Reflections on a Decade of Global Rankings: What We've Learned and Outstanding Issues

Autor/in	Hazelkorn, Ellen
Titel	Reflections on a Decade of Global Rankings: What We've Learned and Outstanding Issues
Quelle	In: European Journal of Education, 49 (2014) 1, S.12-28 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12059
Schlagwörter	Higher Education; Comparative Analysis; Competition; Global Approach; Educational Quality; Educational Policy; Measurement Objectives; Stakeholders; Achievement Rating; Institutional Characteristics; College Choice; Institutional Evaluation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Wettkampf; Globales Denken; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Studienortwahl
Abstract	Ten years after the first global rankings appeared, it is clear that they have had an extraordinary impact on higher education. While there are fundamental questions about whether rankings measure either quality or what's meaningful, they have succeeded in exposing higher education to international comparison. More so, because of the important role higher education plays as a driver of economic development, rankings have exposed both an information deficit and national competitiveness. Accordingly, both nations and institutions have sought to maximise their position vis-á-vis global rankings with positive and perverse effects. Their legacy is evident in the way rankings have become an implicit--and often explicit--reference point for policymaking and higher education decision-making, and have reinforced an evaluative state's over-reliance on quantitative indicators to measure quality. They are embedded in popular discourse, and have informed the behaviour of many stakeholders, within and outside the academy. This paper reflects on three inter-related issues; i) considers the way rankings have heightened policy and investment interest in higher education, ii) discusses whether the modifications to rankings have resolved some of the questions about what they measure, and iii) looks at how rankings have influenced stakeholder behaviour. Finally, the paper reflects on what we have learned and some outstanding issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10