Efficiency Measurement in Higher Education: Concepts, Methods and Perspective

Kosor, Maja Mihaljević

doi:10.1016/j.sbspro.2013.12.117

Cited by 27 publications

(19 citation statements)

References 21 publications

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“…This is to some extent understandable given the complexity of the educational process and the general lack of relevant information and data [14]. Studied methods for assessing the effectiveness are sensitive, therefore quality data are necessary.…”

Section: Resultsmentioning

confidence: 99%

Evaluation of quality and efficiency in engineering education study programs

Eiduks¹,

Paura²,

Arhipova³

2017

Engineering for Rural Development

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Abstract. Latvia Higher Education Institutions have offered a large number of the study programs. There is often the question about the quality and efficiency of the study programs and their evaluation possibilities. The quality and efficiency of the study program is often associated with the usefulness of financial and technical resources as well as graduate students grades and labour market opportunities for students. Analysis of the study program quality was carried out using the Latvia University of Agriculture engineering science faculties two study period performance indicators. There are different criteria for the evaluation of the study programs, therefore, manual calculations in each case of the selected criteria are quite complex. As a result, software prototype requirements for the study program quality evaluation system were created. One of the directions of the further research is to develop software that performs automatic calculations of the quality and efficiency of the study programs.

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Section: Resultsmentioning

confidence: 99%

Evaluation of quality and efficiency in engineering education study programs

Eiduks¹,

Paura²,

Arhipova³

2017

Engineering for Rural Development

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“…Public universities have multiple objectives and use multiple inputs to produce multiple outputs (Kosor, 2013). In selecting the variables, the study followed Wolszak-Derlacz & Parteka (2011) and Garcia-Arcil & Navarro-Milla (2006).…”

Section: Choice Of Input and Output Variablesmentioning

confidence: 99%

Total Factor Productivity Growth of African Public Universities

2019

JESD

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The study investigates the Total Factor Productivity Growth of 15 African public universities using the DEA-Based Malmquist Productivity Index. The general model, teaching-only model and research-only model are estimated. The operating environment is adjusted to ascertain the extent to which it affects the productivity of the African public universities. Total factor productivity gains for African public universities averaged at 7.5%, 0.7% and 6.8% for the general model, teaching-only model and research-only model, respectively. Productivity improvements are therefore majorly a result of research productivity gains rather than teaching productivity gains before and after adjusting for the operating environment. The university research productivity gains are, however, mainly attributed to technological progress rather than technical efficiency change.

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“…Farrell rozdělil celkovou ekonomickou efektivnost (ve své práci používá termín overall economic efficiency) na dvě části -technickou a alokační efektivnost. Bohužel z jeho práce není zřejmé, jaký je rozdíl mezi celkovou ekonomickou efektivností a alokační efektivností (Kosor, 2013). Za technickou efektivnost považuje dosažení co největšího (as large as possible) množství výstupů z dané úrovně vstupů.…”

Section: úVodunclassified

The efficiency of the tertiary education in selected European countries: Focus on Visegrad Group

Mikušová¹

2019

ČFÚČ

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V evropských zemích je úroveň terciárního vzdělávání z velké části financována veřejnými výdaji. Podíl veřejných výdajů na celkových výdajích na terciární vzdělávání se např. v zemích V4 pohybuje v průměru na úrovni 76 %. Právě tento významný podíl byl impulsem pro změření efektivnosti terciárního vzdělávání ve vybraných evropských zemích, při čemž jsme zaměřili pozornost na země V4. Pro měření efektivnosti byla použita metoda DEA a byly sestaveny čtyři modely výstupově orientované. Z vybraných 21 zemí se ze zemí V4 nejlépe umístilo Polsko, a to na 6. pozici, Maďarsko na 15., Česká republika na 16. a Slovensko na 17. Výsledky modelů poskytují důležitou informaci o tom, jak lze pracovat s výstupy, aby terciární vzdělávání bylo v zemích efektivní. Nelze však tyto závěry zobecňovat. Některé vyžadují další a hlubší analýzu problému (např. zvyšování počtu absolventů a jeho vliv na trh práce a ekonomiku země).

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Efficiency Measurement in Higher Education: Concepts, Methods and Perspective

Cited by 27 publications

References 21 publications

Evaluation of quality and efficiency in engineering education study programs

Evaluation of quality and efficiency in engineering education study programs

Total Factor Productivity Growth of African Public Universities

The efficiency of the tertiary education in selected European countries: Focus on Visegrad Group

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