Results-based management of the university development program: a reflexive model and the functions of the project office

Abstract

Building on the work of one of the authors, this article examines the rationale and development of a reflexive performance management model for university development programs using dynamic standards. It identifies shortcomings in the implementation and updating of university development programs related to the lack of parameters for dynamically balancing growth rates and acceleration (rate of growth) of indicators found in strategic planning documents for higher education development. It also explores the essential characteristics of a reflexive performance management model and its differences from traditional management models (adaptive, optimal), as well as the potential for its practical implementation within the framework of the new goals, objectives, and functions of the project office staff structure related to the use of dynamic standards in university development programs.