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Evaluating the Strategic Objectives of Cameroonian Higher Education: An application of the Balanced Scorecard
The following quizzes emphasize the importance of strategy management over identifying objectives: Question #1: three frogs are sitting on a log. One decides to jump off. How many are left? You might think two, but the answer is three. One decided to jump off. But it has not jumped. Question #2: three companies have poor earning. One decides to revitalize key product lines, strengthen distribution channels, and become customer intimate. How many companies have poor earnings? You get the idea: deciding and doing are two different things. The issue is not what the strategy is, it is how it is implemented.
We apply the balanced scorecard to Cameroonian higher education strategic objectives. Many, if not most organizations dutifully complete strategic planning on a regular basis. However, studies suggest that fewer than 10 % are successful in implementing the strategies. In the words of a university respondent in Cameroon: “A plan is just a plan and it is not enough. Implementation in different and how it is done is very crucial for results. If there is little achievement, we will attract little or no sympathy and support through partnerships and whatever” However, the real problem is not usually cad strategy, it is bad execution. Is our success or failure explained by how we jumped or by the fact that we have not jumped at all? Who decides whether we jump or fly? Why should we care about their opinion? Are we ready? Probably we should focus on preparing for the jumping or flying before actually deciding to jump or fly.
|Tekijä:||Samfoga Doh, B. T.|
|Sarja:||Koulutussosiologian tutkimuskeskuksen raportti 81|