Benchmarking

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Introduction and context

A benchmark is a standard by which processes and practices can be measured or judged. The process of benchmarking involves comparing one's own practices and standards with those of peers at local, national and international level. Benchmarking is a common practice in industries of all kinds. It has also become a powerful tool for responsible educators who are keen to know how their curriculum and assessment standards compare to those of other institutions.

In higher education, benchmarking typically involves selecting a similar university for the purposes of comparing standards and practices. For instance, universities with common characteristics often benchmark against one another: e.g. members of the Innovative Research Universities (e.g. Murdoch and Griffith Universities) may compare curriculum approaches, or members of the Australian Technology Network Universities (e.g. University of Technology, Sydney and Queensland University of Technology) may wish to compare assessment practices in a particular discipline area.

In a discipline, such as the biological sciences, departments or faculties of one university may benchmark against another department of a similar size, with similar program offerings and similar numbers of students.

On occasion, benchmarking may take place within an institution, across departments or faculties. Another form of benchmarking that takes place in Australian universities includes international comparisons with similar programs, typically in the United States, the United Kingdom or selected European universities.

The goals of curriculum benchmarking are:

  • to identify best practices in relation to curriculum design and assessment with a view to learning from others and improving one's own approaches to curriculum in the discipline; and
  • to compare standards, particularly in the area of assessment. This helps to ensure comparability in the types of assignments set at different year levels and the grades awarded for these.
[see also: Setting and monitoring standards]

Views from the field: Benchmarking and assessment standards in the biological sciences

An academic who developed his university's horticulture course told us that the curriculum objectives and outcomes are benchmarked against industry standards to ensure that students are well prepared for the workplace.

I'm setting out unit objectives against what students will be expected to do on graduation; that's the ultimate performance. [academic]

In others, a restructure of the university was the stimulus for a benchmarking exercise.

We went through a very substantial upheaval, because we had to consolidate for reasons of economic pressure within the university.  Also because we needed to benchmark against what we thought were iconic courses hosted either in Australia or overseas, all through a very substantial benchmarking process.  So we had a lot of course unit review, and new course ... new units introduced into the three degree program areas. [academic]

Other academics spoke of the informal benchmarking that occurs when staff teach with their colleagues in other universities.

Well we do try to benchmark with colleagues who come and teach with us in our field courses and we go and teach with them.... We do talk about those sorts of things and in some cases we actually look at numbers, but it's really relatively informal. ... Plus when you're teaching with other people from other institutions you get to see exactly the level that they're pitching things at, you're getting to see the messages that they're emphasising in what they do teach, and you do get a feel for the assessment ...And so there's a shared perspective out there because that is the true and visible college, to use the terminology from the sociologists of science.

Examples Strategies for using benchmarking to enhance assessment and standards in the biological sciences

Benchmarking first year biology

Two universities conducted a benchmarking review of their first year biology and chemistry courses. This was a benchmarking project to look at large courses from the point of view of: curriculum; assessment; use of eLearning, sessional staff; and infrastructure.

One of the purposes of the project was to improve the quality of the programmes and subsequently to have a positive impact on teaching, assessment practices and student learning.  We used the process as a vehicle for critical reflection on current practice and we recognised its potential as a stimulus for changing current practice for the better.  [Example: Peat 1]

Review of the honours program

Two universities have used benchmarking to compare their honours programs. This included the weighting of the components, the significance of the thesis, the assessment of the thesis, assessment of coursework components, and standards. Another pair of universities in the same grouping plan to exchange honours thesis to ensure that they are graded to the same standards.

[see also: Research projects]

Review of third year courses

An external reviewer who was head of a biology department at one university reviewed another university department that had similar offerings. He looked at all documentation to do with the third year program; at the courses within the program, and at the teaching strategies.  His report included a number of recommendations that have since been followed.

Review of the School of Biological Sciences

Reviews are an ongoing activity of the Faculty of Science for every School.  We were told about faculties that undergo a formal review every five years. Each review looks at all aspects of teaching and learning, research activities and community service.

Nutrition and dietetics

In the disciplines of nutrition and dietetics eight universities have collaborated to look at best practice across the disciplines.




To reference material from this site, please use:

Harris, K-L., Krause, K., Gleeson, D., Peat, M., Taylor, C. & Garnett, R. (2007). Enhancing Assessment in the Biological Sciences: Ideas and resources for university educators. Available at: www.bioassess.edu.au