Academia’s Stockholm Syndrome: The Ambivalent Status of Rankings in Higher Education (Research)

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.