Finally, sustainable development initiatives positively impact customer performance metrics, highlighting the value of integrating sustainability principles into organizational strategie
AN INTRODUCTION
Background of the study
In today's competitive world, people are increasingly focused on how well they manage their performance; This has brought about many different approaches, models and frameworks to evaluate the business performance of the organization While traditional methods mainly looked at financial and operational results, now there's a shift towards more thorough assessments that consider the overall strategy of the organization The Balanced Scorecard (BSC) has become widely utilized for assessing organizational performance and has gained significant acceptance across various organizational levels since its introduction during the initial years of the 1990s by Kaplan and Norton, serves as a strategic instrument utilized for assessing the performance of an organization (Yaakub & Mohamed, 2019)
As per Istiarsono (2022), the Balanced Scorecard (BSC) aids organizations in addressing two primary challenges: accurately gauging organizational performance and effectively executing strategies The BSC facilitates institutions in gaining deeper insights into the prerequisites essential for establishing a competitive edge Moreover, it assists in crafting and refining the organization's strategy for competitiveness (Yaakub & Mohamed, 2019)
The Balanced Scorecard has been applied as a tool for strategic management across various settings, including both for-profit and non-profit organizations, with a notable presence in the field of education (Kaplan, 2001) This idea is supported by Binden et al., (2014), who say that The adoption of performance management systems has emerged as a prevalent trend within higher education institutions
Rollins, as cited in Alani et al (2018), suggests that the BSC serves as a valuable instrument for educational institutions seeking to enhance efficiency and accountability Similarly, Yusof (2020) posits that implementing the BSC framework in education facilitates the streamlining of management processes and directs the institution towards the realization of long-term strategic goals Additionally, Kaplan (2001) highlights that the BSC can serve as a means for Educational establishments to articulate their vision and mission, translating abstract objectives into tangible strategies Rompho (2020) asserted that BSC is mainly used in higher education institutions (HIEs) due to its adaptable nature The flexibility of the BSC permits customization to address the unique requirements of educational organizations Supporting this assertion, Brown (2012) also concurred that the BSC framework serves as an effective strategy-based management system applicable to HIEs aiding them in elucidating their mission and vision, and subsequently converting their vision into actionable strategies Al-Zwyalif (2012) suggests that universities can gauge performance by implementing the Balanced Scorecard (BSC) to oversee and assess overall effectiveness This methodical approach provides employees within the organization with a clear pathway to attaining annual objectives
Kaplan (2001) defines the Balanced Scorecard as a framework for evaluating strategies aimed at creating value, which provides a comprehensive equilibrium between: financial, customer, internal processes, and learning and growth These perspectives assess how the organization satisfies shareholders, customers, prioritizes key processes for success, and fosters ongoing improvement and adaptability Both financial and non- financial metrics are crucial for organizational performance, and the BSC integrates these measures in a balanced manner (Reda, 2017) to align strategies with organizational objectives and aid top management in decision-making (Ahmad & Soon, 2015) Research
Abd Rahman Ahmad & Ng Kim Soon, 2015 Abd also emphasizes the importance of applying BSC in measuring organizational performance to integrate financial and non- financial aspects in their organization
The stakeholder theory, introduced by R Edward Freeman in the 1980s, advocates for organizations to consider the concerns of all stakeholders, not just shareholders, when making decisions This theory underscores that stakeholders, such as employees, customers, suppliers, communities, and other individuals impacted by the organization's actions, have a valid stake in its operations and should be taken into consideration during managerial decision-making processes Freeman asserts that by giving priority to the needs and interests of all stakeholders, organizations can generate enduring value sustainably and attain success that extends beyond pure financial gains Niven (2014) explains that balance in the scorecard means not just balancing financial and non-financial goals, but also considering the needs of both external stakeholders (like shareholders and customers) and internal stakeholders (like employees) The Balanced Scorecard (BSC) is a powerful communication tool for higher education institutions, facilitating improved engagement with stakeholders and alignment of priorities Its successful implementation fosters collaboration and trust, crucial for continuous quality improvement efforts (Rice and Taylor, 2003) Therefore, in implementing BSC, it's essential to consider and address the requirements of stakeholders in a balanced manner The four perspectives discussed previously exhibit a noteworthy correlation For instance, Brown (2012) provides an illustration of how Bond University in Australia implemented the Balanced Scorecard approach to enhance performance From a customer view, the university sought to prioritize customer satisfaction as its main goal Following this, the library outlined its particular objectives, with a focus on ensuring customer satisfaction through various approaches These methods included maximizing existing resources and services, along with promoting productive collaboration and communication with academic staff
Sustainable development is gaining strategic importance for businesses seeking to capitalize on its benefits for stakeholders Universities, as leaders in sustainability, drive these efforts internally, with employees showing more concern than external stakeholders To fulfill their role as sustainability advocates, HEIs engage with both internal and external stakeholders to establish clear objectives and showcase their commitment to environmental responsibility.
Currently, the concept of university autonomy is widely recognized as a prevailing practice in the governance of higher education worldwide Particularly, implementing the Balanced Scorecard methodology in public universities is increasingly seen as an unavoidable trend, both globally and in Vietnam Van, Hoang Khanh's research conducted in 2024 involved synthesizing documentation pertaining to the execution of the Balanced Scorecard in public universities spanning from 2014 to 2023 The findings consistently indicate that this subject has remained a focal point of interest and investigation among researchers over the past decade Numerous educational institutions globally have adopted the Balanced Scorecard model and have seen initial success in its implementation Sayed (2013) has researched and listed several universities that have implemented a BSC system within their institution For example, Carleton University in Canada utilized the BSC to monitor and manage key performance indicators (KPIs) related to customer service, resource management, internal processes, and employee learning efforts The implementation resulted in improved student satisfaction and safety, financial outcomes, compliance, and staff morale he University of California, Berkeley, emphasized employee involvement in developing and implementing the BSC, focusing on efficient resource utilization and internal processes Each business unit defined its key objectives, which were then translated into KPIs to gauge unit performance The collaborative development and implementation of the BSC allowed decision-makers to work together effectively to create a comprehensive BSC aligned with the institution's management principles As per the findings by Van, Hoang Khanh et al in 2023, research indicates that public universities in Hanoi have commenced the implementation of the Balanced Scorecard to assess operational effectiveness However, the level of adoption BSC is still comparatively modest and falls short of meeting the anticipated standards set by university leadership Managers, lecturers, and experts at these universities express dissatisfaction with the existing evaluation criteria system
Researching this topic is crucial, especially in Vietnam's context, amidst ongoing education sector reforms and heightened focus on quality assurance and accountability Public universities, particularly under autonomous conditions, face pressure to improve performance and efficiency Implementing the Balanced Scorecard offers a structured approach to assess and enhance organizational performance, align strategic goals with operational tasks, and promote transparency and accountability
Moreover, as Vietnam continues to strive for socioeconomic development and global integration, the function of higher education establishments in producing skilled graduates and driving innovation becomes increasingly crucial Studying the integration of the Balanced Scorecard in Vietnamese public universities offers valuable insights into the obstacles and prospects encountered by these institutions as they navigate shifting educational environments and strive to address the changing demands of both society and the economy
By analyzing the implementation of the Balanced Scorecard in public universities worldwide and adapting them to Vietnam's unique context, researchers can offer customized strategies and suggestions to improve performance management systems in Vietnamese higher education This research is essential for informing policy decisions, guiding institutional reforms, and ultimately improving the quality and relevance of higher education in Vietnam.
Context of the study
VNU - International School (VNUIS) stands out as a unique educational entity within the Vietnam National University, Hanoi system, being self-financed since its inception, setting it apart from other universities and schools Over the past decade, there has been notable progress in the notion of autonomy within Vietnam's higher education sector Following an assessment of higher education advancements in developed nations, the Ministry of Education and Training (2011) determined that university autonomy is an inevitable component of higher education's evolution in Vietnam With the establishment of the autonomy framework, public universities are mandated to comply with market economy competition regulations
In this context, operations within VNU - International School (VNUIS) mirror those of business organizations Here, students are regarded as customers, while faculty and staff serve as employees The emphasis is placed on ensuring the quality of education and services provided to students, akin to maintaining customer satisfaction in business enterprises As students are seen as the primary source of revenue generation for the institution, delivering high-quality education and support services becomes paramount to attract and retain students, ensuring sustainable financial viability Therefore, aligning operational strategies with market demands and fulfilling student needs are crucial aspects within the framework of university autonomy
Furthermore, it's notable that VNU - International School (VNUIS) has not yet implemented the Balanced Scorecard (BSC) However, the institution presents a suitable context and case for the application of BSC to analyze performance management systems
By adopting the BSC framework, VNUIS could effectively evaluate its operational efficiency, align strategic objectives with organizational activities, and enhance transparency and accountability Implementing BSC would allow VNUIS to comprehensively assess four main traditional aspects which comprise of: Financial performance, Customer Performance, Internal Process Business Performance, and Learning and Growth Performance In addition, Many universities are collecting data on value-added activities more frequently as they endeavor to enhance their performance (Cappiello G, Pedrini G, 2017) In recent years, the term “Sustainability” has been receiving attention from many businesses and organizations around the world, leading to many scholars researching it, especially in the field of socio-economics (Fuchs et al 2020); (Al-Ashaab et al 2011) To assess the performance of VNU-IS in accordance with the set goals and mission, for this study we use BSC - a strategic measurement tool that provides a comprehensive equilibrium which comprise of: (1) finacial performance, (2) customer performance, (3) internal business process performance, (4) learning and growth performance, and (5) sustainable developement performance
This holistic approach to performance management would provide valuable insights and enable informed decision-making to drive continuous improvement within the institution The study's research objectives and questions are outlined in the subsequent section.
Research objectives and research questions
This study aims to contribute to the current literature on performance management systems employing BSC in the context of higher education through 2 research objectives below:
(1) To evaluate current status of performance management systems of VNU-IS from BSC perspective
(2) To measure impacts of non-financial performance on financial performance at VNU-IS
In order to achieve these objectives, two research questions are addressed as follows:
(1) What is current status of performance management systems of VNUIS from BSC perspective?
(2) What extent to which non-financial performance have effects on financial performance at VNU-IS.
Research method
A questionnaire survey is utilized to examine the current state of VNUIS's performance management systems, assessed through the Balanced Scorecard (BSC) framework Partial Least Square-Structural Equation Modeling (PLS-SEM) is employed, with the assistance of Smart-PLS 3.2.8, to analyze quantitative data collected from 74 staff members at the International School of Vietnam National University Hanoi Smart-PLS facilitates a sequential analysis of the data, beginning with the measurement model to assess the reliability and validity of construct measures, followed by the structural model to test the study's hypotheses.
Research findings
The study's results highlight the beneficial connections between Balanced Scorecard (BSC) perspectives and performance outcomes within higher education institutions (HEIs) in Vietnam, centered around the International School of Vietnam National University, Hanoi Firstly, it confirms that investments in improvements in learning and growth positively influence internal operational procedures, emphasizing the importance of enhancing staff skills and building organizational capacity Secondly, improvements in internal business processes are linked to better financial performance, indicating the importance of refining operational processes and resource management Additionally, initiatives aimed at learning and growth also contribute to improved customer performance metrics, stressing the significance of staff expertise and infrastructure development for meeting customer needs Lastly, efforts toward sustainable development positively affect customer performance metrics, highlighting the value of integrating sustainability practices into organizational strategies to boost customer satisfaction and loyalty in HEIs.
Study Structure
This study comprises five chapters Chapter 1 provides an overview of the study, including its background, context, research objectives and questions, methodology, findings, and overall structure Chapter 2 delves into the literature surrounding Performance Management Systems in higher education, the application of the Balanced Scorecard within this context, the relationship between the Balanced Scorecard and Stakeholder theory, previous studies on the Balanced Scorecard in higher education, hypothesis formulation, and the conceptual framework Chapter 3 outlines the chosen research methodology, detailing the survey design process In Chapter 4, the data analysis technique is explained, and the research findings are presented Finally, Chapter 5 serves as the conclusion of the study, where the findings are discussed, conclusions are drawn, limitations are acknowledged, and recommendations for future research are provided.
LITERATURE REVIEW
Performance Mangement System in higher ducation
The implementation of a robust Performance Management System (PMS) in higher education institutions serves as a critical framework to optimize faculty and staff performance while aligning institutional goals with individual objectives Within academia, a well-structured PMS encompasses various components, including goal setting, regular feedback mechanisms, evaluation criteria, professional development plans, and reward systems It acts as a guiding mechanism, fostering a culture of continuous improvement and accountability among educators and administrative staff By setting clear expectations and evaluating performance against defined metrics, a PMS not only enhances productivity but also contributes to the quality of teaching, research, and administrative functions Moreover, it plays a pivotal role in shaping a favorable condition for innovation, collaboration, and overall institutional advancement The adaptability of a PMS in higher institution caters to the dynamic needs of faculty, staff, and the evolving landscape of educational priorities, ensuring a responsive and progressive academic ecosystem
Many prior researches indicate the significance of performance measurement systems within higher education institutions (HEIs) The growing emphasis on performance management has led to the emergence of diverse approaches, models, and frameworks aimed at assessing organizational performance (Soon, Ng Kim, 2015) These systems not only gauge individual achievements but also assess collective contributions toward institutional objectives They offer a structured methodology to monitor progress, spot areas needing enhancement and enable decision-making based on data The multifaceted nature of these systems accounts for the complex dynamics of academia, encompassing teaching quality, research output, student satisfaction, operational efficiency, and strategic initiatives As HEIs navigate an evolving educational landscape, an effective performance management system remains integral in driving continuous enhancement and fostering a culture of excellence across all facets of the organization.
The Balance Scorecard in higher education
The Balanced Scorecard serves as strategic performance management framework utilized by organizations to synchronize business activities to their vision and strategy (Niven, 2014) It incorporates various perspectives beyond just financial indicators to Assess the overall effectiveness of a company since it was initially introduced in the early 1990s by Robert S Kaplan and David P Norton in the U.S According to (Kaplan, Robert , 2001), it basically includes four key perspectives: (1) finacial perspective, (2) customer perspective, (3) internal business process perspective, and (4) learning and growth perspective
(1) Financial Perspective: This dimension assesses the financial performance and goals of the organization, encompassing metrics like revenue expansion, profitability, return on investment, and expense management
(2) Customer Perspective: Focuses on customer satisfaction, retention, and acquiring new customers Metrics here might include customer satisfaction scores, market share, and customer retention rates
(3) Internal Business Processes Perspective: This dimension assesses the internal processes essential for delivering value to customers and shareholders It encompasses indicators concerning efficiency, quality, innovation, and procedures that enhance customer satisfaction
(4) Learning and Growth Perspective: This dimension focuses on the organization's capacity to innovate, improve, and learn It includes metrics related to employee training, skills development, employee satisfaction, and the organization's ability to innovate and adapt to changes
As per Niven (2014), the Balanced Scorecard (BSC) functions as a unified framework utilized for expressing and implementing strategy, incorporating strategic goals, metrics, benchmarks, and actions across four balanced viewpoints These perspectives encompass various balances: between financial and non-financial goals, between external stakeholders (like shareholders and customers) and internal stakeholders (like employees), and between internal and external processes Additionally, the BSC ensures equilibrium between company and consumer advantages, short-term and long-term plans, as well as monetary and non-monetary elements Ultimately, it aids top management in aligning strategies with the organizational vision, mission, and objectives (Soon, Ng Kim, 2015)
Basically, the four perspectives mentioned earlier are significantly interconnected According to (Zahoor, A., & Sahaf, M A., 2018), employee learning and growth directly enhance the internal business processes And then, it indirectly addresses the perspective of the customer regarding their response Moreover, the customer viewpoint results in a favorable impact on financial outcomes Thus, the findings suggest that when a particular issue is addressed and resolved through the Balanced Scorecard (BSC), it can elevate the level of another pertinent perspective within the organizational framework
Many universities are progressively collecting data regarding value-added activities in their pursuit of enhancing their overall performance (Cappiello and Pedrini, 2017) Encouraging sustainability in universities directly affects the local communities as these institutions create and share information and scientific knowledge (Sachs, 2008) Sustainability is recognized a complex concept, related to a wide range of diverse areas and fields of knowledge Based on the actual operating situation of VNU-IS, this research follows the sustainable development concept of Al-Zwyalif, 2012 which is proposed sustainable development as “the capacity to impact the environmental, social and economic concerns in each of new collabolative project with universities, integrating with an organization's key internal and external stakeholders”
The customer perspective in Higher Education Institutions (HEIs) centers on fulfilling the needs and desires of students and markets It involves gauging metrics like stock market ratios, customer acquisition and retention, satisfaction, and profitability to differentiate the institution from its rivals (Wu, Lin et al 2011) This outlook also impacts aspects like service delivery, product design, international student recruitment, collaborations with foreign universities, and ensuring high-quality services and products (Al-Zwyalif, 2012) It encompasses the experiences of different stakeholders, comprising students, guardians, faculty, employees, graduates, and the wider community (Aljardali, Kaderi, and Tadjine, 2012) Brown (2012) recognized customer satisfaction using diverse tactics, which encompassed prioritizing available resources and services, along with fostering efficient collaboration and communication among academic staff
The internal business process, a part of BSC, oversees and manages the different steps involved in production and operations It's crucial as it helps companies analyze their abilities and adapt to market needs Using the BSC, organizations can spot internal processes that satisfy both customers and shareholders Improving these processes can greatly impact customer satisfaction, covering services after sales, efficient operations, and innovation (Ambras & Tamošiūnas, 2010)
In Higher Education Institutions, the internal business process focuses on improving teaching methods and designing better courses For example, this involves creating more comprehensive degree programs, updating administrative support structures, and keeping curricula current (Binden, Mziu, & Suhaimi, 2014) At the college level, efforts might include strengthening specific academic programs and enriching students' service-learning experiences
The Learning and Growth perspective revolves around how satisfied, continuous, and productive employees are It emphasizes investing in employees' skills and knowledge to adapt to changes within the organization and the market It also underscores the importance of staff training, development, and curriculum enhancements in educational settings This perspective educating and training employees to improve their skills and knowledge Simultaneously, organizations need to uphold their competitive advantage in the market by fostering the development of their workforce (Binden, Mziu & Suhaimi, 2014) Within Higher Education Institutions (HEIs), it's crucial to highlight employee motivation, training, and curriculum advancement
The financial viewpoint of the BSC typically outlines how intangible assets transform into tangible value It aims to oversee financial management and stakeholders' involvement in the firm's operations, involving metrics like operating income, expenses, return on investment, net profit rate, and cash flow (Wu, Lin et al., 2011) This viewpoint reveals a company's past performance in achieving financial targets and implementing strategies, aiding in assessing growth, returns, and risk control It's often used to evaluate budget allocation effectiveness for direction and institutional support Mikhail (2004) proposes substituting the financial perspective with strategic goals, aligning with the college's priorities like cost control and boosting registration and income generated by satellite campuses and online courses
In higher education, this perspective encompasses aspects like leveraging, program funding, investing in human capital, enrollment trends, and endowments Studies based on strategic map frameworks reveal that financial success ties closely to customer satisfaction For instance, increased student fee revenue links directly to customer satisfaction driven by the university's reputation and service quality To ensure financial sustainability, meeting stakeholders' interests becomes crucial in expanding revenue and reducing costs
Within the realm of Higher Education Institutions, numerous studies have explored diverse perspectives within the Balanced Scorecard Framework The traditional BSC model is designed according to 4 perspectives: Finance; Customer; Internal process business;
Learning and growth However, universities tend to build BSC perspectives according to their specific characteristics and strategic orientation, starting from the organizational mission According to Azizi et al (2012), universities typically adopt between 4 to 6 perspectives, with the majority opting for the traditional set of 4 perspectives However, there are variations observed in the names and sequences of these perspectives over time Stewart and Carpenter-Hubin (2001) propose 5 BSC perspectives tailored to the vision of higher education institutions, while Karathanos and Karathanos (2005) present 6 BSC perspectives specific to universities From some previous studies, there has been limited attention given to integrating a sustainable Development perspective alongside the four traditional perspectives Notably, among the limited studies addressing this, Al-Ashaab et al (2011) delved into researching a BSC framework tailored to measure the influence of industry-university collaboration Their study specifically focused on assessing impact through five indicator measurements: Competitiveness, Sustainable Development, Innovation, Strategic Partnership, Human Capital, and Internal Business Processes Based on Al-Ashaab et al (2011) study, the Sustainable Development perspective entails the ability to address environmental, social, and economic considerations within every new collaborative project undertaken with universities This approach integrates with an organization's crucial internal and external stakeholders This also aligns with VNU-IS's development strategy, which is aimed at guaranteeing sustainable training and teaching activities spanning across three critical domains: Economy, Society, and Environment.
Balance Scorecard and Stakeholder theory
The Balanced Scorecard (BSC) and Stakeholder Theory are fundamental concepts in business management and strategic planning The BSC serves as a strategic performance management tool, allowing organizations to translate their vision and strategy into measurable objectives and key performance indicators (KPIs) across four perspectives: financial, customer, internal processes, and learning and growth (Kaplan, 2001) This framework facilitates alignment with strategic goals and offers a comprehensive view of organizational performance
In contrast, underscores the significance of taking into account the concerns and interests of all stakeholders, encompassing employees, customers, suppliers, communities, and shareholders, during decision-making processes Introduced by R Edward Freeman in the 1980s, this theory advocates for organizations to create value sustainably by prioritizing stakeholder needs and interests alongside financial objectives
The integration of BSC and Stakeholder Theory enables organizations to develop strategies that balance financial goals with stakeholder needs By considering both internal and external stakeholders in decision-making processes, organizations can foster collaboration, trust, and sustainable value creation Successful implementation of the BSC facilitates improved engagement with stakeholders and alignment of priorities, as demonstrated by Brown (2012) in the case of Bond University's approach to enhancing performance Through strategies focused on customer satisfaction, such as optimizing resources and fostering collaboration with academic staff, organizations can effectively meet stakeholder needs while achieving their strategic objectives Additionally, this study emphasizes the importance of incorporating a sustainable development perspective in higher education, which promotes environmental and social responsibility This approach enables organizations to strike a balance between financial objectives and stakeholder needs, thereby fostering long-term sustainability and success.
Prior studies of Balance Scorecard in higher education
Numerous studies globally, including in Vietnam, have explored the implementation the Balanced Scorecard within the realm of higher education Scholars such as Niven (2008) and Pietrzak (2014) have highlighted its benefits, while Brown (2012) examined its implementation at Bond University, focusing on customer satisfaction and resource optimization Rice and Taylor (2003) emphasized its role in stakeholder engagement and priority alignment In the UK, BSC adoption in higher education institutions has been a response to stakeholder accountability pressure Vietnam has also seen studies like Dang, Ngoc Hung et al (2015) researching on applying balanced scorecard to evaluate effectiveness and build strategies in Universities - at Hanoi University of Industry Diep (2022) provides insights and solutions for effective BSC implementation, while Van et al
(2023) propose criteria for evaluating the performance of public universities in Hanoi regarding autonomy.
Hypothesis formulation and conceptual framework
2.5.1 Learning & Growth and Internal Business Process Performance
The Learning & Growth perspective of the Balanced Scorecard plays a crucial role in shaping Internal Business Process Performance in Higher Education Institutions (HEIs) Investing in factors such as staff professionalism and infrastructure enhances an academic atmosphere, governance, and research processes A positive correlation exists between Learning & Growth initiatives and Internal Business Process Performance, as evidenced at Hasanuddin University Additionally, employee learning and growth positively impact internal business processes, highlighting the significance of human capital development within HEIs Continuous improvement in employee knowledge and skills through training and education is essential for maintaining competitive advantages, leading to the hypothesis that enhancing Learning & Growth among staff will positively impact internal business processes and overall institutional success.
H1: Learning & Growth performance is positively associated with Internal Business Process performance
2.5.2 Internal Business Process and Financial Performance
Research and literature on the Balanced Scorecard (BSC) highlight the intricate relationship between internal business processes and financial performance within higher education institutions Kaplan and Norton (2001) emphasize the importance of aligning internal processes with strategic objectives to drive financial success They argue that efficient internal operations, including streamlined administrative processes and effective resource allocation, can directly impact the financial bottom line of an organization Furthermore, Niven (2008) suggests that optimizing internal business processes, such as curriculum development, student enrollment management, and academic support services, can lead to cost savings and revenue generation for universities By improving operational efficiency and effectiveness, higher education institutions can enhance their financial performance and achieve long-term sustainability
Moreover, Ittner and Larcker (2003) discuss the role of non-financial performance measures, including internal business processes, in driving financial outcomes They posit that investments in improving internal processes, such as faculty development programs, research administration, and facilities management, can positively influence financial metrics like revenue growth and cost efficiency Additionally, Stewart and Carpenter- Hubin (2001) highlights the significance of intellectual capital, which encompasses the knowledge, skills, and capabilities embedded within an organization's internal processes, in driving financial performance By leveraging intellectual capital through effective management of internal processes, higher education institutions can enhance their competitive advantage and financial viability Overall, the literature underscores the critical interplay between internal business processes and financial performance, emphasizing the need for higher education institutions to strategically manage their internal operations to achieve financial success
H2: Internal Business Process performance is positively associated with Financial performance
2.5.3 Learning & Growth and Customer performance
In the context of higher education institutions implementing BSC, it is hypothesized that improvements in learning and growth factors, such as staff professionalism, infrastructure development, and organizational capacity building, positively correlate with enhanced customer performance metrics This hypothesis is supported by the findings of several studies For instance, Saksono and Bernardus (2023) emphasize the pivotal role of learning and growth strategies in fostering organizational development and competitiveness Additionally, Zahoor and Sahaf (2018) suggest that investments in employee learning and growth initiatives contribute to improved service quality and customer satisfaction Moreover, Al-Zwyalif (2012) underscores the importance of human capital development, including skills enhancement and knowledge acquisition, in meeting customer needs and expectations within educational settings Therefore, it is hypothesized that a strong focus on learning and growth initiatives within higher education institutions leads to enhanced customer performance outcomes
H3: Learning & Growth performance is positively associated with Customer performance
2.5.4 Sustainable Development and Customer performance
Within the framework of the BSC implementation in HEIs, it is hypothesized that a focus on sustainable development initiatives positively influences customer performance metrics The findings of various studies substantiate this hypothesis The study by Fuchs et al (2020) underscores the importance of sustainable development practices in enhancing overall organizational performance and stakeholder engagement within higher education settings It suggests that integrating sustainable development initiatives incorporated into the strategic planning of HEIs holds managerial significance With stakeholders showing a strong interest in sustainable development, these initiatives have the potential to bring about positive outcomes, such as improving the institution's reputation, fostering deeper engagement among both internal and external stakeholders, and establishing the institution as a leader in environmental sustainability This, in turn, contributes to customer satisfaction and loyalty Al-Zwyalif (2012) similarly emphasizes the integration of sustainability principles into organizational strategies as a means to enhance customer satisfaction and loyalty Furthermore, Binden, Mziu, and Suhaimi (2014) suggest that sustainable development initiatives, such as environmental conservation efforts and community engagement, can contribute to a positive organizational image and reputation, thereby influencing customer perceptions and behaviors Therefore, it is hypothesized that higher education institutions that prioritize sustainable development initiatives will experience improved customer performance outcomes
H4 : Sustainable performance is positively associated with Customer performance
The relationship between customer performance and financial performance in higher education institutions, as evidenced by numerous studies, underscores the significant impact of student satisfaction and alumni engagement on revenue generation A high customer satisfaction index is poised to enhance revenue streams by attracting more students Satisfied students and parents, acting as advocates, are instrumental in broadening the university's appeal, consequently increasing student enrollment from external sources Ronchetti (2006) argued that organizations must be customer-oriented to be successful and achieve their organizational mission Correspondingly, Ng Kim (2015) also agreed emphasized that according to the strategic map frameworks developed by earlier scholars, research suggests that achieving positive financial outcomes hinges on ensuring customer satisfaction Therefore, achieving financial strategic goals is the primary means of realizing a company's mission This is also evidenced in Saksono's (2023) study, where BSC was implemented at Sekolah XYZ as a means of measuring performance The study's results suggest that achieving a high customer satisfaction index and attractiveness is likely to lead to enhanced revenue at Sekolah XYZ These findings collectively suggest that fostering positive customer experiences, including student satisfaction and alumni engagement, can significantly contribute to the financial success of higher education institutions
H5: Customer performance is positively associated with Financial performance
2.5.6 Conceptual framework of the study
Figure 1 Conceptual framework of the study
RESEARCH METHODS
Survey as a quantitative research method
The survey is a method used to gather information through a series of questions, known as a questionnaire, aimed at uncovering relationships between different phenomena One notable feature of surveys is that they collect data from multiple cases simultaneously This method is cost-effective and allows for the collection of data within a relatively short timeframe However, a major concern with surveys is the potential for respondents to misinterpret questions if the questionnaire is not carefully designed and administered correctly
The survey process involves several stages Initially, researchers define the problems they aim to investigate and clarify key concepts before formulating hypotheses and developing a conceptual framework It is advisable to conduct a pilot test to ensure the questionnaire's content, length, and clarity are suitable for the target respondents Subsequently, researchers establish a sample plan to determine the smallest possible sample size needed for the research before distributing the survey conducted on a broader scope Data cleaning follows this phase to prepare the data for analysis Finally, research findings are interpreted
The trustworthiness of research results obtained through surveys hinges greatly on two key components of survey construction: reliability and validity These concepts will be elaborated upon in later sections
Reliability pertains to the ability to consistently obtain the same research results across different situations This consistency arises from a carefully structured research process, including clearly defined concepts and measures, appropriate selection of participants, and suitable data analysis techniques It's important to recognize that the reliability of research findings may vary over time depending on the study context Therefore, assessing the reliability of measurements is essential in all studies, even when established measures are used (Bryman and Bell, 2007)
Validity pertains to the accuracy and trustworthiness of the conclusions drawn from a research It encompasses three main aspects: internal validity, external validity, and measurement validity (Bryman and Bell, 2007) Internal validity pertains to the accuracy of the inferences derived from research results are clear and unambiguous (De Vaus, 2001; Bryman and Bell, 2007) Attaining complete internal validity can be difficult, primarily because of constraints within survey construction, especially when relying on cross- sectional data This type of data restricts researchers to merely recognizing connections between phenomena The study's conceptual framework might not encompass all potential factors that could impact research findings (Bryman and Bell, 2007)
Secondly, external validity pertains to the generalizability of research findings beyond the specific context in which the study was conducted This type of validity necessitates clear identification of the study population and the use of a representative sample (Bryman and Bell, 2007)
Measurement validity evaluates the accuracy of measures in capturing intended concepts, including content validity and construct validity Content validity assesses coverage of concept aspects, while construct validity examines the theoretical foundations of the constructs being measured.
A construct measure needs to exhibit both convergent and discriminant validities Convergent validity assesses the high correlation among items within the measure, while discriminant validity ensures that the measure accurately captures the intended construct without excessively overlapping with or measuring other constructs (De Vaus, 2002).
Questionnaire design and pilot test
The survey aimed to gather data on five dimensions of VNU-IS performance, utilizing the Balanced Scorecard (BSC) framework: (1) financial performance, (2) customer performance, (3) internal business processes performance, (4) learning and development performance, and (5) sustainable development performance Measures were adapted from existing research to enhance the validity of the questionnaire and facilitate comparison with prior studies It comprised two sections: one for respondent background and another for assessing VNU_IS performance (refer to Appendix 1) Efforts were made to ensure that all questions were clear and comprehensible to participants
This segment aims to gather demographic information from respondents, including gender, academic level, work tenure, and departmental role The purpose is to create a comprehensive profile of the respondents
Section 2: Evaluation of VNU-IS Performance across Five Perspectives
This part aims to assess various facets of VNU-IS school performance, focusing on financial aspects, customer satisfaction, internal processes, learning and development, and sustainable growth
The questionnaire was initially drafted in English and then translated into Vietnamese using the back-translation technique (Usunier, 1998) First, researchers translated the questionnaire into Vietnamese, followed by a back-translation into English by another researcher with a PhD in Management Accounting and currently lecturing at Vietnam National University Hanoi, International School Subsequently, the two versions were compared, and adjustments were made to ensure the accuracy of meaning in all questions (Harkness et al., 2010)
A pilot test was conducted with International School staff, who are potential respondents, to ensure the clarity of the questionnaire Feedback from this test was used to make adjustments to correct typos and improve wording before the main survey
Consequently, the questionnaire's quality was enhanced through feedback, particularly from potential respondents (Bradburn et al., 2004; Ronald Czaja and Blair, 2005).
Sample and data collection
The research sample comprised leaders, executives, and lecturers from the International School, Vietnam National University A questionnaire was distributed directly to each participant through a web link, clearly outlining the research objectives and ensuring respondent anonymity A follow-up was conducted a week later to enhance the response rate, resulting in 74 valid responses for the study.
Measurement
A multi-item scale was utilized to assess the constructs under investigation Each construct was evaluated using a series of items, with respondents rating each statement on a seven-point Likert Scale (Bryman and Bell, 2007) Table 1 provides an overview of the measures for all constructs investigated in the study
FP The VNU-IS’s development strategy is associated with the goal of diversifying, increasing and sustainably developing financial resources to meet the resources for building and developing the International School
Program funding F1 The institution has experienced a consistent growth in its tuition-based revenue stream over the recent period
F2 The institution's revenue derived from research projects shows a consistent upward trend
(Abd and Kim Soon, 2015), (Brown 2013)
Enrollment growth F3 The number of student admissions steadily increases each year
(Abd and Kim Soon, 2015), (Mikgail 2004)
CUS The VNU-IS’s development strategy is linked to the goal of meeting and exceeding customer expectations
Customer retention C1 The number of former students returning to study other training programs such as Master's and Doctoral programs increased
C2 The number of students satisfied with the quality of teaching is increasing
(Al-Zwyalif 2012); (Cribb and Hogan
C3 The number of students satisfied with student services is increasing
C4 The number of foreign students studying at VNU-IS increased
IPB The VNU-IS’s development strategy is associated with the goal of perfecting the organizational model, high autonomy mechanism combined with modern university administration, optimizing internal processes and providing added value in development Developing human resources, especially high- quality human resources and respecting talents
IP1 The number of standardized processes increases
IP2 The investment budget for IT and digital transformation is increasing
Accreditation Score IP3 The number of academic programs evaluated by external agencies increased
LG The VNU-IS’s development strategy is associated with the goal of developing and maintaining talented and capable people to improve human resources according to society's requirements
LG1 The budget supporting teaching activities is progressively increasing
LG2 The budget supporting research activities is progressively increasing
LG3 The number of internal and inter- departmental training hours is increasing
; (Abd and Kim Soon, 2015) LG4 The number of outside training hours for lecturers is increasing
SD The VNU_IS’s development strategy is associated with the goal of ensuring sustainable training/teaching activities for 3 aspects of Economy, Society and Environment
SD1 The number of scientific research by lecturers and students on issues related to sustainable development is increasing
Transfer knowledge SD2 The number of Seminars/Workshops organized to present sustainable trends in new technology applications is increasing
Integrate key stakeholders in sustainable projects
SD3 The number of businesses participating in cooperation in research projects related to sustainable development is increasing
SD4 The number of collaborative projects of lecturers on environmental, social and community improvement (such as volunteering, charity, social projects) is increasing
SD5 The number of student projects on improving the environment, society and community (such as volunteering, charity, social projects) is increasing.
DATA ANALYSIS AND RESEARCH FINDINGS
Data analysis with PLS-SEM using Smart-PLS
PLS-SEM is a set of advanced statistical methods enabling researchers to explore connections between multiple independent variables and multiple dependent variables concurrently (Hair et al., 2012) The analysis process using Smart-PLS entails two main phases: the measurement model and the structural model, which will be explored in following sections:
The measurement model is initially used to assess the relationship among items measuring a single aspect of the study, focusing on reliability and validity (Hair et al., 2011) Reliability, which concerns the consistency among items representing the construct, can be evaluated using Cronbach’s alpha, where a value above 0.7 indicates reliability (De Vaus, 2002) Alternatively, Smart-PLS employs composite reliability, with a threshold of 0.708 for reliability (Bagozzi and Yi, 1998; Hair et al., 2014) Items with outer loadings exceeding 0.4 can be retained in the model (Chin, 1998; Hulland, 1999) For validity, Fornell and Larcker (1981) suggest that an average variance extracted (AVE) above 0.5 signifies convergent validity, while discriminant validity is confirmed if the square root of the AVE for each construct surpasses its highest correlation with any other constructs in the model
In the subsequent phase, the model's hypotheses are scrutinized via the structural model, also referred to as the inner model Here, the determination coefficient (R2) assumes a pivotal role in assessing the impacts of exogenous latent variables on endogenous ones T-statistics are computed and employed to ascertain the significance level of both the measurement model and structural model A T-statistic surpassing 1.96 signifies statistical significance in the tested hypotheses (Hair et al., 2012).
Research findings
4.2.1 Demographical Characteristics Analysis of Respondents
Table 2 displays the distribution of the sample based on their qualifications, positions, and experience The table indicates that approximately 68.9% or nearly three- quarters of respondents hold postgraduate degrees Additionally, 59.5% of respondents were in executive roles, 21.6% in lecturer positions, and 18.9% in managerial positions Regarding job experience, the majority of participants have over 5 years of experience (57.5%), with 20.5% having 1-3 years, 11% with 3-5 years, and the remaining 11% having less than one year of experience Overall, these findings suggest that respondents were able to comprehend the questionnaire and provide dependable information
4.2.2 An evaluation of the measurement model
The model for measurement is depicted in Figure 2, and the means of statement items are presented in Table 3, along with the standard deviations of all statement items Constructs with outer loadings of all items exceeding 0.7 (T-statistic > 1.96, or P-value