Balanced Scorecard: Formation With Perspective to Ensure Economic Security of Higher Educational Institutions

Breus, Svitlana Vasylivna; Khaustova, Yevheniia; Denysenko, Mykola

doi:10.25140/2410-9576-2017-1-4(12)-104-109

Cited by 6 publications

(3 citation statements)

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“…For this, the diagnostics of philology students was carried out. The processing of diagnostic results allowed to determine the number and percentage of students with the corresponding levels of development of each component of readiness to use academic language: motivational, cognitive, operational-activity, and reflexive (Breus & Khaustova, 2016). These data are summarised in Figure 1.…”

Section: Resultsmentioning

confidence: 99%

Academic language as an object of teaching foreign languages to philology students

et al. 2021

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In the modern socio-educational environment, which is developed through intercultural exchange and the implementation of new methods of spreading knowledge, communication in the student environment is based on the exchange of visual images and philological units. For students of the philological direction, communication with foreign language communicants is determined by the possibility of improving the function of conversation, perception of cultural characteristics and obtaining new images. Of relevance is the perception of not only spoken language by students, but also of the academically correct lexical group. The novelty of the study is determined by the fact that academic language is often perceived as a kind of anachronism, as something insufficient to expand linguistic competence. The study proves that the readiness of students to implement the provisions of academic language is possible not only culturally, but is also achievable by pedagogical methods. The study demonstrates that the implementation of the extended learning format is achieved through the techniques of linguistic learning. The practical significance of the study is that the perception of academic language will allow students of the philological direction to implement their skills in various social spheres, which may require historical language research and be predominantly fundamental.

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Section: Resultsmentioning

confidence: 99%

Academic language as an object of teaching foreign languages to philology students

et al. 2021

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“…Universities based on the standard quality tool carry out regular evaluations of their services in order to keep pace with the rapid changes of technology and economics related to learning and competition in the field of their services (Kim et al, 2014). Despite the widespread use of the MBNQA quality management system by businesses and public organisations few studies have been carried out in the field of education (Manville et al, 2019;Breus et al, 2017;Eltobgy and Radwan, 2010;Beard, 2009). The lack of a literature review of the MBNQA quality model in this area prompts further research and creates the need for further investigation focusing on the practical implications of the tool.…”

Section: Table 1: Malcolm Aldridge National Quality Award Winnersmentioning

confidence: 99%

Malcolm Baldrige National Quality Award (MBNQA) Quality Tool in Education. A Systematic Literature Review

Anastasiadou,

Taraza,

Masouras

2023

ECIE

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The purpose of this study is to determine the effects of the Malcolm Baldrige National Quality Award (MBNQA) quality tool in education. Identifying the main themes of these effects is an additional aim of the present study. Understanding these issues can enable higher and secondary education centres to direct their management towards achieving outstanding results. A systematic literature review was conducted based on data from two academic publishers, Emerald, Taylor and Francis. The 41 peer-reviewed journals articles were published between 1990 and 2023 and presented the results of the MBNQA quality tool in education. According to this research, several implications of the MBNQA quality tool in education are presented. The review of the literature reveals that there are many results found about the application of the quality tool in Tertiary and Secondary education, the challenges they face in terms of innovation, human resources and operations, as well as the achievement of excellent results from the application of the methodology. The main topics supported in the literature are human resources, knowledge management and the quality of services offered for the satisfaction of teachers and students. An important limitation is that data were drawn from only two major journals (Emerald, Taylor and Francis), as implementation of the MBNQA quality tool is mainly found in the private sector. In addition, many keywords such as Quality Assurance and Business Excellence, led to application of the quality tool in businesses and organisation and little is its application in the public sector and education as a result the findings of articles were limited. An equally important limitation is that the authors did not always have got access to all databases and peer-reviewed journals, as well as in any review articles in languages other than English. This research is of interest to academic researchers, scholars and key decision makers in the field of education. The advantages recorded from the implementation of the MBNQA quality tool and the limitations from the study and presentation of the 41 articles motivate academic researchers to further study service quality in order to create a climate focused on learning for the satisfaction of students and teachers so as to fill the gap of limited publications in the field of education. Many models have been adapted to higher education including the MBNQA quality tool. The MBNQA appears to have the largest number of historical applications in higher education, with its focus on customer satisfaction and improvement information. However, the systematic literature review reveals the increasing trend of using quality tools in the field of education in recent years. Moreover, literature reviews on the use of models in this field are limited. Therefore, more research is needed to determine the benefits, as well as limitations and outcomes of applying qualitative tools in Education in the future.

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“…Full costing system can give useful information for many purposes, but surely not for internal decision-making or an accurate evaluation of the economic impact of public resources received and managed by HEIs. Economic security, understood as reducing costs and increasing efficiency, is a key rationale when designing organizational information systems (Breus et al, 2017) that should offer the necessary information to this end.…”

Section: Costing In Public Higher Education Institutionsmentioning

confidence: 99%

Information Needs in Higher Education Institutions: Stock Valuation or Decision-Making?

2022

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Numerous higher education institutions apply a full costing system in their accountingmodel due to the imposition of formal agents (governments/funding institutions), or bysuggestion of informal agents (associations). This paper analyzes whether therationale applied by these agents to justify the use of the full costing rather than thedirect/variable system is consistent with the theoretical bases underlying both costingsystems. Methodologically, we review the mainstream literature that explores the linksbetween the management accounting model and the use of its informative outcomesfor the decision-making in higher education institutions. We conclude that there exists agap between the theory-based statements and the information needs of theseinstitutions. Remarkably, the full costing system falls short of adequateness for theseinstitutions, which need information for their managerial decision-making processrather than for other industries' decisions such as stock valuation. Thus, this papercontributes to a critical view on the use of full costing systems and calls for redirectingcurrent practices towards other more effective partial costing systems. Our findingshave implications for academic, managers and policymakers interested on theimplementation and improvement of managerial accounting in public higher educationinstitutions.

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Balanced Scorecard: Formation With Perspective to Ensure Economic Security of Higher Educational Institutions

Cited by 6 publications

References 0 publications

Academic language as an object of teaching foreign languages to philology students

Academic language as an object of teaching foreign languages to philology students

Malcolm Baldrige National Quality Award (MBNQA) Quality Tool in Education. A Systematic Literature Review

Information Needs in Higher Education Institutions: Stock Valuation or Decision-Making?

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