scholarly journals Universities of China: Current Status and Global Development Strategy Until 2035

2020 ◽  
pp. 185-197
Author(s):  
Tatiana Guruleva
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
The State ◽  
University Rankings ◽  
Global Development ◽  
Chinese Universities ◽  
Republic Of China ◽  
World University Rankings ◽  
Current State ◽  
New Strategy

Introduction. Now China is completing the “State program for medium and long-term reform and development of education for 2010–2020.” The results achieved during the implementation of this program and the new strategy for the development of China’s education, including in the field of higher education and higher education institutions, are becoming a new subject of research in domestic science and require careful study. The purpose of the study is to characterize the current state of Chinese universities and identify a strategy for their development until 2035. Methods and materials. As research methods, analysis of open data sources and comparative analysis were used. The source base includes regulatory documents of the People’s Republic of China in the field of education (laws, the state program and state projects), CPC documents related to the development of the education system (reports of the party congress and plenum), information resources of the Ministry of Education of the People’s Republic of China (National Statistical Reports on Education Development for 2016–2018), data from QS World University Rankings and Times Higher Education World University Rankings for the period 2016–2020. Analysis. As a result of the reform, the gross enrollment ratio of high school education (10–12 grades) increased from 79.2% (2009) to 88.8% (2018), and higher education from 24.2% (2009) to 48.1% (2018). The fulfillment of the tasks of reforming the higher education system, including the implementation of Projects 211 and 985, by the beginning of the 13th five-year plan (2016) has enabled 85 Chinese universities to enter the world ranking THE (2016–2017). In 2016, China switched to a new strategy for the global development of higher education, embarking on the implementation of the “Project of First-Class Universities and Scientific Disciplines”. At the 19th CPC Congress (2017), this strategy was supplemented by the task of intensive development of higher education. Currently, the global development strategy for higher education and universities in the country is continuing as part of the overall modernization of education, according to which China plans to strengthen the combined power and influence of country’s education in the international arena by 2020, and by 2035 to increase the competitiveness of higher education in the context of transforming the country into a global educational power. Results. The results of the study include the following: 1) the current state of Chinese universities significantly exceeds the state of 2009 in both quantitative and qualitative indicators; 2) the modern strategy for the development of higher education is the strategy of global development of Chinese universities, aimed at their achievement of leading and first positions in the world, as well as strengthening the competitiveness of China’s higher education, contributing to the transformation of China into a world educational power in 2035.

scholarly journals ANALYSIS OF MAJOR HOLDINGS FOR FORMING WORLD RANKINGS OF LEADING UNIVERSITIES

2020 ◽  
Vol 1 (191) ◽  
pp. 190-193
Author(s):  
Iryna Shcherbak ◽  
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
The State ◽  
Educational Institutions ◽  
Quality Of Education ◽  
University Rankings ◽  
World University Rankings ◽  
Stage Of Development ◽  
Independent Expert

At the present stage of development of society, institutions of higher education (HEI) strive to occupy stable ranking positions among competitors at the national and global levels. Increasing competition in the field of education has led to the creation of mechanisms for assessing the activities of educational institutions. The assessment of the activities of the HEI should be carried out both at the state level and by independent expert institutions, taking into account the index of academic integrity, the index of the academic reputation of the HEI, the index of employers' satisfaction with university graduates, the achievements of the educational institution, the wishes of students, scientific, scientific and pedagogical workers. Such monitoring is carried out to assure students, administration and the state that the given HEI has a high level of expert assessment. In world practice, independent organizations are engaged in the development and implementation of methods for independent assessment of the quality of education, in particular the ratings of educational institutions, using the results of international comparative research in the field of education. For example, such information holdings, with the help of which world university rankings are formed: THE World University Rankings (an annual publication of university rankings according to the Times Higher Education magazine), QS World University Rankings (a global study and the accompanying ranking of the best higher educational institutions of world significance in terms of their achievements in the field of education and science Calculated according to the methodology of the British consulting company Quacquarelli Symonds (QS), The Academic Ranking of World Universities (affiliated with the Institute of Higher Education, Shanghai Jiaotong University). The indicator of high competitiveness of the HEI is confirmed by joining the international ranking and occupying positions close to the world's leading universities. The methodology for ranking holdings consists in calculating a rating by indicators that assess key criteria. Each indicator has its own percentage of the total score. These rating systems make a significant contribution to the quality of education in countries. With the help of these information holdings, the university can show its strengths in order to have a high rate of competitiveness among the HEIs and attract the attention of prospective students, their parents, scientific and pedagogical workers, teachers and employers.

PRACTICES OF DEVELOPMENT AND IMPLEMENTATION STRATEGY FINANCIAL POLICY OF HIGHER EDUCATION INNOVATION OF UKRAINE

2017 ◽  
pp. 72-83
Author(s):  
Vitaliy MARTYNIUK
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
State Regulation ◽  
The State ◽  
Direct Result ◽  
Financial Policy ◽  
Innovative Development ◽  
Efficient System ◽  
Social Standards ◽  
Key Factor

Introduction. Article reviews the current state and key aspects of financial policy in higher education and it’s innovative development in Ukraine. Through education institutions achieved increase of social standards, needs and increase welfare, increase the competitiveness of the state as a whole. Purpose. The purpose of this paper is to determine the characteristics of the development strategy of financial policy of innovative development of higher education and finding ways to improve its implementation. Results. The article deals with the importance of an innovative approach to the development of financial strategy in higher education. The ways to improve the effectiveness of the financial policy of innovative development of higher education are defined. Today an important form of state regulation of the economy is macroeconomic planning and forecasting. Conclusion. Innovative development of higher education is the foundation of economic growth of the economy and improvement of social standards. The financial policy of the state in this area is aimed, ultimately, to ensure the welfare of all members of society. Achieving high rates of innovation in the field of higher education facilities by building efficient system of economic mechanisms of financing. Important direct result of providing innovative educational services not only to order the state or the employer, but also on the personal needs of citizens in their development. The level of education is a key factor the ability of the workforce to adapt to new conditions, increase overall efficiency, etc.

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.

A Comparison of China’s “Ivy League” to Other Peer Groupings Through Global University Rankings

2017 ◽  
Vol 21 (5) ◽  
pp. 395-411 ◽  
Author(s):  
Ryan M. Allen
Keyword(s):  
Higher Education ◽  
The United States ◽  
University Rankings ◽  
Education Policies ◽  
Ivy League ◽  
Chinese Universities ◽  
The United Kingdom ◽  
Higher Education Policies ◽  
Global University ◽  
World Class

This article analyzes the People’s Republic of China’s elite-making higher education policies that began in the early 1990s, notably with the 211 Project and then 985 Project, which led to the formation of the C9 League, a group of nine leading institution’s dubbed China’s “Ivy League.” This elite grouping is compared with other Chinese universities in terms of global rankings from 2003 to 2015 to ascertain the separation by these top tiered institutions. Furthermore, the C9 League will be compared with other global elite coalitions in the United States, Canada, Australia, and the United Kingdom over the same period. University rankings, despite considerable criticism, have provided the Chinese leadership with key benchmarks for their vision of world-class higher education. This article finds that the C9 League has made some separation from other Chinese universities and has also caught up with its Western peers (notably passing Canada’s U15) in terms of international rankings.

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 Master’s degree program as institutionalized education: sociological education in Russia and India

2020 ◽  
pp. 35-42
Author(s):  
Natalya Leonidovna Antonova
Keyword(s):  
Rapid Development ◽  
Indian Society ◽  
University Rankings ◽  
Job Market ◽  
Academic Mobility ◽  
Brics Countries ◽  
World University Rankings ◽  
Current State ◽  
Indian Students

The goal of this article is to analyze and understand the institutional peculiarities of functionality of the master’s program in sociology in Russian and Indian universities. In the conditions of rapid development of global educational space, master’s programs become an attractive means of exercising academic mobility by students. For this case study, Ural Federal University and Mumbai University were selected, both of which offer master’s programs in sociology and are not part of the QS World University Rankings. The author analyzes the websites of both university, and conducts surveys of sociology students in India (n=65) and Russia (n=66). The results of this research demonstrate that master’s program in the Russian university is practically oriented and is aimed at filling the demands of the regional job market. The program offered by the Indian university is accompanied by national specificity, reflecting peculiarities of the current state of Indian society. For Indian students, getting an education in a Russian university master’s program serves as an important instrument for securing strong status positions. Russian sociology students do not demonstrate interest towards education in Indian universities, opting instead for education in BRICS countries and China.

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