The ten commandments for ranking university quality

In the rapidly changing world of higher education, where increasing emphasis is being placed on the assessment of research and teaching quality as indicators of University Quality, the key issues that need to be considered have been debated widely in both the private and public sectors. The UK and New Zealand have undertaken rigorous research performance exercises over an extended period, while Australia is presently entering a similar phase of assessing research quality. However, ranking University Quality is more general than assessing and ranking research quality alone. To date, the various stakeholders do not seem to have reached agreement on the most important indicators that need to be addressed in assessing and ranking University Quality. The Ten Commandments for ranking University Quality address some of the key issues in the ongoing discussions. Starting with the original set of Ten Commandments, most commandments seem to have been routinely ignored, at least in part, by all but the most conscientious and religious individuals. For this reason, the current set should perhaps be seen as guidelines rather than regulations.