08832323.2014.916649

Journal of Education for Business

ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20

Alignment of University Information Technology
Resources With the Malcolm Baldrige Results
Criteria for Performance Excellence in Education: A
Balanced Scorecard Approach
Deborah F. Beard & Roberta L. Humphrey
To cite this article: Deborah F. Beard & Roberta L. Humphrey (2014) Alignment of University
Information Technology Resources With the Malcolm Baldrige Results Criteria for Performance
Excellence in Education: A Balanced Scorecard Approach, Journal of Education for Business,
89:7, 382-388, DOI: 10.1080/08832323.2014.916649
To link to this article: http://dx.doi.org/10.1080/08832323.2014.916649

Published online: 29 Sep 2014.

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Date: 11 January 2016, At: 20:47

JOURNAL OF EDUCATION FOR BUSINESS, 89: 382–388, 2014
Copyright Ó Taylor & Francis Group, LLC
ISSN: 0883-2323 print / 1940-3356 online
DOI: 10.1080/08832323.2014.916649

Alignment of University Information Technology
Resources With the Malcolm Baldrige Results
Criteria for Performance Excellence in Education:
A Balanced Scorecard Approach
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Deborah F. Beard and Roberta L. Humphrey
Southeast Missouri State University, Cape Girardeau, Missouri, USA

The authors suggest using a balanced scorecard (BSC) approach to evaluate information
technology (IT) resources in higher education institutions. The BSC approach illustrated is
based on the performance criteria of the Malcolm Baldrige National Quality Award in
Education. This article suggests areas of potential impact of IT on BSC measures in each of
the Baldrige Results Categories of the performance criteria. Many of the identified areas of
measurement and expected improvement are unique to educational institutions. The
multiple-faceted evaluation approach should provide improved assessment of an institution’s
IT resources and offer a broadened perspective of IT usage in the academic setting.
Keywords: balanced scorecard, higher education, information technology

Businesses and educational institutions invest significant
amounts of money and time in decisions involving information technology (IT). Universities are increasing usage of IT
resources to attract, admit, advise, enroll, instruct, support,
and assess students. To make an appropriate selection of
additional IT investments, an educational institution should
specify its objectives and goals and evaluate how well each

potential IT resource would assist in achieving these aspirations. Several questions should be answered. What is the
relationship of IT investments to the institution’s mission,
core values, and objectives to achieve sustainable results in
today’s challenging educational environment? Why is IT
resource allocation, deployment, and alignment important?
What potential areas of measurement and performance will
IT impact? Answers to these important questions should
assist educational institutions in selecting and integrating
IT resources.
Traditional tools (e.g., capital budgeting techniques) do
not give appropriate consideration and weight to important
benefits of additional IT resources. Entities (including educational organizations) have to look beyond traditional

Correspondence should be addressed to Deborah F. Beard, Southeast
Missouri State University, Donald L. Harrison College of Business,
Department of Accounting, One University Plaza, MS5815, Cape Girardeau, MO 63701, USA. E-mail: dfbeard@semo.edu

cost/benefit analysis when evaluating IT resources. Many
benefits of IT integration are difficult to measure or remain
hidden in traditional, functional costing systems. For example, IT integration can improve data accuracy, customer

service, decision making, and productivity. Various techniques are available to evaluate IT investments; discussion of
several of these techniques follows in the next section.

PUBLISHED IT INVESTMENT
EVALUATION METHODS
Measuring the effectiveness of IT has consistently been
ranked as one of the top ten issues in major surveys of
information systems managers (Ball & Harris, 1982; Brancheau & Wetherbe, 1987; Dickson, Leistheser, Wetherbe,
& Nechis, 1984). Other authors have focused on IT and customer satisfaction and IT and productivity (Brynjolfsson &
Hitt, 1995; Brynjolfsson & Yang, 1996; Sinan, Brynjolfsson, & Van Alstyne, 2006).
Parker, Benson, and Trainor (1988) reported five basic
techniques for evaluating benefits from IT investments: (a)
traditional cost/benefit analyses, (b) value linking that estimates business process improvements, (c) value acceleration that evaluates increased speed of delivering
information, (d) value restructuring that calculates

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ALIGNMENT OF UNIVERSITY IT RESOURCES

productivity increases of employees and the organization,

and (e) innovation evaluation that estimates the cuttingedge business practices derived from the IT investment.
Ward (1990) presented a portfolio approach to allocating
investments in IT, dividing potential IT investments into
four categories: Strategic (critical to future), high potential (important to future), key operational (needed for
current success), and support (valuable but not critical to
current success). He proposed that each category have a
different required level of expected return based on the
traditional cost/benefit analyses, value linking, and value
acceleration measures recommended by Parker et al.
Ward believed the higher the risk of failing in a category
should demand a higher required level of return in the
category.
Sethi and King (1994) provided a methodology for
assessing IT investments’ competitive advantage. Violino
(1997) reported use of embellished Return on Investment
approaches to evaluate IT investment with modern portfolio
theory and economic value added.
Tallon, Kraemer, and Gurbaxani (2000) developed a
process-oriented model to evaluate IT investment (based on
corporate executives’ perceived value of IT investment).

The model considered the focus of corporate IT goals and
management practices to influence critical value-chain
activities. They found that corporate executives perceived a
higher payoff of the IT investment (a) the more focused the
IT goal and (b) the more the IT goal aligned with the business’ goals. Barclay (2008) presented a six-dimensional
approach to evaluating IT that considers the stakeholder,
project process, quality, innovation and learning, benefit,
and use.
Several prior studies have examined the potential for
the application of the balanced scorecard (BSC) approach
to higher education. Some studies suggested how BSC
could be implemented in an education environment
(Cullen, Joyce, Hassall, & Broadbent, 2003; Hafner, 1998;
Papenhausen & Einstein, 2006; Ruben, 1999; Sutherland,
2000). Other studies have detailed BSC measures to manage and evaluate administrative and academic activities
(Beard, 2009; Chen, Yang, & Shiau, 2006; Karathanos
& Karathanos, 2005; Umashankar & Dutta, 2007; Umayal
& Suganthi, 2010). Chang and Chow (1999) reported
accounting department heads were generally supportive of
BSC’s applicability and benefits to accounting programs in

enhancing strategic planning and continuous improvement
efforts. Bremser and White (2000) explained how BSC was
used in curriculum design for an accounting program. Kim,
Yue, Al-Mubaid, Hall, and Abeysekera (2012) explored the
use of the BSC perspectives in assessing information systems and computer information systems programs. Schobel
and Scholey (2012) studied the use of the BSC to assess the
distance learning environment in higher education,
highlighting the importance of focusing on financial
strategies.

383

Al-Zwyalif (2012) pointed to the importance of using
BSC in developing countries and queried deans, deputy
deans, heads of scientific departments, financial managers and administrative managers in Jordanian Private
Universities. He determined that the leaders in these private institutions were aware of BSC and believed that
the basic resources to implement BSC were available.
Kamhawi (2011), using a Delphi process, determined
that IT plays a critical role in the adoption of BSC.
However, none of those authors focused on using a BSC

approach in evaluating IT.
Before looking at a suggested application of the BSC to
evaluating the IT resource, this paper presents a brief discussion of strategic planning and the IT resource in the next
section.

STRATEGIC PLANNING PROCESS
AND IT RESOURCES
Educational institutions have increasingly undertaken strategic planning to improve achievement of organizational
objectives and operational efficiency. Components of the
educational strategic plan (mission, vision, objectives, strategies, goals, and initiatives) should be of high importance
and properly communicated to stakeholders-administrators,
faculty, employees, students, parents, and future employers.
Measuring and reporting performance consistent with the
institution’s mission, objectives, goals, and initiatives
requires a multifaceted approach. A BSC approach
that considers various areas of measurements should be an
integral part of the strategic planning and management
system.
IT relates to the strategic planning process in a variety of
ways. IT can be a valuable communications tool. IT may

support the attainment of other objectives and goals by providing efficient and effective means of collecting, processing, and reporting performance data. Competency of
students, faculty, and staff in IT may be an explicit institutional aspiration. The availability and utilization of IT
resources to enhance the students’ educational experience
and expand access to programs could be an explicit institutional aim. IT may assist in developing and marketing the
institution’s brand or uniqueness and in cultivating relationships with alumni, employers, and potential benefactors. IT
can help demonstrate fiscal responsibility, stewardship of
resources, and compliance with laws and regulations. IT
can provide a safer campus with warning systems for various campus and community emergencies. Thus, IT represents not only a desired resource, but also a tool used
to improve communication, to achieve and evaluate
goals, to safeguard other resources, and to provide better
services to constituents. The next section will demonstrate
a BSC approach in evaluating IT resources in a university
setting.

384

D. F. BEARD AND R. L. HUMPHREY

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APPLYING A BSC APPROACH TO IT RESOURCES
OF AN EDUCATIONAL ENTITY
To date, no single technique has been effective in demonstrating the wide range of benefits derived from IT.
Measuring IT benefits using only financial measures is
problematic because some benefits are often hard to
quantify in dollars and IT intangible benefits are
excluded. Difficulty arises when trying to measure qualitative improvements with quantitative metrics. Here we
explore how the criteria for the Malcolm Baldrige
National Quality Award (a BSC approach) could be
used in considering IT investments in a university.
A BSC should be a component of a strategic management system that links the entity’s mission, core values, and vision for the future with strategies, targets,
and initiatives explicitly designed to inform and motivate continuous improvement efforts (Hoffecker, 1994;
Kaplan & Norton, 1992, 1993, 1996a, 1996b; Maisel,
1992; Newing, 1994, 1995). Aligning IT resources with
the Malcolm Baldrige National Quality Award performance criteria reveals both financial and nonfinancial
benefits of IT initiatives and demonstrates how IT is an
important consideration in the strategic management
system.
Kaplan and Norton (1992) first introduced the BSC concept in the Harvard Business Review article, “The Balanced
Scorecard-Measures that Drive Performance.” The basic

premise of the BSC is that financial results alone cannot
measure and explain value-creating activities (Kaplan &
Norton, 2001). Kaplan and Norton (1992) suggested that
organizations should develop a comprehensive set of financial and nonfinancial measures of performance. They suggested that measures address the follow four perspectives:
1.
2.
3.
4.

financial perspective,
customer perspective,
internal business processes perspective, and
learning and growth perspective.

The measures in these four perspectives must align with
the company’s vision and strategic objectives (Kaplan &
Norton, 1996a). The identification of goals, measures, and
targets consistent with the organization’s vision, mission,
and objectives should integrate with strategic planning,
implementation, and evaluation.
Building on the BSC approach, the Malcolm Baldrige
National Quality Award performance criteria for the education award:
. . .are designed to help educational institutions use an integrated approach to organizational performance management that results in 1) the delivery of ever-improving value
to students and stakeholders, contributing to education quality and organizational stability, 2) improvement of overall

organizational effectiveness and capabilities, and 3) organizational and personal learning. (Baldrige National Quality
Program, 2009, p. 51)

The 2013–2014 criteria require that applicants for this
award specify results in the following outcomes areas (Baldrige National Quality Program, 2013):
1. Student learning and process results (customer perspective and internal business process perspective):
Should demonstrate the effectiveness of instruction
and curriculum on student learning for all student
segments and the students’ satisfaction in learning
outcomes. Key learning results and process effectiveness and efficiency results that directly serve students
should be considered. Performance measures should
include, as examples, the capacity to improve student
performance, student development, and the educational climate; indicators of responsiveness to student
or stakeholder needs; and key indicators of accomplishment of organizational strategy and action plans
that impact on student learning.
2. Customer-focused results (customer perspective):
Should involve satisfaction measurements concerning educational programs, service features and delivery, and complaint resolutions that bear on student
development and learning. Reported results should
measure and analyze long-term relationships and
engagement of students and stakeholders.
3. Workforce-focused results (learning and growth perspective): should measure important characteristics
of the work environment (productivity, learning-centered, engagement, and care for employees). Measurement parameters should include, for examples,
innovation and suggestion rates; retention rates;
internal promotion rates; courses or educational programs completed; increase in certification levels of
employees; knowledge and skill sharing; employee
well-being, absenteeism, and turnover; and number
of employee grievances.
4. Leadership and governance results: Should evaluate
the organization’s leadership, governance, strategic
plan achievement, and social responsibility. Performance measures include achievement of the strategic
objectives; internal and external fiscal accountability;
indicators of ethical behavior, stakeholder trust in the
governance of the organization, regulatory and legal
compliance, safe environment, and organizational
citizenship.
5. Budgetary, financial, and market results (financial
perspective): Should measure the entity’s key budgetary, financial, and market results including an
assessment of the effectiveness of financial resources
management, long-term financial viability, and market opportunities and risks.

ALIGNMENT OF UNIVERSITY IT RESOURCES

385

TABLE 1
Relating Information Technology to the Balanced Scorecard Perspectives of the Malcolm Baldrige National Quality Award in Education
Baldrige results category (balanced scorecard perspective)

Impact of IT (areas of measurement of IT)

Student learning and process results (customer perspective and internal
business processes perspective)

Enhanced communication
Technology competency
Access to education 24/7
Learning management systems and websites
Locating and gathering information
Assessment and assurance of learning
Student support services
Safety and security performance
Identification/enforcement of course prerequisites
Utilization of shared databases
Advising and enrollment
Alumni/parent/employer/student surveys
Satisfaction with integration of technology
Availability of emerging technology
Internship and career linkages and placement
Improved administrative function—human resources, payroll
Tools for collaboration
Training and development opportunities
Staff technology certification
IT support for faculty and staff
Improved organizational communications
Fiscal accountability-external and internal audit compliance
Ethical behavior and social responsibility
Compliance with laws, regulations, accreditations
Accessibility and emergency preparedness
Financial viability and performance to budget
Grants, endowment, scholarships, and awards
Tuition and fees revenue
Cost avoidance, containment, and savings
Allocation, approval, and monitoring of resources-instructional
and administrative

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Customer-focused results (customer perspective)

Workforce-focused results (learning and growth perspective)

Leadership and governance results (leadership and governance perspective)

Budgetary, financial, and market results (financial perspective)

These results areas represent a balanced scorecard for an
educational institution. IT has the potential for impacting
the above perspectives in both direct and indirect ways.
Using the Malcolm Baldrige BSC approach, Table 1 highlights the alignment of IT resource applications in an educational institution to the five outcomes or results criterion.

HOW IT CAN ENHANCE STUDENT LEARNING
AND PROCESS RESULTS?
The student learning and process results criteria are unique
to educational institutions. The evaluation of a business or
typical government agency would not consider a student
learning outcome. Integration of IT can directly and indirectly impact student learning results. Focusing on student
competencies in technology is an important component of a
university education to prepare students to thrive in today’s
IT-dominated world.
Computer-based testing gives students quicker and individualized feedback from the assessments (examinations,
homework). Technology (through learning management
systems, email, course web pages, and course chat rooms or

forums) has allowed connectivity between the student,
course instructor, and other students. Computer- and webbased programs allow students to acquire and reinforce
topics through instant grading. Instructor and course websites support face-to-face courses by providing access to
additional learning materials. In more recent years, online
courses have expanded the traditional classroom around the
globe and to 24/7 access.
IT enables the university to provide better service to its
students by providing services online. Online registration
allows quicker and more convenient course enrollment.
Computerized verification of students’ records for course
prerequisites allows for better assurance that only eligible
students enroll in a course. Use of electronic waiting lists
for full courses more fairly and efficiently distributes seats
to the first on the list. IT resources allow students to get
quick answers to questions with self-service query capabilities, such as running a report to determine the courses
needed to complete their selected degree.
Quicker identification and better supervision of at-risk
students is possible with the aid of IT resources. Electronic
monitoring of grades and class attendance through online
grade books and online attendance reporting enables more

386

D. F. BEARD AND R. L. HUMPHREY

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immediate detection of students having trouble. Exception
reporting of these students could alert proper personnel so
immediate intervention can be considered.
IT can improve communication within an educational
institution. Electronic communications (e.g., email, instant
messaging, texting) improves the efficiency of communication by allowing individuals to generate a message when a
question arises, then work on other matters while waiting
for a reply. The recipient can retrieve messages when it is
convenient, not requiring the meeting of the two or more
individuals for telephone conversations or face-to-face meetings. A person or department can disseminate information to
many interested parties through a mass communication or
posting of information on a password-protected webpage.

HOW IT CAN ENHANCE CUSTOMER-FOCUSED
RESULTS?
Analysis of IT impact on customer-focused outcomes
is different in an educational institution from the evaluation of a business or typical government agency because
of the various customers’ diverse needs. Obviously, the
customers of an educational institution and its IT resources include the students. Other customers include future
employers of the students, alumni, students’ parents,
faculty, staff, and community.
Course scheduling using IT can provide many benefits.
Possible benefits include elimination of scheduling conflicts
in terms of time, place, and personnel. Monitoring of course
demand allows modification of course offering based on
actual demand. Use of current enrollment data could assist
in forecasting future courses needed.
Not only can advisors and advisees stay connected
by electronic communications and websites, IT resources also allow quick access to online transcripts and
degree requirement reports. Instant generation of whatif analyses assist during advising sessions if students
are considering different majors/minors.

HOW IT CAN ENHANCE WORKFORCE-FOCUSED
RESULTS?
The first two areas of results (student learning and process
results, customer-focused results) in the performance criteria for the education award evaluate functionality unique to
educational institutions. Educational institutions will use IT
in unique ways to achieve the student learning and customer-focus outcomes. In the remaining results areas, educational institutions may use IT in manners similar to
businesses and governmental organizations.
IT resources provide tools for collaboration at increased
communication speeds. This empowers faculty members to
share and receive ideas on improved teaching effectiveness,

undertake research and professional development, and network with colleagues and other professionals.
Technology allows increased professional development
opportunities for staff and faculty. IT resources allow training of faculty and staff by using online courses, webcasts,
and interactive television that can involve quicker delivery
of new information that traditional methods of training and
professional development (written instruction manuals and
face-to-face sessions). The human resource function has
also been transformed by IT. Many employee forms or data
entry screens are available online to allow employees to
self-service changes in tax and benefits information. Having
payroll information digitally sent to financial institutions
and check stubs available online has significantly reduced
paper and distribution costs.
IT can also provide improved efficiency and communication in facilities management repairs and maintenance.
Personnel can complete an online work order request and
receive electronic notifications when a work request is
accepted, scheduled, and completed, or why the work
request was denied.

RELATED TO LEADERSHIP AND GOVERNANCE
RESULTS
Effective and efficient use of IT resources can improve strategic management of the institution. Improved two-way
communication and participation with constituents can
result from IT usage and should improve the development
and distribution of the university’s mission, strategic vision,
core values, and priorities. Faculty, staff, administrators and
other stakeholders should play an active role in the development of the mission and vision statements and in the priorities of the university. IT can provide efficient ways to
solicit input and feedback.
IT resources can enhance communications of matters
other than just strategic planning. Electronic communication is often faster, easier, and cheaper than traditional
mail, memo distribution, or people assembly. Selective distribution of electronic communication can reduce information overload from frivolous data. IT resources can improve
the internal control system. Transactions should require
proper authorization (controlled by user identification and
password of individuals creating or approving the transaction). Electronic controls can prevent improperly authorized transactions. Programming of the system could
highlight particularly large transactions, actions undertaken
by someone other than the employee with assigned responsibility, actions taken from an address other than the typical
or a local address, or cases where management electronically overrode the programmed controls. Controls need to
be in place to assure that the educational entity complies
with laws, regulations, and students’ privacy rights. IT
resources can monitor, perform, and enforce these controls.

ALIGNMENT OF UNIVERSITY IT RESOURCES

IT resources can also enable an institution to provide
individualized services to students with special needs (disability services). IT resources can be used to convert printed
materials to larger print or audio for students with visual
impairment. Computerized testing could replace penciland-paper examinations for students with movement
difficulties.
Institutions must identify, quantify, and implement various measures to evaluate performance and promote continuous improvement throughout the university. IT can
explicitly and implicitly be part of those objectives or part
of measuring and evaluating performance.

387

Higher education institutions demand that the IT system
increasingly delivers a portion of the institution’s primary
objectives of promoting and demonstrating student learning
and stakeholder satisfaction. The most significant contribution of this article is the linking of IT resources used in an
educational institutional to the specific criteria outcome
areas of the Malcolm Baldrige National Quality Award in
Education. Action to identify measures and targets in each
of the results categories should be undertaken by specific
institutions with their mission, values, and strategies in
mind.

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REFERENCES
RELATED TO BUDGETARY, FINANCIAL, AND
MARKET ISSUES
Web-based resources are important tools used to attract students to an institution of higher learning. Data obtained
from university web pages may be the first exposure that a
prospective student has to the institution. An attractive,
informative, and easy to maneuver set of webpages is
essential in marketing to potential students and may influence their selection of institution. The information provided
could enhance each student’s decision-making process with
key facts such as tuition cost, student graduation rate, and
student retention comparisons between the institution and
rivals.
Over the years, IT resources have continued to grow in
usage by many entities. The most obvious reasons for IT
explosion in organizations are its abilities to reduce cost
and make data more easily and quickly accessible to a wide
group of users. Cost savings come over time and usually
result from reduction of human labor to complete a task.
Having one data set from which all users can draw will
improve data accuracy, reduce duplication of effort, reduce
total amount of data stored, and eventually reduce cost.

CONCLUSIONS
This article proposes aligning IT resources of an educational institution with the BSC-type results criteria of the
Malcolm Baldrige National Quality Award in Education.
Educational institutions are different from businesses and
typical governmental agencies so their IT resources need a
unique evaluation tool. However, other entities should consider the importance of IT resources to reaching goals,
improving results, and enhancing long-term sustainability.
This proposal emphasizes the reliance of educational
institution on their IT resources in aligning plans, processes,
decisions, people, actions, and results. Recognizing the multiple impacts of IT acquisition, implementation, and assessment on educational institutions is essential. IT acquisition
requires more than a traditional capital budgeting analysis.

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