Analytic Quality
Glossary
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Citation reference: Harvey, L., 2004, Analytic Quality Glossary, Quality Research International, http://www.qualityresearchinternational.com/glossary/
This is a dynamic glossary and the author would welcome any e-mail
suggestions for amendments or additions.
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core definition
An external
review indicator is a measurable characteristic pertinent to an external
quality evaluation.
explanatory context
External review indicators are similar to performance indicators and are often referred to as performance indicators.
analytical review
The UNESCO
definition is extensive:
External review indicators:
Operational variables referring to specific empirically measurable
characteristics of higher education institutions or programmes on which
evidence can be collected that allows for a determination of whether or not
standards are being met. Indicators identify performance trends and signal
areas in need for action and/or enable comparison of actual performance with
established objectives. They are also used to translate theoretical aspects of
quality, a process known as operationalization. An indicator
must be distinguished from a measure,
which is data used to determine the level of performance of an attribute of
interest, and from a standard, which
is the level of acceptable performance in terms of a specific numeric criterion. Another distinction is made between the
different types of indicators: (i) indicators of
economy (following and respecting budgets); (ii) indicators of efficiency
(actual productivity or output per input unit); and (iii) indicators of
effectiveness (degree of attainment of objectives). A third and relatively
consequent distinction is made between: (i) context indicators, that relate to the specific environment of a
higher education institution or programme (social, economic, political,
geographical, etc.); (ii) input indicators, that relate to the
logistical, human, and financial resources used by a higher education
institution; (iii) process indicators, that refer to the
use of resources by a higher education institution, to the management of the
inputs, and to the functioning of the organization; and (iv) output indicators,
that concern the actual achievements or products of the higher education
institution. This latter framework is also known as the CIPO-model
(i.e., Context, Inputs, Process, Outputs), frequently used in evaluation studies. (Vlăsceanu et
al., 2004, pp. 38–39)
related terms
sources
Vlăsceanu,
L., Grünberg, L., and Pârlea, D., 2004, Quality Assurance and Accreditation: A Glossary of Basic
Terms and Definitions (