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Purpose – Performance evaluation is a topic that has been researched and practiced extensively in business organizations but has received scant attention in higher education institutions. A review of literature revealed that context, input, process, product (CIPP) model is an appropriate performance evaluation model for higher education institutions. However, little guidance exists for choosing appropriate metrics and benchmarks in implementing the CIPP model. The purpose of this paper is to develop a framework using CIPP model for performance evaluation of higher education institutions. Design/methodology/approach – To achieve the purpose of the study, a review of literature was conducted to identify an appropriate evaluation model. Then metrics and benchmarks framework were formed based on practical approaches used in a large university in the USA. Findings – Nine perspectives in performance evaluation using the CIPP model and their application in higher education institutions were developed and discussed. The discussion provides examples, relative prevalence including frequency of usage, advantages and limitations of each of the nine perspectives of performance evaluation in higher education institutions. An actual application of the suggested CIPP model in the USA largest university, by student enrollment, was provided. Implications for institutional assessment and continuous improvement for higher education institutions were made. Originality/value – The study provides a practical framework, model and guidelines that can be used by higher education institutions to evaluate and enhance their performances and better prepare students to effectively work in society.

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PurposeThe purpose of this paper is two-fold: to examine the relationship between social support and social entrepreneurial intentions and to test the moderating roles of entrepreneurial education and physical proximity to the office of the US Small Business Administration.Design/methodology/approachThe study adopts a quantitative methodological approach. The hypotheses are tested on a sample of 1,245 respondents who intend to start a business in the state of Florida. Factor analysis and multiple regression analysis were used to identify the relationship between social support and social entrepreneurial intentions.FindingsThe hypotheses are supported by the results. The study found a positive and significant relation between social support and social entrepreneurial intentions. It also establishes the moderating effects of entrepreneurial education and proximity to office of the US Small Business Administration on the relationship between social support and social entrepreneurial intentions, i.e. our results show not only that higher levels of social support are associated with higher entrepreneurial intentions but that this association becomes stronger with entrepreneurial education and proximity to the office of the US Small Business Administration.Originality/valueThis is the first empirical study that highlights the role of entrepreneurial education and physical proximity to the US Small Business Administration in moderating the relations between social support and social entrepreneurial intentions. The study contributes to the understanding of factors that influence social entrepreneurial intentions.