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By Ellen Hazelkorn

College scores have received reputation world wide and at the moment are a major factor shaping popularity. This moment version updates Ellen Hazelkorn's first complete research of scores from a world point of view, drawing in new unique learn and huge research. it's crucial examining for policymakers, managers and students.  

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Extra resources for Rankings and the Reshaping of Higher Education: The Battle for World-Class Excellence

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9). As Mohrman et al. argue (2008), the research university has become the basis for an emerging global model (EGM), which has insinuated itself into public and political discourse (see chapter 6). Individuals and public/private agencies, unaware of the nuances of the nomenclature, have unwittingly become its transmitter, using the language of world-class universities to publicize their region’s attributes or lobby for a particular strategy. While widening participation remains a policy priority for every country, the emphasis has shifted from getting more students into school to quality and excellence, to ‘selective investment and greater concentration of research’ and to ‘greater stratification between universities’ (Marginson, 2007a).

1 was designed to illustrate the effect of accreditation systems, but it is equally appropriate to rankings. Since status confers benefits, HEIs are active participants in the construction of status systems (Becher and Trowler, 2001). O’Meara (2007, pp. 123–124) describes institutional behaviour or reaction as ‘striving’, building upon earlier concepts of ‘vertical extension’ (Schultz & Stickler, 1965), ‘academic drift’ (Berdahl, 1985) and ‘upper drift’ (Aldersley, 1995), ‘academic ratcheting’ (Massey & Zemsky, 1994), and institutional isomorphism towards research culture (DiMaggio & Powell, 1983; Milem, Berger & Dey, 2000; Morphew, 2002; Riesman, 1956).

Most global rankings allow for sub-sets at the regional level, although AsiaWeek’s short-lived ranking of Asian universities, the CHE Excellence Ranking Graduate Programmes and the Ibero-American rankings were designed from the outset to capture a particular group of regional institutions or programmes. 2 driver of educational quality and to heighten the visibility of institutions made invisible by global rankings (Usher and Jarvey, 2010). Several alternative rankings aim to challenge the cosy consensus about what constitutes academic excellence, but they are not without their own difficulties.

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