Transnational Governance of Higher Education: On Globalization and International University Ranking Lists

Lindblad, Sverker; Lindblad, Rita Foss

doi:10.1111/j.1744-7984.2009.01168.x

Cited by 8 publications

(3 citation statements)

References 23 publications

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“…This way of evaluating the qualities of higher education institutions is put forward by many actors over the world (see e.g., Hazelkorn, 2015) but is also questioned in several places. For instance, such ranking was criticized by the higher education organizations in Sweden (Lindblad & Foss Lindblad, 2009) and regarded as being of little importance to old universities with a strong research record, compared to less recognized higher education institutions, which regarded them as more influential (Sundén, 2012). It is also questioned in terms of societal relevance related to geopolitical termsfor instance when considering African higher education institutions and their tasks and contexts.…”

Section: University Ranking In a Global Perspectivementioning

confidence: 99%

North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University

Haybano

Haley

Lindblad

et al. 2021

NJCIE

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The Ethiopian educational system has made promising advancements since the turn of the century. Despite this progress, education continues to grapple with a myriad of challenges, including differences in educational access and quality, insecure living conditions, and gender inequalities. Research can offer knowledge for tackling these challenges, but often it is knowledge from the global North that dominates, despite its questionable relevance to the global South. Therefore, this study analyses the evolvement of a Center for Comparative Education and Policy Studies, situated in an Ethiopian higher education context and supported by the Swedish International Development Cooperation Agency (SIDA), and how the Center has contributed to developing knowledge that is relevant to local contexts. An important outcome of the Center was the development of a doctoral program in International and Comparative Education and the knowledge produced in the doctoral theses that emerged. Our inquiry concerns how Southern theory contributes to an increased understanding of the development of the Center and the relevance of the doctoral theses. The findings underscore the importance of expanding Southern knowledge in education and the need for further reflection on the geopolitics of knowledge in research capacity development cooperation.

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Section: University Ranking In a Global Perspectivementioning

confidence: 99%

North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University

Haybano

Haley

Lindblad

et al. 2021

NJCIE

Self Cite

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“…Drawing on Foucault, and using a case study concerning law schools, Sauder & Espeland (2009) argued that university rankings work as self-disciplinary processes of surveillance, normalization, and stratification, with wider impacts on our organizational culture and work experience. Lindblad & Lindblad (2009) also employed many Foucauldian concepts (e.g. governance and regulation, ordering powers and steering processes, systems of meaning, soft and hard rules).…”

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confidence: 99%

University rankings and the scientification of social sciences and humanities

Stratilatis¹

2014

Ethics. Sci. Environ. Polit.

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The aim of this article is to render global university rankings (GURs) as a paradigmatic instance of knowledge/power (Foucault) within our post-industrial 'knowledge societies'. At the same time, I examine a possible connection between GURs and 'scientification' of social sciences and humanities (SSH), i.e. promotion of the belief that if SSH are to count as 'sciences' proper, they must subscribe to the epistemological and methodological tenets of positivist− empiricist natural sciences. Based on recent literature and on the methodological information that is provided by the compilers of GURs on the relevant websites, the second part of the article traces some structural features (such as underestimation of teaching and systematic biases of bibliometrics) which might be taken as supporting the hypothesis that GURs are connected with the the wider trend of scientification of social sciences and humanities. I conclude that, even if we could ever overcome the deficiencies of existing rankings, we should take seriously that there can be no ranking system that would be epistemically objective, value neutral, and politically incontestable.

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“…There is a growing body of literature on globalization and higher education that documents the degree to which universities around the world conform to the same organizational blueprints (Lindblad and Lindblad 2009). World-society theorists, in particular, provide a compelling account of the global spread of tertiary education and its strong isomorphic tendencies, recognizing that “The same subjects are…taught with the same perspectives leading to very similar degrees and to credentials that take on world-wide meaning” (Schofer and Meyer 2005, 917).…”

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confidence: 99%

Does Academic Freedom Globalize? The Diffusion of the American Model of Education to the Middle East and Academic Freedom

Noori

2014

APSC

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Transnational Governance of Higher Education: On Globalization and International University Ranking Lists

Cited by 8 publications

References 23 publications

North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University

North-South collaboration: On the making of a Center for Comparative Education and Policy Studies at Addis Ababa University

University rankings and the scientification of social sciences and humanities

Does Academic Freedom Globalize? The Diffusion of the American Model of Education to the Middle East and Academic Freedom

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