This book investigates how excellence and reputability are formed,
performed, and perceived at well renowned international higher
education institutions. Along six detailed ethnographic case
descriptions - including University of Warwick, Goldsmiths, New
York University, School of the Art Institute Chicago, Ohio State
University, and HEC Montreal - it asks how master's programs in
arts management and cultural policy achieved reputability and how
this affects the everyday academic live. A cross-case analysis
revealed a set of overall drivers that seem to have a great impact
on the reputation of the studied programs. By focusing on the
design and content of the teaching environments as well as on
motivational, emotional, and social aspects of the learning
situation at these six higher education institutions, the book
offers a holistic understanding of reputability and excellence.
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