Performance Evaluation Frameworks for Moroccan Public Universities: A Systematic and Bibliometric Review Emphasising Contextualisation

Résumé

This systematic review delineates existing research on performance evaluation within public universities, with a specific focus on Morocco and analogous higher education systems. However, current scholarship exhibits a critical gap: the absence of a contextualized indicator framework that simultaneously articulates international evaluation standards, Moroccan sociolinguistic specificities, and sustainable development imperatives aligned with the PACTE ESRI 2030 reform. By synthesizing global theoretical models and empirical case evidence, this study addresses this lacuna and establishes an integrated performance evaluation framework tailored to Moroccan public universities.

Adhering to PRISMA 2020 guidelines, this study systematically surveyed scientific literature and policy reports published in English and French between 1992 and 2025 across five major databases: World Bank, UNESCO, Scopus, Web of Science, and ERIC. Following deduplication, 1,242 records were screened, from which 312 studies were subjected to full-text eligibility review, resulting in the final inclusion of 94 studies. Data extraction was conducted independently by two reviewers, supplemented by a bibliometric mapping of research trends and a formal quality appraisal using the Mixed Methods Appraisal Tool (MMAT).

The synthesis demonstrates that university performance is a multidimensional construct structured around eight core domains: research and innovation, teaching and learning, financial sustainability, governance, community engagement, internationalisation, equity, and digitalization. In Morocco, the higher education sector faces significant structural, budgetary, and linguistic challenges that complicate evaluation. Outdated curricula, persistent skills mismatches, and resource constraints limit evaluation effectiveness. Consequently, this study defines a contextualized indicator architecture directly aligned with the strategic priorities of national governance and regional socio-economic development.

This research provides actionable recommendations for policymakers and university leaders. It establishes the necessity of national evaluation frameworks that balance public accountability with institutional autonomy. The findings advocate investing in data infrastructure, capacity building, and organizational learning models to align academic missions with sustainable development goals.

Classification JEL : I23; I28; H52; H83; O55.

Paper type: quantitative research