Titlebook: Global University Rankings; Challenges for Europ Tero Erkkil? Book 2013 Palgrave Macmillan, a division of Macmillan Publishers Limited 2013

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Global Rankings as a Marker of Revaluing the Universityare substantial. So, too, rankings are measures, and a critical issue is what they measure and do not measure: that which is highly valued, undervalued and devalued. Universities employ these instruments and are themselves instrumental. But instrumental to what ends?

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Turbinenbetrieb. Allgemeines Kennfeld,scholars, as well as from politicians and the general public (Cheng and Liu, 2006, 2007; Erkkil? and Kauppi, 2010; Hazelkorn, 2008; Marginson and van der Wende, 2007; Salmi and Saroyan, 2007; Salmi, 2009). Previous analyses of global university rankings have concentrated on the methodology they use

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Kreiselr?der als Pumpen und Turbinen impression that these rankings had been in existence for much longer. American university rankings are not that much older. The compilation of college and university rankings by . dates back only as far as 1983, even if the comparison of graduate programs in the Unites States (US) is older (since t

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https://doi.org/10.1007/978-3-642-92893-2n, which has especially been driven by the Lisbon Strategy (2000) and the Bologna Declaration (1999). The European Commission has seen higher education and research as particularly important elements of the Lisbon Strategy. In this vein, it has urged national governments to modernize their national

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https://doi.org/10.1007/978-3-0348-5974-5what is happening in global and transnational arenas and in other higher education systems. This chapter explores the potential connection between international university rankings as a form of global pressure and changes in national reforms and policies. Do rankings have the ability to shape nation

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https://doi.org/10.1007/978-3-642-87242-6 whole and had a profound impact on individual institutions. More recently, it has been one of the main mechanisms whereby the UK higher education sector has sought to raise its profile globally. Measures other than research inform the overall ranking of institutions, but within the UK the emphasis

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Kreislaufwirtschaft für Unternehmennist countries of Central and Eastern Europe relied heavily on these instruments and planning was used in all sectors (Rowell, 2006; Pirker et al., 1995). However, it would be difficult to compare the scientific management of higher education by the comrnunist states with the policies of their succe