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BSCنحو منظور متكامل لتقييم أداء مؤسسات التعليم الجامعي باستخدام بطاقة الأداء المتوازن

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Academic year: 2021

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         

MÂAREF (Revue académique) partie : Sciences Economiques

    19   2015    10Année -N°: 19(décembre2015 )   BSC 

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

1                                            ھ  ی  ی     ی    ﯽ ﯾ    ی   ی     ی  ﯽﯾ    ی            card (BSC) Balanced Score ،                .           Abstract:

Although most institutions of higher education in Algeria began interested in developing future forecasts and that of the party on behalf of the University Directorate in charge of planning and foresight ، in addition to the annual budget prepared by the Secretaries-General on the level of faculties and universities، but the implementation of these plans and performance mea-surement is in its infancy and currently has the attention center

decision-  *1           

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214                 

MÂAREF (Revue académique) partie : Sciences Economiques

makers because it represents the ability of these institutions to assess cur-rent practices and how they relate to achieving its strategic objectives. the strategic direction of the institution and measurement of performance as-sessment towards the achievement has led to the emergence of the number of tools used in the measurement ، including the Balanced Scorecard Ba-lanced Scorecard (BSC)، where this tool is interested in achieving a balance between performance measurement various dimensions of operations ، and the various parties ، and taking into account various elements of the time . This research represents an attempt to exposure to the subject of balanced performance measure to facilitate the possibility of higher education institu-tions benefit from it and apply it .

The study aims to demonstrate the importance of strategic planning in improving the quality of the performance of universities، and the role of perfor-mance evaluation in the continuous improvement of the quality of the educa-tional process and its outputs and their impact on society، and view the tools of management accounting to assess the performance and the extent of use in universities to get the curriculum that can help universities to achieve their long and short-term strategies

Key words: Balanced Scorecard، university performance.

      (BSC)           1925                                      TQM                   

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1 Published in Integrative Psychological and Behavioral Science 46, issue 3, 259-273, 2012 which should be used for any reference to this work. The original publication is available