Capital Asset and Pricing Model

Questions : 1.A Critical Assessment of The Capital Asset Pricing Model (CAPM)You are required to- (a) Describe the Capital Asset Pricing Model, including the suppositions fundamental the hypothesis. (b) Explain the connection between the Security Market Line and the Capital Market Line, utilizing charts and guides to outline your clarification. (c) Briefly set out contentions for and against - the hypothesis, diagram its uses and make a scrutinize of its hidden presumptions. (d) dentify any choices which have been proposed instead of CAPM. (e) Conclude with a general appraisal of the hypothesis and express any suggestions you may have from your examination. (f) Conclusion a short generally speaking evaluation of the CAPM hypothesis. 2.You are required to work the accompanying issue, utilizing a limited income (NPV) examination. Gordon Hall is thinking about supplanting an old machine with another one from Li Ho. The old machine (purchased 5 years back from Tom Lee) cost $340,000, while the upgraded one will cost $280,000, completely financed by a multi year 9% per annum intrigue just advance. The new machine will be devalued prime expense to $50,000 over its multi year life. Gordon gauges that it will be worth $40,000 (rescue esteem) following 5 years. The old machine is being deteriorated at prime expense to zero over its unique anticipated existence of 10 years. In any case, George can sell the old machine today for $86,000. The new machine will spare Gordon $70,000 per year in cooling costs. Different expenses are that, one year back, a plausibility concentrate on the new machine directed for Gordon by an outer firm of advisors, cost Gordon $20,000. With the new machine, Gordon will likewise lose $10,000 of deals of another item to Tom Lee. With the new machine, an irregular measure of cleaning supplies (current resources) at an expense of $9,000 will be required, and Henry gauges that money due (likewise current resources) will increment by $14,000. Both of these increments in working capital will be recovered toward the finish of the new machines life in five years time. Gordons cost of capital is 9%. The duty rate is 30%. Assessment is paid in the year in which income are gotten. (a) Calculate the net present estimation of the proposed change, that is, the net advantage or total deficit in present worth terms of the proposed changeover. (b)Should Henry buy the new machine? State plainly why. Answers : (1)Introduction Capital Asset valuing Model (CAPM) has been on the most significant hypotheses identified with money related administration and present day monetary financial aspects that has applications in venture financing and protections advertise concerning estimation of cost of capital of the organizations and assessment of the presentation of the portfolios separately. It is one of the most generally utilized models despite the fact that has been provoked a few times regarding its applications and precision. This article gives the fundamental comprehension of the CAPM by featuring the suspicions basic the hypothesis. Further the connection between the Security Market Line and the Capital Market Line is considered. The exposition additionally talked about the applications, advantages and restrictions of CAPM. Ultimately the suggestions have been made for the option of CAPM or what changes can be made to CAPM to diminish the impact of constraints. Capital Asset Pricing Model CAPM gives the connection among hazard and anticipated return. This relationship is given by the numerical equation Here is normal return is the hazard free return is affectability of the advantage for the adjustments consequently on advertise is the normal return of the market The relationship that is given by the CAPM is valuable in two different ways. Right off the bat it gives benchmark pace of return that must be normal from the given venture openings. Besides it is utilized for anticipating the profits partially. There are sure presumptions dependent on which CAPM has been created. These are as referenced beneath Hazard Return enthusiasm of speculators: The financial specialists are chance disinclined and want more degree of profitability. The hazard will be maintained a strategic distance from if the arrival is same on two speculation alternatives. Enhanced portfolio is held by the financial specialists: This suspicions depends on the way that it has been expected that there is no unsystematic hazard and that Acquiring in danger free rate: Another supposition that will be that the speculators can put resources into exceptional yield ventures by getting in danger free rate. Short Selling: There is no limitation on short selling in the market and all the financial specialists can exchange all the accessible alternatives. The purchasing or selling of the stock won't have any effect on the costs. Entirely proficient market: It is accepted that the market is totally effective and that equivalent data is accessible to all the speculators. There is no exchange cost or whatever other expense that is appropriate. In light of these presumptions the CAPM model has been created. Different angles as for CAPM have been talked about underneath. Security Market Line Capital Market Line Capital Market Line (CML) is utilized in CAPM for representing the arrival from proficient portfolio which is reliant on the hazard free rate and the degree of hazard related with the portfolio. CML is the connection of come back with chance estimated regarding standard deviation. Then again Security showcase Line (SML) shows the connection between the beta of the stock and the arrival related with it. The proficient boondocks that has been appeared in the above graph is the arrangement of every ideal portfolio that offer most noteworthy expected return for a given hazard level or the least hazard. The portfolios that lie beneath the effective portfolio are over-esteemed as ideal expected return isnt there while the portfolio that are over the CML have higher hazard. The condition of CML is demonstrated as follows. The protections, resource or portfolio that are over the SML are undervalued while that beneath the SML are exaggerated. One of the most significant contrasts between the CML and SML is that CML is pertinent to the portfolio while the SML is appropriate for security, resource or portfolio. Further the other distinction between the SML and CML is that SML recognizes chance as far as beta while in CML standard deviation is the proportion of hazard. Utilizations of CAPM CAPM has its applications in various sections. These have been talked about underneath Portfolio investigation: CAPM has its application in portfolio examination. In view of the CML that has been talked about above it tends to be assessed whether the portfolio is underestimated or over-esteemed. Proficient portfolios lie on the CML. Further the benefits that are over the SML are undervalued comparative with true to form dependent on CAPM while the advantages that lie underneath the SML are overrated according to as meant by CAPM. Venture Decisions: the speculation choices as for the estimation of the undertaking and the arrival it can produce might be evaluated dependent on the CAPM. Applications to capital Budgeting: CAPM is utilized for building up the obstacle rate for the activities. Therefore dependent on the CAPM WACC can be assessed which can additionally be utilized for the estimation of the Net Present worth (NPV) or Internal Rate of Return (IRR). The above applications recommend that dynamic has been disentangled dependent on the CAPM model and the thought might be given to different factors instead of the expense of capital or the estimation of profits at the essential level. Advantages and Limitations CAPM has been one of the most significant and has been executed endlessly in different examinations. There are sure advantages which support CAPM rather than different speculations and models that have been created. Methodical Risk Estimation: the straight relationship that has been referenced above is spoken to by the Security showcase Line featuring the connection between the beta, advertise chance and the normal return. Further the unsystematic hazard is wiped out making the model very basic and straightforward and execute. The experimental testing of CAPM shows that regardless of its mistakes it is significantly more dependable than different models, for example, exchange valuing model and so forth. It is accepted that CAPM can be the reason for the further investigation and improvement in the estimation of return in contrast with different models. There are sure constraints of CAPM that have been talked about beneath Right off the bat CAPM depends on specific suspicions. The suspicions that have been referenced before, for example, no exchange cost, expenses or impact of swelling available are ridiculous. This impacts the unwavering quality of the CAPM. For instance in the ongoing past the CPM has inadequately clarified the stock returns in USA and UK showcase as there has been impressive effect of these components. There are sure restrictions concerning the system that is embraced in CAPM. The arrival estimated by the CAPM is an element of hazard. The overall instability of the venture is the premise of estimation of return. Anyway this is essential to comprehend that the unpredictability might be higher in contrast with what is delineated by CAPM. Furthermore the record that has been chosen as the market intermediary may not be sufficiently pertinent to quantify the profits on the speculation. In conclusion, as referenced over the utilizations of CAPM is in estimation of weighted normal expense of capital. Since CAPM utilizes authentic information and it is normal that a similar connection as delineated by the recorded information will be relevant. Anyway the effect of different elements affecting the exhibition in future likewise must be thought of. End Recommendations CAPM is absolutely one of the most helpful models that has its applications in planning, protections and task examination. The different advantages of the model show why this has been embraced over the budgetary division. Then again the constraints feature the need to lead concentrates on the model and create options to CAPM and ways by which this can be actualized (Fletcher Kihanda, 2005). One of the ways is to present the param

Critical Analysis of Dramatic Irony in Hamlet free essay sample

Basic Analysis of Dramatic Irony in Hamlet Ophelia adores Hamlet in spite of the fact that we accept he doesn’t feel a similar path towards her by the manner in which he treats her at specific occasions in the play, yet he genuinely at long last shows he cherished Ophelia. This episode controls crowd feelings, creates character and builds up the contention of the play. It controls the crowd feelings on the grounds that it’s indicating something that the crowd has presumably found in actuality. When there’s an episode like this happening, all things considered, individuals will feel tragic on account of the pessimistic things that are going on to an individual. In this episode, the crowd realizes that she’s been succumbing to Hamlet, and still the crowd would incline toward witnessing the best result to Ophelia, however the crowd knows the purpose behind it to not occur, hence the crowd feelings become controlled. This episode builds up the character on the grounds that by Hamlet not feeling the manner in which she does towards him, it gives the crowd a knowledge on how Hamlet feels about ladies. We will compose a custom exposition test on Basic Analysis of Dramatic Irony in Hamlet or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page For this situation, the crowd can see that Hamlet’s disturb of his mother’s unexpected marriage causes him to turn into an enemy towards ladies. He thinks they’re all indistinguishable, simple to convince like his mom was convinced by his uncle and in scramble as well. It builds up the contention of the play on the grounds that all through the play, another negative sentiment of Hamlet’s, consistently gets communicated, and tails in a steady progression. It expands on to the play, which makes Hamlet state later on, â€Å"to be or not to be. Each time Hamlet feels awful the more he doesn’t esteem his life and the more he wants to be dead. All in all, this is the means by which the occurrence has an effect. It does such huge numbers of things to the play, similar to how it draws out a character, how it contacts a crowd of people, and how it expands on the contention. This episode is one of significant pieces of the play on the grounds that without it , we may not see Hamlet as far as we can tell now.

2017 Freshman Denials - UGA Undergraduate Admissions

2017 Freshman Denials - UGA Undergraduate Admissions 2017 Freshman Denials We plan to make the final wave of freshman decisions available late afternoon on March 17th. Unfortunately, we were not able to admit a number of strong applicants as we are limited in the size of our freshman class. We know that you have a number of other strong college options and suggest you focus on the other great opportunities that are ahead rather than on a denial from UGA. If your ultimate goal is to graduate from the University of Georgia, then we suggest you look at transfer opportunities down the road. For now, focus on your current college options, find one that fits you best, and have a great freshman year there. Please read ourDenied Student FAQif you have questions. If you decide to contact us next week, please understand that we will not be able to give you a specific reason for a denial, as in this process we have looked at everything within everyones file, and the overall reason is really that the overall applicant pool is very large and very strong. Please remember that this is not a blog where you should post statistics or throw fellow classmates under the bus. These types of comments will be deleted.

The Study of Motivation Essay - 2041 Words

Literature Review Motivation MacIntyre et al. (2001) define motivation as â€Å"an attribute of the individual describing the psychological qualities underlying behavior with respect to a particular task† (p. 463). The study of motivation as a predictor of second language learning performance was initiated by Gardner and his Canadian colleagues (1972). According to Gardner and Lambert (1972), there are two kinds of motivation: integrative motivation, referring to a holistic learning approach toward the speech and culture of the target language group, and instrumental motivation, referring to language learning for more immediate or practical goals. Intrinsic and extrinsic are the new classifications of motivation. Intrinsic motivation is the†¦show more content†¦Both types are important. A learner might learn an L2 well with an integrative motivation or with an instrumental one, or indeed with both (Cook, 1991). . The level of identification with bilingual or trilingual identity is also influenced by the learners’ attitudes toward the learning situation. These attitudes refer to the individuals’ reactions to anything associated with the immediate context (e.g., the course and the teaching environment) in which the language is taught (Gardner, 1985).All the men show higher instrumental motivation towards foreig n language learning than woman. Instrumental motivation, also called rational, pragmatic and utilitarian, refers to the individual’s desire to acquire a second language in order to use it for operational purposes, to pass an examination, acquire a job, or visit a foreign country (ibid). Rahman explains rational language learning as the learning of a language â€Å"in order to empower oneself by acquiring the potential to acquire employment† (2002). . It has been pointed out that Gardner’s motivation theory includes an educational dimension and that, the Attitude/Motivation Test Battery (AMTB), that he and his colleagues developed contains several items focusing on the learners evaluation of the teacher and classroom learning situation. Gardner and MacIntyre (1991) themselves had noted later that the old characterization of motivation in terms ofShow MoreRelatedMotivation Case Study On Motivation1756 Words   |  8 Pages PERSONAL CASE ANALYSIS â€Æ' Contents INTRODUCTION 2 BACKGROUND 3 MOTIVATION KEY ISSUES 3 ALTERNATIVE SOLUTIONS 4 OFFER REWARDS 4 PROVIDE AN EFFECTIVE COMMUNICATION 5 PROPOSED SOLUTION 5 CONCLUSION 5 RECOMMENDATIONS 6 REFERENCES 7 â€Æ' INTRODUCTION Motivation is the basic needs to improve the performance in the workplace to attain a goal. In today’s era, the impossible things are going to be possible through effective motivation which gives us the quality of work. Being a successful manager means deliberateRead MoreMotivation and Study Strategies2436 Words   |  10 Pagescan unravel effective study strategies by discovering what their learning style is and by embracing inspirational motivation skill. Motivational skills can trigger cognitive reasoning, and allow the mind to learn and become successful. As a group, we chose motivation and efficient study strategies, because these topics parallel with each other, illustrating the need for both to be victorious in academic goals. Negative motivators can prevent learning in one’s life. Motivation comes in all forms creatingRead MoreA Study On Employee Motivation Essay6476 Words   |  26 PagesCHAPTER-1 1.1 INTRODUCTION The project titled â€Å"A study on employee motivation with reference to network 18†, is conducted to identify factors that are responsible for motivating the employees and the organizational functions of Network 18, Noida. The focus of the project is on what motivates the employee the most. Hence the main subject which have been focused on was Employee motivation or motivation in general. Management’s basic job is to utilize human resources effectively to achieve the organizationalRead MoreMotivation Case Study1769 Words   |  8 Pagesthis essay is to discuss the topic, motivation, by conducting a detailed literature review, interpreting the results from motivation self-assessment tests and analysing a motivation-related case study. This paper will be divided into three main sections and the first section will demonstrate the key concepts suggested by various researchers such as Ryan (1995) and Herzberg’s (1996) theory about motivation. Secondly, an analysis of outcomes from personal motivation surveys will indicate my work behaviourRead MoreMotivation And Rationale For The Study2130 Words   |  9 PagesMotivation and Rationale for the Study As a former elementary school teacher and a reading specialist in an urban school setting, I have had the opportunity to work with many English Language Learners (ELLs) in my teaching career. About 75% of my ELLs had limited English proficiency when they first entered my classroom as first graders. I witnessed first-hand the frustration and silence of students who simply could not formulate coherent sentences or understand texts that were being read becauseRead MoreCase Study 1 Motivation994 Words   |  4 Pages1- In the first paragraph: â€Å"†¦were substituted by new â€Å"fresh * enthusiastic†Ã¢â‚¬ ¦Ã¢â‚¬  Job Engagement Motivation Theory –Because these new managers are fresh and enthusiastic they have a higher probability of being engaged with their jobs, and therefore more motivated In the middle of the second paragraph: â€Å"Felt angry and unfair†¦Ã¢â‚¬  Equity Theory- Discussed in question no. 2 In the second paragraph: â€Å"Mr. Armaghani gave them an offer†¦Ã¢â‚¬  Reinforcement Theory- The stimuli–employees sadness- is followedRead MoreCase Study Art of Motivation5060 Words   |  21 PagesHUMAN RESOURCE MANAGEMENT THE ART OF MOTIVATION Human Resource Management MRB 2032 Case Analysis 3 THE ART OF MOTIVATION EXECUTIVE SUMMARY This article is about the art of motivation in Nucor, about strategy and action plan to motivate the people such as talking to them, listening to them, taking a risk on their ideas, and accepting the occasional failure. It s a culture built in Nucor with symbolic gestures with unblinking focus on the people on the front line of the business inRead MoreEmployee Motivation – a Short Case Study1198 Words   |  5 PagesEmployee Motivation – A Short Case Study I joined CVS Caremark project at TCS-Noida in November after a successful stint at Aviva in TCS-Bangalore, where I had worked as a trainee. I had always wanted to go back to my hometown and live with my parents and when I got a transfer to Delhi I didn’t waste a single moment in saying yes to the new project and heading towards Delhi. Many of my friends were also moving out from Bangalore at the same time which only made my decision easier. I felt that CaremarkRead MoreMotivation Rent-a-Car Case Study3200 Words   |  13 PagesTopic: Rent-A-Car Case study Course: 501 HUMAN INTERFACES Final Assignment Instructor : Michele Vincenti Student Name : Navanjot Singh Bajwa Class : MBA 501 Table of contents: Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 2. Motivation and approach used by Rent-A-Car†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 3. Culture of an organization†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 4. Analyzing the Vote System†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 5. Effectiveness of MotivationalRead MoreStarbucks’ Corporation: Case Study in Motivation2241 Words   |  9 PagesCase Study Report Starbucks’ Corporation: Case Study in Motivation Submitted to: ----------------------------- Faculty, MBA Program, BRAC University Submitted by: SNS MBA, BRACU Course Title: Organization Behavior and Leadership Course Code: HRM 501, Section: 03 Semester: MBA, Fall-2013 Date of Submission: 8 November 2013 Introduction: This report is a part of Masters of Business Administration (MBA) program, Organization Behavior and Leadership (HRM 501) course of

My Nursing Philosophy My Philosophy Of Nursing Practice

Nursing philosophy My philosophy of nursing practice is being kind to others. I use my knowledge and skills to help people. I also respect patients’ preferences, values and choices even though they differ from mine. I will try to understand and show empathy to my patients through seeing them beyond their illness and provide holistic and culturally sensitive care. Nursing is not just a job that looks after the sickness, rather, it is about the humanity, about being a human for another human. As a profession, nursing is accountable for patients or clients, communities and society. Therefore, my practice should always adhere to professional standards, guidelines and professional codes of conduct. I have a commitment to quality of care†¦show more content†¦My professional learning plan, therefore, focuses on both clinical practice—being prepared for transitional practice, and academic training—developing advanced research skills. While developing my learning plan for career development, I also engaged Donald Super’s five stages self-concept theory (Super 1953) and Benner’s five levels of clinical competence (Benner 1984). According to Super (1953), between the age 25 to 44 is the establishment stage when a person experiences a process of settling down and then advance the career. It requires the person to build entry-level skills and stabilises position through work experience. As I am a culturally and linguistically diverse (CALD) nurse , it could take 2 to 3 years for a CALD nurse to adapt into a new working environment (Jeon Chenoweth 2007). Therefore, my five-year professional learning plan was developed with a focus on the next two years (Table 2). Three strategies These three strategies can support my both professional and scholarly development in becoming a clinical research nurse. 1) Mentor and networking The emotional stress and the needs to develop competence are commonly challenging newly graduated nurses (Oermann Garvin 2002). Mentoring or coaching young professionals can support them in career development and resilience (Davidson, Elliott Daly 2006). Mentors play various roles in clinical settings, such as advisers and counsellors (Ali Panther 2008). Their support does not limit toShow MoreRelatedMy Philosophy Of Nursing Practice929 Words   |  4 PagesPHILOSOPHY OF NURSING 2 My Philosophy of Nursing Practice: What Does Nursing Mean to Me? â€Å"Why do you want to be a nurse?† A question that has been asked more times than can counted on fingers. As a nursing student, you are encouraged to discover why nursing spoke to you. There is the cliche, inner desire of wanting to help people of course, however, there is more to it than just that. As a nurse, you are challenged every day and pushed beyond your limits to new heightsRead MoreMy Personal Nursing Philosophy For Professional Nursing Practice808 Words   |  4 Pagesdefine, research and utilize the concepts that underscores my personal nursing philosophy for professional nursing practice. This paper also discusses the four metaparadigms of nursing with reference to professional practice. Nursing Autobiography I believe this about nursing, it is not just a profession, but merging of passionate and holistic care. My desire to become a nurse sprouted when I went for a mission trip to a Leprosy Hospital near my home town in India. There was still a social stigma againstRead MorePhilosophy Has Influenced The Development Of Nursing1572 Words   |  7 PagesPhilosophy of Nursing Philosophy has influenced the development of nursing. Philosophy of Nursing promotes the application of nursing knowledge and helps develop nursing theory and knowledge. Nursing theories and philosophies of nursing influence each other. Nurses designed Philosophy of nursing to explain the beliefs, role, and interaction with patients. Philosophy is the application of one s knowledge to different situations that occurs when practicing as a nurse. It changes the identities, beliefRead MoreNursing: Providing The Best Possible Care For Patients1457 Words   |  6 PagesPersonal Nursing Philosophy Nursing has developed from its original roots, to become a personal philosophy to those who practice it. This paper describes my personal philosophy of nursing that I plan to practice in my own personal career. I believe that nursing is founded on the principles of it being a helping process with a focus on interpersonal relationships between a nurse and someone else. Nursing not only involves treating an illness, but it also provides quality patient-centered care. My philosophyRead MoreNursing : Health Cooperation, And Personal Philosophy Of Nursing Care1339 Words   |  6 PagesPersonal: Philosophy of Nursing Care Introduction Nursing philosophies are used by many institutions and places of employment. It is important that student nurses and nurses read and gain knowledge from their facilities nursing philosophy. Philosophies give the nurse a guideline of how their facility defines the aspects of nursing and what is expected of them as nurses of that facility. It is essential for nurses to go back after they have graduated from nursing school and reread the nursing philosophyRead MoreMy Personal Philosophy Of Nursing1304 Words   |  6 PagesMy Personal Nursing Philosophy A nursing philosophy is concepts or values that a nurse embraces within his/her practice and allows these concepts and values to shape the way he/she practices nursing and drives the purpose of their nursing care. It is important for each nurse to develop his/her philosophy of nursing to be a purpose driven nurse. Each nurse will have his/her own nurse philosophy because each believes differently. Nursing philosophies might come from different understandings butRead MoreMy Personal Philosophy Of Nursing949 Words   |  4 PagesMy Personal Philosophy of Nursing My inspiration to pursue a career in Nursing began at a young age, after reading the biography of Florence Nightingale. I was in middle school, and intrigued at her courage, and dedication to care for the sick. As I entered college, and into a formal nursing education program, I still viewed nursing as, the care provided to another in need. Without my knowing, I was developing a philosophy of nursing for myself. As the years passed, I began to realize that nursingRead MoreMy Philosophy Of Nursing Philosophy1481 Words   |  6 PagesMy philosophy of nursing My own nursing philosophy arises from my Knowledge as a nurse, personal beliefs and experiences, I have gathered throughout the years from my interactions with diverse patient population and other healthcare professionals, while working in different setting as a nursing in the health care. This also addresses nurse s ethics, goal and values as it relates to my nursing practice. My Nursing Philosophy is based on five components: nursing, Person, environment, holistic careRead MoreMy Personal Philosophy Of Nursing1676 Words   |  7 PagesFor the purpose of the paper, famous philosophies and a personal nursing philosophy is presented, including the personal definitions of the four phenomena of nursing namely person, environment, health, and nursing. The said philosophy will then be compared to other professionally-acclaimed philosophies. Included in the discussion is the importance of a nurse’s role in providing health care to persons, family, and the society and how it is able to address problems in the face of cultural and spiritualRead MoreThe Philosophy Of Nursing Is The Essence Of A Successful991 Words   |  4 PagesThe philosophy of nursing is the essence of a successful health care practice. The idea of helping patients lies in the understanding of their needs. It is the approach that helps me to perceive the nature of a successful nursing practice. In fact, the best health care professionals are as people know them since they have their personal philosophy of nursing. Thus, the vast majority of patients trust such nurses and are eager to follow their recommendations on the medical interventions. The purpose

Can You Imagine a World Without a Superpower Free Essays

Coined by Dutch-American geo-strategist Nicholas Spykman in 1943, the political term ‘superpower’ is used to refer to a country with the ability to influence events or project power on a global scale. ’ It is difficult, if not impossible to envisage a world without a superpower. There are a number of reasons to support this assumption. We will write a custom essay sample on Can You Imagine a World Without a Superpower? or any similar topic only for you Order Now We begin with the first and most blaring- It is simply difficult to imagine a world without a superpower because history itself has shown that there has yet to come a time when one or more powers do not rise above its counterparts in terms of economic and/or political factors to the extent that they are able to impact various issues on a global level. From the ancient civilizations such as the Persian, Roman, Mongol, Portuguese and Spanish empires to the Russia during the Cold War and the USSR today, we have yet to observe a period of time when the world has observed an equitable balance of power. It can be argued that just because it has not happened yet, does not mean it will not happen one day. This is a firm basis for a counter-argument, however, it must be understood that in the foreseeable future, with more and more powers working towards this ‘superpower’ status (examples include China, Brazil, India and Russia), a world without superpowers is merely a sanguine, idealistic idea. Another issue that would make a world without a superpower a seemingly utopian concept is the difficulty of administrating such a world. Indeed, if no policing power (such as the USA) had the ability to influence global issues, the world would lack a clear sense of direction. Indeed, major decisions would probably be taken by a representative, multilateral body such as the UN (without a system of permanent seats). In such a scenario, it would be quite difficult to please all the parties involved and a conflict of interest would be inevitable. In a setup such as today, whereby the United States largely acts as the dominant political enigma, at least decisions are made and issues addressed. For example, in 1991, when the USSR was finally removed from its position as the dominant power of Eastern Europe, its surrounding sphere of influence fell into a spiral of economic and political despair. One can only imagine the repercussions if this happened on global level. According to Professor Niall Ferguson at New York University’s Stern School of Business ‘power, like nature, abhors a vacuum. In the history of world politics, it seems, someone is always the hegemon, or bidding to become it. ’ This idea proposed by professor Ferguson, is based on the theory that inherently, every country would like power. It is this elusive pull of power and all that it brings with it that would make a world without a superpower merely a product of idealism. How to cite Can You Imagine a World Without a Superpower?, Papers

People Work and Employment

Question: Discuss about thePeople Work and Employment. Answer: Introduction: There is no gain stating the fact that any private organization works with the ulterior motive of profit maximization. However, it is noteworthy here that employee health is a major factor that ultimately leads to organizational wealth. Hence, an organization must ensure that each of its employees is physically as well as mentally healthy enough to execute the tasks responsible for taking the organization ahead. In case the issue of workforce well-being is overlooked by the organization, it may eventually lead to absenteeism, reduced employee engagement and loss of productivity. Hence, as it can be understood from the case study, the management authority of an organization must respond to the employee health risks, if it is willing to sustain its business n the long run (Larson 2015). Discussion: A healthy, engaged workforce will always lead to organizational success, through increased rate of employee productivity and employee retention. As it can be understood from the case study, the HIV disease was not only affecting the well-being of the employees, but was also a huge loss for the South African economy, as a result of absenteeism and loss of productivity. Hence, John Standish White, the then General Manager of Goedehoop realized the importance of undertaking sustainability initiatives, if the organization was willing to retain its position in the coming years. As more and more young and middle aged youths, especially the semi-skilled employees started getting affected by HIV disease, it became absolutely imperative to promote and maintain the health of the employees so that they could work with greater efficiency and enthusiasm in future (Robbins et al. 2012). Identification of the Sustainability Initiatives and Their Authenticity: As HIV emerged as a huge threat to the life, health, well-being of the employee as well as the profitability of the organization, Standish White realized that such lifestyle diseases usually have a negative, lasting impact on the employee and the organizational performance (Merrill et al. 2013). However, in order to discover a solution, Standish White had to gain an insight into the root of the problem. Hence, the organization follows the initiatives, through a 3 step procedure: Research about the problem Communicate the problem Introduction of health programs (stbye et al. 2015) For the successful implementation of any sustainability initiative, a thorough research into the problem is required. Hence, Standish White visited a sex worker, got himself informed about the local sex industry that was leading to the spread of the epidemic in South Africa, and accordingly decided to undertake the initiatives needed to heal the disease. Standish White knew the change in lifestyle was primarily required to control the further spread of the disease, and consequently the organization started arranging meetings and interactive sessions that would help the employees become aware of the way their unhealthy sexual habits were taking a toll on their lives. Further, he realized that without an organized and systematic approach to the problem, the situation could not be brought under control. Keeping this in mind Standish White understood that convincing and persuading the employees about the need of maintaining healthy lifestyle could be possible with the formation of a stro ng team, and hence a team was formed that not only constituted senior managers, but also health professionals such as medical staffs and workplace health educators. Next, regular health check up became an integral part of the well-being program goals, and hence oral tests and other tests were also being arranged to ensure that the health of the employees is being examined, assessed and properly taken care of. Further, the authority also ensured that if the health report showed positive results, the employees were being motivated, and encouraged, and was being sent for further treatment. It is pointless to assume that the employees would be able to take care of their health issues on their own, hence offering financial assistance to the employees, and the introduction of free antiretroviral therapy was an impressive step taken by the organization (Bor et al. 2012). The initiatives undertake were absolutely authentic. The organization did not approach the problem on a random basis, but instead adopted an effective, organized method. John Standish-White formulated new staffing policy in the organization. He made it mandatory for the jobseekers to take on overall medical checkup before joining services of the firm. This ploy would help the firm to screen out the infected incumbents from the process and aboard only those who are tested with no symptoms if HIV/AIDS. This would help the firm to check contamination of the disease among the existing workforce and the recruitment team had made it obligatory to divulge about any AIDS symptoms while applying for a defined role (Ilies et al. 2016). Contribution of the Initiatives to Positive and Social Outcomes of the Employees: Goedehoop exercised a huge impact on the lives of its employees, by the effective adoption of the health programs. The sustainability initiatives adopted by the organization not only assisted the employees in restoring their physical health, but also provided them the moral support necessary to combat a fatal disease (Ganster and Rosen 2013). By employing smooth, effective communication with the employees, the organization succeeded in creating awareness among the employees regarding the cause, symptoms as well as the preventive measures of the disease. Usually, with the spread of an infectious disease, the employees usually start getting panic-stricken apprehending the possibility of their termination, but things were different with Goedehoop. One of the most important impacts of the initiative was that the management has already been able to streamline the infected workers from the large pool of resources. They understood that it might not be a viable idea for the management to dis charge them from services since doing so, would attract ire from various quarters. Goedehoop invested in treatment and care facilities for the infected employees, and this employee oriented approach to the problem certainly increases the motivation of the employees. Usually, people tend to have a negative and slightly pessimistic attitude towards sexually transmitted diseases such as HIV AIDS, which are often discarded and scorned as the poor mans disease. Consequently, this often leads to stark indifference that makes an employee remain ignorant of the cause of the disease, and hence get victimized by the same in future. Hence, Goedehoop organized campaigns and health programs that helped in creating greater awareness among the employees, while at the same changing the negative and contemptuous attitude of the society towards the victims suffering from the disease. This helped in increasing greater social acceptance, and hence encouraged the employees to come up with the HIV issue with less awkwardness, that in turn quickened the treatment procedure. However, confidentiality was not being always maintained, and those affected with the disease, might not always feel comfortable to discuss about the issues publicly (Goetzel et al. 2012). Difference in Outcomes from the Implementation of the Initiatives in Different Organizations: The adoption of these initiatives yielded huge benefit to Goedehoop, but it should be remembered that the implementation of the same initiatives in a different business situation or organization, might have different outcome. First of all, the organization in the cases study was financially strong enough to adopt the most effective strategy needed to help the employee stay aware, or get cured of the fatal disease. However, in case of many small scale organizations, the adoption of these cost-intensive initiatives, especially the health promotion campaigns would have implied a huge financial loss, that cannot be recovered easily, even if the complete health restoration of the employees was possible. It was being observed from the cases study that ART or Antiretroviral Therapy and nutritional supplements were provided to employees diagnosed with HIV at free of cost, however the organizations with less capital, would have incurred a huge loss because of the adoption of this procedure (Y un et al. 2016). Again, the public sector organizations at present are also implementing workplace programs for dealing with the problem of HIV AIDS at workplace. However, unlike the situation of the case study, the public sector organizations may fail to have an integrated and organized approach to the problem. The public sector organizations are likely to suffer from a lack of integration of HIV/ AIDS policies and programs, and it could have happened that instead of a joint effort to control the situation, the HIV/AIDS responsibility could be allocated to the junior staffs with limited skills and expertise, that may ultimately lead to the failure of the system. However, funding the medical expense would have been easier in case of the public sectors, and hence it might lead to greater success in terms of the dsease prevention and health promotion programs (Clemens and Cutler 2014). Conclusion: The management of Goedehoop Colliery was vulnerable to the challenge posed by HIV and AIDS regarding value addition to the shareholders. It is bound by public opinion. No business operation is alienated from the community and the firm in question is also socially responsible and hence the adoption of the effective programs is highly commendable. The active engagement of the management authority in ensuring employee health and well-being not only motivates the employees, but also increases their loyalty and retention rate. Reference List: Bor, J., Tanser, F., Newell, M.L. and Brnighausen, T., 2012. In a study of a population cohort in South Africa, HIV patients on antiretrovirals had nearly full recovery of employment.Health Affairs,31(7), pp.1459-1469. Clemens, J. and Cutler, D.M., 2014. Who pays for public employee health costs?.Journal of health economics,38, pp.65-76. Ganster, D.C. and Rosen, C.C., 2013. Work stress and employee health A multidisciplinary review.Journal of Management, p.0149206313475815. Goetzel, R.Z., Pei, X., Tabrizi, M.J., Henke, R.M., Kowlessar, N., Nelson, C.F. and Metz, R.D., 2012. Ten modifiable health risk factors are linked to more than one-fifth of employer-employee health care spending.Health Affairs,31(11), pp.2474-2484. Hancox, P.J., 2016. The Coalfields of South-Central Africa: A Current Perspective. Episodes, 39(2), pp.407-428 Ilies, R., Aw, S.S. and Lim, V.K., 2016. A Naturalistic Multilevel Framework for Studying Transient and Chronic Effects of Psychosocial Work Stressors on Employee Health and Wellà ¢Ã¢â€š ¬Ã‚ Being.Applied Psychology,65(2), pp.223-258. Larson, L.K., 2015.Employee Health--AIDS Discrimination(Vol. 10). Larson on Employment Discrimination. Merrill, R.M., Aldana, S.G., Pope, J.E., Anderson, D.R., Coberley, C.R., Grossmeier, J.J. and Whitmer, R.W., 2013. Self-rated job performance and absenteeism according to employee engagement, health behaviors, and physical health.Journal of Occupational and Environmental Medicine,55(1), pp.10-18. Mignano, J.L., Miner, L., Cafeo, C., Spencer, D.E., Gulati, M., Brown, T., Borkoski, R., Gibson-Magri, K., Canzoniero, J., Gottlieb, J.E. and Rowen, L., 2016. Routinization of HIV testing in an inpatient setting: a systematic process for organizational change. Journal for Healthcare Quality, 38(3), pp.e10-e18. stbye, T., Stroo, M., Brouwer, R.J., Peterson, B.L., Eisenstein, E.L., Fuemmeler, B.F., Joyner, J., Gulley, L. and Dement, J.M., 2015. Steps to health employee weight management randomized control trial: short-term follow-up results.Journal of Occupational and Environmental Medicine,57(2), pp.188-195. Robbins, J.M., Ford, M.T. and Tetrick, L.E., 2012. Perceived unfairness and employee health: a meta-analytic integration.Journal of Applied Psychology,97(2), p.235. Yun, Y.H., Sim, J.A., Park, E.G., Park, J.D. and Noh, D.Y., 2016. Employee Health Behaviors, Self-Reported Health Status, and Association With Absenteeism: Comparison With the General Population.Journal of Occupational and Environmental Medicine,58(9), pp.932-939.

6 Things You Need To Do Before Starting University

Once all of the paperwork is out of the way and you have your acceptance letter and student loan sorted, don't forget to think about these other six things to do before you move to university. Connect With People On Facebook Most universities have specific groups or pages on Facebook for Freshers. If you haven't already, join! Make the most of finding out names before you actually get to uni. You may even be able to find out who else is sharing your halls or house, or other people on your course, so you can get to know each other a bit more before you arrive. This can relieve any of the awkward silences or panic when you are sat in a room of strangers. Know What's Happening In Fresher's Week Facebook is again the perfect tool for this but your university may have their own Twitter account or a special one just for Fresher's Week. A lot of universities will send a pack of Fresher's information alongside your enrolment documents. Once you know what's on you can start having a think about what you would like to do and if there's any nights out you want to go on. Make sure you know when your Fresher's Fair and Sport/Societies Fair is held as these are important for all new starters. You will probably be asked to join every sport and society the uni has to offer but missing out and not joining anything at all will narrow your university experience. Don't be afraid to try something new, who knows! Learn How To Cook Even if it's just a few simple recipes, it is always good to have a few meals you can cook. Living off of baked beans, toast and pot noodles may be the stereotype of a lot of students but it's not a particularly nutritious diet. You don't need to be the world's best cook but with so many cookbooks and websites out there, even ones specifically targeted at students, there is no excuse to be that one person always using the microwave! Plan What To Pack Do you really need those twelve coats or that whole cupboard of shoes? What about your shelf of Xbox games and that guitar you haven't picked up since you were seven? Planning what to take to university can be stressful, particularly if you won't be returning home very often. Prioritise the things that you definitely need such as clothes, toiletries, work things and kitchenware, but be selective. You may find that your bedroom at university is half the size of the one at home and so there just won't be enough space for all your things. Also don't forget they have to get transported in the car, so certain bigger items might just be a no-go. If you are living in halls rather than a house you may not need certain kitchen things or household items, especially if you have catered accommodation, so check that first. Don't forget at least one smart outfit; you never know when a job interview or something similar might pop up! Get Reading If you haven't already, now might be a great time to buy the books on your booklist. If you haven't received it yet or don't know how to get hold of it, contact your university. Obviously course dependent, your reading list may vary dramatically in length from someone else's, but regardless reading is a big part of university life. Check if your university wants you to have specific copies of a book as publishers and editions may have important differences. You can always get books out from your university library but do not rely on this as you are in competition with a lot of other students. If your course has broken up your reading list it might be easier to tell which books to prioritise that will be covered first. If you're a keen reader you might like this list of books all students should read, or this one here. Say Goodbye To People You might get caught up in all the pre-university excitement and panic but don't forget to say bye to the people that matter most to you. You never know when you might see them again. Don't avoid your parents in the build-up to leaving because no matter how much you may argue you will miss home a lot when you go. Organise things to do with your old school friends too. The next time you see each other you'll probably all have different haircuts and speak with a new accent! Student Beans is a great website for freshers and all years. Sign up for their newsletter and get emails about offers exclusively for students! Once you're there, don't be afraid to get in contact with us. Here at Essay Writing Service UK we can help you with any essay questions and even provide proofreading. Have a look at our previous article on how to survive your first term at university and also how to get the most out of university. Good luck, you will love it! Blog Survive Your First Term at University [Infographic] Fresher's week is only a short while away now - but what do you need to prepare yourself for your first term at University? We take a look at some top tips to get you through - from socialising to budgeting and feeling homesick. Tell us what you think on Twitter or Facebook.

How to Introduce Your Class Rules (Grades K-6)

How to Introduce Your Class Rules (Grades K-6) Its important to introduce your class rules on the first day of school. These rules serve as a guideline for students to follow throughout the school year. The following article will give you a few tips on how to introduce your class rules, and why its best to only have a few. How to Introduce Class Rules to Students 1. Let students have a say. Many teachers choose to introduce the rules on or around the first day of school. Some teachers even give the students the opportunity to pitch in and create the rules together. The reason for this  is that when students feel they had a hand in deciding what is expected of them, they tend to follow the rules more closely. 2. Teach the rules. Once the class has created a list of acceptable rules, then its time for you to teach the rules. Teach each rule as if you are teaching a regular lesson. Provide students with an example of each rule and model if necessary. 3. Post the rules. After the rules are taught and learned, then its time to set them in stone. Post the rules somewhere in the classroom where it is easy for all students to see, and send a copy of them home for parents to review and sign off on. Why It's Best to Only Have Three to Five Rules Have you ever noticed that your social security code is written in groups of three, four, or five numbers? How about your credit card and license number? This is because people find it easier to remember numbers when they are grouped in three to five. With this in mind, its important to limit the amount of rules you set in your classroom from three to five. Try not to set more than five rules at a time. If you find it necessary to have more than five, then post them in groups of three to five.Feel free to replace a rule once it has been learned. The students must still abide by this rule, it is just now known as an unwritten rule.When writing the rules, state the rules in the positive instead of starting with Do Not. What Should My Rules Be? Every teacher should have their own set of rules. Try to refrain from using other teachers rules. Here is a list of some general rules that you can tweak to fit your personal class expectations: Sample List of Rules Come to class prepared.Listen to others.Follow Directions.Raise your hand before speaking.Respect yourself and others. Specific List of Rules Complete morning work at your seat.Wait for further directions once a task is completed.Keep your eyes on the speaker.Follow directions the first time they are given.Change tasks quietly.

Liquidity, Solvency and Profitability Essay Example | Topics and Well Written Essays - 250 words

Liquidity, Solvency and Profitability - Essay Example The level of current ratio for any particular organization is dependent on the industry it is operating in; usually the acceptable current ratio is 1.5 to 3. If an organization is able to maintain its current ratio between these levels, the lenders are of the perception that the company has the ability to meet its short term financial responsibilities. If the current ratio is low or in other words, the company does not have enough assets to meet its liabilities, the company is perceived to fail its financial obligations. This ratio is used by creditors while determining whether to provide loan to a company or not. Creditors perceive that if the company’s current ratio is high, it can pay off its debts and if it is low, it will fail to pay off its debts. This is why certain banks require an organization to meet the requirement of maintaining current ratio levels at 1 or above

Aircraft Accident Models Article Example | Topics and Well Written Essays - 250 words

Aircraft Accident Models - Article Example Instrumentation of monitoring equipments within the rotating parts requires design of temperature resistance sensors with ability to detect slight changes in flaws within the engine. The sensors must have excellent accuracy to deter active and latent errors that may occur due insensitivity of aircraft operators or attendants including the pilot. Essentially, such aircraft accident models including latent or active errors would greatly remain minimized with effective instrumentation of proper monitoring devices. Consequently, the article discusses initiatives explored by both NASA and AVSP in designing contemporary efficient sensors that would find proper use in monitoring flaws within gas engines. Such sensors would significantly assist in reducing aircraft accidents through effective monitoring of rotating components of the plane (Woike et al., 2005). The article remains imperative in presenting an investigative approach to other scientists towards establishing a novel sensor that would significantly reduce structural health issues and accidents associated with aircrafts. Moreover, findings and analysis outlined in the research would spur development of more novel approaches to combating aircraft accident models that have persistently caused problems within the airline

Leadership in the Process of Collaboration

Leadership in the Process of Collaboration Leadership is a relationship between those who aspire to lead and those who choose to follow (Kouzes et al., 2007). Leaders must master the dynamics of this relationship. They must learn how to mobilize others to want to struggle for shared aspirations. This means that leaders need to acquire the understanding, skills, and experience to collaborate successfully. Within this context, leaders move away from being the sole decision maker to involving others such as staff, and community members in the decision making process. I have looked deeply into the leader-constituent relationship. Through case analyses, books and journal articles, I have discovered that leaders at all levels follow rather similar paths as they guide others along pioneering journeys. By these studies, I was able to identify one of the most important practices common to most leadership achievements that is enabling others to act. This practice has stood the test of time, and it is available to anyone, in any organization or situation, who accepts the leadership challenge. This essay discusses the broader study that focused on collaboration in order to contextualize and highlight the findings related to the affective elements of collaborative leadership. The essay examines how the leader supports collaboration in their organisation to enlist and enable others to act and analyses the emotional competencies involved in. Finally, consideration is given to how leaders might be supported in the development and acquisition of the key skills required for affective leadership in their organisation. This essay also highlights the data related to how the leaders support collaboration. It specifically describes the perceptions that leaders and other stakeholders had regarding the role of the leader in fostering collaboration. The essay includes the description of behaviours exhibited by leaders and perceived by participants in the study as supporting collaboration. The purpose of the essay is to analyse these collaborative behaviours in terms of their emotional component. It is important to note that the goal of this study was not to examine emotional competencies of leadership. Data related to the affective domain of leaders work emerged as significant findings of the research question. Enlist others in a common vision by appealing to shared aspirations Motivation is what drives individuals to work in the way they do to fulfill goals, needs or expectations. These are numerous, varied and changing. (Bush, T. et al, p237) People can imagine an exciting, highly attractive future for their organization. Leaders may be driven by their clear image of possibility and what their organization could become. In this case, leaders passionately believe that they can make a difference. They create the way that no one else has ever produced. They uplift peoples spirits with an ennobling perspective about why they should strive to be better than they are today. This means that to create an organised movement as well as significant change, leaders need to enlist others. They also must appeal a shared aspiration because people will not follow until the vision is accepted as their own. Leaders must speak others language to enlist them in a vision. Leaders not only understand peoples needs but also have their interests at heart when they are to sign up for journeys into the future. Leaders breathe life into visions through vivid language and an effective style. Their own enthusiasm and excitement are contagious and spread from the leader to constituents. Their belief in and enthusiasm for the vision are the sparks that ignite the flame of inspiration. (Kouzes et al. 2007, p. 16-18) Breath life into your vision and align your dream with the peoples dream According to Kouzes et al. (2007) and Hallinger et al. (2002), people desire to do something that can make a profound difference to the future of their families, friends, and communities and their life as well. Therefore, leaders not only show the directions and set the standards but also effectively communicate a vision. Visions are about our strong desire such as ideals, hopes, dreams and aspirations to achieve something great. In communicating shared visions, leaders need to make them meaningful by awakening dreams, breathing life into them, and arousing the belief that they can get extraordinary things done before bringing these visions into the conversation. In order to make their visions become true, leaders need to keep people focused and excited about the meaning and significance of their work. Leaders have to animate the vision and make manifest the purpose so that others can see it, hear it and feel it. It is not leaders dream alone but is the peoples vision. Hall (2002) shows that they need to show how their individual and collective efforts could make a positive difference and make sure that each team member could repeat the vision not just by rote but also from the heart. This would enable them to realize these aspirations and make all people have the power within themselves to accomplish whatever they desire. Expand your communication and expressiveness skills to animate the vision Kouzes et al. (2007), Shriberg et al. (2005), Green (2000) and Ginsberg et al. (2003) show that to enlist others and arouse them to go decisively forward, leaders not only appeal to their ideas, animate the vision and breathe life into it but also help them understand how their own interests and dreams are aligned with the vision. The constituents will become internally motivated to commit their individual energies to its realisation if leaders recognise that their enthusiasm and expressiveness are indispensable factors in their efforts to generate commitment in their constituents. People always desire to work more effectively and find out the fastest way to achieve their common goals but it will be very difficult if the visions are not images in their mind. Therefore, to enlist others and inspire a shared vision, leaders must be able to paint word pictures that best portray the meaning of their vision and that others get a natural mental image of what things will be like in the future. To find the ways of giving expression to their collective hopes for the future, leaders face some challenges. Firstly, extraordinary things are often very difficult to get for leaders and their constituents. They may be dispirited while facing these difficulties. In this situation, leaders must recognise that their constituents look for them to demonstrate an enthusiastic and genuine belief in their capacity and supply the means to achieve and express optimism for the future to remain passionate despite obstacles. These mean that their vital tasks are to foster team spirit, breed optimism, promote resilience as well as renew faith and confidence. Thus, leaders must look the situation at the bright side and keep hope alive. They must strengthen their constituents belief that lifes struggle will produce a more promising future. (Kouzes et al. 2007, p. 147) Secondly, in mobilizing people to struggle for shared aspirations, their intensive enthusiasm is required to generate. Consequently, leaders are responsible for the energy of authentic excitement in their organization. They need to add more emotion by using all means of verbal and nonverbal expression to their words and their behavior to communicate with their constituents because it really makes their messages to be more memorable. In addition, the prerequisite to enlisting others in a shared vision is genuineness. The first place to look before taking to others about the vision of the future is in your heart (Kouzes et al., 2007, p. 151). If the vision is not leaders or they do not believe in what they are saying, it will be very difficult for them to enlist the others. As Staler (2005) point out, people identified specific communicative behaviours that the leader demonstrates which can support collaboration in the organisation. However, they felt that listening and openness are particularly important in providing support. Inherently, such behaviour is emotional work. Openness is related to the honest sharing and disclosure of information, both personal and professional. Similarly, Kouzes and Posner (1999) indicate that in order to become fully trusted, we must be open. Furthermore, when the leader takes the risk of being open, others are more likely to take a similar risk, thereby building interpersonal trust. The ability of the leader to foster such a safe environment, to promote and exemplify such a learning model is, in part, an emotional capacity. Foster collaboration by building trust and facilitating relationships In todays virtual organisations, cooperation can not be restricted to a small group of loyalists. It must include peers, managers, customers and clients, supplies, citizens. All those have a stake in the vision. (Kouzes et al., 2007, p. 20). Leaders have to know that to produce the good results people must feel a sense of personal power and ownership. Instead of the command and the control techniques of traditional management, the new effective way to enable others to act is to make people feel strong, capable, and committed by giving the power away. Show trust to build trust Need for trust working together, as Mayer, R. C. (1995) said, often involves interdependence, and people must therefore depend on others in various ways to accomplish their personal and organisational goals. The development of mutual trust provides one mechanism for enabling employees to work together more effectively. The emergence of self-directed teams and a reliance on empowered workers greatly increase the importance of the concept of trust (Golembiewski McConkie, 1975; Larson LaFasto, 1989). In the use of self-directed teams, trust must take the place of supervision because direct observation of employees becomes impractical. Further, a clear understanding of trust and its causes can facilitate cohesion and collaboration between people by building trust through means other than interpersonal similarity. According to Kouzes et al. (2007) and Grint (2003), trust must be at the heart of collaboration. Leaders have to be trust others if they want others to trust them. They can not lead without trust. Therefore, to create a climate of trust, leaders need to be the first to trust by being the first to open up, to show vulnerability and to let go of control. Self-confident and self-disclosure are also required to build interpersonal trust. Moreover, Dinham (2007) point out that leaders must understand that besides sharing information and resources to foster collaboration they need to care for others needs and interests that play a key ingredient to build the team around common purpose and mutual respect. They understand that mutual respect is what sustains extraordinary efforts. If leadership is built on trust and confidence, people will take risks to make changes and movements alive. Leaders have the most significant impact on their organisation, promote cooperative goals and build trust by engaging in frequent conversation. It is impossible for leaders to take their people or their organisation to the next level without meaningful, frequent, and consistent communication. Huber (2002) reveal that a collaborative environment leads to greater satisfaction of individuals within the organisation, and therefore enhances their performance. Yet a collaborative environment does not just emerge because one declares there will now be collaboration. It takes a great deal of trust and respect for this type of synergy to occur. A leader builds this trust by asking and utilizing others input, considering alternative perspectives, allowing others to make decisions, and communicating, communicating, communicating. When employees feel that they are trusted, they will become trustworthy. On the contrary, when individuals feel that they are not trusted, they will exhibit behaviors creating a toxic environment. In the book the Leadership Challenge, Kouzes and Posner point out that trust is the most significant predictor of individuals satisfaction with their organisation. Highly effective leaders recognise that it is not important for them to be right, but rather to listen, take advice, lose arguments, and in some cases follow. Through these behaviors trust is built and performance is maximized. Get people interacting to facilitate relationship The most genuine way to demonstrate your care and interest in others is to engage them in conversation. Frequent conversations build trust while learning about anothers values, interests, concerns, and desires. People do not perform at their greatest levels when in isolation. Shribersg et al. (2005) argue that it is important that an organization provides opportunities to interact whether it is though social events, common meeting spaces, or regular staff meetings. Some leaders may see frequent social opportunities as wasteful or non-productive; the reality is an organization cannot develop shared priorities or reach common goals if there are not opportunities to interact both personally and professionally. In addition, Kouzes and Posner (2007) and Shriberg et al. (2005) showed that a sense of interdependent community in which everyone coordinate their efforts and need the others to be successful is one of the most crucial components to cooperation and collaboration. To bind others into cooperative efforts, a specific reason for being together must be provided by sharing and developing cooperative goals. It is also necessary for leaders to establish and keep the norms of reciprocity and fairness in their mind to improve relationship and decrease stress while working together. While people keeping the common goal in their mind, leaders need to help them to understand that they can not achieve the group outcomes unless they all play successfully their individual parts. People need to know that the long-term benefits of common group are more significant than the short-term benefits of working alone. There are many things that no one can gain on their own, but they can easily accomplish by working together. Moreover, Kouzes et al. (2007) pointed out that: group goals, reciprocity, and promoting joint efforts are all essential for collaboration to occur, but what is critical is positive face-to-face interaction. Nowadays, with the great help from technology people have many ways to connect with the others such as the emails, instant messages, and video conferences. However, the most effective interaction to build trust and promote teamwork is face-to-face conversation frequently. Durable and regular interactions between people make them always remember about how they have treated and have been treated by others. This helps them to have positive feelings on the rest of their group, which may be a solid foundation for success. Some people claim that face-to-face connection takes considerable amount of time, but despite this disadvantage, leaders need to make it one of their leadership imperatives because of the effectiveness it brings to them. Strengthen others by increasing self-determination and developing competence To allow people to feel more powerful and ultimately be more productive, it is critical to increase their ability to influence. This may be done through increasing their signature authority, reducing unnecessary approval steps, eliminating rules when possible, and assigning non-routine jobs. Unfortunately, in many organizations employees are charged with tremendous amounts of responsibility yet are not able to influence their environment to efficiently and effectively get the job done well. Employees must feel that they have the freedom to move around freely and maneuver resources necessary to accomplish an assigned task. (Jill Tomac) Creating a climate in which people are involved and feel important is at the heart of strengthening others. Leaders must make sure that everyone involve in all the group work. They need to listen to the opinions of others carefully and then help them to build up their capabilities as well as update their own information and perspective. When people are trusted and have more discretion, more authority, and more information, they are much more likely to use their energies to produce extraordinary results. (Kouzes et al., p. 21) Moreover, one key to success is that in order to gain respect leaders must also show respect for others. Jill Tomac shows that leaders are those individuals who are not widely known; they have very little interest in placing themselves in the forefront but are quite happy having their successors in the spotlight. In effect, these leaders create stars all around them, allowing others the glory. As a result, each member of the organization is performing at his/her maximum potential and bringing the organisation to new levels of achievement. Leaders recognise the importance of empowering others, through sharing information and assigning responsibility while enforcing accountability. A leaders ability to understand and appreciate others perspectives can be the critical distinguishing factor between a success and failure. Leaders who prefer to work by themselves and do not engage or believe in those around them have great difficulty achieving their goals. They have a tendency to share power and provide choice; allowing others the latitude to make choices and take responsibility. Of course, i t is valuable to provide the expectations, parameters, direction, and skill building needed to be successful. However, beyond that people must feel that they have the respect and trust of their superiors to get the job done. Effective leaders use their power in service to others through strengthening and supporting them. In effect, leaders turn subordinates into leaders themselves enabling people to consider variables, make choices, and act on their own initiative. As Kouzes and Posner state Leaders strengthen others when they give their power away, when they make it possible for constituents to exercise choice and discretion, when they develop competence to excel, when they assign critical tasks, and when they offer visible support. Increase individual accountability to enhance self-determination To help people increase accountability and then enhance self-determination, leaders need to act by following a scientific process. Firstly, as Riley et al. (2003) said, people can not finish their work as their group desire and can not make a difference if they have no freedom of choice about what they do as well as the way that they think fit. Thus, leaders need to help them to recognise their abilities and assign them to roles that they are comfortable by listening to their ideas and suggestions. By this way, every group member can bring value to the whole team and be responsible for their work Secondly, leaders must design work proactively to allow others discretion and choice. It means that people must have the latitude in decisions what they desire and believe should be done in their own creative and flexible ways. By this way, leaders can empower and strengthen others to do their best. Thirdly, personal accountability is a critical factor of collaboration. It seems to be a contradiction between cooperation and personal accountability as some peoples opinions. They argue that they will take less responsibility for their action while working collectively because others do their parts of work for them. Although they have a point in thinking that, their opinions are not true. This is because the team do not accept the slackers unless they increase their own responsibility. People are forced powerfully to do well by the expectations of the rest of their group. Therefore, by promoting collaboration, leaders simultaneously increase individual accountability. (Kouzes et al. 2007). Offer training support to develop competence Leithwood et al. (2003) indicate that when increasing the authority and influence a person has within the organization, it is critical for people to develop the needed skills and knowledge to perform effectively. It is foolish to ask people to begin making decisions or take actions that they have never been assigned before without preparing them to be successful. Through training, coaching, and mentoring staff, they will not only increase their abilities but also their interest and dedication to their work. (Jill Tomac) Valuing people means not only listening to what they have to say or contribute, but taking their input and using it to solve problems or make decisions. To value the contribution of other people, the leader supports the collaborative process by focusing on the interdependent nature of their work (Staler, 2005). However, as noted by Beatty (2000a), and the studies of Blase and Blase (2000), leaders may feel concerned about losing control while letting go of control. Therefore, they need to understand about shared responsibility. Advocacy for collaboration includes the promotion of beliefs, goals, and information about the value of collaboration. A principal advocates for collaboration by conveying the ongoing visible endorsement of, and participation, in collaborative activities (Leonard and Leonard 2001). As previously mentioned, when principals model collaboration they build credibility, because their actions are consistent with their words or they do what they say they will do. However, to set an example, principals need to be clear about their values and beliefs; they must know what they stand for. According to Kouzes and Posner (1999) thats the say part. Advocacy then might take the form of conveying information on the attributes and goals of collaboration or describing the decision making model for implementation. People say that the leaders advocacy for collaboration helps to support the process are in accordance with Gerbers view (1991: 48), that effective advocacy puts collaboration on the launching pad for take-off in the school. Goleman (1998) introduced the term emotional competency to describe learned, job-related capabilities or skills that individuals develop based upon their emotional intelligence. As Goleman (1995) identified, five domains of emotional intelligence are self-awareness, managing emotions, motivating oneself, empathy, and adeptness in relationships. People agreed that in collaboration, workplace skills related to emotional intelligence are required leadership competencies. Staler (2005) show that to understand others, leaders need to actively listen to their ideas and sympathise with their feelings, perspectives and concerns. In other word, the artful skill of understanding another persons perspective depends upon a communication skill such as emotional competencies. Emotional self-awareness that is also identified to relate to competencies is a crucial skills in collaboration. According to Goleman (1998), people who know their emotions engage in accurate self-assessment, and have a strong sense of their own self-worth. Having the courage to speak out is an emotional competency based on self-confidence. The development of self-awareness meant discovering their own voice and coming to their own sense of power. It also means that in a collaborative situation people need to recognise the strengths that they bring to the group (Slater, 2005). In addition, Options, latitude, and accountability fuel peoples sense of power and control over their lives. Yet as necessary as enhancing self-determination is, it is insufficient. Without the knowledge, skills, information, and resources to do a job expertly, without feeling competent to skillfully execute the choices that it requires, people feel overwhelmed and disable. (Kouzes et al. 2007). Without education, training and coaching to develop their skills, people may not know how to exercise their knowledge to operate their critical tasks because they are scared of making mistake. Therefore, leaders not only increase the latitude and discretion of their constituents but they also need to raise expenditures on training. This means that the group members need be understood and then to receive training in both basic and expert skills and problem-solving techniques. These investments will develop peoples competences and foster their confidence. They may be more qualified, more capable and more effective in taking their part of common work. Basing on understanding how the contextual factors of others jobs perform to designed their works to help them know what is expected of them is another important way that leaders can strengthen their constituents. Thus, leaders must to: provide sufficient training and technical support so that people can complete their assignments successfully. Enrich their responsibilities so that they experience variety in their task assignments and opportunities to make meaningful decisions about how their work gets accomplished. Create occasions for them to network with others in the organisation. Involve them in programmes, meetings, and decisions that have a direct impact on their job performance. (Kouzes et al. 2007, p. 264) Conduct coaching conversations to foster self-confidence As Kouzes et al. (2007) said, without adequate self-confident, people can not convince to take challenges. They will feel powerless to make choices and to face opposition because they do not believe in their skills as well as they are not sure to make decisions. The lack of self-confident also leads to the lack of self-determination. Therefore, fostering the confidence for people to accomplish their tasks is critical in the process of strengthening others. Similarly, Gold (1998) and Northouse (2010) point out that leaders must take a careful look at what people are doing and communicate to them that they can be successful if they persevere in their works. It is true that by helping people learn from their skills and experiences, leaders act as coaches. If coaching occurs regularly, people will become more capable because of being encouraged to broaden their skills and experiences. Jill Tomac indicates that to foster self-confidence, leaders create stars all around them. Rather than shine the spotlight on themselves, they sing the praises of others. Effective leaders need to find out what others doing well, then thank them for their contribution, and finally sharing it with others. CONCLUSION Evidences in this essay reveal the need for leaders to enlist and enable others to act in the process of collaboration. To this end, leaders need appropriate professional development of the fundamental abilities that are required in facilitating groups, reaching consensus as well as team building. In this way, leaders must develop new skills, behaviours, and essential knowledge. Firstly, to enlist others, leaders breathe life in to the shared vision that is meaningful to them. They make people feel proud to be a part of extraordinary common work. Secondly, to foster collaboration, leaders must create a climate of trust and facilitate effective relationship by getting people interacting. They must develop cooperative goals to make senses of collective purpose. Thirdly, to strengthen others, leaders have to extend power and responsibility to them. They develop others competence and confidence as well as enhance self- determination by offer training and coaching support. Accordingly, this essay has explored a crucial practice of leaders that is to enable others to act, in which collaboration is the central component. Understanding and managing the emotional aspects of the collaborative process is a challenge for leaders who wish to work in collaborative ways. The success of collaborative reform efforts and the improvement of organization performance rely on the leaders skilful implementation of the collaborative process. Consequently, further studies that examine the emotions of leadership would enhance our understanding of how leaders competencies in the affective domain can be used to build the capacity for leading in the modern time.

Application of Balanced Scorecard

A Case Study: Application of the Balanced Scorecard in Higher Education by Andrea Mae Rollins A dissertation submitted to the faculty of San Diego State University In partial fulfillment of the requirements for the degree Doctor of Educational Leadership June 28, 2011 iii Copyright  © 2011 by Andrea Mae Rollins v DEDICATION This work is dedicated to my brother Jason, from as early as I can remember he has always been proud of his little sister and her accomplishments; his pride, his love, and his support will forever be cherished and means more than he will ever know, and To my grandmother Dollie, who sacrificed so much in order to provide for me the life I needed; she taught me to be kind and generous and to ask for help when needed, but most importantly she taught me anything is possible, and To my dear friends, who give me more credit than I deserve and love me unconditionally; I am extremely fortunate to have such a wonderful group of amazing women in my life, and To Fred, who never gave up on me; his confidence in my abilities gave me the strength to push through all obstacles and make it to the finish line. v ABSTRACT The purpose of this study was to examine the application of the Balanced Scorecard as a management tool within the External and Business Affairs (EBA) unit at University of California, San Diego (UCSD). Specially, the study sought to examine how the Balanced Scorecard was communicated throughout the organization, how the data are used within the organization, and how the data are used for decision making, paying particular attention to the four perspectives of UCSD’s EBA’s personalized Balanced Scorecard.These four perspectives are financial/stakeholder, internal processes, innovation and learning, and the customer. This descriptive case study, a review of program records, a quantitative survey and qualitative interviews with EBA employees utilizing the constant comparative method and descriptive statistics, identified four l essons learned: the truly informed employees are at the top of the organization and they find value in the Balanced Scorecard, most employees are unaware of availability and usefulness of the Balanced Scorecard data, even an unbalanced Scorecard improves business operations and the annual performance evaluation process is an opportunity to reinforce the Balanced Scorecard. The study includes three recommendations for EBA.The recommendations are EBA leadership needs to communicate the Balanced Scorecard process, outcomes, and application with greater clarity to all employees in the organization; there needs to be an institutional plan for sustainability of the Balanced Scorecard to ensure it transcends the current people and environment; and the Balanced Scorecard process within EBA must be flexible for future organizational evolution. vi TABLE OF CONTENTS PAGE ABSTRACT.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIS T OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 1—INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Background: The Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Site of the Case Study: University of California, San Diego. . . . . . . . . . . . . . . . . External and Business Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Problem Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Significance of Thi s Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purpose Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Limitations of the Study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Delimitations of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Role of the Researcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organization of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 2—REVIEW OF THE LITERATURE. . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Expectations of Higher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . Higher Education in California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v x xi xii 1 1 4 6 9 10 11 12 12 14 14 15 15 15 17 17 19 vii Reengineering Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Performance Funding.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accreditation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organizational Structure and Management Tools. . . . . . . . . . . . . . . . . . . . . . . . . Total Quality Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Malcolm Baldrige Award Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard and Higher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Organizational Change and the Case Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 3—METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Design.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Participants.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Collection and Analysis.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Program Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical Principles Based on Human Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . Role of the Researcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 22 24 28* 28 29 30 33 34 36 37 37 38 38 40 41 42 44 45 46 47 47 48 viii Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 4—FINDINGS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Participant Profiles.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Source of Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Program Records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interviews.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Historical Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lessons Learned.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recent Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interview Themes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Tool With Many Names.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communication Is an Individual Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . An Unbalanced Balanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Impact Is Personal.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Visionaries Can Be Found at All Leve ls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 5—DISCUSSION AND RECOMMENDATIONS. . . . . . . . . . . . . . . . . Lessons Learned.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 48 50 51 51 54 56 56 57 60 61 61 63 64 64 65 66 69 72 74 77 78 79 ix Informed Employee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Availability and Usefulness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unbalanced Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Performance Evaluation Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communicate With Clarity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sustainability Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Flexibility.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Process Mapping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balanced Scorecard Components.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traditional Academic Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Quantitative Outcome Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . APPENDICES A. Vice Chancellor—External and Business Affairs Organization Chart.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. Balanced Scorecard Example.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 86 88 92 95 97 98 99 100 102 102 103 103 104 104 105 106 112 113 LIST OF TABLES PAGE Table 1. External and Business Affairs’ Personalized Balanced Scorecard. . . . . . . . Table 2. Unit Affiliation of Survey Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 3. Years of Service of Survey Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 4. Position of Survey Participants.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 5. Interview Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 6. Survey Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 52 53 54 56 58 i LIST OF FIGURES PAGE Figure 1. The Balanced Scorecard visual created by Kaplan and Norton.. . . . . . . . . 3 xii ACKNOWLEDGMENTS I would like to thank my dissertation committee for their support and patience in the completion of this study. Thank you to Dr. Fred McFarlane for always making time to hear me. There were many excuses used, but you never seemed frustrated or disappointed but rather your continued support kept me motivated and committed. Thank you to Dr. Shaila Mulholland for continuously pushing me a bit further and your continued support while doing so. Thank you to Dr. Mark Tucker for your careful review of this work and your sound advice and guidance.I would a lso like to thank Dr. Angela Song and the UCSD community. Dr. Song, throughout this entire process, if felt as though I had a partner in you. Your generosity in terms of sharing your time and knowledge meant a lot and was a significant contributor to my success. To the UCSD community, thank you for your honesty and openness. Lastly, I want to thank my friends and family. Thank you for always believing in me. Your encouragement and support helped make this possible. A final thanks goes to Bailey and Hershey for their unconditional love, especially in those moments when I had little time and attention for them; they rode this wave with me. CHAPTER 1—INTRODUCTION Steven Covey is quoted as saying, â€Å"People and their managers are working so hard to be sure things are done right, that they hardly have time to decide if they are doing the right things† (Rohm, 2002, p. 1). Managing an organization is a balancing act. This balancing act requires the organization and all its members to ensure the development of good business strategies that allow for efficient operations and practices. The Balanced Scorecard is a performance management tool that assists the organization in finding its balance (Rohm, 2002). According to Kaplan and Norton (2007), â€Å"The balanced Scorecard supplemented traditional financial measures with criteria that measured performance from three additional perspectives—those of customers, internal business, and learning and growth† (p. 2).This case study examines the application of The Balanced Scorecard in External and Business Affairs (EBA) at the University of California, San Diego (UCSD). Specifically, it looks at the personalized Balanced Scorecard that UCSD developed for their implementation. Background: The Balanced Scorecard The Balanced Scorecard, developed in 1992, provides organizations with an opportunity to measure more than financial performance indicators. Kaplan and Norton (1992) developed the Balanced Scorecard so that â€Å"managers should not have to choose between financial and operational measures† (p. 71). The development of the balanced scorecard was in response to a changing and more competitive environment where executives felt traditional measures of financial performance were not sufficient.The Balanced Scorecard was designed as a model for measuring several dimensions of 2 performance. The model provided managers with a format that allowed them the opportunity to incorporate additional perspectives beyond financial performance measures. By using this model, organizations are able to complement their financial measures with additional nonfinancial performance measures for the purpose of planning future growth and creating an organization with more collaborative leadership (Kaplan & Norton, 2007). Kaplan and Norton (1992) completed a yearlong research project that was comprised of 12 companies that they described as being at the leading edge of performance manage ment.The result of this yearlong research project is the Balanced Scorecard, which is an assessment tool comprised of a set of measures that go beyond the traditional measures of financial criteria to include measures that are inclusive of both financial and operational indicators. The Balanced Scorecard â€Å"provides answers to four basic questions: 1) How do customers see us? 2) What must we excel at? 3) Can we continue to improve and create value? and 4) How do we look to shareholders? † (Kaplan & Norton, 1992, p. 72). Kaplan and Norton argue that by giving managers the answers to these four basic questions, they will have multiple measures to judge the performance of their organization, but will not be overloaded by a large number of measures. Additionally, the variety of measures requires the financial and operational leaders to work together.The Balanced Scorecard serves as an easy tool for determining whether the success in one area occurs to the detriment of another, as well as identifying if success in one area is associated with strong performance in another area (Kaplan & Norton, 1992). By considering the four perspectives altogether, the Balanced Scorecard indicates when a process that serves a benefit to your customers may in fact hinder the 3 organization from the innovation and learning perspectives. Figure 1 is a visual of the tool Kaplan and Norton created to describe the Balanced Scorecard. Figure 1. The Balanced Scorecard visual created by Kaplan and Norton. Adapted from â€Å"The Balanced Scorecard: Measures That Drive Performance,† by R. S. Kaplan & D. P.Norton, January-February 1992, Harvard Business Review, p. 72. The tool provides the four questions of the Balanced Scorecard in relationship to one another and links the questions to the perspective to which they are responding. Additionally, the Balanced Scorecard provides the format for tracking the data, which they break up into goals and measures. The four perspectives are: Financial, Internal Business, Innovation and Learning, and Customer (Kaplan & Norton, 1992). These four questions are the foundation of the Balanced Scorecard. Goal setting and tracking 4 measures help to make the Balanced Scorecard a successful performance measurement tool for organizations.Site of the Case Study: University of California, San Diego In recognition of its â€Å"innovative approach to cutting costs, solving problems, and increasing efficiency† (UCSD, 2003, para. 1) the University of California, San Diego was inducted into the Balanced Scorecard Hall of Fame in 2003 (External and Business Affairs [EBA], 2011b). Robert S. Kaplan and David P. Norton founded the Palladium Group (2010), a global organization that provides, among other services, consulting in strategy and performance management. The Palladium Group developed the Balanced Scorecard Hall of Fame, which honors organizations that have achieved performance excellence through the use of the Balanced Scorecard.There is a formal application process, and the selection criteria requires an organization to have implemented the Balanced Scorecard methodology, have completed a breakthrough in performance results for at least 24 months, and have provided a testimonial that the organization’s success is, at least in part, due to the Kaplan-Norton approach. In 2010, there were more than 130 current Hall of Fame Members. Members included domestic and international organizations. They were presented in the following industry groups: consumer, education and nonprofits, energy and utilities, financials, government, healthcare, materials and industrials, and telecommunications and information technologies (The Palladium Group, 2010). In 2003, UCSD was the first university to be added to the Hall of Fame.The recognition came 10 years after adopting the performance management system in 1993. There are only two other universities that have been inducted into the 5 Hall of Fame. These two universities are the University of Leeds located in the United Kingdom and the International Islamic University of Malaysia. University of California, San Diego, one of the 10 campuses in California’s University of California system, was founded in 1960. University of California, San Diego is highly regarded nationwide as both an outstanding institution of higher learning and as a top tier research institution. In the 2011 â€Å"America’s Best Colleges Guidebook,† issued by U. S.News and World Report (as cited in UCSD, 2010a), UCSD was ranked as the 7th best public university in the nation. In 2010, there were five Nobel Prize winners among UCSD’s faculty body (UCSD, 2010a). University of California, San Diego has significant ties to the local community, specifically related to the amount of jobs it provides for members of the local community. University of California, San Diego is the third largest employer in San Diego County, employing nearly 26,000 em ployees. Its faculty and alumni have contributed to at least 193 start-up companies in the San Diego community. The impact of the research at UCSD extends throughout California, which notes that â€Å"UC San Diego contributes more than $7. billion in direct and indirect spending and personal income each year to the California economy and generates 39,400 jobs, based on an independent study conducted by CBRE Consulting released in† 2008† (UCSD, 2010a, para. 7). The work of the students, faculty, researchers and alumni has a local, state, and national influence and a global reach. The campus consists of six undergraduate colleges, five academic divisions and five graduate and professional schools. In the fall of 2010, the total campus enrollment was 29,899 students. The annual revenues for UCSD are approximately $2. 6 billion with 22% of the revenues 6 coming from federally funded research and 11. 5% coming from the State of California (UCSD, 2010a).The Washington Monthly is a different ranking guide that ranks higher education organizations on an annual basis on their contribution to the public good. The categories for the college guide and rankings for the award are Social Mobility—recruiting and graduating low income students; Research—producing cutting-edge scholarship and PhDs; and Service—encouraging students to give something back to their country. In 2010, UCSD ranked number one on the Washington Monthly list. Washington Monthly explains their rankings are unlike U. S. News and World Reports and other guides because they do not look at what colleges can do for the individual but rather what the colleges do for the country (â€Å"College Guide,† 2010).External and Business Affairs The mission of UCSD focuses primarily on education and research. The leadership structure of the university is divided into seven vice chancellor areas. Three of the vice chancellor areas hold academic appointments and directly serve the education and research mission of UCSD. The other four vice chancellor areas serve this mission, as well, but in more of a peripheral role. The External and Business Affairs (EBA) vice chancellor area serves the university by providing leadership and management for the business and administrative functions. Despite the fact that UCSD is recognized by the Balanced Scorecard Hall of Fame, only EBA has implemented the Balanced Scorecard.The overall mission of EBA is â€Å"raising financial support for UCSD’s research, teaching and patient care, while delivering superior service to our stakeholders in a responsive and cost-effective manner† (EBA, 2011a, para. 1). The organizational units in the EBA 7 include Administrative Computing and Telecommunications, Human Resources, Business and Fiscal Services, Housing, Dining and Hospitality Services, Alumni Affairs, University and Health Sciences Development, and the UCSD Foundation and Advancement Services. A full description of the organizational unit is found in Appendix A. Currently, Steven W. Relyea serves as the Vice Chancellor for EBA.Through his leadership, UCSD’s EBA adopted the Balanced Scorecard in 1993. When honored as a member of the Balanced Scorecard Hall of Fame in 2003, UCSD had saved more than $6 million since the Balanced Scorecard was adopted. Mr. Relyea is quoted as saying: The Balanced Scorecard process provides UCSD with a roadmap which indicates where it should focus its energies, priorities, and resources in providing administrative services for UCSD. During difficult budgetary times, this approach is indispensable. While some may have viewed an approach such as the Balanced Scorecard as optional in the past, many will find it a key to survival in this era of shrinking funds. (UCSD, 2003, para. ) Stemming from the basic four questions outlined by Kaplan and Norton (1992) in the Balanced Scorecard (i. e. , â€Å"1) How do customers see us? 2) What must we excel at? 3) Can we continue to improve and create value? and 4) How do we look to shareholders? † [p. 72]), UCSD created four perspectives for the focus of their Balanced Scorecard tool. The four perspectives of UCSD’s Balanced Scorecard focus on: the financial/stakeholder, the internal processes, innovation and learning, and the customer. These four perspectives link to Kaplan and Norton’s questions as follows: the financial/stakeholder perspective responds to Kaplan and Norton’s question number four; the internal process perspective responds to question number two; the innovation and learning perspective responds to question number three; and the customer perspective responds to question number one. University of California, San Diego prides itself on being a strategic, forward-thinking organization. University of California, San Diego’s EBA kept this framework as their foundation when personalizing the four perspectives and outlining their foci for the implementati on and application of the Balanced Scorecard. External and Business Affairs values these four perspectives (see Table 1) as tools and provides the organization with the following foci to further define the perspectives.Table 1 External and Business Affairs’ Personalized Balanced Scorecard Perspective Financial/Stakeholder Internal Process Innovation and Learning Customer Focus Looking Backwards Process Performance Employee Satisfaction and Wellness Customer Satisfaction University of California, San Diego has described their benefits from the Balanced Scorecard as the ability to align customer priorities with business priorities, the ability to track progress over time, the method for the evaluation of process changes, the method for identification of opportunities for initiatives and partnerships, the source for accountability to constituents, and the source for the development of action plans and setting strategic direction. University of California, San Diego as an institu tion benefits by the application of the Balanced Scorecard within EBA. Despite EBA being the only vice chancellor area that has implemented and applied the Balanced Scorecard, the benefits extend through all areas of the institution given that the services EBA provides to faculty and staff extends throughout the entire institution. Problem Statement In tight fiscal times, challenges and expectations increase for higher education organizations. The concept of a higher education organization running more like a corporation serves as a basis for criticism of the organization. In tight fiscal times, critics are extremely outspoken about the business of higher education. They challenge everything from the manner in which higher education organizations are organized and their funding decisions, to their staffing choices.Higher education organizations are viewed as a key component in overcoming tight fiscal times, therefore providing hope for the nation. However, their resources do not inc rease while their expectations by the students and other customers do increase over time. Higher education organizations face external pressures to adapt and manage change by utilizing market and business strategies. The financing of higher education organizations is cyclical. Therefore, tight fiscal times are either on the horizon or currently present for most publically supported higher education organizations. Alexander (2000) described this issue when discussing the concept of higher education accountability.He stated that â€Å"a new economic motivation is driving states to redefine relationships by pressuring organizations to become more accountable, more efficient, and more productive in the use of publicly generated resources† (p. 411). A related perspective is provided by Kotler and Murphy (1981), who wrote about tight fiscal times in higher education in the 1980s. Almost 30 years later their arguments are still very relevant given the cyclical nature of the 10 finan cing of higher education. They viewed the economic condition as a motivator, rather than seeing only setbacks and challenges. They looked at the economic condition as an opportunity to strategically move the organization forward. When fiscal times are tight, they see opportunities for higher education organizations.From their perspective, tight fiscal times are opportunities for planning and strategizing about the organization’s future. If the higher education organization can look introspectively and begin to analyze their current situation rather than focusing simply on daily operations, they can look to the future and find new opportunities (Kotler & Murphy, 1981). Presently higher education organizations face dilemmas of accountability. They are challenged to operate more strategically and are tasked with finding greater process efficiencies. Green (2003) argued that traditional approaches for managing higher education organizations are no longer relevant. Organizations n eed to reengineer themselves to be relevant in today’s society.Higher education organizations must identify, explore, and implement strategies that can assist them in responding to these new expectations. In 1993, when EBA implemented the Balanced Scorecard, it was partially in response to tight fiscal times and increased federal regulations. Consistent with Green’s argument, EBA was looking for a way to reengineer their organization in order to respond to the challenges of disappearing resources and increased regulation while finding a way to be strategic and accountable. Definition of Terms The following terms were used in this study. 1. Balanced Scorecard refers to the performance management tool developed by Robert S. Kaplan and David P. Norton in 1992. 11 2.Balanced Scorecard foci refer to the foci established at UCSD in conjunction with their personalized Balanced Scorecard perspectives. 3. Balanced Scorecard perspectives refer to the personalized Balanced Scorec ard at UCSD. 4. External Business and Affairs (EBA) refers to the vice chancellor unit at UCSD that has implemented the Balanced Scorecard. 5. Higher Education organizations refer to public and private nonprofit 2-year colleges and public and private nonprofit 4-year universities. 6. University of California, San Diego (UCSD) refers to the study site for this case study. 7. Western Association of Schools and Colleges (WASC) is the accrediting commission for Senior Colleges and Universities in the Western Region of the United States.Significance of This Study In light of the current and future expectations, higher education organizations require examples of successful implementation and adaptation of management strategies that address the need to become more productive, accountable and efficient. The Balanced Scorecard, which utilizes measures beyond financial performance, is a tool that can assist higher education organizations to become more efficient and accountable. This case stu dy took an in-depth look at the application of the Balanced Scorecard in units within the EBA vice chancellor area at UCSD. The results of the case study will provide other higher education organizations with a detailed view of how the Balanced Scorecard is communicated throughout the units, examples of what type of data elements are 12 tracked, and how these data elements are used for decision making.This detailed view of the Balanced Scorecard application will be useful for higher education administrators who are both internal and external to UCSD. For current UCSD administrators, this study provided them with a new view of the Balanced Scorecard. For external higher education administrators, this study will provide them with another model for doing business. This detailed view will provide them with examples of how one higher education organization has applied their Balanced Scorecard and impacted its performance. Purpose Statement This case study examined the application of the Balanced Scorecard as a management tool, and explored how the Balanced Scorecard and UCSD’s EBA personalized perspectives/foci were communicated throughout the organization.The results identified the data elements that the Balanced Scorecard tracks and described how the data were used for decision making. This case study paid particular attention to the four perspectives of UCSD’s EBA which were personalized for their application. These four perspectives are financial/stakeholder, internal processes, innovation and learning, and the customer. Theoretical Framework This study was informed by Bolman and Deal’s Reframing Organizations: Artistry, Choice, and Leadership. Bolman and Deal, in 2008, the fifth release of work that was first published in 1984, provide a four-frame model that views â€Å"organizations as factories, families, jungles, and temples† (p. vii).The four frames are the structural frame, the human resource frame, the political frame, and th e symbolic frame. A frame, 13 as defined by Bolman and Deal, is a mental model. It is â€Å"a set of ideas and assumptions that you carry in your head to help you understand and negotiate a particular territory† (p. 11). Frames are necessary so individuals within organizations can quickly create a mental model of their current situation so they know how to appropriately navigate the situation. Bolman and Deal explain that although it is key to have mental models (i. e. , frames in order to negotiate day to day situations), it is also important for individuals to have the ability to break frames; they call this â€Å"reframing. They argue that learning to apply all four frames creates a deeper appreciation and understanding of the organization. Bolman and Deal (2008) outline the frames with the following descriptions. The structural frame or the â€Å"factory† emphasizes organizational architecture and the formal roles and relationships in an organization. The â€Å"s tructure† of an organization is found in an organization’s organizational charts, the linear or vertical relationships that have been defined and provided to employees. The human resources frame or the â€Å"family† emphasizes relationships, particularly interpersonal relationships. The human resource frame is concerned with the individual in the organization, their feelings and their needs.The political frame or the â€Å"jungle† refers to the political nature of an organization including the struggles of power, competition, and coalition building, as well as including the much needed negotiation and consensus building. The symbolic frame or â€Å"temples† refers to the â€Å"informal culture† of the organization. The symbolic frame emphasizes symbols and rituals within an organization. In the context of the case study, it was important for the researcher to have an understanding of organizational theory. These four frames were selected by t he researcher to guide her research design and methodology and to provide her lens for gathering and analyzing data due to the fact that the four frame 14 model provided by Bolman and Deal are inclusive of the entire organization.The theory they have been working on since 1984 provided an appropriate context to study the Balanced Scorecard at UCSD; it describes the organization in four competing and complementary frames, similar to the concept of the Balanced Scorecard. Research Questions In order to understand the application and management of the Balanced Scorecard in UCSD’s EBA, the following questions were answered through this case study: 1. How are the four perspectives of the Balanced Scorecard communicated in the EBA? 2. How are the data from the Balanced Scorecard used within the organization of the EBA? 3. What impact does the Balanced Scorecard have on decision making in the EBA?Limitations of the Study A limitation of this study is that all higher education organi zations operate in a very distinct and unique manner. It may be difficult for some higher education organizations to find connections to this case study given the differences in mission, size, operations, and organizational structures of their institution when compared to UCSD. A second limitation is that since EBA is primarily a financial and administration unit within a high education organization, their processes and applications may not work for nonfinancial units. 15 Delimitations of the Study A delimitation of this study was the study site. The researcher selected UCSD based on proximity and familiarity.Within UCSD, the EBA is the only vice chancellor area that has adopted Balanced Scorecard. The other six vice chancellor areas have not adopted the Balanced Scorecard. Another delimitation of the study was that the researcher focused only on the Balanced Scorecard performance management tool rather than other performance management tools which are utilized at UCSD in the other vice chancellor areas. Role of the Researcher The researcher is currently a Director at UCSD in the Health Sciences Vice Chancellor area. The Health Sciences’ organizational unit has not adopted the Balanced Scorecard as a management tool; however, the researcher works with offices on a regular basis that have adopted the Balanced Scorecard.The researcher was invested in this case study because she wanted to gain a greater understanding of how the Balanced Scorecard has been implemented and how this can be modeled throughout UCSD and other higher education organizations nationwide. Even though she is an employee at UCSD, she attempted to be unbiased and fair. Organization of the Study This research study is organized in five chapters. Chapter 1 includes an introduction to the study, the purpose statement, the significance of this study, research questions, definition of terms, the limitations and delimitations of the study, and the role of the researcher. Chapter 2 includes a review of the literature and research on the Balanced Scorecard and its role in higher education. Chapter 3 includes a discussion of 16 the methodology that was used in the study.Chapter 4 includes the results and analysis that emerged from the study. Finally, Chapter 5 includes a summary of the study and lessons learned and recommendations based on the findings. 17 CHAPTER 2—REVIEW OF THE LITERATURE The roles and expectations of higher education organizations have significantly changed in the last decade. Higher education organizations are expected to provide a multitude of services in addition to providing the highest quality education for their students. Higher education organizations are expected to serve as a significant contributor to the nation’s economic state. They are expected to contribute to their communities via the students they educate.The students should transition quickly into productive workers in society as both skilled and knowledge workers. They a re expected to contribute via technology advances and business start ups that emerge from academic research. Stemming from the academic research, they are expected to contribute via innovations that lead to new products, services, and new collaboration with industry (Berdahl, 2009; Douglass, 2010a; Gumport & Sporn, 1999; Serrano-Valarde, 2010). Role and Expectations of Higher Education The new roles of the higher education organizations and the expectations placed on them have stemmed from societal expectations, public polices, and technological innovations.Higher education organizations are seen as a spark that once ignited can create vast benefits for society. This new role and the expectations of higher education organizations have created a need for university leaders to become increasingly accountable and to develop organizational structures that can support and fulfill current and future expectations. Higher education organizations are now being assessed on their ability to pr oblem solve, their ability to provide a high quality product in a low cost environment, their ability to continue to maintain a level of access despite budget cuts, and to produce graduates as knowledgeable and skilled workers in a reasonable 18 timeframe.The demands upon higher education organizations require them to become more strategic in nature, and to explore discussions of restructuring, resource management, and quality assurance. Despite the new expectations, higher education organizations are not expected to receive additional funding or secure new funding streams. Rather, the reality is their operating budgets will continue to decrease (Gumport & Sporn, 1999). As an example, it was reported in January 2011 that higher education organizations in California should expect budget cuts of approximately $1. 4 billion for fiscal year 2011-2012 (Keller, 2011). Higher education organizations are increasingly challenged to meet these new expectations, given the current budget situat ion and the forecast of a bleak financial future.It is the opinion of many that 2011 and future years may be equally as troubling financially as the recent reductions higher education organizations have faced (Atkinson, 2009; Douglass, 2010a, 2010b). According to Douglass (2010b), the demand for higher education and societal gains from higher education organizations go up during economic downturns. There is an important relationship between the need to educate students and provide support for academic research and the funding available during times of economic downturn. Douglas (2010b) argues, â€Å"Education funding and enrollment capacity may be as important as any other policy level to cope with the economic downturn† (p. 2).Additional or continual budget cuts simply provide further limitations on the higher education organization’s ability to meet these new expectations. The current budget cuts will have a significant impact on graduation rates and future worker sh ortages. Douglass (2010b) continues his argument, speaking specifically about the state of affairs of higher education in California by stating, â€Å"[It is] undergoing a possibly 19 significant redefinition, driven solely by severe budget cuts and without a long-term strategic plan† (p. 9). Higher Education in California Focusing on the state of affairs of higher education in California, Douglass (2010a) describes the near collapse of the system.The near collapse has been brought on by the state’s fiscal weakness and therefore a lack of funding to its three-tiered structure, the University of California System, the California State University System, and the California Community College System. Public support for student funding has plummeted in California and, despite the continued growth of applicants, the three-tiered system is unable to accommodate qualified students. In addition to their capacity issues, California is challenged by its inability to graduate stud ents, which continues to add to the worker shortage in the state. Many students in California are displaced and looking to nonprofit (i. e. , National University) and for-profit universities (i. e. , the University of Phoenix and Argosy University) to fill the void left by the state-supported three-tiered system.The number of displaced students is predicted to continue to grow given that the population in California will increase exponentially in the next 40 years. The U. S. Census Bureau (2010) cites the current population in California at 36,961,664. It is projected to reach 60 million by 2050 (California Department of Finance, 2007; Douglass, 2010a; U. S. Census Bureau, 2010). Douglass (2010c) describes the for-profit universities as providing a lesser quality product. It may be more accessible, but it often comes with a larger cost and a decreased level of quality. The movement to for-profit universities as a result of lack of access is not unique to California or the United Sta tes.Douglass (2010c) describes this phenomenon as the â€Å"Brazilian Effect. † The Brazilian 20 Effect is â€Å"when public education cannot keep pace with the growing public demand for access and programs. For-profits rush to fill that gap, and become a much larger provider† (Douglass, 2010c, p. 5). The Brazilian Effect is usually more prevalent in developing nations—nations that consist of large areas of high poverty rates, low high school graduation rates, and limited access to higher education. The research indicates this is more prevalent in countries such as Brazil, Korea, and Poland. California presently is experiencing these same qualities seen in developing nations.Douglass (2010c) argues the Brazilian Effect is presently being seen in California. In a response to California’s near collapse, Douglass (2010b) argues for a smart growth plan. This smart growth plan â€Å"seek[s] clear goals such as degree attainment rates, with an appropriate rest ructuring of higher education, containment of costs for taxpayers and students, and a seriously revised funding model† (Douglass, 2010b, p. 18). Of concern for California’s three-tiered system is its lack of management, vision, and planning for the future. It is this lack of a strategic plan that Douglass referred to that opens the door for extensive criticism surrounding the management of higher education organizations.The Western Association of Schools and Colleges (WASC) serves as the accreditation body for higher education organizations in the state of California and other western states and territories. The chief goals of the senior commission of WASC, which serves as the accrediting body for 161 institutions in California, Hawaii, and the Pacific Basin, are the promotion of institutional engagement in issues of educational effectiveness and student learning, the development of a culture of evidence that informs decision making, and the fostering of an active inter change among public and independent institutions (WASC, n. d. a). Under these goals, WASC can support higher 21 education organizations in their development of â€Å"smart growth plans† if they choose such a plan during the assessment of the organization.The WASC describes their purpose as assessing academic quality, educational effectiveness and institutional structures, processes, and resources (WASC, n. d. b). However, it does not appear this has translated to successful management and leadership in higher education organizations in California. Reengineering Education As a result of the new expectations for higher education organizations, attempts have begun to occur to reengineer higher education organizations to achieve closer alignment with market principles and management strategies, which have proven successful in the private sector. Green (2003) suggested that supporters of this â€Å"reengineering† movement include leaders from educational administration, sta te governments, and the business world.He argued that â€Å"traditional approaches to higher education organizations and management are increasingly out of step with demographic trends, technological innovations, and the accelerating pace of change found in other sectors of society† (p. 196). Green labeled most higher education organizations as â€Å"bureaucratic† based on their organizational structure of being rigid, hierarchal, and inflexible. Kotler and Murphy (1981), who wrote on the topic 30 years ago, also depicted higher education organizations in a similar fashion. They described higher education organizations as being â€Å"characterized by a high concentration of professionals and usually a significant amount of organizational inflexibility† (p. 472). Kotler and Murphy also acknowledged that management strategies in higher education organizations do not parallel the processes in a business setting.Keeling, Underhile, and Wall (2007) discussed the silo nature of higher education organizations. They suggested the silos are 22 due to a primarily vertical organizational structure, where members of the organization are often competing amongst themselves for scarce resources. Green (2003) provided an alternate option to a â€Å"bureaucracy,† that being â€Å"adhocracy. † An â€Å"adhocracy,† a term popularized by Alvin Toffler in 1970 (as cited in Travica, 1999), is a flexible organization, which operates collaboratively with cross-functional teams and matrix management. An adhocracy represents an organizational structure of the future; not many examples of true adhocracies exist.Performance Funding Another option being explored by some is the concept of performance funding. Performance funding is the mechanism of being paid based on the higher education organization’s accomplishments. Alexander (2000) explained that â€Å"this transformation has resulted from the realization that to strengthen their compe titive positioning, states and nations must increase their involvement in the development of human capital and research through higher education† (p. 412). Consistent with the increased expectations of higher education organizations, there has also been a change in the interaction between higher education organizations and the government.Governments are seeking a greater level of production from higher education organizations, as well as an increased level of accountability and efficiency in the organization’s use of public funds. Similar to societal expectations, the government’s expectation of higher education organizations has increased in terms of the organization’s return on its investment. The government expects expanded access and enrollment growth and is continuing to seek out new ways to measure productivity and efficiency in higher education organizations. Performance based funding has seen its largest increase in the last decade. In 2000, three- quarters of 23 the states linked a portion of the state funding for higher education to performance measures.Higher education organizations continue to find themselves responsible to new state-mandated measures which require tracking and reporting of those measures (Petrides, McClelland, & Nodine, 2004). Liefner (2003) wrote about performance funding. He suggested that performance funding should be defined at the organization level. Governments should allow higher education organizations the ability to manage their organization on an individual basis and define goals based on the historical and culturally accepted framework of the organization versus being forced by an external body. Petrides and colleagues (2004) concurred with Liefner. Their research suggested responses to external mandates are not necessarily drivers of performance.External mandates are becoming more and more prominent in higher education funding provided by the federal government. Field (2010) explained, in an a rticle in The Chronicle of Higher Education, that President Obama, more than his predecessors, is demanding results in exchange for funding. She explains that some administrators have seen this as meddling in their academic affairs. She states, â€Å"Not surprisingly, the plans met with skepticism from colleges. Some community-college leaders worried that benchmarking could shift the balance of power from state and local governing boards to Washington, setting the stage for federal meddling in curricula† (para. 18).Advocates, however, are praising him for increased accountability and assessment. The article concludes by explaining that higher education organizations will need to make the case for the funding they receive. This could be viewed as another form of performance funding; but regardless how you label it, this requires higher education organizations to have an infrastructure that supports data gathering and metrics in order to be able to respond to the 24 requirement s from the federal government to obtain funding that is required to run their organization. Accreditation A historically accepted manner to evaluate the quality of higher education organizations is accreditation.Accreditation is defined by the federal government as: Recognition that an institution maintains standards requisite for its graduates to gain admission to other reputable institutions of higher learning or to achieve credentials for professional practice. The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. (U. S. Department of Education, Office of Postsecondary Education, n. d. , para. 1) The Council for Higher Education Accreditation (CHEA, 2003) described accreditation as â€Å"a process of external quality review used by higher education to scrutinize colleges, universities and educational programs for quality assurance and quality improvement† (p. 4).In the United States, there are multiple bodies of accreditation for higher education organizations. Accreditation is regional, national, and specialized to individual disciplines. The definitions provided by the federal government and the CHEA speak specifically of quality. Quality within higher education organizations, however, has as many definitions as the number of people you ask. From the accreditator’s perspective, quality focuses more on the educational product delivered to the student rather than providing a direct linkage to the new expectations higher education organizations are facing. Specifically, the WASC, Senior Commission identifies four standards for accreditation.These are Standard I: Defining Institutional Purposes and Ensuring 25 Educational Objectives; Standard II: Achieving Educational Objectives Through Core Functions; Standard III: Developing and Applying Resources and Organizational Structures to Ensure Sustainability; and Standard IV: Creating an Organization Committed to Learnin g and Improvement (WASC, n. d. c). Within each standard, there are references to leadership, vision, and strategic planning. However, none of the standards clearly articulates these new expectations, let alone the evaluation requirements to determine whether or not higher education organizations are meeting these expectations.The lack of focus provided by accreditation bodies on these new expectations, higher education organizations’ role in contributing to the nation’s economic state perpetuates the systematic issues higher education organizations face with little accountability, inefficient practices, and insufficient leadership. Higher education organizations, in order to maintain appropriate accreditation, are required to meet the WASC defined standards. If accountability, efficiency, and strategic leadership was clearly defined and articulated in terms of the new expectations of higher education organizations by WASC, then we would see an increased number of highe r education organizations with these strengths.As indicated by the literature, the current state of higher education in America, as we looked specifically at California, is volatile. The current budget state, the societal expectations, the lack of resources and bureaucratic organizational structures show higher education to be at a state of necessary change. Higher education organizations continue to cling to organizational systems and structure that have served them in the past, but these systems and structures are unstable and lack the forward-thinking, strategic 26 leadership that is necessary for higher education organizations to survive, let alone thrive and evolve into organizations that can be successful today and into the future.Organizational Structure and Management Tools Despite the trend for accreditation to focus on program outcomes, quality is not explored in terms of higher education’s role in the nation’s economic state either via the student’s p roductivity in the workforce or via academic research. Given this notion that accreditation is not providing higher education organizations with a checklist for evaluation, organizations are forced to find ways to manage this internally. In order to meet the new expectations, higher education organizations must examine their organizational structure and management strategies to restructure, change, and implement management tools that will allow them to evaluate how well they are responding to the new expectations.Keeling and colleagues (2007) discuss higher education organizations in the following manner: The organization of institutions of higher education has been seen as operating with ambiguous purposes in vertically oriented structures that are only loosely connected. The rationale for this ambiguity is twofold: (1) to allow for creative thinking, and (2) to respect and even encourage the autonomy of different disciplines. But ambiguity of purpose and vertical organization are at odds with thinking and expectations in an era of accountability and assessment, in which cross-institutional, or horizontal, reporting and measurement of institutional performance are highly regarded and increasingly demanded. (p. 22) 27 Keeling and colleagues’ argument was consistent with the new expectations of higher education organizations.The current structure of higher education organizations no longer fit in this era of accountability, efficiency, and productivity. Serrano-Valarde (2010) provided a similar argument, when she discussed the role of management consultants in higher education organizations. She described the new expectation of higher education as a shift that occurred in the mid-1990s. The shift, she explained, was a â€Å"shift in the perception of responsibility to society . . . to [provide] a locus for individual development, transmission of civic values and basic research . . . to became directly accountable for the nation’s economic well-be ing† (p. 126). Serrano-Valarde discussed the role of management consultants in the academic culture within higher education organizations.Prior to the shift of perception that Serrano-Valarde wrote of in 2010, Kotler and Murphy (1981) discussed the need for higher education leaders who had the strategic vision to serve as change agents. More than 30 years prior to Serrano-Valarde describing the need for management consultants, Kotler and Murphy argued â€Å"few leaders are able and willing to focus systematically on change; they are largely taken up in today’s operations and results† (pp. 470-471). This inability to lead change in higher education organizations still exists 30 years later, and Serrano-Valarde explained that this has created a need for management consultants who, once inserted in the organization, can serve as the change agents that most higher education organizations are lacking. Management consultants, regardless of the cause or their presence, open the door for higher education organizations to explore and implement strategies similar to business. The exploration of these strategies is necessary as a response to the new expectations of higher education organizations: the need for greater accountability, 28 efficiency, and productivity. Gumport and Sporn (1999) described opportunities within higher education organizations, which allow for the injection of management strategies, the opportunities for â€Å"quality expectations [which] focus on public accountability, student learning, faculty productivity and performance, program effectiveness, and institutional evaluation† (p. 11).They acknowledged, however, that management strategies primarily benefit the administrative structures and processes within higher education organizations. They argued that over time the strategies may reach and therefore benefit the academic side of the organization, as well. Common management strategies explored in higher education organi zations include Total Quality Management (TQM), the Baldrige Program Award, and the Balanced Scorecard. Total Quality Management Total Quality Management provides higher education organizations an opportunity to improve quality, increase performance, and decrease cost by utilizing the mechanisms of continuous improvement and cultural change throughout the organization (Chaffee & Sherr, 1992).According to Lozier and Teeter (1996), the early adopters of TQM, in the mid 1980s, were largely community and technical colleges; the training component of their missions fit nicely with the principles of TQM. Lozier and Teeter explain, in order for higher education organizations to appropriately implement TQM, they need to first define quality as it relates to their organization. Secondly, the need to define their mission and vision and lastly implement processes which allow for continuous improvement. Total Quality Management relies on a total transformation of the organization, which is ofte n difficult for higher education organizations which do not 9 operate in the pure top-down model like much of the corporate world where TQM has shown to be most successful. The Malcolm Baldrige Award Framework The award, which is a government program initially developed for industry, was converted into an award for education organizations in 1999. The Malcolm Baldrige Award evaluates organizations on seven categories including Leadership, Strategic Planning, Customer Focus, Measurement, Analysis and Knowledge Management, Workforce Focus, Operations Focus and Results (Karathanos & Karathanos, 2005). Since 2001, the recipients of the Baldrige award have been mixed between K-12 schools and higher education organizations.The award recipients have been recognized for their improvement of academi