Abstract
This paper reviews the history of externally imposed mandates for assessment and restructuring in higher education in the United States. The introduction and impact of both state legislative mandates and accreditation requirements are considered, giving particular attention to these developments in the state of Virginia. Empirical evidence bearing on the changes brought about by these mandates is also reviewed, including the changes brought about by the recent restructuring mandate in Virginia. It seems clear that data‐based restructuring is the paradigm of the future.
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