Module 10 Assignment
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NathanModule 10 Assignment
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NathanReflection on the Development of a Balanced Scorecard for CPCC
American College of Education
LEAD 6123 – Management of Financial Resources
Dr. Lamer
September 15th, 2025
As the Chief Financial Officer of Central Piedmont Community College (CPCC),
the development of a Balanced Scorecard (BSC) is not just a project but a strategic
roadmap of importance. It aligns our institutional goals with measurable outcomes,
providing a multi-dimensional framework that balances financial accountability with
educational excellence and innovation.
The BSC is developed across four core perspectives: financial, customer
(stakeholder), internal processes, and learning and growth. This model is informed by
Kaplan and Norton's foundational framework, which emphasizes the alignment of
strategic vision with daily operations (Shelton, 2021). Each dimension included two
specific goals, corresponding measures, targets, and actionable initiatives for the
upcoming academic year.
The financial perspective focused on improving operational efficiency and
diversifying funding streams. Given that public institutions often face budget constraints,
initiatives like Lean process implementation and grant expansion align with long-term
sustainability (Kiriri, 2022). Customer-focused goals emphasize student satisfaction and
community engagement, addressing external expectations and accountability, which are
growing concerns in higher education (Rošulj & Petrović, 2020).
Internal process improvements are designed to address modern infrastructure
needs and operational agility. For example, automating course scheduling and expanding
innovative classroom capabilities are directly tied to measurable improvements in
service. Finally, the learning and growth dimension supported faculty development and
cultural innovation, both of which are cardinal to developing long-term institutional
agility (Yawson & Paros, 2023).
Developing the BSC highlighted both opportunities and challenges. One
challenge was identifying accurate and institution-specific metrics that are both
aspirational and achievable. Drawing on the systems thinking perspective provided by
Yawson and Paros (2023), it became clear that each goal needs to interlink with broader
organizational systems. Another challenge involved balancing short-term pressures with
long-term strategic vision, a tension that Shelton (2021) acknowledges in his guidance on
scorecard design.
Leadership and institutional culture are not just factors but the driving forces in
implementing a BSC effectively. A culture of collaboration, transparency, and data-
driven decision-making ensures that the BSC is not just a planning document but a living
strategy. The use of participatory goal setting and inclusive planning can further enhance
institutional buy-in, which is mainly significant in environments like CPCC, where
shared governance is highly valued.
In conclusion, the development of this Balanced Scorecard is not just a tool but a
blueprint that supports every aspect of CPCC's mission with measurable performance
outcomes. When executed with intention and supported by leadership and culture, the
BSC becomes a dynamic tool for navigating the complex landscape of modern higher
education, strengthening our mission at every step.
References
Kiriri, P. N. (2022). Management of Performance in Higher Education Institutions:
The Application of the Balanced Scorecard (BSC). European Journal of
Education, 5(1), 144–158.
Rošulj, D., & Petrović, D. (2020). Performance Indicators and the Possibility of
Application of Balanced Scorecard in Higher Education Institutions. Megatrend
Review, 17(1), 109–128. https://doi.org/10.5937/MegRev2001109R
Shelton, J. (2021). The Balanced Scorecard. Facility Management Journal (FMJ),
31(5), 113–117.
Yawson, R. M., & Paros, A. K. B. (2023). Systems Perspective of the Use of the
