scholarly journals WORLD-CLASS UNIVERSITIES COMO CONCEITO EM DISPUTA NA EDUCAÇÃO SUPERIOR

2020 ◽  
Vol 45 (3) ◽  
pp. 582-598
Author(s):  
José Vieira de Sousa
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
World Class ◽  
Academic Ranking ◽  
World Class Universities

O artigo tem como objetivo analisar o conceito de world-class universities como objeto de disputa no competitivo campo da educação superior, partindo da premissa que no mundo globalizado sua origem e consolidação ocorrem tomando como referência básica padrões internacionais de qualidade. De natureza teórica, o trabalho problematiza a educação superior na economia do conhecimento, de maneira articulada à exploração de dados produzido pelos dois principais rankings que classificam essas universidades – Academic Ranking of World Universities e Times Higher Education World University Rankings – publicados, respectivamente, nos anos de 2019 e 2020. Conclui-se que o conceito desse novo modelo de universidade considera critérios e indicadores globais de qualidade, mas também a ação das demais universidades que fazem parte do campo da educação superior.  

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.

scholarly journals Welcome to the World Class University: Introduction

2020 ◽  
pp. 1-8
Author(s):  
Sharon Rider ◽  
Michael A. Peters ◽  
Mats Hyvönen ◽  
Tina Besley
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
University Rankings ◽  
University Teachers ◽  
World University Rankings ◽  
Teachers And Students ◽  
Global University ◽  
World Class ◽  
Object Of Study ◽  
World Class Universities

AbstractThe notion of World Class Universities, and the use of rankings in general, has been an object of study for decades. Perhaps the first major critical work was Ellen Hazelkorn’s Rankings and the reshaping of higher education: The battle for world-class excellence (2011). Just as the influence of rankings shows no sign of abating, neither does the impetus to provide practical proposals for how to use them to advantage, or, alternatively, to examine the sources and effects of the practices involved. Recent interventions belonging to the first category are Downing and Ganotice’s World university rankings and the future of higher education (2017), while Stack’s Global university rankings and the mediatization of higher education (2016) and Hazelkorn’s Global rankings and the geopolitics of higher education: Understanding the influence and impact of rankingson higher education, policyand society (2016) are notable examples of the latter. The essays presented in the present volume are intended to contribute to our understanding of the phenomenon, its causes and consequences by filling three functions: (i) to provide an updated analysis of current trends in rankings and an examination of recent data regarding World Class University (WCU) initiatives relevant to the form and content of higher education; (ii) to study these especially with an eye to particular ramifications for work on the shop floor, that is to say, for university teachers and students; (iii) to investigate possible future courses and alternative trajectories.

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.

Globalization of World University Rankings and Its Impact on Asian Universities

2017 ◽  
pp. 329-344 ◽  
Author(s):  
Fraide A. Ganotice Jr. ◽  
Hei-Hang Hayes Tang ◽  
Gordon Tsui ◽  
Jonalyn B. Villarosa ◽  
Susanna S. Yeung
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
University Ranking ◽  
Global Prevalence ◽  
World University Rankings ◽  
Ranking Systems ◽  
Academic Ranking

This chapter discusses how Asian universities respond to the global prevalence of university rankings, which are operated in various form with different emphases. First, it defines the context and rationales of the rise of world university rankings. Next, it compares and contrasts the three dominant university rankings, namely, Academic Ranking of World Universities (ARWU), Quacquarelli Symonds (QS), and Times higher Education University Rankings (THE). After assessing the controversies, limitations and solutions of the dominant ranking systems, we will evaluate the current performance of Asian universities and discuss what lessons are to be learned by Asian universities amid the globalizing forces of world university ranking.

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.

scholarly journals The Asian Higher Education Century?

2015 ◽  
Author(s):  
Philip Altbach
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
University Rankings ◽  
Asian Countries ◽  
Interactive Teaching ◽  
World University Rankings ◽  
The World ◽  
World Class ◽  
Academic Professions ◽  
Academic Corruption

Though the 2009 world university rankings showed a slight increase in the number of Asian universities, it does not automatically mean the rest of the world's university is deteriorating. Though different Asian countries take different strategies for improvement, and difficult to generalize, there are still impediments for the world-class quality: hierarchical relationships, a lower degree of academic freedom, less-selective promotion systems, less-interactive teaching methods, academic corruption in some countries, a use of local language, and lower salaries for academic professions would be impediments for the world-class quality.

scholarly journals ЗАГАЛЬНІ МЕТОДИ ДОСЛІДЖЕННЯ СТРАТЕГІЙ ПОЗИЦІОНУВАННЯ ПРОВІДНИХ УНІВЕРСИТЕТІВ ЗАХІДНОЇ ЄВРОПИ

2019 ◽  
pp. 5-8
Author(s):  
Iryna Hyrka
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
Academic Ranking

У статті здійснено аналіз загальних методів дослідження стратегій позиціонування провідних університетів Західної Європи. Найголовнішими методами наукового дослідження виявлено метод дослідження концепцій та змісту позиціонування закладів вищої освіти провідних університетів Західної Європи; взаємозв’язок освітніх та соціальних послуг; комунікації; ціноутворення. На думку автора, стратегія позиціонування має міжнауковий характер, наявний постійний процес саморозвитку, саморегулювання та самовідновлення стратегій позиціонування університету з урахуванням науково-технічного прогресу. На підставі аналізу наукової літератури автор визначила методологічні підходи до аналізу стратегій позиціонування провідних університетів країн Західної Європи, а саме: загальнонаукові, до яких належать системний, синергетичний, стратегічний, соціально-маркетинговий, критеріально-комплексний; конкретно наукові – системно-компаративний, системно-стратегічний, системно-методологічний, системно-методичний, системно-дидактичний, системно-компонентний аналіз, системно-інтегрувальний, системно-внутрішньокомунікативний, системно-зовнішньокомунікативний, системно- параметричний, системно-перспективний). Виділено ознаки стратегій позиціонування провідних університетів країн Західної Європи та тенденції подальшого розвитку стратегії позиціонування в умовах оновлення вищої освіти України. У процесі написання статті авторка спиралася на обрані монографічний та вибірковий методи, а також метод головного масиву стратегій позиціонування провідних університетів Західної Європи для опрацювання проаналізованої літератури на різних етапах. Авторкою проаналізовано сайти Times Higher Education (THE), QS World University Rankings; The Academic Ranking of World Universities (ARWU) міжнародних рейтингів університетів, де було відібрано дані, за допомогою яких порівнювалися провідні університети, а саме: індекс академічної репутації; загальна кількість студентів; кількість іноземних студентів; загальна цитованість наукових публікацій; середньорічна кількість наукових статей у розрахунку на одного члена професорсько-викладацького складу.

scholarly journals Top Universities or Top Higher Education Systems?

2014 ◽  
pp. 7-8 ◽  
Author(s):  
Benoit Millot
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
Education Systems ◽  
Higher Education Systems ◽  
World Class ◽  
International University ◽  
World Class Universities

In reaction to the focus of international university rankings on a tiny cluster of “world class universities”, attempts are being made to rank national higher education systems.  This paper compares the results of the U21 system ranking with those of major university rankings, reviews the reasons for their similarities. It argues that system rankings are critical and suggests how to enhance their usefulness

scholarly journals O desempenho das universidades brasileiras em rankings internacionais

Em Questão ◽  
2016 ◽  
Vol 22 (2) ◽  
pp. 186 ◽  
Author(s):  
Solange Maria Santos ◽  
Daisy Pires Noronha
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
Academic Ranking

Em menos de dez anos, os rankings universitários mundiais tornaram-se muito potentes, têm alcançado importância crescente, influenciando políticas, processos avaliativos, decisões de investimento e reestruturação institucional. No cerne da comparação global por eles realizada está o desempenho em pesquisa. Com isso, o objetivo do presente estudo foi analisar o desempenho das universidades brasileiras em três dos principais rankings internacionais: Academic Ranking of World Universities (ARWU); Times Higher Education (THE) e QS World University Rankings (QS).  A análise da pontuação obtida pelas universidades revelou que, as universidades brasileiras destacam-se por sua pontuação no indicador volume de publicações, em alguns casos, também no indicador reputação entre acadêmicos e empregadores. Por outro lado, as pontuações mais baixas foram obtidas nos indicadores que medem impacto por meio de publicações altamente citadas, indicador que costuma ter alto peso na maioria dos rankings. As universidades brasileiras também registram baixa pontuação em indicadores de menor peso como os que analisam aspectos como, perspectiva internacional, interação com a indústria e inovação. Conclui-se que, apesar desses resultados é importante considerar que as classificações internacionais são, de modo geral, homogeneizadoras, e, sendo assim, há muitas particularidades, nuances e bolsões de excelência em áreas específicas que não são capturados pelos rankings internacionais quando avaliam as instituições como um todo.  

World Class Universities and the Rest

2017 ◽  
pp. 109-128 ◽  
Author(s):  
David A. Turner
Keyword(s):  
Higher Education ◽  
Critical Mass ◽  
University Rankings ◽  
Research Activity ◽  
Policy Makers ◽  
Academic Fields ◽  
World Class ◽  
World Class Universities ◽  
Centres Of Excellence

University rankings and the concept of “World Class Universities” have captured the imagination of academics and policy makers, and they are now both firmly established as part of the higher education scene. The rankings have been criticised on many grounds: the arbitrary nature of the measures used, the arbitrariness of the methodologies used and the need of rankings to respond to other imperatives. This chapter looks at what function rankings have in legitimising funding regimes that focus investment in “centres of excellence”, and what this implies for reduced / worse funding of other institutions. This central philosophy of focusing investment where there is a critical mass of research activity has dramatic implications for the relationships between universities and their communities. These pressures will be experienced differently in different academic fields. This chapter examines the ramifications of adopting a one-size-fits-all policy to diverse disciplines with different requirements.

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