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E-ISSN: 2442-9651  \nBalanced Scorecard: A Strategy for the Quality Improvement of Islamic Higher Education  \nMukhamd Ilyasin  \nIAIN Samarinda, Indonesia  \ne-mail: [sinka.ilyasin2010@gmail.com](sinka.ilyasin2010@gmail.com)  \nZamroni  \nIAIN Samarinda, Indonesia  \ne-mail: [zamroni7502@yahoo.com](zamroni7502@yahoo.com)  \nAbstract  \nThe main issue in improving the quality of Islamic Higher Education is to increase the competence and professionalism of teachers and education personnel to achieve its vision and mission in the middle of the complexity of the demands of society and the changing times. so that the quality of education and governance of Islamic Religion clean and transparent with the principles of good governance is achieved as a matter of strategic policy development, the concept of the balanced scorecard as a strategic management system that is implemented by a world-class organization and even as a means of guiding and driving the change management process and the culture of the organization, in this case integrated in educational organization in order to create Islamic institutions of higher education quality. Through the balanced scorecard, which focuses on four perspectives, namely financial perspective, customer perspective, internal business perspective and learning and growth perspective is expected to create a system of organizing the Islamic Higher Education that upholds the values of trust, tafaqquh fi 'l-Din, professional, transparent, accountable and quality. Through balanced scorecard Similarly, Islamic higher education will be more qualified, marketable and globally competitive.  \nKeywords: Balanced scorecard, Islamic Higher Education  \nA. Introduction  \nThe globalization era is a quality of era or a quality of competition (Sufyarma, 2004) . With the current globalization, education in Indonesia faced with enormous challenges (Jamaludin, 2013.) . So universities in the era of globalization must be based on quality. The college is a vehicle expert which is expected to develop knowledge and to contribute to the development. The balanced scorecard helps us measure how college and universities run, improve and develop their activities.  \nAs a systematic effort to improve the quality of human resources, the Ministry of Education and Culture has set four keys of policy in the field of education, namely:  \nequity and opportunity, relevance of education to development, education quality and efficiency of education. To colleges, it would be an advantage to discuss the relevance of education towards development. In the context of its implementation, these steps are known as the link and match (Fadjar, 2005) .  \nThere are three approaches, in principle, in comprehending Education in a university, especially Islamic Higher Education, they are; (1) basic social demands, where the college was established to meet the needs of society, particularly in creating graduates who have multiple competencies endowed with skill and character, with the aim to prepare the global challenge and the competitiveness of nations (Sairin, 2001), considering the good character is not formed automatically (Pala, 2011). This approach gives emphasis to college to be more accommodating and equal as well as giving more attention to the issue of relevance and efficiency. (2) to manpower planning for supply demands. The priorities to meet the needs of the workforce. (3) the efficiency invest approach, higher education is seen as an instrument of production and large investment and hence to be profitable.  \nIslamic Higher Education is one stratum of Islamic education at the highest level. The existence of Islamic education in national context has significant role, primarily asa cornerstone to build Islamic education as a whole, and as a center of excellence to produce graduates who meet the public expectation. Realizing these goals, Islamic university formulated the vision, mission, strategies","cbCaink0jJG4hPFk","https://ap.wps.com/l/cbCaink0jJG4hPFk","pdf",454030,14,"English","# A. Introduction\n## Globalization and the need for quality\n## Policy priorities in education\n## Approaches to comprehending university education\n## Governance and good governance principles\n## Balanced scorecard: performance perspectives\n## Balanced scorecard development and strategic use","[{\"question\":\"What core problem drives the need to improve Islamic higher education quality?\",\"answer\":\"The main problem is improving the competence and professionalism of teachers and education personnel to meet the vision and mission despite evolving social demands and times.\"},{\"question\":\"Which four perspectives does the balanced scorecard use to measure performance?\",\"answer\":\"It uses four perspectives: financial, customer, internal business processes, and learning and growth activities.\"},{\"question\":\"How does the balanced scorecard support governance and organizational change in Islamic universities?\",\"answer\":\"It serves as a strategic management concept that guides total organizational transformation, helping embed trust, professionalism, transparency, accountability, and quality into education governance.\"}]","Balanced Scorecard: A Strategy for the Quality Improvement of Islamic Higher Education | PDF",1792091472,35]