This research investigates the dissemination and debate surrounding international academic rankings, focusing specifically on the Shanghai Ranking (ARWU) in the French press. Since the 2000s, numerous rankings have emerged, coinciding with higher education and research (HE&R) reforms, particularly in France. While existing research often analyzes ranking methodologies or impacts, this study addresses the less-explored aspects of their dissemination and the resulting public discourse. The Shanghai Ranking, originating from Shanghai Jiao Tong University in 2003, holds a unique position. Initially intended for domestic Chinese consumption to facilitate HE comparisons, it unexpectedly gained traction internationally, notably in France. This article explores why this ranking received more attention in France than in other countries like the US, where a strong tradition of national rankings exists. The study hypothesizes that the ranking's media attention in France stems from: 1) its co-development by diverse actors revealing multiple rationales; 2) the timing and nature of press coverage illustrating varying media logics; and 3) the discourse of involved actors reflecting power relationships. The study aims to identify the media outlets and individuals that contributed to the ranking's dissemination and analyze their motivations and strategies to understand the multifaceted rationale behind the media coverage process.

Existing research on university rankings primarily focuses on two areas: methodological analyses of the rankings themselves and the impact of these rankings on universities and other stakeholders. Studies such as those by Eloire (2010), Vught and Westerheijden Don (2010), Docampo (2013), and Docampo et al. (2015) meticulously examine the methodologies employed by various ranking systems, critically evaluating their strengths and weaknesses and assessing their reproducibility. Research by Espeland and Sauder (2007) and Hazelkorn (2007, 2011, 2014, 2015) explores the impacts of rankings on institutions, considering factors like strategic planning, resource allocation, and reputation management. However, there is a gap in the literature concerning the processes by which these rankings are disseminated and become subjects of public discourse and debate. This study seeks to fill this gap by examining the specific case of the Shanghai Ranking in the French context.

To understand the dissemination of the Shanghai Ranking in France, this study employed a mixed-methods approach combining quantitative and qualitative data analysis. The quantitative component involved a comprehensive analysis of a large press corpus. Multiple French newspaper databases (Factiva, Europress, archives of Le Monde, Libération, and AEF) were searched using various keywords related to "world ranking," "international ranking," and "Shanghai ranking." This resulted in a corpus of over one million hits, encompassing 119 different print media outlets and 1520 documents (including 90 opinion pieces) from June 2003 to September 2014. Textual statistical tools (TextObserver and Alceste) were used to analyze the corpus systematically, identifying recurring themes and discursive characteristics. To ensure exhaustiveness, additional monitoring was conducted post-2014. The qualitative data consisted of interviews with journalists and key individuals involved in French higher education and research. These interviews aimed to understand journalists' sources, motivations, and the wider context of media coverage. The combined quantitative and qualitative data allowed for a nuanced understanding of how the Shanghai Ranking was disseminated, framing, the motivations of different actors, and their interaction with the socio-political context of French higher education reform.

The study reveals a two-phased media coverage process. The initial phase (2003-2007) saw limited coverage, primarily in specialized publications like AEF (an education-focused press agency) and Les Echos (an economic newspaper), often framed negatively, highlighting France's underperformance compared to other nations. The second phase (2007 onwards) witnessed a significant increase in coverage volume and media outlet diversity, spurred by the 2007 LRU Law reforms and subsequent debates within the HE&R sector. The analysis identified a strong correlation between media coverage peaks and significant political events or policy changes. A derogatory framing, emphasizing the poor performance of French institutions, was prevalent, creating a "buzz" and attracting media attention. The ranking's simplicity, based on easily understood criteria (Nobel laureates, Fields medalists, publications in prestigious journals), contributed to its media appeal. Various stakeholders strategically utilized the ranking: politicians (like Nicolas Sarkozy and Valérie Pécresse) used it to justify reforms; university presidents employed it for communication purposes and to enhance their institutions' reputations; and representatives of "grandes écoles" (elite French higher education institutions) used it to challenge the ranking's limitations and preserve their prestige. The study also highlights power dynamics within the French HE&R system, with universities competing with "grandes écoles" and research organizations for recognition and resources. The analysis of opinion pieces revealed a concessive argumentative style, acknowledging the ranking's flaws while simultaneously accepting its authority. Overall, the Shanghai Ranking's media coverage in France highlights a complex interplay of political agendas, institutional positioning, and media strategies, shaping the narrative around academic excellence and reform.

The findings demonstrate that the dissemination of the Shanghai Ranking in France wasn't a purely objective process but rather a co-constructed narrative influenced by various actors and their strategic interests. The initial negative framing, though seemingly detrimental, actually facilitated the ranking's widespread adoption as a news item. The study reveals how the ranking became a tool for political discourse, justifying policy changes and resource allocation. Academic institutions leveraged the ranking for promotional purposes, highlighting their successes or contesting the methodology. The study also sheds light on the intricate power dynamics within the French HE&R system, exposing competition and struggles for prestige among different types of institutions. The concessive discourse employed in discussions around the ranking demonstrates a nuanced approach where criticisms are acknowledged but ultimately overshadowed by the ranking's perceived authority. These insights highlight the complex interaction between the objective nature of a global ranking system and the subjective interpretation and strategic utilization of that information by a national audience.

This study offers valuable insights into the dynamics of international university ranking dissemination and their influence on national higher education systems. The case of the Shanghai Ranking in France reveals a process of co-construction where the ranking's initial lack of targeted dissemination gave way to a strategic embrace by politicians, academics, and media, ultimately impacting the discourse surrounding academic excellence and policy reform. The interplay of political agendas, institutional positioning, and media strategies underscores the need for a critical analysis of these rankings, acknowledging their limitations and the potential biases embedded within their dissemination and interpretation. Future research could explore similar dissemination patterns in other national contexts, examining the role of cultural factors in shaping the interpretation and strategic use of international rankings.

While the study utilized a comprehensive press corpus and interviews, it primarily focused on French print media, potentially neglecting other forms of media coverage (e.g., online news, television). Furthermore, the subjective nature of qualitative data analysis may introduce biases in interpreting interviews and opinion pieces. The focus on the period up to 2014, with supplemental monitoring thereafter, limits a fully longitudinal perspective on the long-term impact of the Shanghai Ranking on French higher education.