Beginning the assessment institute and building global networks Steven M. Culver* and David Kniola Office of Assessment and Evaluation, Virginia Tech, Blacksburg, VA, USA (Received 1 October 2012; accepted 25 December 2012) The globalization of science and scholarship and the worldwide massification of post-secondary/tertiary education is creating an atmosphere that is at once competitive between and collaborative among colleges and universities. Because of the importance of these institutions to the shared economic futures of individuals and countries, there are increasing concerns on the part of many stakeholders related to quality, particularly as institutions create collaborative relationships that span international boarders. This focus has led to an amplified emphasis on accountability, most notably through standards and testing. While no one system of quality assurance and accountability is perfect, global universities have much to learn from each other. The purpose of this article is to present a rationale and description for a transatlantic institute for assessment in higher education, offering participants the opportunity to discuss these issues and to begin the development of an international network of assessment and evaluation specialists that integrate with the global academic system. Keywords: assessment; accountability; collaboration; quality assurance Overview Increased cooperation among colleges and universities comes as higher education systems around the globe have undergone deep structural changes, spurred by advances in technology, increased accessibility by a wider range of students, and expanded ideas about the purpose of higher education. The globalization of science and scholarship has contributed to a burgeoning knowledge economy and secured higher education’s role in preparing an educated workforce as well as providing a critical research and development infrastructure for developed and developing nations alike. The role of technology in advancing scientific research and its impact on education is well documented (e.g. Goode 2010; Massy 2003; Royal Society 2011; Willinsky, Fischman, and Metcalfe 2011). While technology has facilitated a level of access to educational opportunities once previously unheard, the role of public policy remains paramount. In the United States, for example, access has increased through enacted legislation such as the Morill Act of 1862, which established land- grant universities, and the Serviceman’s Readjustment Act of 1944 (the so-called GI Bill). These and other measures provided a pathway to higher education for groups of people previously denied or overlooked, thus democratizing higher education in a way previously unknown in this country. *Corresponding author. Email: sculver@vt.edu European Journal of Higher Education, 2013 Vol. 3, No. 1, 3Á9, http://dx.doi.org/10.1080/21568235.2013.778045 # 2013 Taylor & Francis Downloaded by [Virginia Tech Libraries], [Steven M. Culver] at 08:00 10 June 2013