An examination of global university rankings as a new mechanism influencing mission differentiation: the UK context
An examination of global university rankings as a new mechanism influencing mission differentiation: the UK context
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将全球大学排名作为影响使命差异化的新机制的研究：英国背景
DOI：
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发表时间：
2015
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通讯作者：
Catherine O’Connell
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文献类型：
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作者：
Catherine O’Connell
自十年前出现以来，全球大学排名已经成为国际高等教育的一股强大力量。大多数关于全球排名的研究都考察了机构和国家层面的影响。这项研究提供了一个有价值的视角，说明英国高等教育“任务组”如何在部门内部层面部署排名(和其他国际基准)，以支持不同的政策立场。活动理论中的对象概念被用来解决分析的问题。批评性话语分析是一种方法论取向，旨在研究全球排名如何在这一背景下调解对象。这些发现有助于当前的辩论，即排名是否促进了全国高等教育部门的同构，说明了英国对排名的差异化参与。讨论了研究结果对政策制定者和机构管理人员的相关性。
Since their emergence a decade ago, global university rankings have become a powerful force in higher education internationally. The majority of research studies on global rankings have examined the effects at institutional and national levels. This study offers a valuable perspective on the ways rankings (and other international benchmarks) are deployed at the intra-sector level, by UK higher education ‘mission groups‘, to support different policy positions. The concept of object in activity theory is used to problematize the analysis. Critical discourse analysis is used as a methodological orientation to study the ways global rankings mediate the object in this context. The findings contribute to the current debate on whether rankings are promoting isomorphism in higher education sectors nationally, illustrating a differentiated engagement with rankings in the UK context. The relevance of the findings for policy-makers and institutional managers is discussed.