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Assessing Performance within Higher Education in Norway

This document outlines the evolution of performance assessment in Norway's higher education sector, emphasizing Result-oriented Planning (ROP) as a key management strategy. Since the 1980s, reforms have focused on quality, efficiency, and institutional autonomy, leading to significant changes in governance. Key objectives include ensuring high-quality education and research, promoting integrity, and optimizing resource management. However, challenges persist regarding the measurement of educational quality and societal needs, necessitating the development of better indicators for assessing goal achievement in higher education institutions.

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Assessing Performance within Higher Education in Norway

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  1. Assessing Performance within Higher Education in Norway Ole-Jacob SKODVIN Marie WIEN FJELL Geir Åge ANDREASSEN Arne MOI Norwegian Ministry of Education and Research Department of Higher Education

  2. Background: Result oriented planning (ROP) – Management by objectives • Since 1980s: increased focus on quality, efficiency and effectiveness in the public sector in general • All Ministries in Norway were mandated to implement reform measures • Resembling those that often come under the “new public management umbrella”

  3. “The new public management umbrella” • Decentralisation of tasks from the central level and increased institutional autonomy • Increased emphasis on results and output, introduction of systematic evaluation activities • More power to consumers of public goods • A clearer divide between service funding and service production • Increased competition, often by allowing private actors to compete in the public service production • Privatisation of public service production

  4. Result-oriented planning (ROP) or Management by objectives • Introduction of result-oriented planning (ROP): • a new accounting system for the public sector and systematic use of evaluations in all public sectors • In HE: Management by objectives • Since 1990s: the main principle for the governance of higher education institutions (HEIs) • As a result of the Norwegian Quality Reform (2002-2006), all higher education institutions were given significantly greater autonomy in managing and organising their activities • Risk assessment/risk management

  5. Management by objectives within higher education We have four main objectives: • Universities and university colleges should offer education of high international quality • Universities and university colleges should obtain results of high international quality in research and development work • Universities and university colleges should be educational institutions and research institutions with integrity and ability to meet the needs of the society • Management of employees and economy at the universities and university colleges should secure efficient exploitation of resources

  6. New ways of governing HEIs • Management by objectives has made the previous micromanagement of HEIs outdated • The institutions have been given more autonomy, while the Ministry has developed tools for assessing in which degree HEIs fulfil the objectives • Two main approaches for governing HEIs: • Performance based funding system • Annual consultative meetings • Indicators are essential for measuring goal achievement

  7. Objective 1: Education of high international quality

  8. Objective 2: Results of high international quality in research and development work

  9. Objective 3: Integrity and ability to meet the needs of the society

  10. Objective 4: Efficient exploitation of resources in management of employees and economy

  11. Challenges • Only indirect indicators for measuring quality in education • Few indicators measuring integrity and ability to meet the needs of the society • We need better indicators for measuring effectiveness • Development of more precise indicators will improve our ability to measuring goal achievement and governing the HEIs • Participation in the StatRes pilot project is one of our strategies for improving our indicators

  12. Examples of prospective indicators

  13. Further information Norwegian Ministry of Education and Research: • www.odin.dep.no/kd/english Norwegian higher education system: • www.studyinnorway.no

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