TEACHING AND RESEARCH QUALITY INDICATORS AND THE SHAPING OF HIGHER-EDUCATION

Two important sets of performance indicators have become established i n the United Kingdom: research quality ratings and teaching quality ra tings. The research quality ratings and, to a lesser extent, the teach ing quality ratings, influence the level of government funding provide d to higher education institutions. This paper considers the correlati on between the two ratings and the possible consequences of policies t hat reshape the higher education sector by concentrating research reso urces in a limited number of institutions. Comparisons are made betwee n quality assurance/assessment approaches in the United Kingdom and th ose in the United States.