This study reviews the implications of the 2014 reporting regulation for public higher education institutions (PHEIs) in South Africa. Guided by the monitoring and evaluation logical framework model and the theory of change, the research assesses the alignment between the regulation's outcomes and practical implementation. Employing a Document Analysis methodology, the study examines relevant policy documents, institutional reports, and literature to uncover the link between planned interventions and academic success outcomes within reporting timelines. The study highlights a significant research gap regarding the feasibility of achieving desired improvements within specified timeframes. The proposed recommendation for a strategic six-year plan, coupled with synchronized reporting cycles, offers a structured approach for realistic academic intervention impact evaluation.