Performance measurement and research are key components of the operations of philanthropic organizations (both grant-making [GM] and grant-seeking [GS] organizations)--particularly those in the higher education subsector. Both conventionally and historically, performance measurement and research practices have been portrayed as rational tools that philanthropic organizations undertake to get the needed data or information to make evidence-based decisions. In this dissertation, I investigate, identify, and explain, beyond rational choice, the other possible motives that may drive higher education-focused philanthropic organizations to engage in performance measurement and research practices as well as the ways they use the information gained from these practices. In other words, I answer the research questions: why do philanthropic organizations (both grant-making and grant-seeking organizations) engage in performance measurement and research practices? How do they use information from these practices? This dissertation employs a content analysis methodology to explore whether other theories may provide plausible explanations as to why higher education-focused philanthropic organizations engage in performance measurement and research practices. Some of the other theories upon which I draw to help explain why and how philanthropic organizations (GMs and GSs) use performance measurement and research practices are: organizational learning theory, principal agency theory, institutional theory, resource dependency theory, stewardship theory and culturally responsive, equitable and inclusive practices and outcomes theory (CREI). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]