Technical Efficiency and Productivity for Higher Education Institutions in Sweden

Autor/inn/en	Andersson, C.; Antelius, J.; Månsson, J.; Sund, K.
Titel	Technical Efficiency and Productivity for Higher Education Institutions in Sweden
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 2, S.205-223 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2015.1120230
Schlagwörter	Efficiency; Productivity; Higher Education; Statistical Analysis; Foreign Countries; Scores; Research; Resource Allocation; Research Problems; Weighted Scores; Grades (Scholastic); Secondary School Students; Intellectual Disciplines; Robustness (Statistics); Correlation; Institutional Characteristics; Educational Quality; Sweden + Suchen Sie Ihr Suchwort? Effectiveness; Effektivität; Wirkungsgrad; Produktivität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Statistische Analyse; Ausland; Forschung; Ressourcenallokation; Forschungskritik; Notenspiegel; Sekundarschüler; Geisteswissenschaften; Widerstandsfähigkeit; Korrelation; Quality of education; Bildungsqualität; Schweden
Abstract	This study investigates technical efficiency and productivity for Swedish higher education institutions (HEIs). One identified problem in previous research concerns adjusting efficiency scores for input quality. This problem is avoided using grades from upper-secondary schools. A second problem concerns heterogeneity with respect to subjects and institutions between HEIs. Using the Swedish national resource allocation system, students are weighted according to subject. For research production, a bibliometric index that allows for differences in publication tradition is used. A third problem when using the data envelopment analysis approach is the lack of statistical inference. Bootstrapping is used to approach this problem. The results indicate an average inefficiency of 12% and a productivity increase of around 1.7% per year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01