فصلنامه پژوهش و برنامه ریزی در آموزش عالی
تخصیص منابع عملکردمحور در آموزش عالی: جعبه‌ای سیاه حاوی تناقض ارتقای کارایی و کاهش بهره‌وری
نویسنده
استاد دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران
چکیده
به منظور مقابله با فشار مالی مضاعفی که از ناحیه رشد چشمگیر تقاضا و کاهش نسبی حمایت‌های مالی دولت بر واحدهای آموزش عالی ایجاد شده، طی سال‌های اخیر به سازوکار تخصیص منابع عملکردمحور با فرض ایجاد انگیزه برای بهبود عملکرد، بسیار توجه شده است. اما مرور نتایج ارزیابی‌های تجربی نشان می‌دهد که در واقعیت تغییرات عملکردی مورد انتظار محقق نشده است. در مطالعه حاضر، با استفاده از روش شبیه‌سازی آماری مبتنی بر شاخص بهره‌وری مالم‌کوئیست و استفاده از هفت مجموعه آماری مختلف، اثربخشی تغییر سازوکارهای تخصیص از نهاده‌محور به ستانده‌محور به‌صورت کاملاً علمی- فنی بازآزمایی شده است. نتایج به دست آمده نشان داد که تخصیص منابع نهاده‌محور با ناکارایی زیاد همراه است و بازتوزیع منابع بر مبنای سازوکار ستانده‌محور، کارایی را به سطح مطلوب افزایش و در مقابل، بهره‌وری را کاهش می‌دهد که درمجموع، تناقضی جدّی آشکار می‌شود. برآوردهای مربوط به اجزای شاخص بهره‌وری، یعنی تغییرات کارایی و تغییرات فناوری مؤید آن است که منشأ اصلی کاهش بهره‌وری جابه جایی مرز تولید به سمت پایین و تشدید استفاده نشدن از ظرفیت‌های تولید است که سبب می‌شود کارایی به‌صورت تصنعی بالا نشان داده شود. بدین ترتیب، دستاوردهای مطالعه حاضر و نتایج تحقیقات تجربی اخیر مشخص می‌کنند که مفروضات بنیادین سازوکار تخصیص منابع عملکردمحور (ستانده‌محور) با واقعیت‌ها انطباق ندارند و این سازوکار راه حل مؤثری برای بهبود عملکرد و مقابله با کمیابی نیست. از این رو، لازم است سازوکار تخصیص منابع جدید و متفاوتی شناسایی و جایگزین شود.
کلیدواژه‌ها
عنوان مقاله [English]
Performance-Based Resource Allocation in Higher Education: A Black Box Containing the Paradox of Increasing Efficiency and Decreasing Productivity
نویسنده [English]
- Abolghasem Naderi
Faculty of Psychology and Educational Sciences, Tehran University, Tehran, Iran.
چکیده [English]
To cope with escalating financial resource limitations from both expanding demands for higher education and experiencing a relatively reduction in public support, higher education units have profoundly adopted a performance-based resource allocation mechanism in recent years. Nevertheless, empirical evaluation findings show that the presumed improvement in performance has not been fulfilled. Using seven sets of data and performing statistical simulations based on the Malmquist index, we evaluate the effectiveness of both input-based and performance-based resource allocation mechanisms. The findings show that input-based resource allocation faces massive inefficiency. In contrast, performance-based resource allocation is accompanied by complete efficiency as well as a substantial reduction in productivity. Hence, a critical paradox has emerged. The estimates of the components of the Malmquist index provide essential evidence on the fact that improvements in efficiency due to performance-based resource allocation are artificial rather than real, and productivity shrinks due to underutilization of production capacities. The results highlight the need for finding and adopting a superior resource allocation mechanism.
کلیدواژه‌ها [English]
- Efficiency
- productivity
- Performance-based resource allocation
- Malmquist Index
- Higher Education
- Statistical simulation
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