ABSTRACT
Lynne Hunt and Owen Hicks present a convincing argument against the tendency to work towards one global, simplistic pinnacle of excellence and promote the adoption of a model that is more mindful of socio-cultural and economic contexts. Consequently, they suggest that the pursuit of excellence in terms of global rankings is, for the majority, a futile exercise. Using examples from teaching in provincial universities in China, Vietnam and Timor-Leste they question the assumption that most students experience a global higher education and suggest this is something afforded only to the privileged few. The chapter advocates the implementation of a multi-pinnacled and inclusive conception of teaching excellence using the notion of ‘bounded excellence’ to denote the relevance of local contexts.
