Generate text that refutes this claim: Maintaining the value of the degree  Employers and others expect certain degrees to mean certain things; they are more than just an expensive badge. In the case of elite western universities part of what that means is a critical approach to the world and the willingness to challenge ideas, regardless of the authority that holds them. Part of their exclusivity derives from their admission standards, partly from the academic rigour of their scholars and partly from the simple fact that there are only a relatively small number of graduates.  In other areas universities are all too aware of selling their reputation – impartiality, avoiding plagiarism and so forth – the same should be true here. If a degree from a western university does not mean that it recognises issues such as creativity and free thinking then it devalues the degree itself.  As a result the very governments that are so keen to acquire the creative, critical skills offered by graduates of western-style education will end up undermining the very thing that they seek. This impacts not only the graduates from Asian campuses of western universities but also their peers at the home institution [i] .  [i] US-China Today. Jasmine Ako. Unraveling Plagiarism in China. 28 March 2011.
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Employers measure degrees by the academic results they indicate. The level of political engagement of the individuals is not critical – or even relevant – to that measure. In a global market of tens of millions of students graduating every year [i] an increase of a few thousand in those graduating from top universities will do little to dilute their iconic brands while taking advantage of communications technologies to justify their global reputation. University Senates determine whether degrees can be awarded in their name and it is scarcely in their interest to damage their own reputation. [ii]  [i] There are approximately 150 million students in the world and for the purposes of this debate, that number has simply been divided by three. Source material can be found here .  [ii] Jones et al., ‘The Academic Senate and University Governance in Canada’, The Canadian Journal of Higher Education, Vol.XXXIV, No.2, 2004, pp.35-68, p.50, 57