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This paper will examine the Times Higher Education's (THE) World University Rankings as a corporate media product. A number of empirical studies have critiqued the methodology of the THE, yet individuals, Higher Education Institutions (HEIs) and governments continue to use them for decision-making. This paper analyses the influence of rankings thro...
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In this article, I offer a critical reading of the higher education field-imaginary and its orienting assumptions, inspired by decolonial and abolitionist critiques. These critiques identify the constitutive and ongoing violence that underwrites modern institutions of higher education, and thus, the higher education field itself. In so doing, they...
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... In the context of growing marketization and globalization of education, Stack (2013Stack ( , 2016 extensively examines the global university rankings and their role in the mediatization of higher education. In her many studies, Stack highlights the growing impact of these rankings on higher education policies and their use as a proxy for excellence, similar to a school's pride in its Nobel prize laureates. ...
... The representation of these evaluations in the media resulted in intensified hierarchization of universities based on performance, often overlooking other crucial aspects of education and its quality. Similarly to Stack (2016Stack ( , 2013, Scott interprets these outcomes in the context of marketization and globalization of universities, with an additional focus on institutional elites. ...
Aim/Purpose: This paper presents an in-depth analysis of the media portrayal of Ph.D. programs in the Czech Republic. Specifically, it explores how doctoral study programs, their students, and the Ph.D. degree are represented across various topics and social actors over an 18-month period. Background: The societal perception of Ph.D. studies, especially at the postgraduate level, is significantly shaped by media representations, including their connections to science, academia, and broader social life. Therefore, it is crucial to investigate the portrayal of the Ph.D. phenomenon in the media. The Czech Republic provides a relevant use case because of Central Eastern European (CEE) settings and amplified media coverage. The main factors are several political and social influences and governmental discussions regarding the legality of and against precarious conditions. Methodology: This study utilizes a qualitative method of conventional and directed content analysis to thematically categorize a corpus of 456 articles on Czech news platforms. A subset of these articles (thematic cluster about study conditions) undergoes further analysis to identify represented social actors. The results are clustered and interpreted using examples from the dataset. The instances of studied phenomena are quantified to provide an enumerated representation of individual themes and social actors. Contribution: The author contributes to research on doctoral studies by expanding the existing knowledge through media content analysis within the social constructivist paradigm. Moreover, the CEE region, often overlooked in doctoral studies and science communication research, is highlighted here. Finally, this article enriches the understanding of public relations strategies for higher-education institutions by focusing on earned media channels as opposed to solely owned ones. Findings: The analysis leads to the determination of 10 thematic clusters that can be succinctly categorized into four main areas: “Ph.D. Title,” “University Life,” “Study Conditions,” and “Controversial Issues.” The latter two categories are notably politicized, a fact underscored by the actor analysis, which shows a predominance of political figures in the media coverage. An unexpected result of the research is the significant underrepresentation of student voices in the analyzed sample of media outputs, except for those doctoral students who also hold positions such as student initiative chairs. Additionally, comparing the results to previous research on doctoral studies, it can be argued that many of the critical topics discussed by the research community, such as mental health issues or diversity of the student cohort, are not equally represented in media portrayals. Recommendations for Practitioners: Practitioners, especially communication professionals from higher education institutions and research centers, can leverage these insights to refine their communication strategy. This can help counterbalance prevailing media narratives and provide a more representative portrayal of study programs, focusing on areas currently underrepresented in media discourse. Recommendation for Researchers: Researchers from other regions are encouraged to conduct similar studies using the presented framework to map the representation of Ph.D. in respective media outlets. It is advisable to consider the local context in the interpretative phase of the content analysis, as demonstrated in this study. Impact on Society: The findings elucidate the role of the Ph.D. within the national media landscape of higher education, potentially influencing policymakers, journalists, and science communication professionals to reconsider their approaches to media discourse. Lastly, as hinted above, science communication professionals can benefit from the results in terms of future development of media outreach strategy with a focus on targeted topics. Future Research: The presented work would benefit from a broader, multinational comparison and also a complementary audience analysis to understand how Ph.D. students and possible applicants interpret these messages and whether they correlate with their attitudes.
... The US News and World Report best colleges ranking compares universities based on peer assessment of resources, student performance, alumni excellence and social mobility (Bastedo and Bowman, 2010). U-Multirank compares the performance of universities in teaching and learning, research, knowledge transfer, international orientation, and regional engagement (van Vught and Ziegele, 2013); Times Higher Education university ranking measures performance in innovation, international diversity, teaching and learning environment as well as research productivity and impact (Baty, 2014;Stack, 2013); while Quacquarelli Symonds World University Ranking assesses faculty/student ratio, citations per faculty, employer reputation, as well as international student and staff ratios of universities (Baccini et al., 2015;Moshtagh and Sotudeh, 2021). Webometrics ranking of world universities is, therefore, one of the many systems of assessing the performance and impact of universities globally. ...
This chapter demonstrates that the Webometrics ranking of universities in Kenya is an inevitable product of strategic actions and not luck. The chapter specifically demystifies the Webometrics approach to ranking universities; analyses the trends of Webometrics ranking of Kenyan universities since 2013 when the old and new universities were chartered following the enactment of the Universities Act (2012); examines the extent to which stakeholders rely on Webometrics ranking to select universities to join, fund or collaborate with; and proposes strategic actions universities in Kenya can take to enhance their Webometrics ranking. The chapter relies on empirical research data collected from scholars, students and policymakers in Kenya collected through in-depth key informant interviews. Documentary analysis was used to collect additional data on the ranking of universities. This chapter contributes new knowledge to the understanding and application of the philosophy, approach and efficacy of Webometrics ranking of universities to enhance the scholarly performance of universities.
... Instead, what they sought was more balance in how scholarly contributions were assessed and valued by their administrators. Such calls are not unique to Singapore, as academics across the world have questioned the overemphasis on rankings and other international standards of prestige (Lim 2021;Stack 2013). In many ways, this paper reinforces a need for scholars to be more cognizant of how disparities between global aspirations and local concerns shape our expectations of highly skilled work. ...
Research on return migration has tended to focus their analyses on two imagined places: a host country where they used to live, and an origin country where they must reintegrate after a long period of being away. This paper reveals how spaces within the city can undermine the reintegration of former migrants seeking to reestablish themselves in their home countries. Based on in-depth interviews with 25 Singaporean academics, we discuss how the priorities of globally oriented universities can impact the reintegration of highly skilled returnees within their home city. Specifically, this paper reveals how returnees face the challenge of negotiating two conflicting demands upon their return home. As academics, they must adhere to the needs of their fast-changing universities, where the pressures of world rankings demand "global impact" through research and publications. Yet, as Singaporean citizens, they also face expectations to fulfill the responsibilities of being "home" in their city, juggling calls for national service and community outreach among local university faculty. We examine the conflict between these two demands as an understudied factor that shapes migration flows into Asia's global cities.
... Since the company's beginning in the UK in 2004, THE was a subsidiary of TES Global, a UK digital education company focusing on student placement services and recruitment with a focus on MBA programs (Stack, 2013). Most recently, TES Global's owner, TPG Capital, a US private equity firm, sold THE to Inflexion, a UK private equity firm (THE Reporters, 2019). ...
Global university rankings (GURs) have received unprecedented attention from so many higher education stakeholders, ranging from policy makers to the general public. We provide a critical overview of GURs drawing on a geopolitics of knowledge (GoK) lens. We highlight and introduce three major university rankings that have a global impact, such as ARWU, THE, and QS world university rankings. We illuminate how these three rankings perpetuate GoK in two ways: a) universalizing languages of quality and excellence and b) reproducing colonial knowledge/power relations. We argue that GoK is integral to articulating and challenging the global politics of knowing and being in contemporary higher education
... Decuypere and Landri (2020) and Stack (2013) expand the analytical scope by analyzing the digital infrastructure of rankings, websites in particular, which feature glossy graphics, videos, stylized pictures, and an impressive collection of interactive features, allowing what Decuypere and Landri (2020, p. 11) refer to as "governing by shapes." ...
Rankings have become a popular topic in the social sciences over the past two decades. Adding to these debates, the present volume assembles studies that explore a variety of empirical settings, emphasizing the importance of acknowledging that there are multiple “Worlds of Rankings.” To this end, the first part of the chapter addresses the implications of two modes of criticism that characterize much of the scholarly work on rankings and summarizes extant conceptual debates. Taking stock of what we know, the second part distinguishes three areas of empirical research. The first area concerns the activities of those who produce rankings, such as the collection of data or different business strategies. Studies in the second area focus on inter-organizational, field-level, or discursive phenomena, particularly how rankings are received, interpreted, and institutionalized. The third area covers the manifold effects that research has unveiled, ranging from the diffusion of practices and changes in organizational identities to emotional distress. Taken together, the contributions to this volume expand our knowledge in all three areas, inviting new debates and suggesting pathways forward.
... Few have examined how global university rankings' (GURs) commercial media outlets (e.g., Times Higher Education [THE] and U.S. News & World Report [USN]), particularly their websites' visual representations, construct and circulate the meaning of higher education (HE; recent exceptions are Stack, 2013Stack, , 2016. 1 This is alarming given that these commercial GURs' websites garner substantial audiences. In their 2016/2017 media pack, THE boasted 24 million unique visitors over the past year, while USN reported a monthly audience of over 20 million unique visitors and 120 million page views. ...
... In their 2016/2017 media pack, THE boasted 24 million unique visitors over the past year, while USN reported a monthly audience of over 20 million unique visitors and 120 million page views. Furthermore, ranking popularity is largely based on media coverage of GURs (Stack, 2013). We thus lack a thorough understanding of the complex ways in which GURs' visual media depict HE (Stack, 2013). ...
... Furthermore, ranking popularity is largely based on media coverage of GURs (Stack, 2013). We thus lack a thorough understanding of the complex ways in which GURs' visual media depict HE (Stack, 2013). ...
... Decuypere and Landri (2020) and Stack (2013) expand the analytical scope by analyzing the digital infrastructure of rankings, websites in particular, which feature glossy graphics, videos, stylized pictures, and an impressive collection of interactive features, allowing what Decuypere and Landri (2020, p. 11) refer to as "governing by shapes." ...
... These reports were retrieved from the website of the Undersecretary for Research and Technology of MoHME (14). In the evaluation process, all MRCs knowledge production were evaluated and scored based on international research indicators (20)(21)(22) and ranked under 6 groups based on the type and duration of activity and independent budget. These indicators (type, definition, selection criteria, data gathering procedures, and their weights) were regularly updated and revised based on the policies of the country's HRS and the feedback of stakeholders. ...
... Recently, knowledge production indicators in international institutional research rankings have attracted considerable attention worldwide. Several well-known ranking systems, such as Academic Ranking of World Universities (ARWU) (21), Times Higher Education (22), and Scimago Institutions Ranking (20), utilize different types of indicators to assess and evaluate the research processes such as knowledge productions. ...
... Common indicators in this field consist of number of published articles (output), number of citations, international cooperation, etc. (21,22). Based on the results of this study, during 2015 to 2017, MRCs have published 57 294 research articles (taking into account collaborated papers). ...
... These reports were retrieved from the website of the Undersecretary for Research and Technology of MoHME (14). In the evaluation process, all MRCs knowledge production were evaluated and scored based on international research indicators (20)(21)(22) and ranked under 6 groups based on the type and duration of activity and independent budget. These indicators (type, definition, selection criteria, data gathering procedures, and their weights) were regularly updated and revised based on the policies of the country's HRS and the feedback of stakeholders. ...
... Recently, knowledge production indicators in international institutional research rankings have attracted considerable attention worldwide. Several well-known ranking systems, such as Academic Ranking of World Universities (ARWU) (21), Times Higher Education (22), and Scimago Institutions Ranking (20), utilize different types of indicators to assess and evaluate the research processes such as knowledge productions. ...
... Common indicators in this field consist of number of published articles (output), number of citations, international cooperation, etc. (21,22). Based on the results of this study, during 2015 to 2017, MRCs have published 57 294 research articles (taking into account collaborated papers). ...
Background: As the partner country of the WHO Commission on Social Determinants of Health (SDH), Iran has expanded the knowledge based on the social determinants of health- as one of commission recommendations- by establishing SDH research centers to collect evidence and design responses to the existing health equity gap. Considering the importance of the role assigned to these research centers, this study aimed to present the knowledge production of SDH research centers and determine their status in Iran’s health research system (HRS).
Methods: In this cross sectional study, research performance of SDH research centers was assessed based on international research indicators and compared with national medical research centers and HRS knowledge production. Then, SDH research centers were scored and ranked based on the research indicators.
Results: Out of 37 approved SDH research centers, the knowledge performance of 33 research centers was reviewed. The total number of academic members was 334. The number of these centers’ indexed published articles and the proportion of published articles per academic member have been doubled from 483 and 1.44 in 2015 to 984 and 2.94 in 2017. In this period, the number of citations of the past 5-year publications was 4355 according to Scopus database. The proportions of these centers’ high-quality publication (Q1) and international collaborations per published articles were 14.8 and 8.25. In ranking, the first to third ranks were occupied by SDH research centers of Kermanshah, Kurdistan, and Qazvin Universities of Medical Sciences.
Conclusion: Although knowledge production seems desirable in mentioned research centers, it is essential to create a virtual research network to increase intersectoral collaboration and develop strategies to solve the puzzle of gathering evidence on the social determinants affecting health inequities.
... Even though the ranking practice is not a new phenomenon in some developed countries, for example, the USA and United Kingdom, efforts to analyse performance within higher education have spread all over the world (Elken et al., 2016). Over 40 countries use rankings to ascertain the academic quality and status within and amongst individual national HEIs, whilst the emergence of international ranking systems compares HEIs across national borders (Stack, 2013). Surveys reveal that even though ranking systems use different methodologies to produce league tables, some dominant characteristics of the results prevail. ...
... There are 11 international ranking institutions and more are expected to arise as the ranking phenomenon gains popularity (Stack, 2013). However, Jeremic and Jovanovic-Milenkovic (2014) indicate that three major world university rankings exist, namely: ...
Higher education practitioners, especially marketers are turning to university rankings and league tables as a cue for comparing themselves with other universities to attract students. The purpose of this chapter is to investigate whether students in South Africa, consider university rankings as a significant factor when deciding on a university of choice. A survey was conducted amongst students at a South African university and specifically considered the importance of the factors relating to university rankings. Most students indicated they considered university ranking as an important factor in their decision and university of choice.
