Abstract
The assessment of research quality and accountability for research funding are major issues in higher education. This paper describes the British experience of nationwide research quality assessment exercises, and newly introduced measures intended to improve accountability. The consequences are examined, including those for the higher education system as a whole and for individual institutions, using the University of Glasgow as an example. Comprehensive peer review of research quality has demonstrated the usefulness of certain performance indicators. Their relevance for U.S. institutional researchers is discussed, and similarities with the measures used by the National Academy of Sciences in its assessment of researchdoctorate programs are identified. The requirements of the U.S. Government Performance and Results Act (GPRA) are noted.
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