The Balance Scorecard

Topics: Business school, Management, Strategic management Pages: 11 (1652 words) Published: October 2, 2014
The Balance Scorecard Initiative
BUS 322 – Written Case

Miranda Zhang

Executive Summary
This report provides the analysis of case study given to me. Gail Palmer Ashton Graduate School of Business ranks among the top schools of USA but the dean of the institute feels that the school has deviated from its foundations. This analysis proposes implementation of the balanced scorecard and performance metrics in order to achieve the four strategic goals of the institution. Even the ranking is consistent and high the institute needs performance standards devised along the lines of end goals. A balanced scorecard has four perspectives and this report gives the complete exploration of financial, internal, customer and learning and growth perspective. Furthermore, the report gives the indicators for the metrics, which would make feedback process effective and efficient. This feedback must be used to revise and improve the operational activities

Identifying stakeholders is the first step of analysis of a case study. Gail Palmer Ashton Graduate School of Business has various stakeholders, which can be divided into two categories. Internal stakeholders include administration, employees, current students and business partners while external stakeholders consist of potential students, potential employees, alumni and recruiters. Planning a balanced scorecard, performance metrics and implementing them would have an impact on all these stakeholders.

Identification of Problem
According to the case study, the rankings of Gail Palmer Ashton School are consistent and it ranks among the top 20 Business Schools of USA. Even though the rankings remain consistent, the Dean of School, Jack Watkins feels like they have deviated from their initial line of course. The Dean feels like the principles on which the School was founded are not being followed rigorously. It has been stated in the case study that Ashton Graduate School of Business is doing the same things as its competition. But in that race of rankings, the role of teachers in real business has suffered along with classroom discussion standard. The problem is deviation from the basic strategic goals of the school, which previously was the sole reason of the success of this school. The rankings of universities around the globe mainly depend on the research work and Ashton has managed to improve the number of academic articles but at the same time principles of founders of this school have suffered. If no attention is paid to this problem, the school might lose the essence of what it used to stand for.

Decision Criteria
The decisions, which are to be made, should be according to the four strategic goals of the school in order to restore its previous image and position. The four strategic goals mentioned in the case are following: To have the world's best teaching faculty known for case-method and experiential learning To have the world's best graduate business education programs (MBA and short-course executive education programs) for developing results-oriented leaders with a general management perspective To have an alumni network unmatched for its effectiveness and integration in the life of the school To gamer international recognition for shaping management practice and business education through managerially relevant research and curriculum materials The committee formed by Dean Watkins needs to come up with strategies keeping in mind the above-mentioned goals. Forming and implementing a balanced scorecard can achieve these goals. The difficulty of performance measures in a case of educational institution is rightly described by H.R. Kells (1990) “The notion to reduce complexity is acceptable if such reduction does not remove or reduce our ability to judge true worth. The list of performance indicators presented in study after study make little or no reference to the intentions (goals) of the organization to be...

References: Braskamp, L.A, Ory, J.C. (1994). Assessing faculty work. San Francisco: Jossey-Bass
Chang, O.H. & Chow, C.W. (1999). The balanced scorecard: a potential tool for
supporting change and continuous improvement in accounting education, Issues in Accounting Education, Vol. 14. No 3
Kaplan, R.S. (1990). The half-life metric, Harvard Business School.
Kells, H.R. (1990). The Inadequacy of Performance Indicators for Higher Education.
Higher Education Management 2(3): 258–70
Rubden, B.D. (2000). Excellence in higher education 2000- A Baldrige based guide
to organizational assessment, planning and improvement, Washington DC: National Association of college and university Business Officers
Exhibit 1.1
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