Abstract
Rankings of higher education institutions, usually expressed in vertical league tables, are increasingly prominent in the shaping of policy and institutional behaviors, especially since the Shanghai Jiao Tong University developed credible global research rankings, and the World University Rankings by the Times Higher Education Supplement. Rankings enhance competition, as well as encourage concentration and stratification in national systems. However, there is no consensus on what constitutes quality, a wide variation in data usage and competence, and no globally comparable data on teaching performance. League tables are used to explain more than the data permit, especially when deployed as holistic indicators of institutional reputation.
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