o navigate the turbulent academic waters of the twenty-first century, institutions of higher learning will need to redefine educational quality by considering viewpoints from their various stakeholders.While there may be no single definition of quality that meets the expectations of all stakeholders, an attempt can be made to define the criteria that each stakeholder group uses when judging quality and then to take these competing views into account when assessing educational quality.Moreover, a framework,like the education criteria for performance excellence discussed in this paper, is needed in order to help the college or university to understand and assess how well it is accomplishing what is important to the institution, how well administration addresses its needs, how well deployed its processes are, how good the results are, and whether the organization is learning and improving