Tag Archive for: Concept Analysis

Aim: The purpose of this concept analysis of outcomes-based management is to bring clarity to the meaning of this term by examining the various ways it is used in education and even in business and other disciplines. Clarifying what is meant by outcome-based management would help those in the academe communicate with each other and with learners about quality educational leadership and management. Clarification of the concept would also help guide management initiatives and development goals related to improving educational quality. This clarification is accomplished after looking in the literature at the many ways that the term has been used.

Background: In the field of education, in the new normal era, it is relevant to focus institutional development around established and recognized outcomes that are accepted by all stakeholders.

Introduction: In the field of education and educational institutions, there’s only a limited set of evidence to support the attributes of outcome-based management in educational institutions.

Methods: Walker and Avant’s (2011) approach of concept analysis was used.

Results: The main attributes of outcome-based management are (1) An approach in management focusing on outcomes or end results instead of process, (2) A management style that discourages micromanaging and instead fosters a more collaborative work environment, accountability, autonomy, flexibility, and creativity that prioritizes the end result, and (3) An approach to achieve holistic and sustainable development of community/business. These attributes are influenced by antecedents of outcome-based management, which provided overall evidence of the categories or variables namely the (1) specific and measurable outcomes, (2) the commitment of the management or administration towards achieving the set outcomes, (3) standardizing evaluation and assessment that determine whether outcomes are achieved or not, and (4) commitment of the employees and other internal stakeholders to fulfill activities that help achieve the outcomes – all that significantly comprise outcome-based management. Additionally, the consequences of outcome-based management have a significant impact on both internal and external stakeholders and institutional resources.

Discussion: This study integrated both the content and process of literature reviews to generate the attributes of outcome-based management in education that overcome the limitation of the previous related studies and articles, which looked only at the definitions of outcome-based management based on content and process concepts.

Conclusion and Implication to Education: The findings of this study can facilitate both educational and business researchers to develop a conceptual adaption instrument to improve educational leadership and management. This analysis provides educational managers with a new perspective to deal with institutional development and planning by taking into account all the attributes that influence it in the field of education.