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The purpose of this paper is to examine the weaknesses which result in the concept of process performance measurement being ineffectively translated into effective measurement and action regimes.

In spite of the fact that process performance measurement is an obligatory requirement included in chapter 8 of the ISO 9001 standard, there are still a number of problems and weaknesses related to such measurement. The paper discusses these and some lessons learned from the author's personal experience (gained from auditing and self‐assessment projects).

The paper highlights common weaknesses in implementing measurement regimes to monitor and control core processes.

The paper suggests areas and issues that organisations might consider to improve the way in which they adopt and exploit process performance measurement.

The paper summarises the current state of practical process performance measurement with its attendant weaknesses.

The paper aims to sum up the principal and original set of information related to the special project covered by Czech Ministry of Education, Youth and Sports, which was oriented to quality assurance and assessment at Czech higher education institutions. It brings main results and lessons learned from comprehensive quality assessment methodology pilot testing.

Brainstorming conferences, seminars, comparative analysis, interviews, design review and validation were used by the expert team to develop and to test the comprehensive quality assessment methodology.

The EFQM Excellence Model is the most comprehensive tool for quality assurance and quality assessment. It is pragmatic and practical, but it is necessary to adapt this model for effective use at Czech higher education institutions as a set of assessment criteria. The comprehensive quality assessment approach does not only examine what universities and other higher schools have achieved in the past (through lagging indicators), but it also includes assessment of their potential for the future through the so-called leading indicators.

The pilot testing of designed methodology of comprehensive quality assessment was performed within 12 Czech higher education institutions, but the lessons learned have common validity for any Czech higher education institution.

The proposed methodology of comprehensive quality assessment is a quite new approach from the point of Czech higher education institutions view. It offers new and efficient tool for next higher schools and universities development.