Regarding outliers, if it's done properly it can be a valid exercise. For example, small sample sizes (ie not a lot of golfers seeing a course) can create a lot of "noise" that you'd want to filter. Maybe somebody pegs all the numbers to raise a course's averages / score. He doesn't actually think it's all 10s (or whatever).
Of course, that kind of raises some of the fundamental reasons why magazine rankings should come with black-box warning labels, don't you think?
And the process is totally opaque: who knows how the analysis is done and who knows what the actual scores are? There are just so, so many ways to manipulate the outcomes. Statistical manipulation is one of the easier ways -- all the better if there's zero transparency into how it's done.
Kevin, yes, I was "taking the piss" as the Brits say and just having fun. If through some miracle you got each rater's scores you could calculate mean and SD for each course using the population of rater scores. Because the courses' respective means would vary you'd want to use some type of normalization to put the SDs on equal footing, so to speak. Coefficient of variation would do the trick...I think.
I haven't thought about it too deeply but to calculate Beta you have to do a lot of work -- there's matrix algebra involved -- and anyway I think you probably end up with a less-direct measure of what you're really want, which is good ol' fashioned variance. Why do more work than necessary?
(PS once upon a time I actually took at look at Golf Magazine's numbers using some quasi-fancy analysis -- and concluded the numbers they posted next to each course were mathematically impossible. But I was told there was no way the numbers I was looking at were fixed. No way. My analysis looked okay but the results of that analysis were absolutely wrong. They did say however if I looked in a slightly different place I would see where the numbers really were fixed. I'm a little hazy on the details of my analysis -- it was years ago and I had the flu -- but some day I should recreate it and have the group show me where I went wrong. If I went wrong: I don't think I did.)