The Educational Scorecard: A More Appropriate Evaluation?

Against a backdrop of public sector cuts, increasing university fees and high youth unemployment, we are facing challenges in Higher Education to demonstrate the value of our courses. Assessing the value of learning, however, is not straight forward. This paper reports on a study of evaluation processes on a postgraduate, professionally accredited diploma delivered at a selection of post 1992 universities. The driver for the study was the premise that current evaluation processes do not fully demonstrate the value of the course nor take into account the needs of multiple stakeholders. We would argue that we cannot truly assess accountability and comparability without engaging a range of stakeholders, not only in soliciting their views on the outcome of the learning but also in the design and implementation of evaluation processes. The project included benchmarking University evaluation processes and conducting a dialogue with stakeholders. The study adopted a qualitative management research approach, involving: a review of current practice, comparison with a sample of equivalent courses, and consultation (in the form of focus groups and semi-structured interviews) with a sample of students and employers. The paper discusses findings and proposes recommendations for future evaluation procedures in the design of an 'educational scorecard' for the course. Kaplan and Norton's 'balanced scorecard (1996) concept was adapted to provide a mechanism to represent and balance the needs of different stakeholder groups in the education process. The 'educational scorecard' presented in this paper is developed specifically for the post-graduate diploma in Human Resource Management (PDHRM) at Leeds Metropolitan University. However, the model is flexible and may be adapted for other HE institutions and courses.