本文選題：研究型高校　切入點(diǎn)：平衡計(jì)分卡　出處：《東北大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著我國(guó)高等教育的發(fā)展,高校內(nèi)外環(huán)境發(fā)生了巨大變化,各高校之間的競(jìng)爭(zhēng)越來(lái)越激烈,尤其是研究型高校競(jìng)爭(zhēng)更為激勵(lì)。面對(duì)挑戰(zhàn),許多高校制定了發(fā)展戰(zhàn)略,但是缺少高�？�(jī)效評(píng)價(jià)體系。因此,本文選擇高校中的研究型高校作為本文研究對(duì)象,將如何構(gòu)建研究型高�？�(jī)效評(píng)價(jià)體系作為本文的研究核心。平衡計(jì)分卡理論最早由Kaplan和Norton提出,并于1992年開始在企業(yè)的績(jī)效評(píng)價(jià)中應(yīng)用。平衡計(jì)分卡發(fā)展到今天,已經(jīng)成為一種被營(yíng)利組織廣泛接受的績(jī)效評(píng)價(jià)工具,而在此過(guò)程中,人們也開始研究平衡計(jì)分卡在非營(yíng)利組織的應(yīng)用情況。高校作為非營(yíng)利組織,許多學(xué)者先后論證了平衡計(jì)分卡在高校中的適用性和可行性,并于1993年在加利福尼亞州立大學(xué)中開始嘗試使用平衡計(jì)分卡作為績(jī)效評(píng)價(jià)工具,取得很大成果。在我國(guó),高校績(jī)效評(píng)價(jià)還處于起步階段,許多學(xué)者借鑒平衡計(jì)分卡理論,開始研究平衡計(jì)分卡在我國(guó)高�？�(jī)效評(píng)價(jià)的適用性問(wèn)題。由于我國(guó)高校發(fā)展階段和職能特點(diǎn)各不相同,而研究型高校作為我國(guó)高校發(fā)展中的佼佼者,其擁有良好的師資和生源質(zhì)量,所以本文力圖結(jié)合研究型高校特點(diǎn),借鑒平衡計(jì)分卡工具,為研究型高校構(gòu)建一套績(jī)效評(píng)價(jià)體系,從而提高研究型高�？�(jī)效管理水平。本文在對(duì)績(jī)效評(píng)價(jià)相關(guān)理論回顧的基礎(chǔ)上,將平衡計(jì)分卡劃分為三個(gè)層面,即戰(zhàn)略層面、關(guān)鍵成功要素層面以及關(guān)鍵績(jī)效評(píng)價(jià)指標(biāo)層面,并按照平衡計(jì)分卡的基本理論框架將戰(zhàn)略層面分為學(xué)生和利益相關(guān)者、內(nèi)部流程、學(xué)習(xí)與發(fā)展、財(cái)務(wù)四個(gè)維度,從而構(gòu)建了一套三層四維研究型高校平衡計(jì)分卡體系框架。在此基礎(chǔ)上,建立研究型高校四個(gè)維度各自的關(guān)鍵成功要素,進(jìn)而設(shè)計(jì)出研究型高校平衡計(jì)分卡評(píng)價(jià)指標(biāo)體系,然后對(duì)指標(biāo)進(jìn)行標(biāo)準(zhǔn)化和權(quán)重設(shè)計(jì),計(jì)算研究型高校整體績(jī)效評(píng)價(jià)的綜合結(jié)果。最后以A大學(xué)為例,按照上文構(gòu)建的研究型高校指標(biāo)體系和評(píng)價(jià)方法,對(duì)A大學(xué)2011和2012年情況進(jìn)行績(jī)效評(píng)價(jià)得出總的評(píng)價(jià)結(jié)果。
[Abstract]:With the development of higher education in China, great changes have taken place in the internal and external environment, the competition among universities is becoming increasingly fierce, especially research universities more competitive incentives. Facing the challenge, many universities to formulate the development strategy, but the lack of the performance evaluation system. Because of this, this paper select colleges and universities in the research university as the research the object, how to construct university performance evaluation system as the core of this paper. The Balanced Scorecard theory first by Kaplan and Norton is proposed, and applied in enterprise performance evaluation in 1992. The Balanced Scorecard development today, has become a widely accepted non-profit organization performance evaluation tool, and in the process in the application, people began to study the Balanced Scorecard in the nonprofit University. As a non-profit organization, many scholars have demonstrated the Balanced Scorecard The feasibility and applicability of the card in the University, and in 1993 began to try to use the Balanced Scorecard as a performance evaluation tool in the State University of California, has made great achievements. In our country, the performance evaluation is still in its infancy, many scholars began to study the theory of Balanced Scorecard, BSC application in China performance evaluation of University. Because of the development stage of China's colleges and universities and the functions of different features, and research universities as a leader in the development of China's colleges and universities, the teachers and students have good quality, so this paper tries to research combined with the characteristics of colleges and Universities, from the Balanced Scorecard tool to construct a performance evaluation system for the research university. In order to improve the university performance management level. Based on the evaluation of reviewing the related theory of performance, the balanced scorecard will be divided into three levels, i.e. 鎴樼暐灞傞潰,鍏抽敭鎴愬姛瑕佺礌灞傞潰浠ュ強(qiáng)鍏抽敭緇╂晥璇勪環(huán)鎸囨爣灞傞潰,騫舵寜鐓у鉤琛¤鍒嗗崱鐨勫熀鏈悊璁烘鏋跺皢鎴樼暐灞傞潰鍒嗕負(fù)瀛︾敓鍜屽埄鐩婄浉鍏寵，

本文編號(hào)：1565303