Examining existing literature, one finds few works exploring application of the BSC to HEIs. Previous studies have addressed the applicability of the BSC to non-profit organisations, thereby highlighting the need for such organisations to utiltise the BSC in improving performance effectiveness and enhancing service value to their customers. In general, Schools are regarded as not for profit organizations, although in some cases private schools may be driven by business objectives. Their vision and mission normally focus more on customer satisfaction rather than profitability concerns. These institutions can align their core values to address any emerging issues for improving performance measurement (Rohm, 2002). i. To provide a clear structure for continuous quality improvement; ii. To establish a culture of Academic Quality; iii. To evaluate the efficient use of resources for each of the academic programs; iv. To document the contribution of each activity towards the mission of the HEI as well as promoting personal and academic excellence; and v. To determine priorities on future planning and needs assessment. Researchers have underscored the importance of availability of financial resources as key drivers of performance in HEIs (Al-Zwyalif, 2012). Relating to the dimensions of the BSC, the Financial Perspective focuses on generating targeted financial results. Subsequently, HEIs pay more attention to cash flow consequences in their respective departments (Neely and Adams, 2003). It was suggested that this proposition holds for both public and private educational institutions. Once an institution’s financial strategy is clearly defined and purposely implemented to focus on the educational outcomes, this will translate into overall