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.

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.

Artistic research has become an established mode of inquiry and knowledge production in many fields. Johanna Schindler examines the collaborative practices of two artistic research projects in the fields of digital musical instrument design and responsive environments. How are individual research modes organized? Which forms of knowledge are at stake? And what sort of influence do institutional settings, spatial arrangements, and boundary objects have on the emerging research dynamics? Schindler's ethnographic study explores these questions and suggests concrete measurements that can be utilized to adapt the research environments, funding structures, and evaluation criteria of artistic research projects to the specific needs of this emerging field.