scholarly journals DIVULGAÇÃO DA RESPONSABILIDADE SOCIAL E DESEMPENHO DE UNIVERSIDADES BRASILEIRAS

2020 ◽  
Vol 17 (1) ◽  
pp. 70
Author(s):  
Rafael Fernandes de Mesquita ◽  
Daniele Intravaia ◽  
Johannes de Oliveira Lima Júnior ◽  
Jannielton de Sousa Santos ◽  
Fátima Regina Ney Matos
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Research Problem ◽  
University Rankings ◽  
Communication Performance ◽  
World University Rankings ◽  
The Social ◽  
Statistical Support ◽  
The Times ◽  
The Relationship

O contexto de debate da Responsabilidade Social (RS), apesar de bastante conhecido, apresenta vieses pouco abordados ou que emergem como suas ramificações, tal como a comunicação da RS. No que tange às universidades, a relação entre a divulgação das ações de responsabilidade social e o seu desempenho pode ainda não estar evidente. Desta forma, o problema de pesquisa que norteia este trabalho é: qual a relação entre a divulgação da responsabilidade social das universidades e o seu desempenho? Assim, objetivou-se analisar a relação entre o desempenho de universidades brasileiras e a divulgação da responsabilidade social em seus sítios eletrônicos. Para isso, foram selecionadas 17 universidades brasileiras presentes no World University Rankings 2015-2016 da Times Higher Education, e os dados foram coletados de seus websites utilizando os sete indicadores CSRIDOW, analisados a partir do coeficiente de correlação de Pearson. Como resultados, não houve significância na relação testada e não há suporte estatístico para apoiar a correlação entre o desempenho das universidades brasileiras e a divulgação de suas ações de responsabilidade social, corroborando estudos prévios. Palavras-chave: Universidades; Responsabilidade Social; Comunicação; Desempenho.ABSTRACTThe context of Social Responsibility (SR) debate, although well known, presents biases that are little addressed or emerge as its ramifications, such as the disclosure of the SR. With regard to universities, the relationship between disclosure of social responsibility actions and their performance may not yet be evident. Thus, the research problem that guides this work is: what is the relationship between the disclosure of the social responsibility of universities and their performance? Thus, the objective was to analyze the relationship between the performance of Brazilian universities and the disclosure of social responsibility on their websites. For this, 17 Brazilian universities were selected from the Times Higher Education World University Rankings 2015-2016, and data were collected from their websites using the seven CSRIDOW indicators, analyzed from Pearson’s correlation coefficient. As a result, there was no significance in the relationship tested and there is no statistical support to support the correlation between the performance of Brazilian universities and the disclosure of their social responsibility actions, corroborating previous studies.Keywords: Universities; Social responsability; Communication; Performance.

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.

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.

Sustainability university rankings: a comparative analysis of UI green metric and the times higher education world university rankings

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Barbara Galleli ◽  
Noah Emanuel Brito Teles ◽  
Joyce Aparecida Ramos dos Santos ◽  
Mateus Santos Freitas-Martins ◽  
Flavio Hourneaux Junior
Keyword(s):  
Higher Education ◽  
Research Question ◽  
Evaluation Criteria ◽  
University Rankings ◽  
Content Type ◽  
World University Rankings ◽  
Depth Analysis ◽  
Global University ◽  
Methodological Procedures ◽  
The Times

Purpose This study aims to answer the research question: How to evaluate the structure of global university sustainability rankings according to the Berlin Principles (BP) framework. Design/methodology/approach The authors investigated two global sustainability rankings in universities, The UI green metric World University Ranking (WUR) and the Times Higher Education World University Rankings (THE-WUR). The authors performed content analysis regarding their evaluation criteria and assessed both rankings using the BP framework. Findings Results show that there is still a gap to be filled regarding the specificity of global university sustainability rankings. Although the THE-WUR had a better performance in this research, there are several items for improvement, especially regarding the methodological procedures. There are structural differences, limitations and points for improvement in both rankings. Besides, it may not be possible to have a unique and more appropriate ranking, but one that can be more suitable for a contextual reality. Practical implications This study can be helpful for university managers when deliberating on the most appropriate ranking for their institutions and better preparing their higher education institutions for participating in sustainability-related rankings. Besides, it suggests possible improvements on the rankings’ criteria. Social implications The authors shed light on challenges for improving the existing university sustainability rankings, besides generating insights for developing new ones. In a provocative but constructive perspective, the authors question their bases and understandings of being “the best university” regarding sustainability. Originality/value This is the first study that provides an in-depth analysis and comparison between two of the most important global university sustainability rankings.

Middle East education gains will not translate to jobs

2016 ◽  
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Arab World ◽  
Youth Unemployment ◽  
University Rankings ◽  
Content Type ◽  
World University Rankings ◽  
Education And Employment ◽  
The Times ◽  
University Of Bahrain

Subject The state of higher education and employment. Significance The Times Higher Education World University Rankings 2015-16 published in January for the first time a list of the top fifteen universities in the Arab world. The publication has combined with the listing of the first QS World University Rankings on the Arab Region. Most Middle East and North Africa (MENA) governments have high youth unemployment, and quality education is viewed as a crucial step to ease it. Impacts Bahrain's financial crisis is already fuelling concerns that standards at the University of Bahrain are dropping. Yet, even in the richer states, such as the UAE and Saudi Arabia, cheap oil is likely to cut funding for education. Meanwhile, Gulf employment prospects are reducing as the private sector is small and cheap oil is restricting government jobs and spending.

scholarly journals A longitudinal analysis of university rankings

2020 ◽  
Vol 1 (3) ◽  
pp. 1109-1135
Author(s):  
Friso Selten ◽  
Cameron Neylon ◽  
Chun-Kai Huang ◽  
Paul Groth
Keyword(s):  
Higher Education ◽  
Research Performance ◽  
Principal Component ◽  
University Rankings ◽  
Quality Of Higher Education ◽  
World University Rankings ◽  
Two Factors ◽  
Global University ◽  
The Times ◽  
University Performance

Pressured by globalization and demand for public organizations to be accountable, efficient, and transparent, university rankings have become an important tool for assessing the quality of higher education institutions. It is therefore important to assess exactly what these rankings measure. Here, the three major global university rankings—the Academic Ranking of World Universities, the Times Higher Education ranking and the Quacquarelli Symonds World University Rankings—are studied. After a description of the ranking methodologies, it is shown that university rankings are stable over time but that there is variation between the three rankings. Furthermore, using principal component analysis and exploratory factor analysis, we demonstrate that the variables used to construct the rankings primarily measure two underlying factors: a university’s reputation and its research performance. By correlating these factors and plotting regional aggregates of universities on the two factors, differences between the rankings are made visible. Last, we elaborate how the results from these analysis can be viewed in light of often-voiced critiques of the ranking process. This indicates that the variables used by the rankings might not capture the concepts they claim to measure. The study provides evidence of the ambiguous nature of university rankings quantification of university performance.

scholarly journals THE DEVELOPMENT OF SOCIAL AND MORAL RESPONSIBILITY IN TERMS OF RESPECT FOR THE RIGHTS OF OTHERS

2016 ◽  
Vol 4 (2) ◽  
pp. 147
Author(s):  
Katie J Hughes ◽  
Laura Batten
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Moral Responsibility ◽  
Moral Reasoning ◽  
Moral Values ◽  
Cultural Norms ◽  
The Social ◽  
The Times ◽  
Ability And Willingness

Social responsibility suggests that an individual has responsibility to the community or society in terms of choices about behaviors. Moral responsibility implies a knowledge and understanding of ‘right’ and ‘wrong’ and the ability and willingness to behave morally. These debates reflect the uncertainties about how moral and social responsibility can be conceptualized and promoted within modern societies. Adrift from moral certainties and wary of merely promoting dominant cultural norms, the role of moral reasoning and the ability to rationally choose between moral values is fore fronted, but leaves us with a concern that such choices may lack a coherent value base or ‘morality’. The debate leaves us with the question as to how we promote moral and social responsibility in young people as part of their learning in higher education in ways that promote moral reasoning but also develop values and ethical stances that go beyond, and can contest, the social norms of the times.

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