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Developing the indicators

What is an indicator?

In this project indicators are defined as:

something that will tell us whether a process or activity is working in the way that is intended or not.

Indicators need to take account of the focus of the TES on broad changes in attitude and culture across the tertiary education systemand lifting capability of the system to achieve outcomes rather than on achieving specified targets.

Use of indicators within monitoring the TES

A narrow focus on indicators could miss the true story. The sector might be ‘scoring’ well on a set of indicators and still missing the point of the TES – or, more likely, the other way round.

Therefore, the challenge of developing indicators is finding ways to use them to highlight the messages and not just report on the indicators themselves.

Types of indicators being used

The project is using a mix of indicators supported by both quantitative and qualitative information.

Quantitative information
is important for providing information on relative and absolute size and trends and must be used where available and valid.

Qualitative information
provides broader context and explanation and covers areas which are hard to measure and quantify.

It is also using a mix of lead and lag indicators.

Lead indicators
line up with the key shifts in the framework and provide early indications of change. They are future focused and mostly related to process.

Lag indicators
line up with the success criteria in the framework and provide retrospective measures of change. They are historical and mostly related to outputs and outcomes.

We have also developed a set of cross-strategy indicators that will help identify any unintended outcomes from the TES as well as provide an overall picture of change of the period of the TES.

The purpose of these pages is to provide updated and expanded data on the monitoring indicators. Please note that the data has not necessarily been subject to a full quality assurance process and may be revised from time to time.

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Page last modified on 26 November 2006, at 06:29 PM