When dealing with educational research KPI, there is a need to employ metrics, of course. These can be termed as quantifiable figures that help the upper management personnel of any academic institution in gathering data, assessing, analyzing, and managing it to produce a graphic and comprehensive report on the performance of the organization at present. The indicators that are used in educational research should be as complete as possible. For the members of the academic institution’s upper management to determine indicators that are beneficial for this purpose, there are then four perspectives to be considered. These are the internal stakeholders, the external stakeholders, the growth and innovation, and the business and finance.You must understand that not all of the data that has been gathered would make great KPIs. You still have to determine whether or not these indicators did occur, if they are indeed recent, and if they are indeed target-oriented. The indicators must be balanced, meaning there should be leading metrics and lagging metrics both. They should also be based on volume and rates as well. In general, the KPIs that you choose can be classified as access, revenue, or success.The size of the institution itself actually influences the choice of KPIs to use here. The bigger the population of the students, the more demanding the metrics you will have to use. There are even special cases when the classifications used would exceed three in number. Beyond the typical three mentioned above, other indicators could also include student success, transfer rate, volume completion, volume transfer, course/program success, enrolment yield, student access, online course success, basic skills, productivity indicators, revenue factors, and more. Now, all of these indicators may have their general usage and purpose, but you have to understand that these can still be modified to fit the nature of the academic situation concerned accordingly. But just for discussion’s sake, here are a few general characteristics of some of the metrics mentioned above.For student access indicators, for instance, school managers can use some or all of the following KPIs: percentage of financial help receivers, student-adult participation rating, and annual student head count. Enrolment yield indicators, on the other hand, just might be included in student access as well. The data used for this particular KPI depends on the time or the season when the university or college would accept students that come from feeder high schools.For student success indicators, the following can be included: fall persistence rates, course success rates, transfer rates, basic skills, awards and achievements, and transfer volume. As for course success KPIs, these typically include the percentage of students who have completed the whole program or course successfully. The important thing to remember here is that all courses and programs should be integrated. These should include even online and vocational courses.These are just some of the educational research KPIs that can be used by academic institutions. What is important here is to find KPIs that would fit the nature, operation, and needs of the academic institution as a whole. This way, there would be no problem in the analysis and interpretation of the KPIs in the long run.
The importance of learning and educational outcomes for Maori is receiving greater interest, with key indicators illustrating underperformance of Maori in modern educational environments. Recent reviews of the processes of education indicate that the Eurocentric view and approach to learning may not be as applicable to the specific requirements of Maori. The New Zealand government has commissioned various research projects in reaction to these concerns, with key findings being proposed to follow through to policy formation of educational outcomes and environments.A joint project headed by Waikato University, the Waikato Institute of Technology and Auckland University, was initiated to examine how the success rate of adult Maori’s in the ‘learning foundations of literacy, language and numeracy’ can be built on the foundations of Maori culture and identity, applied to a wide range of courses and educational facilities.The research provided key insights as to how the strong cultural beliefs and traditions that Maori adhere to have implications, not only for their success rates in learning outcomes, but their desire and motivation to do so. However, it is also important to recognise that Maori students are not a homogenous group, and all bring with them varying experiences, attitudes and abilities that must be accustomed for.As in previous research, the findings of the report reinforced the connections between students and their wider families (whanau). Learning outcomes are not always viewed as individualistic, with the outcome of learning often being seen not only for themselves but for other people around them, including their ancestors and elders. The importance of a sense of well-being by students and the importance of working together remains highly valued, which lends itself to locational based learning to focus on unique marae based educational programs. This research confirmed that the context of the marae was especially significant for Maori learners, as it provides an environment that is considered safe and where knowledge has already been gained, with the ability to reinforce the learner’s identity as Maori in a culturally congruent learning context.Additionally, the presence and availability of suitably qualified Maori tutors, and the relationship that is established between these tutors and students greatly influences learning and development. The current research indicated that successful tutors needed to focus on building students self esteem and self confidence in their ability to learn and succeed, concentrating on establishing and nurturing trust and confidence between themselves and their students.The Ministry of Education, in response to these key findings, initiated a separate piece of research, titled ‘Language and Literacy in Marae-Based Programmes’. Its findings reinforced the role of the marae in facilitating higher educational outcomes for Maori, with the use of maraes on educational institutions and campuses becoming increasingly popular in attracting Maori students.