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Higher Education Institutions simultaneously critique and participate in national and international rankings of universities. However, this creates a difficult situation since if universities do participate in rankings they acquiesce to a system based in media logics that has little to do with academic norms of research. If they do not participate in the rankings they risk losing public funding, students and donors in an increasingly competitive and globalized environment. This book delves into the influence of journalists, business tycoons and multinational corporations in defining what world class is and how it will be measured. Rankings provide us with a rich study for understanding how universities define, deploy and manage their assets and liabilities in a mediatized globalized economy.

Universities and colleges --- Education, Higher --- Theory & Practice of Education --- Education --- Social Sciences --- Communication & Mass Media --- Journalism & Communications --- Ratings and rankings --- Marketing --- Ratings and rankings. --- Marketing. --- College students --- Higher education --- College rankings --- College ratings --- Rankings of universities and colleges --- Ratings of universities and colleges --- University rankings --- University ratings --- Rankings --- Postsecondary education --- Evaluation --- Communication. --- Education, Higher. --- Education and state. --- Social media. --- Media and Communication. --- Higher Education. --- Education Policy. --- Social Media. --- Sociology of Education. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Communication, Primitive --- Mass communication --- Sociology --- User-generated media --- Communication --- User-generated content --- Government policy --- Higher education. --- Educational sociology. --- Educational sociology . --- Education and sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Aims and objectives

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Higher education and innovation policies are today seen as central elements in national economic competitiveness, increasingly measured by global rankings. The book analyses the evolution of indicator-based global knowledge governance, where various national attributes have been evaluated under international comparative assessment. Reflecting this general trend, the Shanghai ranking, first published in 2003, has pressured governments and universities all over the world to improve their performance in global competition. More recently, as global rankings have met criticism for their methodology and scope, measurements of various sizes and shapes have proliferated: some celebrating novel methodological solutions, others breaking new conceptual grounds. This book takes a fresh look at developments in the field of knowledge governance by showing how emerging indicators, innovation indexes and subnational comparisons are woven into the existing fabric of measurements that govern our ideas of higher education, innovation and competitiveness. This book argues that while rankings are becoming more numerous and fragmented, the new knowledge products, nevertheless, tend to reproduce ideas and practices existing in the field of global measurement.

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