A humorous guide advises scholars on how to channel their intellectual energies into becoming "distinguished scholars." Four suggestions include invent a continuum; learn more about something than anybody else has; compare the unrelated works of famous people; and draw upon knowledge from other disciplines. (MLW)

The 27-year history of the "Chronicle of Higher Education" is outlined, offering details of its origins, expansion, editorial policies, evolution of its reputation, staff, news reporting at home and overseas, and the continuing role of its founding editor and owner, Corbin Gwaltney. (MSE)

A two-year study of the factors suspected of influencing the fairness of the peer review system (including the prestige of an institutional affiliation and the influence this might have in molding reviewers' opinions) is discussed. (MLW)

Reports an exploratory study of the relationship between faculty publishing rates in basic and applied-research journals and institutional ranking based on 1995 data for 1,318 four-year colleges and universities. Results reveal a strong, positive association between scholarship and institutional ranking, with some interesting exceptions. (MSE)

A study on the objective correlates of undergraduate quality ratings, state or regional biases, and other methodological issues relating to reputational ratings of undergraduate quality is reported. The subjective judgments of departmental quality made by college and university faculty were studied. Reputational ratings appear to be redundant with…

Values and beliefs that govern educational practices are discussed, as is an alternative value perspective more consistent with the spirit of reform suggested by national reports. Reputational and resource views of excellence are described. Curriculum, teaching, grading, testing, and faculty personnel policies are discussed. (MLW)

The following five common myths about college education are examined: (1) that institutional reputation reflects educational quality; (2) that traditional teaching methods are proven effective; (3) that good teachers are good researchers; (4) that faculty influence students only in class; and (5) that student academic and nonacademic experiences…

Ranking American colleges, universities, and individual departments according to their academic quality is discussed. Six types of methodology used are identified: reputational rankings; faculty awards, honors, and prizes; citations in citation indexes; alumni achievements; scores of entering students on standardized tests; and institutional…