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Sharon Rider - World Class Universities: A Contested Concept

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Sharon Rider World Class Universities: A Contested Concept

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This open access book focuses on the dimensions of the discourse of The World Class University, its alleged characteristics, and its policy expressions. It offers a broad overview of the historical background and current trajectory of the world-class-university construct. It also deepens the theoretical discussion, and points a way forward out of present impasses resulting from the pervasive use and abuse of the notion of world-class and related terms in the discourse of quality assessment. The book includes approaches and results from fields of inquiry not otherwise prominent in Higher Education studies, including philosophy and media studies, as well as sociology, anthropology, educational theory.
The growing impact of global rankings and their strategic use in the restructuring of higher education systems to increase global competitiveness has led to a reputation race and the emergence of the global discourse of world class universities. The discourse of world class universities has rapid uptake in East Asian countries, with China recently refining its strategy. This book provides insights into this process and its future development.

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Book cover of World Class Universities Evaluating Education Normative - photo 1
Book cover of World Class Universities
Evaluating Education: Normative Systems and Institutional Practices
Series Editors
Sharon Rider
Department of Philosophy, Uppsala University, Uppsala, Sweden
Michael A. Peters
Beijing Normal University, Beijing, China

This series addresses the normative implications of and assumptions behind schemes for assessing and assuring the quality of education at all levels and the role of education in the knowledge society. Educational assessment in most countries has become a standardized function of governments and funders, raising concerns that the distinctive aims of different parts of the educational system and their inherent values base will be eroded over time. Moreover, contemporary education research tends to be compartmentalized, having limited contact with relevant research in philosophy, sociology, history, economics and management studies. This series seeks to rectify this situation by: - examining the historical development, theoretical underpinnings and implicit conceptual assumptions of different regulatory and evaluative regimes and making these explicit - investigating the implicit or explicit values exemplified in and buttressed by policy, and studying its implications in practice - proposing and developing models for alternative practices for realizing goals and promoting norms tied to different conceptions of the purposes of public education and the mission of the university The series will focus on the pragmatic as well as the theoretical aspects of valuation activities in education and foster dialogue between different approaches within the field, taking as a starting point the fact that processes of valuation are not always quantitative and that these regularly involve a variety of interests and actors. Thus the series will address the diversity of valuation practices, measurements and techniques in education in general at all levels primary, secondary, tertiary and postgraduate, as well as adult and continuing education , and higher education in particular, especially regarding potential sources of dispute or controversy. The series will also deal with the consequences of valuation practices in higher education, exploring the ways they resolve, engender or conceal conflicts of values, goals or interests. By bringing forward the normative and institutional dimensions, the series opens the prospect of providing more integrative coverage. This will be of benefit to scholars in the humanities and social sciences, and especially to evaluation researchers and people training to be academic and school administrators. Viewing the field through a philosophical, sociological and historical lens, while incorporating empirical research into the institutions of education and its instruments of assessment, the series seeks to establish and enrich understanding of links between values, pedagogy and evaluation.

More information about this series at http://www.springer.com/series/11809

Editors
Sharon Rider , Michael A. Peters , Mats Hyvnen and Tina Besley
World Class Universities
A Contested Concept
1st ed. 2020
Logo of the publisher Editors Sharon Rider Department of Philosophy - photo 2
Logo of the publisher
Editors
Sharon Rider
Department of Philosophy, Uppsala University, Uppsala, Sweden
Michael A. Peters
Beijing Normal University, Beijing, China
Mats Hyvnen
Cultural Anthropology and Ethnology, Uppsala University, Uppsala, Sweden
Tina Besley
Beijing Normal University, Beijing, China
ISSN 2570-0251 e-ISSN 2570-026X
Evaluating Education: Normative Systems and Institutional Practices
ISBN 978-981-15-7597-6 e-ISBN 978-981-15-7598-3
https://doi.org/10.1007/978-981-15-7598-3
This book is an open access publication.
The Editor(s) (if applicable) and The Author(s) 2020
Open Access This book is licensed under the terms of the Creative Commons - photo 3

Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd.

The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore

Acknowledgment

We are indebted to the interdisciplinary research program Engaging Vulnerability at Uppsala University for generous funding which enabled the editors to work efficiently during the last phase of the project and to publish this anthology in Open Access.

Contents
Sharon Rider , Michael A. Peters , Mats Hyvnen and Tina Besley
Part IWhats in a Word?
Jon Nixon
Mats Benner
Sharon Rider
Part IIWorld-Class Around the World
Cris Shore and Susan Wright
Jack T. Lee and Rajani Naidoo
Judit Novak
Mats Hyvnen
Mitchell L. Stevens and Sonia Giebel
Part IIIPlaying the World-Class Numbers Game
Mikael Brjesson and Pablo Lillo Cea
Tero Erkkil and Ossi Piironen
Fan-Hua Meng , Xiao-Ming Tian , Tien-Hui Chiang and Yi Cai
Part IVThe Future of World-Class Universities
Paul Gibbs
Michael A. Peters and Tina Besley
Sonja Arndt , Sren Smedegaard Bengtsen , Carl Mika and Rikke Toft Nrgrd
Ronald Barnett
Contributors
Sonja Arndt
The University of Melbourne, Melbourne, Australia
Ronald Barnett
Professor of Higher Education, University College London Institute of Education, London, UK
Sren Smedegaard Bengtsen
Aarhus University, Aarhus, Denmark
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