scholarly journals Analysis of key university leadership factors based on their international rankings (QS World University Rankings and Times Higher Education)

2020 ◽  
Vol 18 (4) ◽  
pp. 142-152
Author(s):  
Maxim Polyakov ◽  
Vladimir Bilozubenko ◽  
Maxim Korneyev ◽  
Natalia Nebaba
Keyword(s):  
Higher Education ◽  
Market Competition ◽  
University Rankings ◽  
Key Factors ◽  
University Leadership ◽  
Data Set ◽  
Second Stage ◽  
World University Rankings ◽  
International University ◽  
Significant Factors

In the context of globalization of the educational services market, competition between universities is becoming more intense. This manifests itself, among other things, in the struggle for positions in international university rankings. Given that universities are evaluated according to many criteria in such rankings, it becomes necessary to identify the most significant factors in determining their positions.This study aims to identify the key factors determining the world’s leading universities’ leadership in international university rankings. The numerical values of the criteria for compiling the QS World University Rankings (QS) and Times Higher Education (THE) rankings were an empirical basis for the study. The analysis covered the Top 50 universities (according to the QS ranking) and was conducted based on reports for 2020 and 2021.At first, clustering was carried out (method – k-means); the data set was the combination of numerical values of QS and THE criteria (six and five criteria, respectively). The universities were divided into three clusters in 2020 (23, 19, 8 universities) and 2021 (23, 17, 10 universities). This showed the universities’ leadership relative to each other for each year.At the second stage, classification processing was performed (method – decision trees). As a result, criteria combinations that give an absolute separation of all clusters (2020 – five combinations; 2021 – eight combinations) were identified. The obtained combinations largely determine universities’ affiliation to clusters; their criteria are recognized as key factors of their leadership in the rankings. This study’s results can serve as guidelines for improving universities’ positions in the rankings.

scholarly journals "Anchoring" the World University Rankings

2015 ◽  
Author(s):  
Nicholas Bowman ◽  
Michael Bastedo
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
The World ◽  
International University ◽  
Higher Education Rankings

Reputation scores are a key problem with international rankings. Our study shows that the initial Times Higher Education rankings had a disproportionate impact on people's assessment of international university reputations.

Is it possible to rank universities using fewer indicators? A study on five international university rankings

2019 ◽  
Vol 71 (1) ◽  
pp. 18-37 ◽  
Author(s):  
Güleda Doğan ◽  
Umut Al
Keyword(s):  
Similarity Measure ◽  
Decision Makers ◽  
Cosine Similarity ◽  
University Rankings ◽  
University Ranking ◽  
Data Set ◽  
Content Type ◽  
Research Questions ◽  
Cosine Similarity Measure ◽  
International University

Purpose The purpose of this paper is to analyze the similarity of intra-indicators used in research-focused international university rankings (Academic Ranking of World Universities (ARWU), NTU, University Ranking by Academic Performance (URAP), Quacquarelli Symonds (QS) and Round University Ranking (RUR)) over years, and show the effect of similar indicators on overall rankings for 2015. The research questions addressed in this study in accordance with these purposes are as follows: At what level are the intra-indicators used in international university rankings similar? Is it possible to group intra-indicators according to their similarities? What is the effect of similar intra-indicators on overall rankings? Design/methodology/approach Indicator-based scores of all universities in five research-focused international university rankings for all years they ranked form the data set of this study for the first and second research questions. The authors used a multidimensional scaling (MDS) and cosine similarity measure to analyze similarity of indicators and to answer these two research questions. Indicator-based scores and overall ranking scores for 2015 are used as data and Spearman correlation test is applied to answer the third research question. Findings Results of the analyses show that the intra-indicators used in ARWU, NTU and URAP are highly similar and that they can be grouped according to their similarities. The authors also examined the effect of similar indicators on 2015 overall ranking lists for these three rankings. NTU and URAP are affected least from the omitted similar indicators, which means it is possible for these two rankings to create very similar overall ranking lists to the existing overall ranking using fewer indicators. Research limitations/implications CWTS, Mapping Scientific Excellence, Nature Index, and SCImago Institutions Rankings (until 2015) are not included in the scope of this paper, since they do not create overall ranking lists. Likewise, Times Higher Education, CWUR and US are not included because of not presenting indicator-based scores. Required data were not accessible for QS for 2010 and 2011. Moreover, although QS ranks more than 700 universities, only first 400 universities in 2012–2015 rankings were able to be analyzed. Although QS’s and RUR’s data were analyzed in this study, it was statistically not possible to reach any conclusion for these two rankings. Practical implications The results of this study may be considered mainly by ranking bodies, policy- and decision-makers. The ranking bodies may use the results to review the indicators they use, to decide on which indicators to use in their rankings, and to question if it is necessary to continue overall rankings. Policy- and decision-makers may also benefit from the results of this study by thinking of giving up using overall ranking results as an important input in their decisions and policies. Originality/value This study is the first to use a MDS and cosine similarity measure for revealing the similarity of indicators. Ranking data is skewed that require conducting nonparametric statistical analysis; therefore, MDS is used. The study covers all ranking years and all universities in the ranking lists, and is different from the similar studies in the literature that analyze data for shorter time intervals and top-ranked universities in the ranking lists. It can be said that the similarity of intra-indicators for URAP, NTU and RUR is analyzed for the first time in this study, based on the literature review.

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.

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