The Balanced Scorecard in the Education Sector: A Literature Review

Autor/inn/en	De Jesus Alvares Mendes Junior, Isaias; Alves, Maria Do Céu
Titel	The Balanced Scorecard in the Education Sector: A Literature Review
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2160120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Jesus Alvares Mendes Junior, Isaias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2160120
Schlagwörter	Evaluation Methods; Statistical Analysis; Research Reports; Databases; Bibliometrics; Strategic Planning; Educational Administration; Research Methodology; Performance Based Assessment; Institutional Evaluation; Higher Education; Management Development; Periodicals + Suchen Sie Ihr Suchwort? Statistische Analyse; Research report; Forschungsbericht; Datenbank; Bibliometrie; Strategy; Planning; Strategie; Planung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Research method; Forschungsmethode; Leistungsermittlung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum
Abstract	Several studies with quantitative, qualitative or theoretical approaches have been carried out, focusing on the application of the Balanced Scorecard (BSC) in the educational sector. However, despite the literature on the subject, it is difficult to draw an overview of the use of the BSC in this sector. In order to fill this gap, our research carried out a systematic literature review (SLR) on the BSC methodology implemented in the educational sector. The Web of Science and Scopus databases are used as a source of article collection. A bibliometric analysis was performed using 65 articles extracted from these databases. The results suggest that the most discussed topics within the study are: 1) the diversity of the BSC in the education sector; 2) strategic management with the BSC; 3) statistical methods to manage the BSC and 4) the strategy map of the BSC. The qualitative approach was dominant in the analy/sed studies, but the reasonable number of studies with quantitative approaches is worth attention. The study contributes to the literature by reviewing prominent cited references and documents that cited them and the results provide the landscapes and research gaps for the main lines of research for further development. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01