Stack's overall position is relevant, namely that universities have increasingly prioritized thebusiness aspect over education. The development for her claims are strong and valid. For example,Stack claimed that universities have become more business oriented and the focal priority hasbecome obtaining a ranking. The ranking system provides institutions with a certain reputation but"tell us remarkably little about the student experience or how a university contributes to thecommunities that support it" (Stack, 2017, para 3). She argued that regardless of misconduct orlegal issues, institutions can still maintain a reputation through "issues management (keep badnews out of the public eye)" (Stack, 2017, para 2). This is a crucial part of her argument, shestrenqthened it by providing examples and statistics on the Karolinska Institute. Surgeon PaoloMacchiarini was convicted of manslaughter from the institute, yet it still maintained a high rankingand reputation. Stack's claims are not just empty words, but it backed with statistical evidencewhich solidifies her stance. In fact, her evidence-based claims put her piece on par with some well-researched literature. For instance, Jane Marshall's "GLOBAL: UNESCO debates uses and misusesof rankings" (2011) claims that rankings don't measure potential, knowledge, education, or evenstudent experience. "They measured what was easy and predictable, concentrated on pastperformance rather than potential" (Marshall, 2011, para 16). She went into detail about how thestudent body is not the focus of the ranking regime. It is something that not only gives aninstitution reputation but also attracts public interest (i.e., more students, more money, morebusiness). Although, Marshall's piece is quite compelling, Stack's argument is equally adequate asit is supported by statistics.

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