scholarly journals Highly prestigious international academic awards and their impact on university rankings

2020 ◽  
pp. 1-25
Author(s):  
Lokman I. Meho
Keyword(s):  
Higher Education ◽  
United States ◽  
University Rankings ◽  
World University Rankings ◽  
Ranking Systems ◽  
Shanghai Ranking ◽  
Academic Ranking ◽  
The Times ◽  
The Impact ◽  
Highly Cited

This study uses the checklist method, survey studies, and Highly Cited Researchers to identify 100 highly prestigious international academic awards. The study then examines the impact of using these awards on the Academic Ranking of World Universities (the Shanghai Ranking), the QS World University Rankings, and the Times Higher Education World University Rankings. Results show that awards considerably change the rankings and scores of top universities, especially those that receive a large number of awards and those that receive few or no awards. The rankings of all other universities with relatively similar numbers of awards remain intact. If given 20% weight, as was the case in this study, awards help ranking systems set universities further apart from each other, making it easier for users to detect differences in the levels of performance. Adding awards to ranking systems benefits United States universities the most as a result of winning 58% of 1,451 awards given in 2010–2019. Developers of ranking systems should consider adding awards as a variable in assessing the performance of universities. Users of university rankings should pay attention to both ranking positions and scores.

Globalization of World University Rankings and Its Impact on Asian Universities

2017 ◽  
pp. 329-344 ◽  
Author(s):  
Fraide A. Ganotice Jr. ◽  
Hei-Hang Hayes Tang ◽  
Gordon Tsui ◽  
Jonalyn B. Villarosa ◽  
Susanna S. Yeung
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
University Ranking ◽  
Global Prevalence ◽  
World University Rankings ◽  
Ranking Systems ◽  
Academic Ranking

This chapter discusses how Asian universities respond to the global prevalence of university rankings, which are operated in various form with different emphases. First, it defines the context and rationales of the rise of world university rankings. Next, it compares and contrasts the three dominant university rankings, namely, Academic Ranking of World Universities (ARWU), Quacquarelli Symonds (QS), and Times higher Education University Rankings (THE). After assessing the controversies, limitations and solutions of the dominant ranking systems, we will evaluate the current performance of Asian universities and discuss what lessons are to be learned by Asian universities amid the globalizing forces of world university ranking.

Communicative Aspect of University Reputation Assessment (on the Case of RUDN University)

2021 ◽  
pp. 75-82
Author(s):  
A. Glagoleva ◽  
Yu. Zemskaya ◽  
Evgeniya Kuznecova ◽  
Irina Aleshina
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
Communicative Interaction ◽  
World University Rankings ◽  
University Reputation ◽  
Emotional Assessment ◽  
Academic Ranking ◽  
The Relationship

This article is concerned with the communicative study of the issue of assessing the reputation of universities. The article presents the concept of "reputation" and its characteristics such as a long-term period of creation, the multiple nature of reputation, the relationship with the values that the audience gives to the company etc. Reputation is seen as the result of communicative interaction with the audience, which allows to create trust and inspire confidence in stakeholders. The authors review the characteristics of the three leading world university rankings: Times Higher Education World University Rankings; Quacquarelli Symonds World University Rankings; The Academic Ranking of World Universities. And also, the article describes the criteria by which these rankings are built. It either observes the indicators that are taken into account in the compilation of reputational ratings for companies and brands. It turns out during the comparing of the criteria for assessing the ratings of universities and the ratings of companies and brands, that emotional components are completely dismissed from the ratings of universities. While compilers of the company’s reputation rankings RepTrak ™ Pulse and the brand’s reputation rankings Interbrand always include them. The article presents the data from a study of the reputation of RUDN University, which the authors conducted by methods of survey and interview in November 2019. They show that an emotional assessment of a university's reputation is more important for an internal audience than a rational one.

Sustainability university rankings: a comparative analysis of UI green metric and the times higher education world university rankings

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Barbara Galleli ◽  
Noah Emanuel Brito Teles ◽  
Joyce Aparecida Ramos dos Santos ◽  
Mateus Santos Freitas-Martins ◽  
Flavio Hourneaux Junior
Keyword(s):  
Higher Education ◽  
Research Question ◽  
Evaluation Criteria ◽  
University Rankings ◽  
Content Type ◽  
World University Rankings ◽  
Depth Analysis ◽  
Global University ◽  
Methodological Procedures ◽  
The Times

Purpose This study aims to answer the research question: How to evaluate the structure of global university sustainability rankings according to the Berlin Principles (BP) framework. Design/methodology/approach The authors investigated two global sustainability rankings in universities, The UI green metric World University Ranking (WUR) and the Times Higher Education World University Rankings (THE-WUR). The authors performed content analysis regarding their evaluation criteria and assessed both rankings using the BP framework. Findings Results show that there is still a gap to be filled regarding the specificity of global university sustainability rankings. Although the THE-WUR had a better performance in this research, there are several items for improvement, especially regarding the methodological procedures. There are structural differences, limitations and points for improvement in both rankings. Besides, it may not be possible to have a unique and more appropriate ranking, but one that can be more suitable for a contextual reality. Practical implications This study can be helpful for university managers when deliberating on the most appropriate ranking for their institutions and better preparing their higher education institutions for participating in sustainability-related rankings. Besides, it suggests possible improvements on the rankings’ criteria. Social implications The authors shed light on challenges for improving the existing university sustainability rankings, besides generating insights for developing new ones. In a provocative but constructive perspective, the authors question their bases and understandings of being “the best university” regarding sustainability. Originality/value This is the first study that provides an in-depth analysis and comparison between two of the most important global university sustainability rankings.

Riding the tiger of world university rankings in East Asia: where are we heading?

2014 ◽  
Vol 28 (2) ◽  
pp. 230-245 ◽  
Author(s):  
Philip Hallinger
Keyword(s):  
Higher Education ◽  
East Asia ◽  
East Asian ◽  
University Rankings ◽  
Content Type ◽  
University Development ◽  
World University Rankings ◽  
The World ◽  
University Leaders ◽  
The Impact

Purpose – The region's universities are “riding a tiger” of university rankings in East Asian higher education, in a race to gain in the list of the world's top 100 universities. While this race impacts universities throughout the world, it takes on particular importance in East Asia due to the stage of university development and the needs of regional societies. The purposes of this paper are to: To examine the emergent global emphasis on world university ranking as a driver of change in higher education, To discuss how the world university rankings are impacting East Asian universities, To assess consequences for higher education in the region, To explore options for leading universities in a more meaningful direction in East Asia. Design/methodology/approach – This paper examines research and commentary on the impact of world university rankings on universities in East Asia. Findings – This paper proposes that the world university rankings have, over a relatively short period of time, had unanticipated but potentially insidious effects on higher education in East Asia. This paper proposes that the “tiger” is carrying most East Asian universities towards goals that may not reflect the aspirations of their societies, or the people that work and study in them. Yet, climbing off the “tiger” often feels just as risky as hanging on to its back. Instead of seeking to lay blame at any one party, the paper suggests that the problem is systemic in nature. Multiple parts of the system need to change in order to achieve effects in the distal parts (e.g. faculty, students, and society). Only leadership can bring about this type of change. The scholarly community must gain some degree of input and monitoring over the rules of the rankings game. Only by joining hands can university leaders in the region change the “Ranking Game” to reflect the reality and needs of university development and social contribution in East Asia. Only by cooperation can the region's university leaders create reciprocal pressure on other parts of the system. In response to systemic problems, “I” may be powerless, but “we” are not. Originality/value – The originality and value of this paper lie in its aim to elevate underlying dissatisfaction with the rankings into a broader and more explicit debate over the direction in which East Asian universities are riding on the back of the tiger.

scholarly journals ЗАГАЛЬНІ МЕТОДИ ДОСЛІДЖЕННЯ СТРАТЕГІЙ ПОЗИЦІОНУВАННЯ ПРОВІДНИХ УНІВЕРСИТЕТІВ ЗАХІДНОЇ ЄВРОПИ

2019 ◽  
pp. 5-8
Author(s):  
Iryna Hyrka
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
Academic Ranking

У статті здійснено аналіз загальних методів дослідження стратегій позиціонування провідних університетів Західної Європи. Найголовнішими методами наукового дослідження виявлено метод дослідження концепцій та змісту позиціонування закладів вищої освіти провідних університетів Західної Європи; взаємозв’язок освітніх та соціальних послуг; комунікації; ціноутворення. На думку автора, стратегія позиціонування має міжнауковий характер, наявний постійний процес саморозвитку, саморегулювання та самовідновлення стратегій позиціонування університету з урахуванням науково-технічного прогресу. На підставі аналізу наукової літератури автор визначила методологічні підходи до аналізу стратегій позиціонування провідних університетів країн Західної Європи, а саме: загальнонаукові, до яких належать системний, синергетичний, стратегічний, соціально-маркетинговий, критеріально-комплексний; конкретно наукові – системно-компаративний, системно-стратегічний, системно-методологічний, системно-методичний, системно-дидактичний, системно-компонентний аналіз, системно-інтегрувальний, системно-внутрішньокомунікативний, системно-зовнішньокомунікативний, системно- параметричний, системно-перспективний). Виділено ознаки стратегій позиціонування провідних університетів країн Західної Європи та тенденції подальшого розвитку стратегії позиціонування в умовах оновлення вищої освіти України. У процесі написання статті авторка спиралася на обрані монографічний та вибірковий методи, а також метод головного масиву стратегій позиціонування провідних університетів Західної Європи для опрацювання проаналізованої літератури на різних етапах. Авторкою проаналізовано сайти Times Higher Education (THE), QS World University Rankings; The Academic Ranking of World Universities (ARWU) міжнародних рейтингів університетів, де було відібрано дані, за допомогою яких порівнювалися провідні університети, а саме: індекс академічної репутації; загальна кількість студентів; кількість іноземних студентів; загальна цитованість наукових публікацій; середньорічна кількість наукових статей у розрахунку на одного члена професорсько-викладацького складу.

scholarly journals O desempenho das universidades brasileiras em rankings internacionais

Em Questão ◽  
2016 ◽  
Vol 22 (2) ◽  
pp. 186 ◽  
Author(s):  
Solange Maria Santos ◽  
Daisy Pires Noronha
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
Academic Ranking

Em menos de dez anos, os rankings universitários mundiais tornaram-se muito potentes, têm alcançado importância crescente, influenciando políticas, processos avaliativos, decisões de investimento e reestruturação institucional. No cerne da comparação global por eles realizada está o desempenho em pesquisa. Com isso, o objetivo do presente estudo foi analisar o desempenho das universidades brasileiras em três dos principais rankings internacionais: Academic Ranking of World Universities (ARWU); Times Higher Education (THE) e QS World University Rankings (QS).  A análise da pontuação obtida pelas universidades revelou que, as universidades brasileiras destacam-se por sua pontuação no indicador volume de publicações, em alguns casos, também no indicador reputação entre acadêmicos e empregadores. Por outro lado, as pontuações mais baixas foram obtidas nos indicadores que medem impacto por meio de publicações altamente citadas, indicador que costuma ter alto peso na maioria dos rankings. As universidades brasileiras também registram baixa pontuação em indicadores de menor peso como os que analisam aspectos como, perspectiva internacional, interação com a indústria e inovação. Conclui-se que, apesar desses resultados é importante considerar que as classificações internacionais são, de modo geral, homogeneizadoras, e, sendo assim, há muitas particularidades, nuances e bolsões de excelência em áreas específicas que não são capturados pelos rankings internacionais quando avaliam as instituições como um todo.  

Sign in / Sign up

Export Citation Format

Share Document