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PROSPECTS FOR THE DEVELOPMENT OF AN INTEGRATED SYSTEM
OF INDICATORS IN INCREASING THE LEVEL OF COMPETITIVENESS
IN THE FIELD OF HIGHER EDUCATION
Yuldashev Feruz Isroil ugli
PhD researcher of Bukhara State University
f.i.yuldashev@buxdu.uz
Abstract:
The article forms a comprehensive framework for assessing the
activities and competitiveness of higher education institutions. A holistic approach has
been proposed according to a system of formulas integrated on the basis of several
variables to assess educational effectiveness, research effectiveness, student
performance and organizational effectiveness. The normalization techniques and
complex mathematical operations used in their formulation provide high accuracy.
Also, in addition, the Ishikawa diagram is used to visualize relationships between
performance indicators, to help understand causal relationships.
Keywords: higher education, integrated indicators, competitiveness,
performance assessment, educational effectiveness, research productivity, student
performance, organizational efficiency, normalization techniques, mathematical
operations, logarithms, ratios, Ishikawa diagram, strategic insights, innovation,
policy-making, comprehensive development, and institutional performance.
OLIY TA’LIM SOHASIDA RAQOBATBARDOSHLIK DARAJASINI
OSHIRISHDA INTEGRALLASHGAN INDIKATORLAR YAXLIT TIZIMINI
RIVOJLANTIRISHNING ISTIQBOLLARI
Yuldashev Feruz Isroil o‘g‘li
Buxoro Davlat Universiteti tayanch doktoranti
f.i.yuldashev@buxdu.uz
Annotatsiya:
Maqolada oliy ta’lim muassasalarining faoliyati va
raqobatbardoshligini baholash uchun kompleks asos shakllantirilgan. Ta’lim
samaradorligini, tadqiqot samaradorligini, talabalar faoliyatini va tashkiliy
samaradorlikni baholash uchun bir nechta o‘zgaruvchilar asosida integrallashtirilgan
formulalar tizimiga ko’ra yaxlit yondashuv taklif qilingan. Ularni shakllantirishda
ishlatilgan normallashtirish texnikasi va murakkab matematik operatsiyalar yuqori
aniqlikni ta’minlaydi. Shuningdek, qo’shimcha ravishda Ishikava diagrammasi ishlash
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ko‘rsatkichlari o‘rtasidagi munosabatlarni tasavvur qilish, sabab-oqibat aloqalarni
tushunishga yordam berish uchun ishlatiladi.
Kalit so‘zlar:
oliy ta’lim, integratsiyalashgan ko‘rsatkichlar,
raqobatbardoshlik, samaradorlikni baholash, ta’lim samaradorligi, tadqiqot
samaradorligi, talabalar faoliyati, tashkiliy samaradorlik, normallashtirish texnikasi,
matematik operatsiyalar, logarifmlar, nisbatlar, Ishikava diagrammasi, strategik
tushunchalar, innovatsiyalar, siyosat ishlab chiqish, kompleks rivojlanish va
institutsional ko'rsatkichlar.
ПЕРСПЕКТИВЫ РАЗВИТИЯ ИНТЕГРИРОВАННОЙ СИСТЕМЫ
ПОКАЗАТЕЛЕЙ В ПОВЫШЕНИИ
УРОВНЯ
КОНКУРЕНТОСПОСОБНОСТИ В СФЕРЕ ВЫСШЕГО ОБРАЗОВАНИЯ
Юлдашев Феруз Исроилович
докторант Бухарского государственного университета
f.i.yuldashev@buxdu.uz
Аннотация:
В
статье сформулирована комплексная основа оценки
деятельности и конкурентоспособности высших учебных заведений. Для оценки
эффективности обучения, результативности исследований, успеваемости
учащихся и организационной эффективности был предложен целостный подход
по системе интегрированных формул на основе нескольких переменных.
Применяемые при их формировании методы нормализации и сложные
математические операции обеспечивают высокую точность. Кроме того,
диаграмма Исикавы используется для визуализации взаимосвязей между
показателями эффективности, чтобы помочь понять причинно
-
следственные
связи.
Ключевые слова:
высшее образование, интегрированные показатели,
конкурентоспособность, оценка эффективности, эффективность обучения,
эффективность исследований, успеваемость студентов, организационная
эффективность, методы нормализации, математические операции,
логарифмы, соотношения, диаграмма Исикавы, стратегические концепции,
инновации, разработка политики, комплексное развитие и институциональные
показатели.
INTRODUCTION
Today, the issue of ensuring the competitiveness of higher education institutions
in the rapidly developing field of education and the practice of determining this on the
basis of certain criteria are becoming a decisive factor in determining their success and
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stability. It is assumed that educational institutions will adopt strict standardization in
order to occupy a stable and stable position in the services market, to bring promising
personnel to the labor market [3]. This includes the development of a system of ratings
that accurately assess the activities of students and teachers and the introduction of
solid methods of their assessment.
It is quite natural that in the conditions of a higher education system based on
the principles of complex competition, participants of the higher education system aim
to get a market share worthy of their potential, taking into account their capabilities,
strong aspects [3,6]. In the competitive struggle, their shortcomings, which cause a
decrease in the effectiveness of activities and lead to the gradual loss of its place in the
market in the future, should also be accurately assessed in the process of scientific
analysis of the situation. To what extent HEIs can contribute to the well-being of
society when the final results are summed up can be shown in scientifically based
accounts. The processes and results that take place in the higher education system show
their level of importance with their repeated character in terms of the point of their
direct impact on the life of society [8]. It has been proven several times in the
experiment that even small results that can be achieved through this in the field of
education can cause unprecedented advances in the functioning of an existing complex
mechanism [10,11].
LITERATURE REVIEW
To explore the key concepts and recent developments relevant to enhancing the
competitiveness of higher education institutions through the development of integrated
indicator systems there were necessity to synthesize insights from global trends, the
application of social software, the impact of academic autonomy, and the use of
innovative mechanisms, drawing on both international perspectives and specific
research within Uzbekistan.
Altbach, Reisberg, and Rumbley (2009) provide a comprehensive overview of global
higher education trends, highlighting the academic revolution that has transformed
universities worldwide. They emphasize the importance of tracking these trends to
understand the evolving landscape of higher education and the need for institutions to
adapt to maintain competitiveness.
Anderson (2007) discusses the use of social software to reduce the loneliness of
distance learners, an important consideration for institutions aiming to enhance student
engagement and retention. By integrating social software into their systems,
universities can create more interactive and supportive learning environments, thereby
improving overall educational quality.
In our previous researches the prospects of using foreign experience to
implement innovative mechanisms for improving education quality in universities
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were analysed(Yuldashev (2024)). Our findings suggest that adopting best practices
from international institutions can significantly enhance the quality and
competitiveness of higher education in Uzbekistan. Furthermore, Yuldashev Feruz's
work (2024a, 2024b) on academic autonomy highlights its critical role in fostering a
democratic academic environment and ensuring high-quality education. We argue that
achieving academic independence is essential for enhancing competitiveness, as it
allows institutions to tailor their programs and policies to better meet the needs of
students and society. Next, in a related study, Yuldashev (2023) analyzes the support
for academic autonomy in Uzbekistan, drawing insights from the 2022 AFI study. This
research underscores the importance of autonomy in driving innovation and improving
educational outcomes.
Ennew and Greenaway (2012) explore the globalization of higher education,
providing insights into how institutions can navigate and leverage global trends to
enhance their competitiveness. Their edited volume discusses various strategies that
universities can adopt to remain relevant and competitive on the global stage. Astin
and Antonio (2012) delve into the philosophy and practice of assessment and
evaluation in higher education. Their work offers a detailed framework for developing
integrated indicators that can help institutions measure and improve their performance
systematically.
Rosa and Amaral (2014) present contemporary debates in quality assurance,
highlighting the challenges and opportunities faced by higher education institutions in
maintaining high standards. Their edited volume is crucial for understanding the
dynamic nature of quality assurance and its impact on institutional competitiveness.
Wang (2016) provides a comprehensive handbook on quality assurance and
value management in higher education. This resource is invaluable for institutions
looking to develop robust quality assurance mechanisms that align with their strategic
goals.
Finally, Sarrico, Teixeira, and Rosa (2016) discuss strategic management and
institutional practice, focusing on how higher education institutions can improve their
performance. Their work emphasizes the importance of strategic planning and the use
of integrated indicators to drive continuous improvement and maintain
competitiveness.
The literature reviewed highlights the multifaceted nature of enhancing
competitiveness in higher education. By integrating insights from global trends,
innovative practices, academic autonomy, and robust quality assurance mechanisms,
institutions can develop a comprehensive system of indicators that not only measures
but also drives their competitiveness and overall educational quality.
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METHODOLOGY
In the article
various methods hae been used such as: Hierarchical Visualization
(Ishikawa Diagram), Normalization and Complex Mathematical Operations, Integral
Indicator Formulas, Interdisciplinary and Comprehensive Approach. The primary
method employed in the article is the development of integrated indicator formulas that
combine multiple variables to measure key performance indicators in higher education.
This method is supplemented by normalization techniques, complex mathematical
operations, and hierarchical visualization to ensure a comprehensive and accurate
assessment of institutional performance [9]. The use of these methods allows for a
detailed and holistic analysis of the competitiveness of higher education institutions.
DISCUSSION AND RESULTS
One of the effective approaches to measuring institutional performance is the
use of integral indicator formulas. Such types of formulations are developed based on
comprehensive scales to assess key indicators such as student educational outcomes.
Many deviations can be eliminated by normalizing the factors that affect the
competitiveness of HEIs when analyzed [7]. When determining them, formulas of
integrated indicators can be used, which are considered one of the methods of rating
assessment (Table 1).
Table 1
Primary calculation method of the integrated indicator of the management of
the competitiveness of higher education institutions
Nomi
Formulasi
Mazmuni
Educational
effectiveness
TS=
�
TN
∗
TQ
∗
IS
∗
TO
′
4
TN-student learning outcomes
TQ-student satisfaction level
IS-scientific potential
TO’-student-teacher ratio
Research
Effectiveness
RS=
�
ND
∗
IQ
∗
TB
∗
TM
4
ND-number of publications
Number of quotes
TB-research budget
TM-Availability of research centers
Effectiveness
of student
activities
TFS=
√
TD
∗
ID
∗
DT
3
TD-The degree of successful completion of
training programs
ID-employment rate by industry
DT - the index of admission to continuing
(further) education programs
Effectiveness
of
TI=
√
XF
∗
IF
∗
IB
∗
TR
∗
4
XF-number of international students
IF-level of social activism(outreach
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organizational
work
programs, service initiatives, or public
lectures
IB-availability of startups, technology
transfer or business incubator support
programs for students
TR-availability of modern libraries,
technological equipment and well-equipped
laboratories
This primary formula is made up of evaluation processes taking into account the
main ones of the parameters of the HEIs, limiting the possibility of ensuring high
accuracy of the full characteristics of the existing variables. To carry out a detailed
analysis, it is advisable to increase the number of variables. It also uses more complex
mathematical operations such as logarithms and ratio (fraction) to better reflect the
subtle relationships between extended variables. Below is proposed a system of
complex characteristic integralized formulas developed based on the primary formulas
(the formula gives an additional explanation to elements that were not previously
commented on:
1.
Educational effectiveness (TS)
𝑻𝑻𝑻𝑻
=
�
(
𝑻𝑻𝑻𝑻 ∗ 𝑻𝑻𝑻𝑻
)
𝟎𝟎
.
𝟓𝟓
∗
(
𝑰𝑰𝑻𝑻 ∗ 𝑻𝑻𝑶𝑶
′
)
𝟎𝟎
.
𝟓𝟓
∗ �
𝑷𝑷𝑻𝑻
𝟏𝟏+𝑻𝑻𝑻𝑻
�
𝟒𝟒
•
PS (pedagogical potential, usually max. 100 points):
this means the
scientific degrees, special training, professional qualifications and the overall
harmonized efficiency of industrial experience of professors and teachers in an
educational institution.
•
TX (education costs, usually in som):
This element, named under the sign
of educational expenses, includes a structure of general funds directed by students,
parents and institutions in order to organize educational services. For the purpose of
normalizing (stabilizing) the denominator and keeping the denominator of the
expression from remaining equal to zero, the number 1 is added to the cost of education
part.
2.
Research efficiency (RS)
𝑹𝑹𝑻𝑻
=
��𝑻𝑻𝑵𝑵 ∗
𝑰𝑰𝑻𝑻
𝟏𝟏+𝐥𝐥 𝐠𝐠
(
𝟏𝟏+𝑴𝑴𝑻𝑻
)
� ∗ �
𝑻𝑻𝑻𝑻
𝟏𝟏+𝑻𝑻𝑻𝑻
∗ 𝑻𝑻𝑴𝑴�
𝟒𝟒
•
MQ (average number of articles, PCs):
a conditional indicator set to assess
the impact of research publications. The average value of this indicator is determined
by the ratio of the number of total quotes to the number of articles published. Through
logarithms, data can be normalized in an optimal way, especially when working with
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variables with wide values in such a private case, where the number of quotes can vary
significantly between publications, using the logarithmic scale and helping to reduce
the dispersion of variables arising from extreme values.
•
BT (budget deficit, usually in som):
budget deficit can hinder the
distribution, planning and implementation of various functions (operational activities
such as research, training, infrastructure development) of HEIs.
3.
Student performance efficiency (TFS)
𝑻𝑻𝑻𝑻𝑻𝑻
=
��𝑻𝑻𝑵𝑵 ∗ �𝟏𝟏
+
𝑰𝑰𝑵𝑵
𝟏𝟏+𝑰𝑰𝑰𝑰𝑻𝑻
� ∗
𝑵𝑵𝑻𝑻
𝟏𝟏+𝑻𝑻𝑵𝑵𝑴𝑴
� ∗ �
𝑻𝑻𝑻𝑻
𝟏𝟏+𝑹𝑹𝑴𝑴
�
𝟑𝟑
•
IJB (unoccupied graduates, in percentage):
The ratio of unoccupied
graduates to the total number of graduates (in percentages). The IJB indicator
introduced here as an additional element also fulfills the function of the HEIs to
evaluate programs for training students for labor market requirements.
•
NDM (availability of non-standard applications, PCs):
The presence of
curricula, which is much more complex than the standard requirements of education,
is implied. Such programs often include involvement in research and innovation
processes, participation in various grant projects, and active jab activities in advanced
pre-professional activities. Such programs provide the opportunity for faculties to
identify talented students in favor and provide a worthy incentive.
•
TT (student researches, PCs):
The presence of innovation projects and
research work carried out by students.
•
RM (availability of resources, usually in som):
While it serves to support
education, training and research at the HEI, financial and material form resources are
used as an important factor to assess the performance of the HEI staff and students.
4.
Effectiveness of organizational work (TI)
𝑻𝑻𝑰𝑰
=
��𝑻𝑻𝑻𝑻 ∗
𝑰𝑰𝑻𝑻
𝟏𝟏+𝑹𝑹𝑹𝑹𝑹𝑹
∗ 𝑰𝑰𝑻𝑻 ∗ 𝑻𝑻𝑹𝑹� ∗ �
𝑻𝑻𝑴𝑴
𝟏𝟏+𝑰𝑰𝑹𝑹
∗
𝑨𝑨𝑻𝑻
𝟏𝟏+𝑻𝑻𝑴𝑴
�
𝟒𝟒
•
RCH (resource limitation):
Resource constraints have an important
influence in determining the effectiveness of organizational work. Inadequately
approved budget plans for organizational activities, a shortage of qualified employees,
a lack of demand for the state of infrastructure and the lack of support for the
integration of modern technologies and IT processes are clear signs of resource
limitation.
•
SM (compatibility of strategies):
The merit between the strategic plans and
actions of the OSCE is instrumental in the correct assessment of the capabilities of the
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OSCE in achieving the higher goals of the organization, including the effective
management of the distribution of resources, the implementation of actions in
accordance with market requirements and the timely implementation of long-term
plans.
•
IC (innovation opportunities):
provides for the capabilities of the OSCE in
the implementation of science-based innovations, new goods and services,
technologies.
•
AS (practice efficiency):
It is used to analyze the practical dependence of
research and assess the effectiveness of the development of mechanisms for parallel
development and education of theoretical and Applied Sciences with various industrial
and production partners.
•
SM (industrial problems):
through this indicator, difficulties and restrictions
are expressed, which can be noted by HEIs and partner industrial enterprises. The
various problems associated with the financial, management, technological and supply
chain are a component of this indicator.
The proposed integrated indicator method for managing the competitiveness of
higher education institutions involves a delicate and complex approach to the
assessment, implementation of institutional indicators. Several criteria have been used
when using this method, which can be combined into formulas that provide detailed
information about educational effectiveness, research effectiveness, student activities,
and organizational effectiveness. With a focus on these core areas, HEIs can effectively
manage complex character aspects of modern education and maintain competitiveness
in a fast-growing trend [1].
Achieving educational effectiveness is considered the basis of the entire HEI
mission, and successes in this area are regularly encouraged by the government [2,4].
The integrated formula (TS) developed to explain educational effectiveness covers
important aspects such as student educational outcomes (TN), student satisfaction
(TQ), scientific capacity (IS) and student-teacher ratio (TO‘). Through this holistic
approach, it is possible to ensure the participation of students in an educational
environment in a satisfied and ambitious mood, not limited to the responsibility of
providing high-quality education. By focusing on these metrics, institutions can
identify prospective directions for improvement and implement strategies that increase
their educational experience. This, in turn, contributes to the overall competitiveness
of the HEI, attracting a large number of students and professors who are supportive
and looking for a dynamic and modern educational environment.
Research effectiveness is the next important factor in the competitiveness of
higher education institutions. The research effectiveness (RS) formula includes the
number of publications (ND), the number of citations (IQ), the research budget (TB),
and the availability of research centers (TM). This comprehensive approach
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emphasizes the importance of research results and implications. By ensuring that
institutions have the necessary funds and infrastructure to support modern research,
this formula helps institutions measure research opportunities and identify areas of
strategic investment. The high productivity of research not only increases the
reputation of the OSCE, but also contributes to the development of knowledge and
innovation necessary for social progress.
Student activities are a climactic aspect of institutional life, reflecting the activity
and success of students beyond audience training [1,5,7]. The student performance
effectiveness formula (TFS) includes successful curriculum completion rates (TDs),
employment rates (ID) in related fields, and enrollment rates in continuing education
programs (DTS). This integration emphasizes the importance of supporting students
throughout educational processes and in their upcoming professional activities. By
focusing on these indicators, the management of HEIs can ensure that their programs
meet the needs of the industry and that graduates are adequately prepared for the
demands of the labor market. This, in turn, increases the institution's reputation and
appeal to potential students.
The indicator of organizational efficiency is a very important factor for the
continuous operation and long-term sustainable development of higher education
institutions. The organizational efficiency (TI) formula includes international student
quantity (XF), social activity levels (IF), support of student startups and technology
transfer programs (IB), and availability of modern libraries and laboratories (TR). This
comprehensive approach ensures that HEIs are sufficiently equipped to support their
students and faculty, encouraging an environment of innovation and engagement.
Relying on strong organizational structures and resources, HEIs can effectively
manage their activities, attract international talent, and contribute to the development
of the general public.
By implementing the integrated indicator method, it is possible to note the
interconnection of various aspects of institutional performance. While educational
effectiveness is explained by students ' high-quality education and satisfaction with
learning processes, research efficiency encourages innovation and contributes to the
scientific potential of the institution. The effectiveness of student activities reflects the
ability of the HEI to prepare students for a successful career. Through organizational
efficiency, the HEI assumes that it has the necessary resources and structures to support
its mission.
The integrated indicator method provides an important and valuable guide to
managing the competitiveness of HEIs. Focusing on key indicators in education,
research, student activities, and organizational effectiveness, HEIs can make decisive
decisions that increase their performance and impact. This comprehensive approach
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ensures that HEIs are competitive in rapidly changing education market conditions,
resulting in benefits for students, faculty, and society in general.
Picture 1. Integrated Formula system
Picture 1 describes an integrated Formula system through the Ishikawa diagram
(fish skeleton method), with structural elements of the formulas that annotate the main
4 indicators listed as the basis of the skeleton. When analyzed in terms of the principle
of causality, the effectiveness of organizational work (TI), the effectiveness of student
activities (TFS), the effectiveness of research (RS) and the effectiveness of Education
(TS) serve as necessary components for the organization of a competitive educational
system. This hierarchical image, expressed through the Ishikawa diagram, shows the
relationship between the factors that contribute to the competitiveness of HEIs, as well
as the visual manifestation of them.
The method of calculating integrated indicators emphasizes cohesion and
cooperation within the framework of HEIs. Through the use of such techniques,
institutions can make extensive use of interdisciplinary research, develop academic
programs tailored to industrial needs, and optimize organizational processes for
efficiency. This approach is especially relevant when solving complex social problems
and taking advantage of emerging opportunities such as the integration of digital
technologies into education and research.
In keeping with the fierce dynamics of globalization, the implementation of
integrated indicators of higher education institutions into practice has a certain
importance for managing the complexities of the modern educational environment[5].
In the context of the disposal of complex processes, the mobilization of limited
resources for the implementation of strategic goals and to increase the potential of
competitiveness can in turn lead to the foundation of an effective management system.
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CONCLUSION
In the article we tried to present a sophisticated and comprehensive approach to
evaluating the performance and competitiveness of higher education institutions
(HEIs). By integrating multiple variables into a cohesive set of formulas, the article
provides a robust framework for assessing educational effectiveness, research
productivity, student performance, and organizational efficiency.
The development of integral indicator formulas offers a multifaceted evaluation
framework that covers essential aspects of HEI performance. This approach ensures
that all critical areas, including educational outcomes, research capabilities, student
success, and organizational strength, are measured comprehensively.
The use of normalization techniques and complex mathematical operations, such
as logarithms and ratios, enhances the precision of the assessment. These methods help
manage data variability and ensure that the evaluations are accurate and reflective of
true performance.
The article provides a well-structured and methodically sound approach to
evaluating and enhancing the performance of higher education institutions. The
integrated indicator system, with its emphasis on comprehensive assessment, precision,
and strategic insight, serves as a powerful tool for fostering competitiveness and
excellence in the field of higher education. By adopting this framework, HEIs can
better navigate the complexities of the modern educational environment, ultimately
contributing to their long-term success and stability.
REFERENCES
1.
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher
education: Tracking an academic revolution. UNESCO.
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Anderson, T. (2007). Reducing the loneliness of the distance learner using
social software. Open Learning, 22(3), 265-276.
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Yuldashev , F. «PROSPECTS FOR THE USE OF FOREIGN EXPERIENCE
IN THE USE OF INNOVATIVE MECHANISMS FOR IMPROVING THE
QUALITY OF EDUCATION IN UNIVERSITIES».
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Isroil o’g’li, Yuldashev Feruz. "OLIY TA’LIM TIZIMIDA AKADEMIK
MUSTAQILLIK SAMARASIGA ERISHISHDA RAQOBATNING AHAMIYATI."
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