We would like to integrate dimension about the quality of services provided to customer and some indicants in a Balance Scored Cards approach. • the other at macro economic level, with questions about the e-Learning progression in our societies. We would like to identify elements of its development.

7. Why BSC? Adapted to HEI management • BSC should be able to highlight questions as : • How e-Learning and ICT’s uses is progressing in our HEI? • Is this policy impact the number of e-Learning students and the quality provided? • How this policy impact the ICT’s uses? • A proposition of balance scorecard models integrated several indicators on: • Educational subsystem, • Organizational subsystem, • Technological subsystem, • and Financial subsystem.

8. How BSC? Technical aspects in data collecting • Data collection: • One database per year • Fill with more than 100 basic inquiries • Collect in Faculties at the lower level. • Data aggregate: • All basic inquiries sum at University level • Per each year • Group in 11/12 indicators • Data collection difficulties: • Some basic inquiries needed are too much detailed for the current Information System • e-Learning activities are not always already put in the Information System as a specific item • Some results are strategic an quite political.

9. MISSION AND VISION B S C STRATEGIC GOALS FOR UNIVERSITY STRATEGIC INITIATIVES/PROJECTS FOR E-LEARNING How BSC? Strategic aspects

10. How BSC? Strategic aspects

11. How BSC? Impacts and issues

12. The Balanced Scorecard: what, why and how? Discussions