Academia has an ambivalent relationship with rankings. On the one hand, academics constantly complain about them; on the other, they always look for ways to “fix” them. A similar observation could be made about scholars researching higher education. I argue that this ambivalence contributes to the further entrenchment of rankings as a practice in higher education and I call for a heightened appreciation of reflexivity in the research on the subject.
As Editor-in-Chief of the Journal of Higher Education Policy and Management, I like to know why authors choose to submit research to our journal. The journal publisher, Taylor and Francis, surveys authors and reports results to me […]
When we hear the words academic misconduct, we usually think of individuals involved in plagiarism and other kinds of unethical scholarly behavior, and less often of organizations implicated in such affairs. […]
For a while now, university rankings have been intensely debated all over the world. Despite the prevailing sentiment among academics that rankings are harming the academic profession, the actual resistance […]