Times Higher Education World University Rankings for 2012-2013 and Prospects for Science Development in Armenia

2014 ◽  
Vol 10 (2) ◽  
pp. 80-83
Author(s):  
T. Harutyunyan ◽  
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings

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.

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.

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.

scholarly journals DEPENDENCE OF THE HIGHER EDUCATION QUALITY ON SOURCES OF ITS FINANCING AND SPECIALIZATION OF THE INSTITUTE OF HIGHER EDUCATION: ANALYSIS OF EMPLOYERS’ OPINIONS AND DIRECTIONS TO IMPROVE PUBLIC POLIC

2021 ◽  
Vol 2 (37) ◽  
pp. 521-538
Author(s):  
S. Moroz ◽  
O. Romanovs’kyj ◽  
V. Moroz ◽  
L. Gren ◽  
A. Pomaza-Ponomarenko ◽  
...  
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Quality Assurance ◽  
Jel Classification ◽  
Education Quality ◽  
University Rankings ◽  
State Budget ◽  
World University Rankings ◽  
Higher Education Quality ◽  
The University

Abstract. Taking into account the fact that Standards and Guidelines for Quality Assurance in the European Higher Education Area identify employers at the level of one of the main stakeholders in higher education quality assurance, the authors of the publication conducted their survey within the non-grant project «Higher Education Quality Assessment». Among the focuses of the project attention were also those questions, the content of which was focused on clarifying the employers’ opinion on the existence of dependence of the higher education quality on the sources of its funding and specialization of the Institute of Higher Education.Using the tools of expert interviews and questionnaires, 184 employers from Kharkiv, Poltava, Sumy, as well as Ukraine-controlled parts of Donetsk and Luhansk regions were interviewed. The obtained results were considered through the prism of the analysis of university ratings in the direction of finding out the specialization and forms of ownership of those universities that occupied the so‑called top positions within its framework. The analysis revealed fundamental differences between the trends of the national academic rating «TOP—200 Ukraine» and the international university rating «QS World University Rankings» on the specialization and forms of ownership of leaders of the Institutes of Higher Education. It was found that among the top world level universities, classical Institutes of Higher Education dominate and  within the sample selected for analysis there exists parity between the amount of private and public Institutes of Higher Education. The analysis of the national academic rating allowed to state the fact that among the top Ukrainian universities, specialized Institutes of Higher Education dominate, and the share of private Institutes of Higher Education is absent at all. The perception of the results of the survey of employers and the results of the analysis of the university rankings’ content through the prism of the dependence of the higher education quality on its sources of funding and specialization of the university, allowed to formulate proposals for improving public policy in higher education sphere. Among the practical measures, the implementation of which, on the one hand, will improve the quality of higher education, and on the other — will contribute to optimization of the state budget usage for the higher education maintenance and development, it was proposed to develop and implement two state target programs, namely: Programs of priority development of specialized Institutes of Higher Education and the Program of priority development of classical Institutes of Higher Education. For each of these programs, the criteria for selecting of Institutes of Higher Education  for inclusion in the program were determined, as well as the limit amount number of its participants was determined. In addition, the article substantiates the need to involve employers into the higher education quality monitoring at the regional and state levels, as well as formulates proposals for improving the mechanisms of public administration over assurance of the higher education quality. Keywords: higher education quality; the survey of employers; dependence of the higher education quality on sources of its financing and specialization of the Institute of Higher Education; directions to improve content of public policy in the higher education sphere; state target program to ensure the priority development of higher education institutions. JEL Classification I28, I22, E61 Formulas: 0; fig.: 2; tabl.: 0; bibl.: 42.

scholarly journals AMBIENTES VIRTUAIS DE APRENDIZAGEM: UM ESTUDO DAS MELHORES IES DO MUNDO

2020 ◽  
Vol 25 (1) ◽  
pp. 57-84
Author(s):  
Fernanda Edileuza Riccomini de Souza ◽  
Claudia Brito Silva Cirani ◽  
José Eduardo Storopoli ◽  
Samara de Carvalho Pedro
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings

A adoção de Ambientes Virtuais de Aprendizagem (AVAs) constitui-se em um dos mais importantes desenvolvimentos no uso das Tecnologias de Informação e Comunicação (TICs) nas Instituições de Ensino Superior (IES). Este estudo tem como objetivo pesquisar e descrever as AVAs dentre as IES mais reconhecidas mundialmente, segundo o Times Higher Education (THE) da World University Rankings (WUR) 2018. Contempla-se, assim, o ranking das dez melhores universidades em todo o mundo. Ao oferecer uma visão ampla das lacunas relacionadas ao objeto de pesquisa, busca-se compreender a maneira como as melhores IES do mundo utilizam as TIC, em especial, as plataformas de aprendizagem, com destaque para a importância da escolha do ambiente virtual por parte dessas IES. A metodologia qualitativa, na utilização de técnicas de pesquisa descritiva e bibliográfica exploratória, possibilita identificar os principais AVA utilizados pelas IES. O levantamento demonstra que algumas IES utilizam mais de uma plataforma de aprendizagem. Este estudo científico contribui enormemente para alargar a visão, possibilitando “novos olhares” sobre as plataformas de aprendizagem, seja como elemento que auxilia o complexo processo de escolha de um ambiente, bem como para a formação da própria opinião para escolha e uso dessas plataformas, por instituições reconhecidas e consideradas inovadoras.

scholarly journals World Rating of Higher Education Institutions in 2016 and Position of Russian Universities

2016 ◽  
Vol 5 (3) ◽  
pp. 78-88 ◽  
Author(s):  
Девисилов ◽  
Vladimir Devisilov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Rankings ◽  
World University Rankings ◽  
The World ◽  
Russian Universities

The article presents the rating of higher education institutions of the world in 2016, including the position of Russian universities. The methodology and indicators used in the formation of the rating, and its results are analyzed. The article considers the three most well-known rankings - Shanghai (ARWU), QS World University Rankings, The World University Rankings.

The Future of Indian Universities

2018 ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching And Learning ◽  
University Rankings ◽  
Higher Education System ◽  
World University Rankings ◽  
The Future ◽  
Indian Higher Education ◽  
World Class ◽  
World Class Universities

The Indian higher education system commanded awe and respect in the ancient world. Important seats of learning like Nalanda and Takshashila attracted the best students and academics from across the globe. Unfortunately, over a period of time, our higher education system lost its global competitiveness. This is exemplified by the fact that not many Indian higher education institutions feature in the annual world university rankings like the Times Higher Education World University Rankings or the QS World University Rankings. At the same time, India’s aspirations to establish world-class universities have never been greater. The book is a culmination of a range of ideas and perspectives that will shape India’s aspirations of building world-class universities through comparative and international dimensions. It is a recognition that the future of Indian universities and their ability to seek global excellence will depend on three critical paradigms: first is the need for creating a vision for higher education that will focus on research and knowledge creation, institutional excellence, and global benchmarking as the indicators for standard-setting; second, the need for pursuing substantial reforms relating to policy, regulation, and governance of higher education; and third is the need for investigating a paradigmatic shift for promoting interdisciplinarity in higher education with a stronger and deeper focus on the pedagogy of teaching and learning in different fields of inquiry. Through a series of contributions from noted academics and scholars from India and around the world, this book discusses these three strings of thought, to create higher education opportunities that will enable the future generations of students to pursue world-class education in world-class universities in India.

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