A carregar...
Publicação
O Balanced Scorecard nas Instituições de Ensino Superior Público: estudos de caso do Instituto Politécnico de Bragança
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 832.71 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
As contínuas transformações tecnológicas, económicas e sociais exigem das organizações uma elevada capacidade de adaptação. Para responder às exigências e oportunidades do mercado, estas devem adotar estratégias que assegurem a sua diferenciação competitiva. Em Portugal, as Instituições de Ensino Superior (IES) têm passado por mudanças significativas, destacando-se o processo de Bolonha, que visa harmonizar o ensino entre os países signatários e fomentar a mobilidade académica, aumentando assim a competitividade.
O Balanced Scorecard (BSC), desenvolvido por Kaplan e Norton (1992), é um instrumento de gestão estratégica que integra, num único mapa, objetivos, metas, iniciativas e indicadores, considerando as relações de causa-efeito entre eles. Fornece uma visão rápida e global da estratégia empresarial. Inicialmente criado para grandes empresas privadas, o BSC tem sido progressivamente adaptado a diferentes tipos de organizações e setores económicos, adquirindo crescente relevância (Pires et al., 2021). Normalmente as instituições de ensino superior possuem uma fraca cultura de gestão estratégica, podem através do BSC aperfeiçoar a sua performance (Nobre, 2022; Ribeiro, 2005). O presente trabalho tem como objetivo aplicar o BSC no Instituto Politécnico de Bragança (IPB), avaliando a sua aplicabilidade numa Instituição de Ensino Superior Pública (IESP), elaborando um mapa estratégico e destacando as vantagens deste modelo para a gestão estratégica do setor. Para tal, foi aplicado um questionário aos órgãos de gestão da instituição. Os resultados permitiram selecionar os indicadores mais relevantes para cada perspetiva do BSC, assegurando que o modelo reflete as prioridades estratégicas e os vetores de mudança do IPB. O BSC revelou-se uma ferramenta estratégica apropriada para o IPB, permite articular objetivos, monitorizar resultados e evidenciar as interdependências entre as perspetivas. O modelo também fortalece a gestão estratégica, apoia decisões informadas, contribui para o reforço da relevância institucional e do impacto do IPB na região e no contexto académico nacional, onde já se destaca.
Continuous technological, economic, and social transformations require organizations to be highly adaptable. To respond to market demands and opportunities, they must adopt strategies that ensure their competitive differentiation. In Portugal, higher education institutions (HEIs) have undergone significant changes, notably the Bologna Process, which aims to harmonize education among signatory countries and promote academic mobility, thereby increasing competitiveness. The Balanced Scorecard (BSC), developed by Kaplan and Norton, (1992), is a strategic management tool that integrates objectives, goals, initiatives, and indicators into a single map, considering the causeand-effect relationships between them. It provides a quick and comprehensive overview of business strategy. Initially created for large private companies, the BSC has been progressively adapted to different types of organizations and economic sectors, acquiring increasing relevance. (Pires et al., 2021). Higher education institutions usually have a weak strategic management culture, but they can improve their performance through the BSC (Nobre, 2022; Ribeiro, 2005). This study aims to apply the BSC at the Polytechnic Institute of Bragança (IPB), assessing its applicability in a Public Higher Education Institution (IESP), drawing up a strategic map, and highlighting the advantages of this model for strategic management in the sector. To this end, a questionnaire was administered to the institution's management bodies. The results allowed us to select the most relevant indicators for each perspective of the BSC, ensuring that the model reflects the strategic priorities and vectors of change of the IPB. The BSC proved to be an appropriate strategic tool for the IPB, allowing it to articulate objectives, monitor results, and highlight the interdependencies between perspectives. The model also strengthens strategic management, supports informed decisions, and contributes to reinforcing the institutional relevance and impact of the IPB in the region and in the national academic context, where it already stands out.
Continuous technological, economic, and social transformations require organizations to be highly adaptable. To respond to market demands and opportunities, they must adopt strategies that ensure their competitive differentiation. In Portugal, higher education institutions (HEIs) have undergone significant changes, notably the Bologna Process, which aims to harmonize education among signatory countries and promote academic mobility, thereby increasing competitiveness. The Balanced Scorecard (BSC), developed by Kaplan and Norton, (1992), is a strategic management tool that integrates objectives, goals, initiatives, and indicators into a single map, considering the causeand-effect relationships between them. It provides a quick and comprehensive overview of business strategy. Initially created for large private companies, the BSC has been progressively adapted to different types of organizations and economic sectors, acquiring increasing relevance. (Pires et al., 2021). Higher education institutions usually have a weak strategic management culture, but they can improve their performance through the BSC (Nobre, 2022; Ribeiro, 2005). This study aims to apply the BSC at the Polytechnic Institute of Bragança (IPB), assessing its applicability in a Public Higher Education Institution (IESP), drawing up a strategic map, and highlighting the advantages of this model for strategic management in the sector. To this end, a questionnaire was administered to the institution's management bodies. The results allowed us to select the most relevant indicators for each perspective of the BSC, ensuring that the model reflects the strategic priorities and vectors of change of the IPB. The BSC proved to be an appropriate strategic tool for the IPB, allowing it to articulate objectives, monitor results, and highlight the interdependencies between perspectives. The model also strengthens strategic management, supports informed decisions, and contributes to reinforcing the institutional relevance and impact of the IPB in the region and in the national academic context, where it already stands out.
Descrição
Palavras-chave
Gestão estratégica Balanced scorecard Ensino Superior Indicadores-chave Mapa estratégico