This paper aims to investigate how global university rankings interact with quality and quality assurance in higher education along the two lines of investigation, that is, from the perspective of their relationship with the concept of quality (assurance) and the development of quality assurance policies in higher education, with particular emphasis on accreditation as the prevalent quality assurance approach.,The paper firstly conceptualises quality and quality assurance in higher education and critically examines the methodological construction of the four selected world university rankings and their references to “quality”. On this basis, it answers the two “how” questions: How is the concept of quality (assurance) in higher education perceived by world university rankings and how do they interact with quality assurance and accreditation policies in higher education? Answers are provided through the analysis of different documentary sources, such as academic literature, glossaries, international studies, institutional strategies and other documents, with particular focus on official websites of international ranking systems and individual higher education institutions, media announcements, and so on.,The paper argues that given their quantitative orientation, it is quite problematic to perceive world university rankings as a means of assessing or assuring the institutional quality. Like (international) accreditations, they may foster vertical differentiation of higher education systems and institutions. Because of their predominant accountability purpose, they cannot encourage improvements in the quality of higher education institutions.,Research results are beneficial to different higher education stakeholders (e.g. policymakers, institutional leadership, academics and students), as they offer them a comprehensive view on rankings’ ability to assess, assure or improve the quality in higher education.,The existing research focuses principally either on interactions of global university rankings with the concept of quality or with processes of quality assurance in higher education. The comprehensive and detailed analysis of their relationship with both concepts thus adds value to the prevailing scholarly debates.

中文翻译：

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从全球大学排名来看高等教育的质量和质量保证

本文旨在通过两种调查方式来研究全球大学排名与高等教育质量和质量保证之间的相互作用，即从它们与质量（保证）概念的关系以及美国质量保证政策的发展的角度出发。本文首先对高等教育的质量和质量保证进行了概念化，并严格审查了四所入选的世界大学排名及其对“质量”的引用。在此基础上，它回答了两个“如何”问题：世界大学排名如何看待高等教育的质量（保证）概念，它们如何与高等教育的质量保证和认证政策相互作用？通过对不同文献来源的分析来提供答案，例如学术文献，词汇表，国际研究，机构策略和其他文件，尤其是国际排名系统的官方网站和各个高等教育机构的媒体，媒体公告等。 ，论文认为，鉴于它们的数量取向，将世界大学排名视为评估或确保机构质量的一种手段是很成问题的。像（国际）认证一样，它们可以促进高等教育系统和机构的纵向分化。由于其主要的问责制目的，它们不能鼓励提高高等教育机构的质量。研究结果对不同的高等教育利益相关者（例如，政策制定者，机构领导，学者和学生）都有利，因为他们为他们提供了排名的综合视图评估，确保或提高高等教育质量的能力。现有研究主要集中在全球大学排名与质量概念或高等教育质量保证过程的相互作用上。因此，对它们与这两个概念之间的关系进行全面而详细的分析可为当前的学术辩论增添价值。研究结果对不同的高等教育利益相关者（例如政策制定者，机构领导，学者和学生）有利，因为它们为他们提供了有关排名评估，确保或改善高等教育质量的能力的全面视图。现有研究主要集中在全球大学排名与高等教育质量观念或质量保证过程的相互作用。因此，对它们与这两个概念之间的关系进行全面而详细的分析可为当前的学术辩论增添价值。研究结果对不同的高等教育利益相关者（例如政策制定者，机构领导，学者和学生）有利，因为它们为他们提供了有关排名评估，确保或改善高等教育质量的能力的全面视图。现有研究主要集中在全球大学排名与高等教育质量观念或质量保证过程的相互作用。因此，对它们与这两个概念之间的关系进行全面而详细的分析可为当前的学术辩论增添价值。现有的研究主要集中在全球大学排名与质量概念或高等教育质量保证过程的相互作用上。因此，对它们与这两个概念之间的关系进行全面而详细的分析可为当前的学术辩论增添价值。现有的研究主要集中在全球大学排名与质量概念或高等教育质量保证过程的相互作用上。因此，对它们与这两个概念之间的关系进行全面而详细的分析可为当前的学术辩论增添价值。