Temperature-dependency of Environmental Higher Education Ranking Systems

2021 ◽  
Author(s):  
Anwaar Buzaboon ◽  
Hanan Albuflasa ◽  
Waheeb Alnaser ◽  
Safwan Shatnawi ◽  
Khawla Albinali ◽  
...  
Keyword(s):  
Higher Education ◽  
Temperature Dependency ◽  
Ranking Systems

scholarly journals HEC Ranking Criteria in the Perspective of Global University Ranking Systems

2019 ◽  
Vol IV (II) ◽  
pp. 43-50
Author(s):  
Fazeelat Noreen ◽  
Bashir Hussain
Keyword(s):  
Higher Education ◽  
National Level ◽  
University Ranking ◽  
Research And Teaching ◽  
International Trends ◽  
Use Of Resources ◽  
Ranking Criteria ◽  
Ranking Systems ◽  
Global University ◽  
University Ranking Systems

Globalization and market-based orientation of higher education institutions has increased interest of students, parents, employers, universities, funding agencies, governments, and relevant stakeholders in knowing the rank of their concerned universities at national/global level. This has led to the emergence of several global university ranking systems. Aligned with international trends of ranking, Higher Education of Pakistan [HEC] also initiated ranking of universities at the national level in Pakistan. Subsequently, HEC designed comprehensive ranking criteria for ranking of universities and has implemented it since 2010. This study analyzes the nature of HEC ranking criteria and its constituent indicators from the perspective of global university ranking systems. Using content and thematic analysis, this study found that global university ranking systems mainly focus quality of research and teaching, while HEC additionally focuses effective and efficient use of resources, provision of facilities, social integration, and impact on community development.

scholarly journals Global Ranking of Universities by Reputation: The Hidden Criterion

2021 ◽  
Vol 66 (1-3) ◽  
Author(s):  
Victor F. Peretomode
Keyword(s):  
Higher Education ◽  
Internationalization Of Higher Education ◽  
University Rankings ◽  
Important Criterion ◽  
Global Ranking ◽  
Ranking Systems ◽  
Salient Factor ◽  
Is Value

ABSTRACT The ranking of World Universities is a fairly recent phenomenon. It is one of the products of internationalization of higher education. Many of the indices used by the ranking systems are now familiar to readers and writers. The age of an institution is one salient factor often not considered in rankings. The objective of this study is to critically discuss the relevance of age in relation to the metrics used and to determine whether or not age can be shown to have a place in university rankings .The analysis of data shows the average age of the top 50 institutions by reputation to be 206 years and the median 162. A look at the rankings will not reveal this important criterion except each of these ranked universities is linked with the year it was founded. It concludes that there is value in age and should be factored into university rankings.

The Critical Success Factors in Higher Education

2021 ◽  
pp. 84-108
Author(s):  
Tuncer Asunakutlu ◽  
Kemal Yuce Kutucuoglu
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Success Factor ◽  
Critical Success ◽  
Ranking Systems ◽  
The Future ◽  
The Subject ◽  
Education Administrators ◽  
The University

This study reviews some of the prominent ranking systems with a view to shed more light on what may constitute a critical success factor in the field of higher education. In the first part, the ranking systems are reviewed and the key principles are explained. A brief description of how institutions use ranking information is also included. In the second part of the study, the subject of internationalization in the context of ranking systems is discussed. The main challenges of competitiveness in higher education and the increasing role of internationalization are expressed. The chapter also describes threats and opportunities for the future of higher education. This section also includes suggestions for higher education administrators. In the third part, the subject of ranking with particular focus on the university-industry collaboration and its effects on the future of higher education are discussed. The role of the industry and the changing mission of the universities in the new era are explained.

Invisible higher education: Higher education institutions from Central and Eastern Europe in global rankings

2017 ◽  
Vol 16 (5) ◽  
pp. 529-546 ◽  
Author(s):  
Pepka Boyadjieva
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
Central And Eastern Europe ◽  
Higher Education Institutions ◽  
Point Of View ◽  
Global Ranking ◽  
Quality Of Higher Education ◽  
Ranking Systems ◽  
Starting Point ◽  
Global University

The starting point of this study is the argument that not only rankings of higher education institutions (HEIs) are inescapable, but so is the constant criticism to which they are subjected. Against this background, the paper discusses how HEIs from Central and Eastern Europe countries (CEECs) are (non)represented in the main global university rankings. The analysis adopts two perspectives: 1) From the point of view of higher education in CEECs – what are the specificity, basic problems and perspectives of higher education in CEECs as seen through the prism of the global ranking systems? 2) From the point of view of the ranking systems – what strengths and weaknesses of the global ranking systems can be identified through the prism of higher education in CEECs? The study shows that most of the HEIs from CEECs remain invisible in the international and European academic world and tries to identify the main reasons for their (non)appearance in global rankings. It is argued that although global rankings are an important instrument for measuring and comparing the achievements of HEIs by certain indicators, they are only one of the mechanisms – and not a perfect one – for assessing the quality of higher education.

scholarly journals Determining the Standard of Quality: Examining the Turkish University Ranking Systems According to the Berlin Principles

2021 ◽  
Vol 10 (3) ◽  
pp. 260-268
Author(s):  
Engin Karadağ ◽  
Cüneyt Belenkuyu
Keyword(s):  
Higher Education ◽  
Educational Policies ◽  
Competitive Environment ◽  
Research Approach ◽  
University Ranking ◽  
Assessment Study ◽  
Ranking Systems ◽  
Critical Problems ◽  
Methodological Assessment ◽  
University Ranking Systems

The increasing competitive environment arising from the commercialization and internationalization of higher education (HE) and the increasing influence of the liberal character of educational policies have led to the emergence of HE ranking systems which have become an inevitable part of HE with the effect they have created. The lack of unambiguous methodological processes is one of the oft-cited critical problems in the HE ranking system literature. These systems vary due to the particular methods they adopt in creating their ranking results. This variation requires a set of principles on how best to perform these rankings. The principles established under Berlin Principles in 2006 aimed to address this need. This study aims to determine to what extent Turkish ranking systems comply with the basic tenets determined in the Berlin Principles. The study was designed as a methodological assessment study and the data were obtained from the websites and printed and electronic publications related to Turkish ranking systems. The data obtained were scored according to an evaluation form consisting of the tenets set out in the Berlin Principles. The findings show that the majority of the Turkish university ranking systems were not designed to be fully compliant with the Berlin Principles and instead they evaluate HE institutions by their research approach and quality definitions.

scholarly journals HIGHER EDUCATION IN A GLOBAL CONTEXT: DRIVERS OF TOP-UNIVERSITIES’ REPUTATION

2012 ◽  
Vol 40 (1) ◽  
pp. 17-25
Author(s):  
Blanca L. Delgado-Márquez ◽  
Yaroslava Bondar ◽  
Luisa Delgado-Márquez
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Global Knowledge ◽  
Global Context ◽  
Educational Stakeholders ◽  
Research And Teaching ◽  
Ranking Systems ◽  
Wide Range ◽  
Knowledge Economies

In global knowledge economies, the relevance of higher education has been described as more important than ever as mediums for a wide range of cross border relationships and continuous flows of people, information, knowledge, technologies, products and financial capital. Moreover, in a context characterized by an increasing competition among university institutions, reputation is constantly used as a screening mechanism of service suppliers and it provides interesting benefits to educational stakeholders, such as faculty and students. In this sense, higher education ranking systems play a crucial role in classifying universities according to different criteria. Henceforth, in this paper (a) focuses on those educational institutions placed in the upper side of the hierarchy established by higher education institutions ranking systems to (b) investigate the influence of top university institutions’ research, teaching and internationalization on their level of corporate reputation. To address such aim, we take two datasets from Times Higher Education Supplement ranking as basis for our analyses, i.e., the world universities ranking and the reputation ranking. Results reveal that, while research and teaching positively influence top universities’ reputation, internationalization does not exert a significant direct influence. Key words: higher education institutions, internationalization, teaching, reputation, research.

scholarly journals Global Ranking and Its Implications in Higher Education

2020 ◽  
Vol 7 (3) ◽  
pp. 25
Author(s):  
P. S. Aithal ◽  
Suresh Kumar P. M.
Keyword(s):  
Higher Education ◽  
Financial Stability ◽  
Generic Model ◽  
Research Publication ◽  
University Ranking ◽  
Global Ranking ◽  
Ranking Systems ◽  
Depth Analysis ◽  
The World ◽  
Global University

Higher Education Institutions try to enhance their competitiveness so as to become distinguished centers of learning and research. Various agencies conduct rankings of institutions independent of each other using different criteria. Although the purpose of ranking is to encourage healthy competition and distinguish the best institution in the interest of the learners to choose, the differences in criteria have cast a lot of confusion in building a parity. Academic performance and allied factors, as well as research, publication, and allied factors, are common to all. Some ranking agencies take into consideration industry-institution collaborations, international outlook, alumni, overall reputation, and even financial stability. This paper aims to attempt a comparison of the ranking methodology adopted by selected prominent Global University Ranking Agencies all over the world and throw light on the positive and negative outcomes of the global ranking. Based on in-depth analysis and critical comments on the limitations of these ranking systems, a generic model for balanced global university ranking is also proposed. Given the fact that nations differ, cultures differ, and the context of higher education itself differ across nations, the study illuminates the fallacy and dangers of segregating all institutions under the same mould.

Sign in / Sign up

Export Citation Format

Share Document