That said, there are a few clear factors that determine the potential of a university to reach the highest levels of excellence. In the case of Harvard University, it was true that by the time of its tercentenary (300th anniversary of its founding) in 1936, Harvard had already achieved a reputation as a world-class institution. Harvard did not have the stature that it does today.

That said, there are a few clear factors that determine the potential of a university to reach the highest levels of excellence. In the case of Harvard University, it was true that by the time of its tercentenary (300th anniversary of its founding) in 1936, Harvard had already achieved a reputation as a world-class institution. Harvard did not have the stature that it does today.

It is equally unreasonable to run a university as a "participatory democracy," the approach to governance that once existed in Europe. That approach in European institutions of higher learning was appealing to professors because it was democratic. But those institutions also suffered because they lacked an executive decision-making process; making changes became virtually impossible.

Shared governance is often the critical element that is missing in Asian universities, no matter how talented the faculty may be. Either it is ministries of education that are trying to run things, or in private institutions - those who control the funds. Neither group knows much about teaching and research.

There is another innovation at Harvard which I think made a tremendous difference and that is the decision to try to recruit the very best person in the field for an available faculty position. In the period after World War II Harvard literally engaged in world-wide searches for the very best and created a culture in which it was simply unacceptable to hire friends and associates, to make decisions based on personal affections or inclinations.

On the one hand, there is no question that English - frequently bad English - has become the universal language of scholarship. It is clearly a tremendous handicap for people outside of the United States, Britain, and Australia and a few other countries because few of them are native speakers, but we demand that they present and publish in English.

That doesn't mean that the top fifteen institutions in the ranking somehow don't belong there at all. But what is the difference between number two and number eight in any meaningful sense? As an administrator who worked to build a complex university, I find the assumption slightly offensive. We need to be committed to excellence, not to lists.