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Alan Samuel
Informal Benchmarking. What is it and how can it be done effectively?

AlanThis research by Alan Samuel is the first empirically-evidenced investigation of informal benchmarking. Formal benchmarking is project-oriented, structured and based on a methodology to improve work practices. Informal benchmarking, on the other hand, seeks to achieve similar results through informal means, and the use of day-to-day tools and activities. Results are obtained from a global survey with responses from 14 countries and in-depth interviews from 7 countries. The findings have enabled a conceptual model of informal benchmarking to be developed that includes the identification of the most effective and popular of 82 informal benchmarking tools and activities. From a practical point of view, business practitioners seeking an alternative and efficient solution to superior performance in a time-scarce executive world, are offered a roadmap to implement a sustainable organisation-wide approach to informal benchmarking. Alan has recently completed his PhD and will now be working for COER providing services in Informal Benchmarking and supporting COER’s other initiatives.

Alan can be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it.



Rubab Malik
Use of Benchmarking in Schools and School Systems.

RubabThis research by Rubab Malik is examining the contribution of benchmarking to the performance of schools and school systems. Through initial research, it became apparent that schools and school systems have been using benchmarking for many years without necessarily recognizing the approaches as benchmarking. In the first phase of the research, a review of documents and other literature was done to study the use of benchmarking by schools and school systems. This resulted in the identification of benchmarking techniques. In the second phase, questionnaires were developed based on these techniques. These questionnaires aimed to identify the use of benchmarking in schools and school systems and measure their extent of use and impact on performance. Questionnaires were designed for school systems (stage 1) and schools (stage 2). In stage 1, the participants included 20 school systems around the world including Finland, Estonia, Poland, Spain, Dubai, Czech Republic, Portugal, Iceland, Sri Lanka, Norway, Iredell-Statesville Schools (USA), Chugach School District (USA), Vietnam, Sweden, Serbia, Indonesia and Belgium. For stage 2, 183 schools from participating school systems submitted responses. In the third phase of research, effective benchmarking techniques used by schools and school systems were explored in greater detail through interviews. The interviews have provided rich, contextual data on the use and effectiveness of benchmarking techniques. This is a unique study, as no other research has investigated in depth the contribution of benchmarking to the performance of schools and school systems. This research, which will be completed next year, will be beneficial for schools, school systems, educationalists and benchmarking experts.

Rubab can be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it.



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