A prActicAl guide Benchmarking in european Higher education

Clearly the selection of the literature in this section is far from complete, and
other major publications could have been chosen. The point, however, is not
completeness but clarity of exposition. For further reading, please refer to
the online bibliography (see www.education-benchmarking.org).
Benchmarking is often defined as a diagnostic instrument, a self-improvement
tool, a collaborative learning exercise and an on-going evaluation and
systematic approach of continuously measuring work processes (UNESCO-
CEPES, 2007 and HEFCE, 2003, www.shu.ac.uk/research/integralexcellence).
Benchmarking as we understand it is undertaken to increase quality for institutional
development. Starting from the working definition proposed at the
beginning of this chapter and taking into account the review made above, we
can describe benchmarking as (illustrated in fig. 2): the voluntary process of
self-evaluation and self-improvement through the systematic and collaborative
comparison of practice and performance with similar organisations.
Benchmarking proceeds by learning about good practices for primary and/or
support processes through studying those processes in other, better-performing
organisations, building on evaluation of relevant performances (if
possible through measurement of Key Performance Indicators) in own and
others’ organisations.
Outputs, Results
US
Benchmark What?
Data collection
Analysis
Who/what is Best?
THEM
How do We Do it?
LEARNING
How do They Do it?
Processes, Practices, Methods
Fig. 2 The concept of benchmarking (Nazarko 2007 on the basis of Whatson 1995)
If two or more organisations all think they can learn something from each
other, e.g. process A from organisation X is a good practice and so is process
B from organisation Y, then they may be able to engage in mutual benchmarking,
or to form a benchmarking club.
A Practical Guide - Benchmarking in European Higher Education
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