English is not the primary language for universities in China, Korea, and Japan, but they are being evaluated on the basis of publications in English and courses taught in English.

There seems also to be a tremendous risk to indigenous cultures if we insist that all scholarship be conducted in English. We are, for example, dealing with ancient and very highly-developed cultures in Korea, Japan, China and the Middle East. What is the impact on cultural and scholarly vitality forcing everyone to do their work in English? I do not have an answer, but this issue has been very much on my mind.

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.

There are many in East Asia who simply judge students on the basis of national tests. The top universities in the United States do not do that, and for good reason. We need a careful process for admissions that take all sorts of factors into account: different intellectual strengths, artistic expression, economic standing, social background, ethnicity, regional representation and designs a class as a balanced whole.

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.

I suppose the situation varies from field to field. If you're a mathematician, your proficiency in English may not be such a problem. If you're in the humanities or social sciences, there is no doubt that it is a handicap for you.

Equally important for the promotion of excellence in the university is an emphasis on shared governance. The faculty needs to be involved directly in the process of running the university and in the setting of priorities.