ABSTRACT
The chapter addresses a number of questions related to the impact of performance management policies and processes upon the delivery of good quality teaching and learning; examining the advantages that can be gained from the analysis of good quality data but also recognising some of the ‘pit-falls and bear-traps’ that may be encountered if decision-makers do not take into account the limitations of an over-reliance upon performance metrics.
The chapter provides a short historical context to the development of a performance culture in the UK before considering how performance has been both measured and treated in other countries, discussing examples from the Netherlands, Pakistan, Canada, the USA and China that sought to introduce frameworks for the most effective disbursement and use of available funds for research purposes. The chapter goes on to review some of the formal approaches that have been developed to support performance management and monitoring within organisations, including the Balanced Scorecard, Total Quality Management (TQM) and the European Foundation for Quality Management (EFQM).
The conclusion to the chapter starts with an examination of the introduction of the Teaching Excellence Framework (TEF) in the UK, with the resultant need to collect robust performance data to support the metrics already supplied as part of statutory data returns. Finally consideration is given to the roles that individuals can play in the delivery and maintenance of quality management systems that enhance institutions and do not act as proverbial millstones.
