Though performance indicators are widely used in higher education to assess the quality of education, it is not possible to have a standard method for this the objectives of institutions and the interest of stake holders to a vast extent. However there is a need to develop models that can be used in various situations and help the policy makers by allowing comparisons between institutions. Numerous assessment tools can be employed that complement one another. The traditional ones involve comparisons of inputs-outputs in terms of teaching, research, and third-mission activities there are also approaches that evaluate stakeholders' perceptions and satisfaction. These subjective measures have been proven to be good predictors of students' performance and behavioral intentions. In line with subjective approaches there are simple models trying to understand the impact of these perceptions of quality on student satisfaction, while other complex models use factors such as student learning outcomes and student persistence intentions. The aim of this research is to present a framework that reports on higher education indicators such as students' learning outcomes, satisfaction, and dropout intentions based on the students' perceptions of various factors such as educational, environmental, psychological, and their own involvement. This framework is based on the dropout-intentions model, socialization model, involvement theory, and the service marketing literature. (68 refs.)
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