Abstract
The aim of this study was to uncover the key determinants and indicators that have the potential to demonstrate the success level of higher education institutions (HEIs). Although some criteria and mechanisms for internal and external evaluation of HEIs are widely accepted, it is still necessary to adapt them and develop mechanisms for a more detailed institution-level performance assessment. This survey-based research empirically validated a model of key determinants and performance indicators of HEIs as perceived by teachers and teaching assistants from four major universities in Croatia (N = 619). In line with the current practice in Croatia, Strategy and quality planning, Organization and improvement of educational processes, Collaboration and scientific research, and Financial and other resources were extracted as key determinants. As expected with regards to performance indicators, the respondents deem enrolment and graduation rates of bachelor, master and doctorate studies as the most important indicators but also emphasize the importance of process-related indicators such as accreditation, standardization and cooperation. All HEIs in Croatia can evaluate this set of determinants and indicators according to their own context and use it to design and develop a comprehensive model for monitoring and tracking their performance and reporting to various stakeholders, and ultimately to implement an institution-wide performance management system.
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