Performance measurement maturity in a national set of universities

Purpose Performance measurement in higher education has attracted substantial attention, often focussing on the applicability and value of performance measurement concepts to the sector. The purpose of this paper is to use components of a seven-element maturity model to examine the development of performance measurement maturity in New Zealand universities in the period 2008-2013. Design/methodology/approach Documentary analysis was the primary approach. A total of 48 annual reports were examined. The focus was the statement of service performance, but all surrounding material was also examined. Each annual report was subjected to a range of quantitative and semi-quantitative analyses. Findings Universities have shown strengths in aligning measures to strategic direction, the quality of commentary, and improvement in the use of outcomes frameworks. More variable results have been seen in the breadth and quality of measures, and most importantly, in the use of performance information to guide institutional decision-making. This lack of evolution is likely to be linked to the particular accountability relationships surrounding the universities, which while part of the public sector are semi-autonomous. It is also likely to be linked to academic organisational culture. Originality/value There have been few examinations of the use of performance measurement by universities, with most studies focussing less on operational practice than on broader theoretical issues. This study provides useful information about the actual use of performance measurement.