Investigating Applications of University Productivity Measurement Models Using Australian Data

Autor/inn/en	Moore, Kenneth; Coates, Hamish; Croucher, Gwilym
Titel	Investigating Applications of University Productivity Measurement Models Using Australian Data
Quelle	In: Studies in Higher Education, 44 (2019) 12, S.2148-2162 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coates, Hamish) ORCID (Croucher, Gwilym)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1479846
Schlagwörter	Productivity; Higher Education; Measurement; Efficiency; Foreign Countries; Indexes; Models; Universities; Reputation; Institutional Evaluation; Faculty Publishing; Research; Expenditures; Input Output Analysis; Australia + Suchen Sie Ihr Suchwort? Produktivität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Messverfahren; Effectiveness; Effektivität; Wirkungsgrad; Ausland; Indexdatei; Analogiemodell; University; Universität; Forschung; Ausgaben; Australien
Abstract	The paper contributes to the growing and often controversial study of higher education productivity measurement. The paper clarifies core productivity ideas, and considers alternative models for productivity assessment. Results from these models are explored using data from Australian higher education. Findings reveal implications for the technique and the practice of higher education productivity measurement. The paper provides evidence that productivity change estimates in higher education are not robust to the choice of estimation method. The research then demonstrates how the practice of higher education productivity measurement may benefit from approaches different to conventional econometric means of estimating frontier efficiency. Focusing on the drivers of productivity change and on the value weighting of data elements in models may provide more nuanced and actionable information for stakeholders and decision-makers. The paper concludes by urging more work to advance this field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01