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.
The question of how much English should be used in international research universities is one with which I am extremely familiar. I would even say I am deeply puzzled by this trend. I am not certain what the correct answer should be.
Public image is extremely important in American society and I observed personally that the Presidency of John F. Kennedy did much in the public mind for Harvard. Harvard was an excellent school before Kennedy, but Kennedy embodied a new vision for the United States: a leader who caught the world's imagination and that reflected on his alma mater, Harvard.
The faculty know what they need to develop and they need to work with an administrator with the authority do get it done. To define everything in terms of these index numbers is ridiculous.
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 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.
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.
