| ObjectiveDepending on input of university's educational resources and output of teaching and research of teaching and research sections, to build educational resources allocation and performance evaluation system of Medical Universities, are a presupposition of university adhereing to the scientific development concept, realizing the objective of fairness and efficiency development. At present, the performancce evaluations of most of the Medical universities focus on output of scientific research and education, underestimating the input of education resources. Due to the differences of the educational resources arrangement between universities, especially between teaching and research sections are huge, the performance evaluation methods which only referenced scientific research and educational output are lack of fairness for the teaching and research sections whose educational resources input are short. Especially when these performance evaluation methods are connected to teacher's promotion and economic benefits, the negative effects are more obvious, they may even result the performance evaluation deviating the scientific management target. The performance evaluation methods which are lack of value orientation could not build a restraint mechanism of effective utility of educational resources, and enhance the utility efficiency of educational resources.Fair includes starting point fair, process fair and result fair, of which the starting point fair is the most important fair. So building a performance evaluation method that combines input and output is an effective way for the Medical universities to realize the target of fair and efficiency development.Due to the characteristics of different kinds and dimensional inconsistency of input of educational resources of teaching and research sections and output of teaching and scienfic reseach, which limit the utility of traditional one-dimensional performance evaluation method. Date-envelopment analysis (DEA) is a performance evaluation method that could solve diffenent kinds of input and output. This study bases on educational cost accounting of teaching and reseach sections, explores the application of DEA in the comparative efficency evaluation of teaching and research sections level of High Medical Universities, and aims to supply basis for Medical universities to build a restriant mechanism of educational resources utility and staff incentive methanism.Materials and study method1. search subjectsEducational resources of Medical University's 64 teaching and research sections.2. search method(1) Data sourceThe data are sourced from Planning & Finance Department, Equipment Department, Human Resource Department, Real Estate Department, Laboratory Animals Department, Graduate School, Academic Affairs Department, Scientific Research Department and other relevant departments of Medical University. The research periods are 2003,2005 and 2007.(2) Establishing input and output indicatorsThis research establishes 54 indexes in three degrees system through documents method (See attached Form 1),on this basis, through experts method and combines the actual conditions of the Medical Universitity, after screening, detailed and correlated analysis, estalished an index system that appropriate for efficiency evaluation of teaching and research sections of the university.Input indicators:guide allowance, housing depreciation, equipment depreciation, equipment purchase, medicine materials, experimental animals, wages, the number of people in teaching and reseach sections; Output indicators:teaching hours, reseachi funding, the number of papers.All the data is sorted, classified through Excel software to eastablish indicators database accroding to the classificaton of teaching and research sections,.(3) Efficiency Evaluation methods1) DEA analysis methods:The research determines the efficiency evaluation index system through document method and expert method, analyses through DEA (Date Envelopment Analysis) method to obtain the total effective date of each teaching and research sections, and then evaluates the educational resources utility condtions of the teaching and research sections according to related data.2) Benchmarking analysis:Through continuous comparative analysis, to help the principal find benchmarks, identify targets, track learing and surpass the competition goals. The purpose of benchmarking analysis is to find the gap for being the best. This article uses benchmarking analysis idea for reference, builds and improves the ineffective resource utility of teaching and research sections, to improve their resource utilization efficiency and finally reach the optimal.3) Determine benchmark study subject:the effective determine units (efficiency value is 100%) are not all benchmark study subjects, they could classified into powerful efficiency units and edge effciency units. The powerful effective units exist in efficiency reference group, it can maitain its stable effectiveness unless there are special reasons. Although the effeciency value of the edge effective units is 100%, it does not exist in reference units of the evaluated units, if any factors change a little, such as political change, its efficiency value may less than 100%.Result1. Efficiency analysis result of 64 teaching and research sections of Medical University in 2003In 2003, the average value of overall efficiency of 64 teaching and research sections of Medical University is 63.63%, the number of overall effective (overall RMS is 100%) teaching and research secions is 23, accouts for 34.94% of all teaching and research sections. The efficiency values of 5 (7.8%) teaching and research sections are found in [80-100%], which are close to overall effectiveness, and the overall efficiency values of 16 teaching and research sections are found in [0-40%].2. Efficiency analysis result of 64 teaching and research sections of Medical University in 2005In 2005, the average value of overall efficiency of 64 teaching and research sections of Medical University is 58.07%, the number of overall effective (overall RMS is 100%) teaching and research secions is 19, accouts for 29.69% of all teaching and research sections. The efficiency values of 6 (9.38%) teaching and research sections is found in [80-100%], which are close to overall effectiveness, and the overall efficiency values of 23 teaching and research sections are found in [0-40%]. The non-effective teaching and research sections U1,U4,U8,U10,U12,U19,U49,U50,U51,U60 of 2003 rose to the ranks of effective ones.3. Efficiency analysis result of 64 teaching and research sections of Medical University in 2007In 2007, the average value of overall efficiency of 64 teaching and research sections of Medical University is 44.94%, the number of overall effective (overall RMS is 100%) teaching and research secions is 16, accouts for 25.00% of all teaching and research sections. The efficiency values of 2 (3.125%) teaching and research sections is found in [80-100%], which are close to overall effectiveness, and the overall efficiency values of 36 teaching and research sections are found in [0-40%]. The non-effective teaching and research sections U5,U26,U27,U33,U45,U55 of 2005 rose to the ranks of effective ones.4. Determine the collection of benchmark decision unitsAccording to the charateristic of whether the effective decision units exist in other reference collections, the decision units could be devided into four categories:Group I: strong effective units collection; Groupâ…¡:edge effective units collection; Groupâ…¢: edge non-effective units collecion; Groupâ…£:obviously non-effective units collection. There are 18 teaching and reseach sections of 2003 in Groupâ… , accounts for 28.13% of the total; 5 in Groupâ…¡, acocunts for 7.813% of the total; 5 in Groupâ…¢, acocunts for 7.813% of the total; 36 in Group IV, account for 56.25% of the total; The number of teaching and research sections of 2005 in Groupâ… , Groupâ…¡, Groupâ…¢and Groupâ…£are 10 (15.63%),9 (14.06%),6 (9.38%) and 39 (60.94%) separately; The number of teaching and research sections of 2007 in Groupâ… , Groupâ…¡, Groupâ…¢and Groupâ…£are 13 (20.312%),6 (9.38%),6 (9.38%) and 39 (60.94%) separately. The teaching and research sections in Groupâ… are benchmark learning objects.5. Compare the benchmark teaching and research sections with obviously non-effective teaching and research sections in the aspects of input indicators and output indicators.In the input indicators of 2003, housing depreciation, equipment depreciation and equipment acqiusition of obviously non-effctive teaching and research sections are twice of the benchmark learning objects(P<0.05), the other indicators are almost the same(P>0.05); In the aspect of output indicators, the benchmark teaching and research sections are all higher than the average of obviously non-effective teaching and research sections(P<0.05).In the input indicators of 2005, the average of housing depreciation, drug materials and experimental animals of the obviously non-effctive teaching and research sections are much higher than that of the benchmark learning objects(P<0.05), the other indicators are almost the same(P>0.05); In the aspect of output indicators, the teaching hours and papers number of the benchmark teaching and research sections are higher than the non-effective ones(P<0.05).In the input indicators of 2007, the average of guidance allowance, housing depreciation, drug materials and experimental animals of the obviously non-effctive teaching and research sections are much higher than that of the benchmark learning objects(P<0.05); In the aspect of output indicators, the teaching hours of the obviously non-effective teaching and research sections is 1.8 times of that of the benchmark ones (due to the increase of new curricula), the research funding of the obviously sections is one fifth of that of the benchmark sections(P<0.05).6. Compare the overall input and output indicators of 2003,2005 and 2007In the input indicators, the total cost of university increased every year; In the aspect of output, the Chinese paper number and scientific research funding increased steadily year by year, the number of published SCI papers increased rapidly; The teaching hours declined slightly according to actual situation.Conclusion1. Comprehensive evaluating the relative efficiency of teaching and research sections of universites based on DEA analysis method could clearly point out the reason of inefficient of invalid teaching and reseach sections, which also supplies application value for Medical universities to strengthen the teaching and research sections biulding and allocating resources effecively.2. Combine the benchmarking analysis with DEA could point out the improvement direction of invalid teaching and research sections, and further identify specific improvement, which enhancing the application of the research results. |
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