Higher education indicators: An exercise in interpretation

Abstract

Current political and economic imperatives imply that policy decisions in the field of higher education can no longer be made on the basis of the limited information — mainly input measures — available at present. Performance indicators are needed, covering costs and participation rates as well as progress and graduation rates. Practices and progress vary in the countries examined (among which Australia, the United States, France, the Netherlands, the United Kingdom), but the difficulties of establishing meaningful reference points and guidelines for proper use are widely recognised. Nevertheless, experience has shown that if the debate is open and the objectives agreed upon, a fruitful dialogue can take place.