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Utilising benchmarking to inform decision-making at the institutional level: a research-informed process


Booth, S, Utilising benchmarking to inform decision-making at the institutional level: a research-informed process, Journal of Institutional Research, 18, (1) pp. 1-12. ISSN 1443-2110 (2013) [Refereed Article]

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Benchmarking has traditionally been viewed as a way to compare data only; however, its utilisation as a more investigative, research-informed process to add rigor to decision-making processes at the institutional level is gaining momentum in the higher education sector. Indeed, with recent changes in the Australian quality environment from the Australian Quality Assurance Agency (AQUA) to the Tertiary Education, Quality and Standards Agency (TEQSA), benchmarking has become a pragmatic tool in comparing themes and discipline standards across the sector. The paucity in benchmarking literature and institutional research is a key driver for universities to build capacity to use benchmarking both as a practical tool and as a research process to inform institutional decisionmaking. The University of Tasmania (UTAS) has been involved in seven benchmarking projects in the period from 2009 to 2012. This article will provide a brief overview of each benchmarking exercise and the lessons learnt along the way. It also outlines how the university has built capacity to inform strategic decision-making by using different types of benchmarking.

Item Details

Item Type:Refereed Article
Keywords:benchmarking, standards, institutional research, capacity building, collaboration
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Policies and development
UTAS Author:Booth, S (Dr Sara Booth)
ID Code:90831
Year Published:2013
Deposited By:Academic Division
Deposited On:2014-04-28
Last Modified:2016-05-16

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