Educationalists need to participate in deciding how performance indicators will be used, if at all, and how they will be combined to optimise the quality aspects of teaching, research, and service in departments of education. The use of performance indicators in the United Kingdom, United States, and Australia is noted and a model of performance indicators is developed. The model is assessed by applying it to departments of education in universities throughout Australia. The departments are ranked on inputs, processes and outputs and the implications of various weighting schemes are discussed.
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