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This book, written by three generations of rankings academics with
considerable experience from three very different regions of the
globe, lifts the lid on the real impact of higher education ranking
systems (HERS) on universities and their stakeholders. It
critically analyses the criteria that make up the 'Big Three'
global ranking systems and, using interviews with senior
administrators, academics and managers, discusses their impact on
universities from four very different continents. Higher education
continues to be dominated by a reputational hierarchy of
institutions that sustains and is reinforced by HERS. Despite all
the opinions and arguments about the legitimacy of the rankings as
a construct, it seems experts agree that they are here to stay. The
question, therefore, seems to be less about whether or not
universities should be compared and ranked, but the manner in which
this is undertaken. Delivering a fresh perspective on global
rankings, this book summarizes the development of HERS and provides
a critical evaluation of the effects of HERS on four different
major regions - South Africa, the Arab region, South East Asia, and
Australia. It will appeal to any academic, student, university
administrator or governing body interested in or affected by global
higher education ranking systems.
This book, written by three generations of rankings academics with
considerable experience from three very different regions of the
globe, lifts the lid on the real impact of higher education ranking
systems (HERS) on universities and their stakeholders. It
critically analyses the criteria that make up the 'Big Three'
global ranking systems and, using interviews with senior
administrators, academics and managers, discusses their impact on
universities from four very different continents. Higher education
continues to be dominated by a reputational hierarchy of
institutions that sustains and is reinforced by HERS. Despite all
the opinions and arguments about the legitimacy of the rankings as
a construct, it seems experts agree that they are here to stay. The
question, therefore, seems to be less about whether or not
universities should be compared and ranked, but the manner in which
this is undertaken. Delivering a fresh perspective on global
rankings, this book summarizes the development of HERS and provides
a critical evaluation of the effects of HERS on four different
major regions - South Africa, the Arab region, South East Asia, and
Australia. It will appeal to any academic, student, university
administrator or governing body interested in or affected by global
higher education ranking systems.
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