Formal Hierarchy As a Source of Upward Status Disagreement? A Theoretical Perspective

Formal hierarchies may be presumed to reduce uncertainty about the status ordering of employees as they imply a consistent global ranking. However, formal hierarchies in organizations are not merely linear, but are characterized by branching and nesting (i.e., they comprise subunits within the organization and subunits within other subunits), which creates a local ranking of individuals within each subunit. This can create tension between global and local formal ranks as status cues. Moreover, individuals may also draw on informal status cues that are inconsistent with formal ranks. Consequently, organizational members may experience upward status disagreement (USD), whereby each assumes they have higher status than the other. We offer a theoretical model that identifies important conditions under which cues arising from the structure of the formal hierarchy—either on their own or in conjunction with informal status cues—can be a source of USD. We also explore when USD can result in status conflict and identify moderators of this relationship. Our research has implications for how the frequency of USD can be mitigated as organizational structures become more complex and the workforce becomes increasingly diverse.

Accreditation and ranking of higher education institutions (HEIs): review, observations and recommendations for the Indian higher education system

PurposeThe higher education system has been entrusted globally to provide quality education, especially to the youth, and equip them with required skills and capabilities. The visionaries and policymakers of the countries around the world have been working relentlessly to improve the standard of the higher education system by establishing national and global accreditation and ranking bodies and expecting measuring performance through setting up accreditation and ranking parameters. This paper focuses on the review of Indian university accreditation and ranking system and determining its efficacy in improving academic quality for achieving good position in global quality accreditation and ranking.Design/methodology/approachThe study employed exploratory research approach to know about the accreditation and ranking issues of Indian higher education institutions to overcome the challenges for being globally competitive. The accreditation and ranking parameters and score of leading Indian universities was collected from secondary data sources. Similarly, the global ranking parameters and scores of these Indian universities with top global universities was explored. The performance gaps of Indian university in global academic quality parameter is assessed by comparing it with scores of global top universities. Further, each domestic and global accreditation and ranking parameters have been taken up for discussion.FindingsThe study identified teaching and learning, research and industry collaboration as common parameter in the accreditation and ranking by Indian and global accreditation and ranking body. Furthermore, the study revealed that Indian accreditation and ranking body assess leniently on parameters and award high scores as compared to rigorous global accreditation and ranking practice. The study revealed that “research” and “citations” are important parameters for securing prestigious position in global ranking, this is the reason Indian universities are trailing. The study exposed that Indian academic fraternity lack prominence in research, publication and citations as per need of global accreditation and ranking standards.Research limitations/implicationsThe limitation of this study is that it focused only on few Indian and global accreditation and ranking bodies. The future implication of this study will be the use of methodology designed in this study for comparing accreditation and ranking bodies’ parameters of different continents and countries in different economic development stages i.e. emerging and developed economies to know the disparity and shortcomings in their higher education system.Practical implicationsThe article is a review and comparison of national and global accreditation and ranking parameters. The article explored the important criteria and key indicators of accreditation and ranking that would provide an important and meaningful insight to academic institutions of the emerging economies of the world to develop its competitiveness. The study contributed to the literature on identifying benchmark for improving academic and higher education institution quality. This study would be further helpful in fostering new ideas toward setting up of contemporary globally viable and acceptable academic quality standard.Originality/valueThis is possibly the first study conducted with novel methodology of comparing the Indian and global accreditation and ranking parameters to identify the academic quality performance gap and suggesting ways to attain academic benchmark through continuous improvement activity and process for global competitiveness.

The Shanghai Global Ranking of Academic Subjects: Room for improvement

Global university rankings have achieved public popularity as they are portrayed as an objective measure of the quality of higher education institutions. One of the latest rankings is the Shanghai Global Ranking of Academic Subjects, which classifies institutions according to five fields –Engineering, Life Sciences, Medical Sciences, Natural Sciences and Social Sciences– which are divided into 54 subjects. Despite being introduced in 2017, no study has analyzed the methodology applied by this ranking. The results of our analysis show that the methodology currently used by the Shanghai Global Ranking of Academic Subjects presents several issues, which negatively affect a large proportion of universities around the world. Needless to say, if the Shanghai Global Ranking of Academic Subjects is meant to be global, it needs to expand its surveys to countries located in the Global South.

Global ranking of knowledge management and intellectual capital academic journals: a 2021 update

Purpose The purpose of this study is to update a global ranking list of 28 knowledge management and intellectual capital (KM/IC) academic journals. The list should be periodically updated because the pool of active KM/IC researchers changes, researchers adjust their journal perceptions, citation indices change and new journals appear while others become discontinued. Design/methodology/approach The ranking list was created based on a survey of 463 active KM/IC researchers and journal citation impact metrics (the h-index and the g-index). Findings Journal of Knowledge Management and Journal of Intellectual Capital are ranked A+, followed by The Learning Organization, Knowledge Management Research & Practice, VINE: The Journal of Information and Knowledge Management Systems, Knowledge and Process Management and International Journal of Knowledge Management which are ranked A. VINE, Electronic Journal of Knowledge Management and Online Journal of Applied Knowledge Management have shown the most improvement. The recently established Journal of Innovation & Knowledge has demonstrated a strong performance. Practical implications KM/IC discipline stakeholders may consult and use the ranking list for various purposes, but they should do so with caution. Highly ranked journals are quite likely to have the Clarivate’s Journal Impact Factor or be included in the Clarivate’s Emerging Sources Citation Index. A journal’s longevity is strongly correlated with its citation metrics and is moderately correlated with expert survey scores. Interdisciplinarity is the natural state of the KM and IC research domains, and it should be embraced by the research community. Originality/value This study presents the most up-to-date ranking list of KM/IC academic journals.

Global Ranking of Universities by Reputation: The Hidden Criterion

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.

Measuring Performance in the Luxury Industry: Is there a Difference in Performance Between the top and Bottom Players in the Industry?

This paper presents a methodology that consists of a Z-score function applied on a set of indicators for the luxury industry and then standardized to obtain a ranking of the companies on a scale between 10 and 100. To measure the performance for the top 5 LVMH, Estee Lauder, Richemont, Kering, Essilor Luxottica, and bottom 5 Aeffe, Tribhovandas, Van de Velde, Mulberry, Trinity companies (based on Deloitte global ranking in 2019) in the luxury industry and to unveil which are the performance drivers. By applying this methodology it can be made a comparison in performance between the top and the bottom companies in the luxury industry. The performance score is calculated for ten years (2010 - 2019) on public companies from the luxury industry.

Trends In Ensuring Gender Equality: The Practice And Legal Reforms Of Advanced Foreign Countries

In the article, the author analyzed the global ranking of gender equality, the legal framework and the national experience of advanced foreign countries. The author notes that the leading positions of these countries in the world in terms of gender equality are associated not only with the national legal and institutional framework, but also with public life, consciousness and worldview of people. Based on this, the author notes the importance of developing proposals for the implementation of the experience of these countries by analyzing constitutions, special laws and strategies to ensure gender equality in Uzbekistan.

The influence of international scientific collaboration on the research performance of Brazilian academic institutions

Scientific collaboration, a practice that traces its roots back to the birth of modern science, has spread through the research community, expanding the ties between institutions and countries and becoming a strategy to improve research productivity. Collaboration with countries of renowned scientific leadership thus constitutes a clear opportunity for the scientific advancement of academics as well as institutions worldwide.This work focuses on the set of Brazilian papers indexed by InCites between 2010–2019 to analyze the advantages, measured in terms of the citation impact and percentage of publications in Q1 journals, as well as (just for the papers published between 2014 and 2018) the position in the ARWU Global Ranking of Academic Subjects, derived from the sustained scientific collaboration with institutions from Australia, Canada, United Kingdom, and the United States. Our results show that collaboration with these four countries presents clear advantages for Brazilian institutions in all areas of knowledge. In particular, our study shows that the percentage of publications in Q1 journals doubles, and the citation impact increases markedly for the set of papers in collaboration with the aforementioned countries. Our study also shows that, by and large, Brazilian academic institutions benefit from these international collaborations to improve their positions in the current edition of the ARWU Global Ranking of Academic Subjects.Mathematical Subject Classification: 62J05 · 62P25JEL Classification: I23 · L14

Revisiting Ranking of Academic Institutions

The article provides an overview of ranking systems including its historical evolution, use of rankings by different stakeholders, ranking indicators, merits and demerits of different ranking systems and performance of Indian universities in in past one decade in global ranking systems. The article briefly describes nine global ranking systems and compares them based on weightage assigned to different categories of indicators and source of data used for ranking of HEIs. Lastly, article provides statistical inter-correlation amongst various ranking systems as well as intra-correlation within ranking systems at interval of five years (2011:2015; and 2016:2020) and 10 years (2011-2020).