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Balanced Scorecard For Education Assessment

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2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

Assessment and Its Implications in IE

Page Count


Page Numbers

7.250.1 - 7.250.7

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Paper Authors

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Justin Chimka

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Teri Rhoads

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 2557

Balanced Scorecard for Education Assessment

Teri Reed Rhoads, Justin R. Chimka, and Melisa Moore

The University of Oklahoma School of Industrial Engineering


In choosing a method to evaluate an academic unit, there are multiple choices to consider. This paper begins with a discussion of the decision process that one college of engineering took along the path of deciding how to assess their newly formed strategic initiative. The four sets of performance measures that compose Kaplan and Norton's Balanced Scorecard provide fundamental structure for institutional goals and seem promising in the context of assessment for education improvement. With assistance from administration and faculty, a comprehensive scorecard can be assembled accounting for several specific assessment objectives. An extensive, quantitative model as such would provide a clearer understanding of education system dynamics, support formal experiments, evidence value-added practices and factors for success, identify opportunities for intervention, and so better inform policy decisions. An example will be presented of a Balanced Scorecard applied to the University of Oklahoma College of Engineering’s strategic initiatives.

I. Introduction

In the summer of 1997, the University of Oklahoma College of Engineering obtained a new Dean of Engineering and, with the new Dean, began constructing a new strategic initiative. This initiative underwent many transformations and continues to evolve. The vision of the College of Engineering is “to produce engineering graduates sought first by industry and investors for excelling in a rapidly changing, technology-driven world both as problem-solving engineers and technology managers in existing companies and as leaders in starting new, technology-based companies.” The plan to fulfill this vision includes three main areas: enhanced education, relevant research, and top students. Also, the plan must determine how it will assess when the vision has been met or how close/far away the vision remains. A discussion of the plan took the College of Engineering along three paths: the U.S. News & World Report's rankings of colleges and schools, the Baldrige Quality Award, and the Balanced Scorecard.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Chimka, J., & Rhoads, T. (2002, June), Balanced Scorecard For Education Assessment Paper presented at 2002 Annual Conference, Montreal, Canada.

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