Using the Balanced-Scorecard Approach for Program Assessment of Faculty Advising
A program assessment methodology for academic advising based on a balanced-scorecard approach is discussed. The balanced-scorecard approach is used to identify a set of five to nine performance measures as metrics of organizational (not individual) effectiveness. Grouped into four perspectives (financial, customer, internal process, and learning and growth), the measures can be directly tied to advising unit mission; the measures allow users to be objective and subjective, process- and outcome-focused, and forward- and backward-looking. Stakeholders in various institutional types have utilized the comprehensive balanced-scorecard system to improve communication, demonstrate effectiveness, and improve organizational culture and relationships.
Contributor Notes
Dr. Bob Hurt is an accounting professor at California State Polytechnic University, Pomona. His research interests revolve around assessment and performance evaluation in a variety of contexts as well as educational effectiveness in accounting. Dr. Hurt's Web site is at www.csupomona.edu/~rlhurt; his E-mail address is RLHurt@csupomona.edu.
