scholarly journals 27. The Sophistry of University Rankings: Implications for Learning and Student Welfare

2011 ◽  
Vol 2 ◽  
pp. 159
Author(s):  
Stewart Page ◽  
Kenneth M. Cramer ◽  
Laura Page
Keyword(s):  
Well Being ◽  
University Rankings ◽  
Canadian Universities ◽  
Rank Ordering ◽  
Formal Classification ◽  
Ranking Procedures ◽  
Student Welfare ◽  
Final Rank

We present a data-based perspective concerning the recent Maclean’s magazine rankings of Canadian universities, including cluster and other analyses of the 2007 and 2008 data. Canadian universities empirically resemble and relate to each other in a manner different from their formal classification and final rank ordering in the Maclean’s system. Several pitfalls in ranking procedures, related to invalid and unreliable relationships among indices underlying the final ranks, are outlined, along with relevant findings from previous studies. In their present format, although they have become increasingly publicized and promoted, data based on the Maclean’s system are of limited practical use to students. Perhaps more important, ranking exercises have unintended though potentially serious consequences in terms of the intellectual and personal well-being of students.

Cluster Analysis and Rankings of Canadian Universities: Misadventures with Rank-based Data and Implications for the Welfare of Students

2009 ◽  
Vol 12 (3) ◽  
pp. 183 ◽  
Author(s):  
Kenneth M. Cramer ◽  
Stewart Page
Keyword(s):  
Cluster Analysis ◽  
Student Satisfaction ◽  
Well Being ◽  
University Ranking ◽  
Cluster Procedure ◽  
Canadian Universities ◽  
Cluster Analyses ◽  
Formal Classification ◽  
Ranking Procedures ◽  
Final Rank

We present a data-based perspective concerning the Maclean’s magazine (November 17, 2003) rankings of Canadian universities, including two cluster analyses and other nonparametric analyses. These data are similar to those in recent university ranking exercises conducted by other magazines, such as U.S. News. In many cases, the cluster procedure showed that universities actually resemble and relate to each other in a manner different from their formal classification and final rank ordering by Maclean’s. Several pitfalls in ranking procedures, related to unreliable relationships among specific indices underlying the final ranks, are outlined. Comparisons are made also with the most recent student satisfaction rankings for 47 Canadian universities, published in November, 2003, by the Toronto Globe and Mail. The latter rankings do not reliably reflect the general results of the Maclean’s data. In their present format, and although they have become increasingly publicized and promoted, it remains difficult for the Maclean’s data to be consistently or empirically useful to students. Ranking exercises have unintended, though increasingly predictable, consequences, which likely bear heavily upon the intellectual and personal well being of students.

scholarly journals The Marketing of Canadian University Rankings: A Misadventure Now 24 Years Old

2016 ◽  
Vol 9 ◽  
pp. 227
Author(s):  
Ken Cramer ◽  
Stewart Page ◽  
Vanessa Burrows ◽  
Chastine Lamoureux ◽  
Sarah Mackay ◽  
...  
Keyword(s):  
Current Status ◽  
Annual Data ◽  
University Rankings ◽  
Negative Consequences ◽  
Ranking Data ◽  
Canadian Universities ◽  
Cluster Analyses ◽  
Student Welfare ◽  
The Many ◽  
Personal Welfare

Based on analyses of Maclean’s ranking data pertaining to Canadian universities published over the last 24 years, we present a summary of statistical findings of annual ranking exercises, as well as discussion about their current status and the effects upon student welfare. Some illustrative tables are also presented. Using correlational and cluster analyses, for each year, we have found largely nonsignificant, inconsistent, and uninterpretable relations between rank standings of universities and Maclean’s main measures, as well as between rank standings and the many specific indices used to generate these standings. In our opinion, when assessed in terms of their empirical characteristics, the annual data show generally that this system of ranking is highly limited in terms of its practical or academic value to students. Among other difficulties with the interpretation of ranks, we also discuss the possibility that ranking exercises have unintended, though potentially serious, negative consequences for the intellectual and personal welfare of students.

scholarly journals International university rankings as a quality measure for the Spanish universities

2019 ◽  
Vol 5 (2) ◽  
pp. 33-44
Author(s):  
F. García
Keyword(s):  
Quality Control ◽  
Well Being ◽  
Teaching Staff ◽  
University Rankings ◽  
National Agency ◽  
Control Activity ◽  
University System ◽  
International University ◽  
Spanish Universities ◽  
The University

In Spain, the functions assigned to the University are varied and have changed over time. Currently, it is considered that university activity should be focused on improving the well-being of the society in which the university is located. Thus, any quality control of the Spanish university system must consider whether the university is fulfilling the purposes that society has assigned to it. In Spain, the task of quality control of universities is mainly assigned to the National Agency for Quality Assessment and Accreditation (ANECA). In principle, through different programs, this agency evaluates different aspects of the Universities. However, as can be seen in this research, the control activity is limited to university degrees and the activity of the teaching staff. Moreover, this control hardly measures to what extent the University system is achieving its goals.

Research watch: routes to marginalised students’ increased inclusion and empowerment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sue Holttum
Keyword(s):  
Design Methodology ◽  
Well Being ◽  
Black Girls ◽  
Indigenous Students ◽  
Content Type ◽  
Canadian Universities ◽  
The Past ◽  
Marginalised Groups ◽  
Working Together ◽  
Marginalised Students

Purpose The purpose of this paper was to report on recent research about how students belonging to marginalised groups can be empowered. Design/methodology/approach The author searched for articles that covered the topic of empowerment, published in the past two years. The author selected two papers that each focus on a different group and illustrate processes of empowerment applicable in their contexts. Findings The first paper deals sensitively with the topic of in-fighting amongst Indigenous students at Canadian universities and how Canada’s colonisation history contributes to this. It also illustrates how Indigenous students are working together to improve universities’ recognition of their needs and rights. The second paper describes a consciousness-raising programme for Black girls in secondary schools in Pennsylvania, USA. Black girls attending the programme valued it and felt more connected with other Black girls. There was some dropout from the programme, but those who remained appeared to benefit. Originality/value These two papers represent important illustrations of some complex challenges facing marginalised groups and how their empowerment and inclusion can increase, with implications for their mental and physical well-being.

STUDENT WELFARE SERVICES IN HIGHER EDUCATIONAL INSTITUTION (HEI) IN PUDUCHERRY: A STUDY

2021 ◽  
pp. 76-83
Author(s):  
A. Shahin Sultana ◽  
Mirshad Rahman. T.M ◽  
M. Indhumathi ◽  
Keerthana, J ◽  
Kannadasan Kannadasan ◽  
...  
Keyword(s):  
Human Resource Development ◽  
Educational Institution ◽  
Well Being ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Welfare Services ◽  
Student Welfare ◽  
Higher Educational ◽  
Self Administered Questionnaire ◽  
Union Territory

Background: Student Welfare is an integral part of the Educational system. It takes care of the physical, mental, academic, non-academic well-being of the students on campus. Higher Educational Institutions essentially cater to the young population above 16 years and they constitute a resourceful and a vibrant population of the nation. If this period of life is shaped and moulded appropriately and holistically, they turn out to be an asset of the country or otherwise a liability. Objectives: The aim of this study is to understand and explore the nature and kind of student welfare services prevalent in the Higher Educational Institution in Puducherry. It also comprehends the activities, policies and practices as part of Student Welfare Services in Higher Educational Institution in Puducherry. Nature and Study design: The study is Quantitative, and Descriptive design is adopted. Materials and Methods: The participants (n=57) were selected randomly from one college, nal year undergraduate male and female students of Puducherry district of Puducherry UT were the universe. Self-Administered Questionnaire was used to collect the data. The students were assured of condentiality and anonymity and were requested to answer the questions truthfully. Results: This paper addresses the initial results from the pilot study of the research titled “A Study of the Student Welfare Services prevalent in Higher Educational Institutions in Union Territory of Puducherry” funded by ICSSR-IMPRESS Research Project (Ministry of Human Resource Development, Delhi). The study contributes to the existing knowledge on the prevalence of student welfare services in (HEIs) in Puducherry district. Conclusions: The study comes up with the nature of student welfare services that are prevailing in the Higher Educational Institution and how it adds to the student's overall wellbeing. The results enhance our understanding of the nature of other HEIs and provide recommendations on the same. Very few studies have been undertaken in this realm and this will certainly be an addition to the already existing literature related on the same

scholarly journals Spaces of student support – Comparing educational environments from two time periods

2017 ◽  
Vol 20 (2) ◽  
pp. 127-142 ◽  
Author(s):  
Jan Grannäs ◽  
Anneli Frelin
Keyword(s):  
School Environment ◽  
Economic Status ◽  
Student Support ◽  
Well Being ◽  
Support Staff ◽  
Support Functions ◽  
Student Welfare ◽  
Time Periods ◽  
Improving Student Learning ◽  
Task Perception

This article sets out to explore how and whether the physical, social and conceived conditions in schools facilitate or disrupt support work aimed at improving student learning and preventing social exclusion. This is accomplished by comparing student support practices in the common areas of two newly renovated secondary schools built in two different time periods. The focus is on the student support staff’s (exemplified by student welfare officers and school hosts) enactment of support for students’ learning and well-being. This enactment takes place in a designed school environment, where teachers and support staff appropriate spaces for educational purposes in various ways. The interview and observational data come from two qualitative case studies. A spatial analysis perspective is used to investigate the physical, social and conceived aspects of space. The case schools, located in two municipalities, were originally built in the 1910s (Maple Grove) and the 1960s (Pine Bay). Both schools serve mixed to low SES (socio-economic status) communities and have organized student support functions in the schools’ corridors, cafeterias, recreation areas and other common spaces. These functions include the school host, the student coach and the student welfare officer. The ways in which the support staff claim the locales show that they transcend the initial design functionality by appropriating spaces for their everyday practices. Their task perception thus delineates a certain professional territory, a task perception that is taking place, so to speak. The results show that this professional territory can vary, even among those in the same profession. The support functions expand their professional territory by being mobile in the school building and thereby creating more and larger surfaces for social interactions with students and other support functions.

scholarly journals Rankings of Canadian Universities, 1995: More Problems in Interpretation

1996 ◽  
Vol 26 (2) ◽  
pp. 47-57
Author(s):  
Stewart Page
Keyword(s):  
Previous Analysis ◽  
Critical Perspective ◽  
Ranking Data ◽  
Canadian Universities ◽  
Ranking Procedures

A critical perspective is presented in regard to rankings of Canadian universities by Maclean's magazine, November 20, 1995. Present comments are based, in part, on a previous analysis (Page, 1995) of the Maclean's rankings from 1993 and 1994. Several pitfalls in the ranking procedures, and results of some analyses of the 1995 ranking data, are briefly outlined.

Bungy Jumping Through Life: What Young People Say Promotes Well-Being and Resilience

1999 ◽  
Vol 9 (S1) ◽  
pp. 159-168 ◽  
Author(s):  
Andrew Fuller ◽  
Karen McGraw ◽  
Melinda Goodyear
Keyword(s):  
Young People ◽  
Protective Factors ◽  
Focus Groups ◽  
School Connectedness ◽  
Well Being ◽  
Family Connectedness ◽  
Student Welfare ◽  
Main Factors

In considering the applicability of protective factors that have been found in research based largely on Northern American populations to Australian young people, a series of focus groups were established to find out what young people think promotes resilience and well-being. A total of 1447 Year 11 students in Victoria completed a questionnaire which focused on beliefs regarding the factors that promote resilience and well-being. Five main factors were indicated by young people to promote resilience. These were peer connectedness (having good friends), family connectedness (feeling that you are loved by family), feeling that your family respects your decisions, school connectedness (believing that you fit in at school and having good teachers). The current study outlines the factors considered important to the young participants in this study and discusses the implications of these findings for student welfare and the development of programs in schools and communities.

scholarly journals How and Why the Metric Management Model Is Unsustainable: The Case of Spanish Universities from 2005 to 2020

2020 ◽  
Vol 12 (15) ◽  
pp. 6064
Author(s):  
Lucas Jódar ◽  
Elena De la Poza
Keyword(s):  
Research Work ◽  
Well Being ◽  
Economic Consequences ◽  
Research Quality ◽  
Management Model ◽  
University Rankings ◽  
University System ◽  
Secondary Objective ◽  
Spanish Universities ◽  
Quantitative Indicators

The metric management model is a method based on quantitative indicators called metrics and is used to evaluate individuals and organizations. Organizations’ sustainability is related to risk and expectation concepts and both are, in turn, related to the metric management model (MMM). The main objective of the present research work is to analyze the MMM applied to the Spanish university system (SUS) and the propagation of its consequences. The secondary objective is to study alternatives to the metric management system applied to the SUS to avoid its negative socio-economic consequences. Our results reveal how applying the MMM to the SUS, based on the metric evaluation and the ranking monitor model, deteriorates research quality, students’ levels of education and working people’s well-being at university. Finally, university managerial boards, teased with the “mirror” of university rankings and the picture a simulacrum of reality, are still unaware of the damage.

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