This book investigates how excellence and reputability are formed, performed, and perceived at well renowned international higher education institutions. Along six detailed ethnographic case descriptions ¿ including University of Warwick, Goldsmiths, New York University, School of the Art Institute Chicago, Ohio State University, and HEC Montréal ¿ it asks how master¿s programs in arts management and cultural policy achieved reputability and how this affects the everyday academic live. A cross-case analysis revealed a set of overall drivers that seem to have a great impact on the reputation of the studied programs. By focusing on the design and content of the teaching environments as well as on