| Summary: | Analysing the role of rankings in the business education field, this study aims to understand how and why rankings build reputation in business schools and how they shape the business education field and field boundaries in the developed and developing countries. Taking a field perspective, the researcher argues that categorisation systems, such as rankings, are used for constructing boundaries of the developed and developing business education fields. Adopting a purposive sampling method, ten highly-rated business schools per country are selected for the United Kingdom (UK) and Pakistan case-studies. Empirical evidence is gathered from 43 interviews with academic experts, business school marketing managers and industry experts, supplemented by internal student surveys and other relevant secondary sources of data for the qualitative analysis adopted in this study. Through categorisation systems, the current study showed boundary-work at different levels such as boundary-work for reputation, international and domestic fields, and new categories. The researcher argues that rankings become a contest that redefine, evaluate, and change the perception of reputation in the field. Categorisation systems also play an active role in field and field boundary formation, and become a contest for authority. Rankings construct the international business education field and set boundaries for new categories, which include defining and determining the authority in the field. Rankings in developing countries are shown to be a contest for authority, which challenges the existing authorities to counter the Western model of rankings and to construct the perception of the domestic field and positions within it. The current study may be useful for policy-makers in developing countries seeking to upgrade their ranking systems by providing them with an understanding of the significance of different transparency instruments.
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