scholarly journals Globalization and University Rankings: Consequences and Prospects

2020 ◽  
Vol 9 (6) ◽  
pp. 190
Author(s):  
Hira Khan ◽  
Khairul Anuar Mohammad Shah ◽  
Jamshed Khalid ◽  
Majed Ageel A Harnmal ◽  
Anees Janee Ali
Keyword(s):  
Higher Education ◽  
Community Involvement ◽  
Continuous Exposure ◽  
University Rankings ◽  
Ranking Systems ◽  
The Social ◽  
International Ranking ◽  
Global University ◽  
Education Market ◽  
Higher Education Market

This study focuses on the effect of globalization on university ranking and current developments and challenges that HEIs face in the global higher education market. It provides detailed information about the origins of international ranking systems, diversification of university rankings and strategic planning of higher education institutes. Moreover, this study describes the global university classification, continuous exposure to elite universities, neglect of the humanities, arts and the social sciences researches, limited description of methods and indigent metrics. The expected effects on ranking system amid the COVID-19 crisis are mentioned which are widely being discussed by the researchers. The study concludes that there is a threat that universities which are investing time and money in accumulating and using statistics and data for the sake of improvement in their performance for the rankings may destabilize themselves from the development in other areas such as learning, teaching or community involvement.

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 FACTORS OF HIGHER EDUCATION INSTITUTIONS RANKING (COMPARISON OF THREE WORLD UNIVERSITY RANKINGS)

2019 ◽  
pp. 62-70
Author(s):  
Nattapong Techarattanased ◽  
Pleumjai Sinarkorn
Keyword(s):  
Higher Education ◽  
Science Citation Index ◽  
Citation Index ◽  
Social Science Citation Index ◽  
Science Citation ◽  
University Rankings ◽  
University Ranking ◽  
World University Rankings ◽  
Ranking Systems ◽  
Global University

Many universities have drawn attention to world university rankings, which reflect the international competition of universities and represent their relative statuses. This study does not radically contradict all types of global university rankings but calls for an examination of the effects of their indicators on the final ranking of universities. This study investigates the indicator contribution to the ranking of universities in world university ranking systems including the Academic Ranking of World Universities (ARWU), Times Higher Education (THE), and QS World University Rankings. Results showed that in the ARWU system, three indicators regarding faculty members who won Nobel Prizes and Fields Medals and papers published in Nature and Science and in the Science Citation Index and Social Science Citation Index journals predicted the ranking of universities. For the QS and THE systems, the more powerful contributors to the ranking of universities were expert-based reputation indicators.

scholarly journals HEC Ranking Criteria in the Perspective of Global University Ranking Systems

2019 ◽  
Vol IV (II) ◽  
pp. 43-50
Author(s):  
Fazeelat Noreen ◽  
Bashir Hussain
Keyword(s):  
Higher Education ◽  
National Level ◽  
University Ranking ◽  
Research And Teaching ◽  
International Trends ◽  
Use Of Resources ◽  
Ranking Criteria ◽  
Ranking Systems ◽  
Global University ◽  
University Ranking Systems

Globalization and market-based orientation of higher education institutions has increased interest of students, parents, employers, universities, funding agencies, governments, and relevant stakeholders in knowing the rank of their concerned universities at national/global level. This has led to the emergence of several global university ranking systems. Aligned with international trends of ranking, Higher Education of Pakistan [HEC] also initiated ranking of universities at the national level in Pakistan. Subsequently, HEC designed comprehensive ranking criteria for ranking of universities and has implemented it since 2010. This study analyzes the nature of HEC ranking criteria and its constituent indicators from the perspective of global university ranking systems. Using content and thematic analysis, this study found that global university ranking systems mainly focus quality of research and teaching, while HEC additionally focuses effective and efficient use of resources, provision of facilities, social integration, and impact on community development.

scholarly journals Global Ranking of Universities by Reputation: The Hidden Criterion

2021 ◽  
Vol 66 (1-3) ◽  
Author(s):  
Victor F. Peretomode
Keyword(s):  
Higher Education ◽  
Internationalization Of Higher Education ◽  
University Rankings ◽  
Important Criterion ◽  
Global Ranking ◽  
Ranking Systems ◽  
Salient Factor ◽  
Is Value

ABSTRACT The ranking of World Universities is a fairly recent phenomenon. It is one of the products of internationalization of higher education. Many of the indices used by the ranking systems are now familiar to readers and writers. The age of an institution is one salient factor often not considered in rankings. The objective of this study is to critically discuss the relevance of age in relation to the metrics used and to determine whether or not age can be shown to have a place in university rankings .The analysis of data shows the average age of the top 50 institutions by reputation to be 206 years and the median 162. A look at the rankings will not reveal this important criterion except each of these ranked universities is linked with the year it was founded. It concludes that there is value in age and should be factored into university rankings.

Unwarranted Stigma

2019 ◽  
pp. 201-221
Author(s):  
Darryl M. Tyndorf Jr.
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Community Colleges ◽  
Higher Education Policy ◽  
Education Institution ◽  
University Education ◽  
Demand For Education ◽  
Education Market ◽  
New Research ◽  
Higher Education Market

Investment in higher education is essential to improve the knowledge and skills of a country's labor force for economic growth. Higher education is a dynamic context with various institution types. However, the higher education market and research has generally suggested a single higher education institution, university education. Such single entity promotion has informed policies to increase university enrollments and completions resulting in a belief that universities are prestigious institutions that provide greater economic growth while stigmatizing community colleges as less prestigious and of little or no value to economic growth. University models have provided higher education to selected members of society which has not met the global demand for education or improved economic growth. This chapter will demonstrate that community colleges are becoming a higher education policy focus for their ability to provide flexible, short cycle education, and new research demonstrates their short- and medium-term economic impact. Thus, the community college stigma is unwarranted.

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