Eric O. Olsen, Honggeng Zhou, Denis M.S. Lee, Yoke‐Eng Ng, Chow Chewn Chong and Pean Padunchwit
This study aims to address an important gap between the normative view of an integrated performance measurement system (PMS) design that assumes a clean slate and the…
Abstract
Purpose
This study aims to address an important gap between the normative view of an integrated performance measurement system (PMS) design that assumes a clean slate and the organizational realities of a PMS design as an ongoing analysis, coordination and improvement process.
Design/methodology/approach
The authors present a framework for evaluating the effectiveness of a PMS based on three criteria – i.e. causality, continuous improvement and process control – and use a case study to illustrate the application of the methodology and the interpretation of results for PMS design.
Findings
The determination of “driver measures” in an integrated PMS involves a complex process that requires a number of considerations not adequately addressed in prior research.
Research limitations/implications
This study involves only a single case study and the model presented involves only a two‐tier analysis.
Practical implications
The framework provides a simple methodology that organizations can easily adopt to analyze individual and group performance measures and relate them to the strategic performance measures of the company.
Originality/value
The study follows an emerging line of research that addresses the design of an integrated PMS as an ongoing improvement process.
Details
Keywords
Jonathan Matthew Scott, Kathryn Pavlovich, John L. Thompson and Andy Penaluna
Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and…
Abstract
Purpose
Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment.
Design/methodology/approach
Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance assessment” element of three Masters-level courses (courses 1, 2 and 3) that included an “active” group business ideas generation presentation and a report. These texts were analyzed through content analysis that critically evaluates and summarizes the content of data and their messages.
Findings
While expected learning outcomes included teamwork and communication, the higher levels of active learning and student engagement related to innovation and generating a business idea was much more modest. Rather, the study finds that significant learning opportunities were apparent when students experienced unexpected aspects of constructive misalignment, such as linguistic–cultural challenges, nonparticipation and freeriding.
Originality/value
Building on Biggs’ (2003) model of constructive alignment in course design and delivery/assessment, this paper elucidates various unexpected and surprising aspects. It suggests that constructive misalignment could provide major learning opportunities for students and is thus more likely in these team contexts where entrepreneurship students experience constructive misalignment. Educators should, therefore, continue to design experiential entrepreneurship courses and their performance assessments through team-based approaches that achieve higher levels of engagement as well as more active learning.