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.

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.

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.

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.

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.  

scholarly journals WORLD-CLASS UNIVERSITIES COMO CONCEITO EM DISPUTA NA EDUCAÇÃO SUPERIOR

2020 ◽  
Vol 45 (3) ◽  
pp. 582-598
Author(s):  
José Vieira de Sousa
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
World Class ◽  
Academic Ranking ◽  
World Class Universities

O artigo tem como objetivo analisar o conceito de world-class universities como objeto de disputa no competitivo campo da educação superior, partindo da premissa que no mundo globalizado sua origem e consolidação ocorrem tomando como referência básica padrões internacionais de qualidade. De natureza teórica, o trabalho problematiza a educação superior na economia do conhecimento, de maneira articulada à exploração de dados produzido pelos dois principais rankings que classificam essas universidades – Academic Ranking of World Universities e Times Higher Education World University Rankings – publicados, respectivamente, nos anos de 2019 e 2020. Conclui-se que o conceito desse novo modelo de universidade considera critérios e indicadores globais de qualidade, mas também a ação das demais universidades que fazem parte do campo da educação superior.  

scholarly journals Diponegoro University Heading to become a Research University (Phase I – Phase IV) Between Expectation and Reality

2020 ◽  
Vol 202 ◽  
pp. 03026
Author(s):  
Tri Handayani ◽  
Daivangga Maheswari
Keyword(s):  
Higher Education ◽  
Research University ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Global Dynamics ◽  
University Rankings ◽  
New Paradigm ◽  
World University Rankings ◽  
The World ◽  
The University

Diponegoro University is one reputable university belonging to Indonesia. This state university is located in Semarang, Central Java Province. Global dynamics have also colored its journey in implementing its traditionally assigned three missions: teaching, conducting research, and providing public services. These make this university highly confident heading to become a research university. A research university is a step to take that the university has its competitiveness to compete with the others in the world. There are some Higher Education-rankings institutions which evaluate all Higher Education Institutions in the world, such as Quacquarelli Symonds (QS) World University Rankings, Times Higher Education (THE) University Rankings, 4 International Colleges and Universities (4ICU), and Academic Ranking of World Universities (ARWU). Meanwhile, the ministry which has the function to make coordination with higher education institutions in Indonesia has also conducted higher education institutional ratings, primarily for Indonesian internal needs. The criteria of a research university refer to those evaluated by the higher education institutional ratings in the international level. A research university is a new paradigm which encourages a higher education institution in Indonesia to become highly confident to globally compete with the others in the whole world.

Discourses on quality and quality assurance in higher education from the perspective of global university rankings

2020 ◽  
Vol 28 (1) ◽  
pp. 78-88 ◽  
Author(s):  
Maruša Hauptman Komotar
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
International Studies ◽  
University Rankings ◽  
Content Type ◽  
Quality Of Higher Education ◽  
World University Rankings ◽  
International Ranking ◽  
Global University

Purpose This paper aims to investigate how global university rankings interact with quality and quality assurance in higher education along the two lines of investigation, that is, from the perspective of their relationship with the concept of quality (assurance) and the development of quality assurance policies in higher education, with particular emphasis on accreditation as the prevalent quality assurance approach. Design/methodology/approach The paper firstly conceptualises quality and quality assurance in higher education and critically examines the methodological construction of the four selected world university rankings and their references to “quality”. On this basis, it answers the two “how” questions: How is the concept of quality (assurance) in higher education perceived by world university rankings and how do they interact with quality assurance and accreditation policies in higher education? Answers are provided through the analysis of different documentary sources, such as academic literature, glossaries, international studies, institutional strategies and other documents, with particular focus on official websites of international ranking systems and individual higher education institutions, media announcements, and so on. Findings The paper argues that given their quantitative orientation, it is quite problematic to perceive world university rankings as a means of assessing or assuring the institutional quality. Like (international) accreditations, they may foster vertical differentiation of higher education systems and institutions. Because of their predominant accountability purpose, they cannot encourage improvements in the quality of higher education institutions. Practical implications Research results are beneficial to different higher education stakeholders (e.g. policymakers, institutional leadership, academics and students), as they offer them a comprehensive view on rankings’ ability to assess, assure or improve the quality in higher education. Originality/value The existing research focuses principally either on interactions of global university rankings with the concept of quality or with processes of quality assurance in higher education. The comprehensive and detailed analysis of their relationship with both concepts thus adds value to the prevailing scholarly debates.

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