Abstract
The necessity to take into account the stakeholders' interests in higher education has resulted in the emergence of many performance measurement approaches that make use of performance indicators. The aim of this paper is to determine the benefits of using performance indicators for higher education and the problems associated with them. From a thorough examination of established models, it is concluded that the use of performance indicators for ranking purposes is unfounded. Performance indicators are known to bear many weaknesses such as, it is difficult to relate output to input; they only indirectly measure the achievement of objectives; and there is an ambiguity in their meanings. Their use should be restricted to highlight the areas of concerns in the higher education system. The ISO 9000 quality system was reported to have made very little progress in higher education. On a similar note, TQM, which has been widely practised in higher education institutions in the USA since the late 1980s, has not made much progress in other parts of the world. Tambi (2000) has proposed the application of Kanji's Business Excellence Model (KBEM) (Kanji, 1998a, 1998b) which can be used as a tool for quality review and enhancement of higher education institutions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
