Academic Reputation: How U.S. News & World Report Survey Respondents Form Perceptions
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Academic Reputation: How U.S. News & World Report Survey Respondents Form Perceptions Received (in revised form): April 18, 2003
Phyllis V. Larsen is an assistant professor of advertising at the University of Nebraska-Lincoln’s College of Journalism and Mass Communications. Prior to her faculty appointment, she was a public relations practitioner for two decades, serving most recently as Director of Public Relations for the University of Nebraska-Lincoln.
Abstract One of the most widely read college rankings is published by U.S. News and World Report. The largest element of the ranking is a reputation score determined by a survey of higher education leaders. This pilot study explores how university presidents define academic reputation and form their perceptions for the USNWR ranking. Findings suggest that they create a set of factors to determine reputation, and that personal experience and interpersonal communication play significant roles. Keywords: academic reputation, rankings, U.S. News and World Report, institutional image
Author’s Contact Address: Phyllis V. Larsen Assistant Professor of Advertising College of Journalism and Mass Communications 147 Andersen Hall University of Nebraska-Lincoln Lincoln, NE 68588-0449, USA Tel: +1 402 472 8521 Fax: +1 402 472 4024 Email: [email protected]
Introduction Each year, American institutions of higher education weather the criticisms or congratulations that follow the publication of an array of college rankings. One of the highest visibility rankings is U.S. News and World Report’s (USNWR) ‘‘America’s Best Colleges.’’ Each September, this best-selling college guide is read by alumni, administrators, applicants, and nearly everyone interested in higher education. While many in higher education question the validity of college rankings, the reality is that rankings do, indeed, have significant impact. In a study of top national universities and liberal arts colleges ranked by USNWR, Monks and Ehrenberg conclude that a move to a less favorable ranking leads an institution to accept a larger percentage of its applicants, while a smaller percentage enrolls. As a result, the entering class is of lower quality as measured by SAT scores. Higher education marketing guru Robert Sevier considers reputation and image to be synonymous. Citing image as the most significant asset of an institution of higher education, Sevier’s studies show that it is highly influential to prospective students. In
THE CASE INTERNATIONAL JOURNAL OF EDUCATIONAL ADVANCEMENT. VOL.4 NO.2 155–165 ª COUNCIL FOR ADVANCEMENT & SUPPORT OF EDUCATION/HENRY STEWART PUBLICATIONS 2003. ISSN 1467-3657.
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Phyllis V. Larsen
surveys of thousands of high school students each year, four reasons for college choice emerge: image or reputation, location, cost, and availability of a specific major. When asked to prioritize their four reasons, students place image first. Prospective students, parents, alumni, and higher education leaders focus on different qualities when determining college reputations because they have di
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