A prActicAl guide Benchmarking in european Higher education

A STEP BY STEP APPROACH
The choice of processes should also be in line with the institution’s profile,
mission and organisational developments.
The institution might have a particular problem already clearly identified
which it wants to solve. If this is not the case, then working towards a clear
identification and narrowing down of processes for a benchmarking exercise
through self-evaluation will be the first step. In all cases, it is crucial to have
a clear understanding of problems and, based on needs, to prioritise them,
so that a realistic benchmarking exercise with adequate resources can be
launched.
The SPINE project – Benchmarking the management of engineering
education
In 2002, the SPINE project, a partnership of 10 technical colleges and
universities in the USA and Europe (Carnegie Mellon University, Ecole
Centrale Paris, Ecole Polytechnique Fédérale de Lausanne, Eidgenössische
Technische Hochschule Zürich, Georgia Institute of Technology,
Imperial College London, Kungl Tekniska Högskolan Stockholm,
Massachusetts Institute of Technology, Rheinisch-Westfälische
Technische Hochschule Aachen, Technische Universiteit Delft) decided
to focus their benchmarking exercise on comparing their vision, mission
and goals. Through quantitative and qualitative questionnaires, site visits
(including both academic and administrative leaders and staff), and
alumni surveys, the project produced major inputs for future goal setting
and identification of good practices such as on quality management
systems to support engineering education, teaching methods, cooperation
with industry and the practical preparation and competences of engineers.
www.ingch.ch/pdfs/spinereport.pdf
56 A Practical Guide - Benchmarking in European Higher Education