Balanced Scorecard-based performance evaluation in higher education: A literature review on strategic vision, strategy maps, and continuous quality improvement

• Ibrahim FERZIZI

  Higher School of Social Security, Mohamed Saleh Mentouri

• Abdelhafid LAOUAR

  University M'Hamed Bougara of Boumerdes

This systematic literature review looks at how Higher Education Institutions HEIs have utilized The Balanced Scorecard BSC in relation to strategy, strategy map, key performance indicators KPIs, and Continuous Quality Improvement CQI. Guided by the PRISMA 2020 methodology, we searched ten academic databases for publications from 2020 until 2025, resulting in thirty papers included in this thematic analysis. The results showed that BSC was used extensively by HEIs as a tool to go further than its traditional four perspectives in order to include student and stakeholder, research, sustainability, and quality assurance perspectives as well. While strategy maps are designed to reflect the link between an organization's vision and operational activities and thus help set objectives, causal connections are hardly proven empirically. In many cases, BSC helped HEIs develop a system of internal quality assurance and CQI due to a systematic use of evidence-based practices and programme review. Cultural barriers, lack of quality data, and too many KPIs could be identified as common issues. Our study offers an integrated conceptual model consisting of six levels (strategic foundation; strategy map; BSC perspectives; KPIs system; performance evaluation; CQI loop).

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