Академический Документы
Профессиональный Документы
Культура Документы
Marian W. Boscia
Kings College
marianboscia@kings.edu
R. Bruce McAfee
Old Dominion University
rmcafee@odu.edu
ABSTRACT Business Administration and Accounting. They observed that
experimental performed better than the control group who used
Colleges of Business are now under increasing pressure balance scorecards performed significantly better than control
from AACSB to engage students in collaborative learning groups taking a Business Games course. Scherpereel (2007)
experience and to develop their critical thinking skills. This argues that decision alignment, is important to business game
paper presents an experiential learning exercise used at performance. Objective, evaluative feedback on decision
Kings College that is designed to accomplish both of these making effectiveness can serve as a motivator for students
objectives and to teach students the principles of the playing multiple-period business games. Using balance
Balanced Scorecard This paper describes the Balanced scorecards may be a way of achieving decision alignment. To
Scorecard concepts, presents an exercise using this support this conclusion, Scherpereel points to an earlier survey
approach, and provides potential solutions to the exercise. by Downing (2000) where for 66% of the companies surveyed
reported that implementing balanced score cards in order to
INTRODUCTION achieve alignment.
This paper presents a group exercise that has two major
In 1996, Kaplan and Norton wrote a book describing what purposes. First, it is designed to teach students the balanced
they called the balance scorecard approach. It contends that scorecard concepts cited above. Second, since the exercise is
the traditional financial accounting model must be expanded to done by student groups, it also helps to meet two of AACSBs
incorporate the valuation of a company's intangible and recommendations. AACSB recommends that students should
intellectual assets. It states that both financial and non-financial have opportunities to engage in collaborative learning. They
measures must be part of the information system for employees argue that, each student is a resource who brings unique
experience and knowledge to combined tasks. Students need to
at all levels of the organization; senior executives need both
acknowledge their responsibilities to their fellow students by
financial and non-financial measures to understand the drivers
actively participating in group learning experiences (AACSB,
of long-term financial success and rank and file employees
2006, p. 56). In addition, the exercise helps develop reflective
need this information in order for them to understand the
thinking skills or critical thinking skills, another AACSB
financial consequences of their decisions and actions. This
concern.
book argues further that there should be a balance between a
The exercise presented in this paper requires that students
firms long and short-range objectives, financial and non-
develop a balanced scorecard for an educational institution.
financial measures, lagging and leading indicators, and external
Using an academic setting is appropriate for two reasons. First,
and internal performance perspectives. The scorecard is
students are familiar participants in the activities of their
designed to translate an organizations mission and strategy
college or university. Further, most students are exposed to
into a comprehensive set of performance measures. These
rankings of schools by publications such as U.S. News and
measures are organized around four perspectives: financial,
World Report. Second, colleges and universities use the balance
customer, internal business processes, and learning and growth.
scorecard approach for performance evaluation (Kettunen,
In addition to providing a comprehensive performance
2005). In 1999, Congress approved the Malcolm Baldrige
evaluation tool, the process of implementing a balance
National Quality Award for Education. Karathanos and
scorecard is the creation of an alignment culture where
Karathanos (2005) discuss the balanced scorecards of the first
corporate goals and strategies become institutionalized across
three recipients, the Chugach School District in Alaska, the
the company (Huang and Hu, 2007).
Pearl River School District in New York City, and the
University of WisconsinStout. Drtina, Gilbert, and Alon
ABSEL has experience with using balanced scorecards
(2007) describe the use of a balanced scorecard to show by
in the classroom to teach management concepts. Kalls and
Rollins College in the AACSB re-accreditation process. In
Sauaia (2004) discuss the outcome of a balance score card
conclusion, because this exercise provides real-world
strategy in a course offered in the graduate program of
EFFECTIVENESS MEASURES
TABLE 1
East Coast Colleges Performance Measures
Business Arts and Sciences
All dollar amounts are in thousands 2006 2005 2004 2006 2005 2004
1. Acceptances to offers 56% 59% 61% 75% 80% 76%
2. Applicants per slot 12.5 12.8 15.7 6.2 7.4 7.8
3. Budget per faculty member $281 $281 $281 $379 $379 $379
4. Budget per student $27.20 $26.00 $25.00 $40.80 $39.80 $40.30
5. Emergency calls to campus security 21.00 20.93 20.90 17.98 17.96 17.94
6. Freshman retention rate 83% 86% 89% 81% 86% 87%
7. Mean job offers per stud. 5.8 4.9 4.1 2.6 3.8 6.0
8. Mean refereed publications 9.0 5.7 -0.3 12.0 11.1 6.5
9. Mean starting salary $80 $74 $68 $50 $47 $41
10. National ranking by other colleges 26 26 29 11 10 8
11. National test percentile 98 98 98 83 83 83
12. Placement of students 93% 92% 89% 75% 77% 81%
13. Student per faculty member 10.34 10.31 10.28 9.28 9.3 9.33
14. Teaching evaluations 5.76 5.81 5.85 5.41 5.34 5.31
15. Total books published 4 5 6 3 3 6
How do we enhance
What must we excel at to
our capacity to
achieve our goals?
continue to improve?
Customer
How do we support
our students?