Playing the Rankings Game

Autor/inn/en	Farrell, Elizabeth F.; Van Der Werf, Martin
Titel	Playing the Rankings Game
Quelle	In: Chronicle of Higher Education, 53 (2007) 38, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Graduation Rate; Academic Achievement; Institutional Characteristics; Publicity; Periodicals; Higher Education; Educational Quality; Institutional Evaluation; Data Collection; Alumni; Fund Raising; College Administration; College Admission; School Holding Power + Suchen Sie Ihr Suchwort? Schulleistung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Data capture; Datensammlung; Fundraising; Spendensammlung; College administrators; Hochschulverwaltung; Hochschulzugang; Hochschulzulassung; Zulassung
Abstract	While some colleges claim not to care what "U.S. News & World Report" says, and experts cite problems in the way its annual rankings are done, many institutions scramble to improve their positions. There are well-documented examples of institutions that have solicited nominal donations from alumni to boost their percentage of giving, encouraged applications from students they had no intention of accepting, or creatively interpreted how they should report the required data to "U.S. News." Others, like Baylor University, simply make it an explicit goal to improve their standing in the rankings. In some ways, "U.S. News" has become the tail that wags the dog. The magazine's annual college guide does not merely compile data on what colleges are doing. It has changed the way many college officials determine their institutional priorities. Possible changes to the rankings formula and alternative to the "U.S. News" rankings are discussed. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10