TY  - BOOK
AU  - Salazar Rua,Robinson
TI  - Improving Consistency in Performance Measurement System Design: The Case of the Colombian Public Schools 
T2  - System Dynamics for Performance Management & Governance,
SN  - 9783031246999
U1  - 658 23
PY  - 2023///
CY  - Cham
PB  - Springer Nature Switzerland, Imprint: Springer
KW  - Management
KW  - Education and state
KW  - Social sciences
KW  - Data processing
KW  - Education
KW  - Public administration
KW  - Education Policy
KW  - Computer Application in Social and Behavioral Sciences
KW  - Public Administration
N1  - Chapter 1 Affecting organizational behavior through performance measurement systems -- Chapter 2: Implementing performance measurement systems to hold public schools accountable for -- educational quality -- Chapter 3: Exploring the conceptual roots of outcome-oriented performance measurement systems- Chapter 4: Using Dynamic Performance Management to outline outcome-oriented performance measurement systems in public schools- Chapter 5: Extending the system boundaries to enhance school performance -- Appendices
N2  - This book analyzes behavioral distortions in public schools and delineates outcome-based performance measurement systems that can prevent and mitigate them. An instrumental view of dynamic performance management (DPM) is used to support the endeavor by identifying how performance drivers affect end results of outcome and output, how end results affect strategic resources, and how strategic resources and benchmarks define the dynamics of performance drivers. This approach is also used to promote a shift from an output-oriented to an outcome-oriented view in performance management, with the aim of achieving sustainable results in the long term. The book also includes a comprehensive literature review at the end of each chapter, intended to strengthen readers' knowledge and encourage further research. Given its scope, the book will appeal to graduate students in public management, researchers in performance management, system dynamics, and education, and decision-makers in public schools
UR  - https://doi.org/10.1007/978-3-031-24699-9
ER  -