The Impact of Implementing the Balanced Scorecard on Performance Evaluation at Sebha University
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Balanced Scorecard, Performance Evaluation, Financial Perspective, Stakeholder Engagement, Internal Processes, Learning and Growth, Higher Education, Sebha University, Libya
Abstract
This study aimed to investigate the impact of implementing the Balanced Scorecard (BSC) on performance evaluation at Sebha University in Libya. The BSC is recognised as a multidimensional management tool comprising four key perspectives: the financial perspective,the stakeholder perspective, internal processes, and the learning and growth perspective. The study employed a mixed-methods research design. Data were collected through a structured questionnaire administered to a simple random sample of 285 faculty members holding diverse academic positions. Linear regression analysis was utilised to assess the impact of Balanced Scorecard dimensions on institutional performance evaluation indicators. A total of 270 questionnaires were returned, yielding a 94.7% response rate. Following data screening, 15 responses were excluded due to incompleteness or inconsistencies, resulting in 255 valid responses (response validity rate: 89.5%). This high response rate exceeds the recommended 70% threshold, indicating active engagement from the research population at Sebha University. The empirical findings revealed that the learning and growth dimension exerted the most significant influence on performance outcomes (β = 0.401, p < 0.01), underscoring the importance of faculty capacity-building and institutional learning in enhancing performance. The financial perspective also demonstrated a statistically significant positive relationship with performance evaluation (β = 0.268, p < 0.01), highlighting the critical role of financial sustainability in higher education. In contrast, the internal processes dimension did not show a statistically significant effect (β = 0.077, p > 0.05), suggesting a potential misalignment between operational procedures and the institution’s intentional objectives. These findings contribute to the growing body of literature on performance management in higher education institutions, particularly in contexts characterised by limited resources and organisational transitions.
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