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Improving higher education student learning plays a critical role in advancing human capital. Assessment lies at the heart of such improvement, underlining the need for research and innovation in this field. This article reviews an AERA Open Special Topic published to advance assessment research and hence the success of higher education. It sketches key contexts, surveys selected articles, and stands back to frame future steps ahead. ; American Educational Research Association

AbstractUnderstanding and improving the performance of public higher education institutions is a matter of growing interest to university and government leaders. To this end, this article surveys dimensions of recent approaches to productivity measurement in higher education, illustrating trends, limitations and developments, and exemplifies these with reference to Australian universities. The article closes by discussing policy considerations that would help augment the design of policy, making comment on the implications for performance‐incentivised funding of higher education.

There is a good deal of consensus that institutional diversity in higher education is a good thing. Simply put, systems with more diverse institutions perform better than systems with less diverse institutions. Yet the overall diversity of Australia's higher education system remains unclear. Significant questions and opportunities remain unresolved. How diverse are Australia's institutions today? How can stakeholders— particularly institutions and policymakers—understand and manage this diversity? In this project the LH Martin Institute and Australian Council for Educational Research (ACER) seek to shift discussion of diversity to a more considered level. We don't promise neat solutions, but our analysis moves beyond extant sectoral partitionings and contingent policy interventions to expose emerging dynamics and prospects for institutions, and hence for the system as a whole. We have produced evidence-based profiles for Australian universities below that mirror those being rolled out globally—namely U-Map and U-Multirank. Each institution profiles contains five dimensions: Teaching and Learning, Student Profile, Research Involvement, Knowledge Exchange, and International Orientation. Each dimension contains a suite of data-driven indicators. The research briefing below further contextualises the profiles by considering extensions to the indicator mix, to the population of institutions and level of analysis, and next steps that can be taken to further the transparency of the Australian university and, ultimately, tertiary education sector. Our ultimate aim is to seed a new formative and evidence-based discussion that will enhance national policy and each institution's strategy.