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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
1995
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| Online-Zugang: | https://eric.ed.gov/?id=ED391538 |
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| _version_ | 1867181620992147456 |
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| author | Peischl, Thomas M. |
| author_facet | Peischl, Thomas M. Peischl, Thomas M. |
| collection | Education Resources Information Center |
| contents | Benchmarking: A Process for Improvement. Peischl, Thomas M. Benchmarking Comparative Analysis Higher Education Libraries Library Planning Library Services Measurement Objectives Organizational Objectives Qualitative Research Standards Strategic Planning Total Quality Management One problem with the outcome-based measures used in higher education is that they measure quantity but not quality. Benchmarking, or the use of some external standard of quality to measure tasks, processes, and outputs, is partially solving that difficulty. Benchmarking allows for the establishment of a systematic process to indicate if outputs are of quality, and even for organizations to develop their own definitions of "quality." It is typically used in strategic planning, in forecasting the organization's future, and in improving processes within the organization. Internal benchmarking compares similar activities performed by different departments in the same organization. Functional benchmarking compares one organization's processes to those of another organization deemed the leader in that same area. Generic benchmarking involves examining the best practices in areas that cross industry lines, like document processing or building maintenance. Finally, competitive benchmarking is looking at one's own performance in an area and comparing it to a competitor's. Usually it is services or products that are benchmarked, but internal work processes and support functions can also be measured this way. In the actual measuring process, pre-benchmarking means deciding what to measure and how, benchmarking involves gathering data and measuring outputs, and post-benchmarking includes analyzing the data and formulating future goals. The review/renew phase leads back to the beginning of the process as goals are reset. Sources of institutional data available for comparison, as well as sources offering guidance on the benchmarking process itself, are listed. (Author/BEW) |
| format | Recurso educativo Open Access |
| id | eric_ED391538 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1995 |
| record_format | eric |
| spellingShingle | Benchmarking: A Process for Improvement. Peischl, Thomas M. Benchmarking Comparative Analysis Higher Education Libraries Library Planning Library Services Measurement Objectives Organizational Objectives Qualitative Research Standards Strategic Planning Total Quality Management Benchmarking: A Process for Improvement. Peischl, Thomas M. Benchmarking Comparative Analysis Higher Education Libraries Library Planning Library Services Measurement Objectives Organizational Objectives Qualitative Research Standards Strategic Planning Total Quality Management One problem with the outcome-based measures used in higher education is that they measure quantity but not quality. Benchmarking, or the use of some external standard of quality to measure tasks, processes, and outputs, is partially solving that difficulty. Benchmarking allows for the establishment of a systematic process to indicate if outputs are of quality, and even for organizations to develop their own definitions of "quality." It is typically used in strategic planning, in forecasting the organization's future, and in improving processes within the organization. Internal benchmarking compares similar activities performed by different departments in the same organization. Functional benchmarking compares one organization's processes to those of another organization deemed the leader in that same area. Generic benchmarking involves examining the best practices in areas that cross industry lines, like document processing or building maintenance. Finally, competitive benchmarking is looking at one's own performance in an area and comparing it to a competitor's. Usually it is services or products that are benchmarked, but internal work processes and support functions can also be measured this way. In the actual measuring process, pre-benchmarking means deciding what to measure and how, benchmarking involves gathering data and measuring outputs, and post-benchmarking includes analyzing the data and formulating future goals. The review/renew phase leads back to the beginning of the process as goals are reset. Sources of institutional data available for comparison, as well as sources offering guidance on the benchmarking process itself, are listed. (Author/BEW) |
| title | Benchmarking: A Process for Improvement. |
| topic | Benchmarking Comparative Analysis Higher Education Libraries Library Planning Library Services Measurement Objectives Organizational Objectives Qualitative Research Standards Strategic Planning Total Quality Management |
| url | https://eric.ed.gov/?id=ED391538 |