Pub Date : 2008-09-01DOI: 10.1080/03797720802254247
B. Sowter
This paper presents key new developments in the THES – QS World University Rankings in 2007, related to enhancements to the Peer Review, Data Collection and Statistical Aggregation utilised in this ranking as well as discussing the decision to utilise Full‐Time Equivalent (FTE) figures for personnel statistics. Indicator correlation is also discussed as well as the role/purpose of the rankings. The paper reflects a continuing effort to refine the measures used in the ranking, QS have recommended some subtle but significant changes to both the methodology and the data collection approach that have been embraced by THES and will have an impact on 2007 results and beyond in order to reach some measure of understanding the relative quality of different higher education institutions around the world.
{"title":"The Times Higher Education Supplement and Quacquarelli Symonds (THES - QS) World University Rankings: New Developments in Ranking Methodology.","authors":"B. Sowter","doi":"10.1080/03797720802254247","DOIUrl":"https://doi.org/10.1080/03797720802254247","url":null,"abstract":"This paper presents key new developments in the THES – QS World University Rankings in 2007, related to enhancements to the Peer Review, Data Collection and Statistical Aggregation utilised in this ranking as well as discussing the decision to utilise Full‐Time Equivalent (FTE) figures for personnel statistics. Indicator correlation is also discussed as well as the role/purpose of the rankings. The paper reflects a continuing effort to refine the measures used in the ranking, QS have recommended some subtle but significant changes to both the methodology and the data collection approach that have been embraced by THES and will have an impact on 2007 results and beyond in order to reach some measure of understanding the relative quality of different higher education institutions around the world.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133448938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802254031
Isidro F. Aguillo, J. Ortega, Mario Fernández
Today the worldwide web (web) is one of the main sources of information and the main showcase for everyone (institutions, business enterprises, individuals, etc.) who wants to be recognized on in the ‘real world’. At the academic level, universities have a very important role as a means to communicate scientific and cultural achievements. Web publication by scholars is not only a tool for scholarly communication but it is also a means to reach larger audiences and in general a reflection of the performance of the institutions. There have been several efforts to develop web indicators that can ultimately lead to build a university's rankings. This paper presents the Webometric Ranking of World Universities which is built using a combined indicator called WR that takes into account the number of published web pages (S) (twenty‐five percent), the number of rich files, those in pdf, ps, doc and ppt format (R) (12.5 percent), the number of articles gathered from the Google Scholar Database (Sc) (12.5 percent,)...
{"title":"Webometric Ranking of World Universities: Introduction, Methodology, and Future Developments","authors":"Isidro F. Aguillo, J. Ortega, Mario Fernández","doi":"10.1080/03797720802254031","DOIUrl":"https://doi.org/10.1080/03797720802254031","url":null,"abstract":"Today the worldwide web (web) is one of the main sources of information and the main showcase for everyone (institutions, business enterprises, individuals, etc.) who wants to be recognized on in the ‘real world’. At the academic level, universities have a very important role as a means to communicate scientific and cultural achievements. Web publication by scholars is not only a tool for scholarly communication but it is also a means to reach larger audiences and in general a reflection of the performance of the institutions. There have been several efforts to develop web indicators that can ultimately lead to build a university's rankings. This paper presents the Webometric Ranking of World Universities which is built using a combined indicator called WR that takes into account the number of published web pages (S) (twenty‐five percent), the number of rich files, those in pdf, ps, doc and ppt format (R) (12.5 percent), the number of articles gathered from the Google Scholar Database (Sc) (12.5 percent,)...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115450939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802253645
J. Sadlak, Jamie P. Merisotis, N. Liu
{"title":"University Rankings: Seeking Prestige, Raising Visibility and Embedding Quality – the Editors' Views","authors":"J. Sadlak, Jamie P. Merisotis, N. Liu","doi":"10.1080/03797720802253645","DOIUrl":"https://doi.org/10.1080/03797720802253645","url":null,"abstract":"","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128553976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802254205
A. Siganos
We would like to show how the French higher education landscape is being influenced by international ranking, particularly that provided by the team at Jiao Tong University – the Shanghai Ranking – by considering the reactions of French institutions. Examining the interactions between rankings, governance, and attractiveness will lead us to question the definition of a ‘world‐class university’ in the French context: in particular, what strategies institutions influenced by the Shanghai Ranking are implementing to improve their international visibility, oriented in this sense by our new government. We will look in passing at the reasons why the Shanghai Ranking has now become indispensable, despite the weakness of some of its indicators. More generally, we will emphasise the fact that giving it the importance that some institution strategies do, with the sole aim of reaching the top, can be harmful to the ranking itself.
{"title":"Rankings, Governance, and Attractiveness of Higher Education: The New French Context","authors":"A. Siganos","doi":"10.1080/03797720802254205","DOIUrl":"https://doi.org/10.1080/03797720802254205","url":null,"abstract":"We would like to show how the French higher education landscape is being influenced by international ranking, particularly that provided by the team at Jiao Tong University – the Shanghai Ranking – by considering the reactions of French institutions. Examining the interactions between rankings, governance, and attractiveness will lead us to question the definition of a ‘world‐class university’ in the French context: in particular, what strategies institutions influenced by the Shanghai Ranking are implementing to improve their international visibility, oriented in this sense by our new government. We will look in passing at the reasons why the Shanghai Ranking has now become indispensable, despite the weakness of some of its indicators. More generally, we will emphasise the fact that giving it the importance that some institution strategies do, with the sole aim of reaching the top, can be harmful to the ranking itself.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124423528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802254023
G. Federkeil
Rankings have become a widespread phenomenon in an increasingly competitive world of higher education. They differ with regard to their aims, objectives, target groups, and with regard to their relationship to quality and quality assessment. Generally, rankings are an external assessment of the performance of higher education institutions; they enable transparency about systems of higher education. This paper discusses the relationship of rankings and quality assurance on an institutional and a system level. A clear conception of the differences between rankings and other forms of assessment of higher education institutions helps to understand the usefulness as well as the limitations of rankings and helps to prevent false or unrealistic expectations of rankings.
{"title":"Rankings and Quality Assurance in Higher Education.","authors":"G. Federkeil","doi":"10.1080/03797720802254023","DOIUrl":"https://doi.org/10.1080/03797720802254023","url":null,"abstract":"Rankings have become a widespread phenomenon in an increasingly competitive world of higher education. They differ with regard to their aims, objectives, target groups, and with regard to their relationship to quality and quality assessment. Generally, rankings are an external assessment of the performance of higher education institutions; they enable transparency about systems of higher education. This paper discusses the relationship of rankings and quality assurance on an institutional and a system level. A clear conception of the differences between rankings and other forms of assessment of higher education institutions helps to understand the usefulness as well as the limitations of rankings and helps to prevent false or unrealistic expectations of rankings.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133039304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802254270
David Jobbins, B. Kingston, M. Nunes, Robert Polding
University league tables in their present form have been around for two decades. One of their objectives has been to help would‐be university students (and their parents) make an informed choice of university and course. In the United Kingdom, historically, they have taken the form of a numerical hierarchy topped (predictably) by Oxford and Cambridge universities. This approach has been discussed, criticised and defended both in political and media fora. A project that started five years ago, supported by Mayfield University Consultants,is now online, proposing an alternative flexible ranking approach, The Complete University Guide, which enables prospective students, parents, and other stakeholders to customise a ranking according to their preferences and specific needs. Specifically, it allows users much more flexibility in the way they utilize the tables to decide on their university of choice.
目前的大学排行榜已经有20年的历史了。他们的目标之一是帮助即将进入大学的学生(和他们的父母)做出明智的大学和课程选择。在英国，历史上，它们以数字等级的形式出现(可以预见)，牛津大学和剑桥大学名列前茅。这种做法在政治和媒体论坛上都受到了讨论、批评和辩护。梅菲尔德大学咨询公司(Mayfield University Consultants)支持的一个项目于五年前启动，现在已经上线，提出了另一种灵活的排名方法——《完整大学指南》(The Complete University Guide)，它使未来的学生、家长和其他利益相关者能够根据自己的偏好和具体需求定制一份排名。具体来说，它允许用户更灵活地使用表格来决定他们选择的大学。
{"title":"The Complete University Guide--A New Concept for League Table Practices in the United Kingdom.","authors":"David Jobbins, B. Kingston, M. Nunes, Robert Polding","doi":"10.1080/03797720802254270","DOIUrl":"https://doi.org/10.1080/03797720802254270","url":null,"abstract":"University league tables in their present form have been around for two decades. One of their objectives has been to help would‐be university students (and their parents) make an informed choice of university and course. In the United Kingdom, historically, they have taken the form of a numerical hierarchy topped (predictably) by Oxford and Cambridge universities. This approach has been discussed, criticised and defended both in political and media fora. A project that started five years ago, supported by Mayfield University Consultants,is now online, proposing an alternative flexible ranking approach, The Complete University Guide, which enables prospective students, parents, and other stakeholders to customise a ranking according to their preferences and specific needs. Specifically, it allows users much more flexibility in the way they utilize the tables to decide on their university of choice.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131231187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802253744
Alexander C. McCormick
‘Classification’ and ‘ranking’ are tools for comparing colleges and universities, albeit for different purposes. Although ‘classification’ focuses on identifying similarities rather than ordering institutions, it is closely intertwined with ‘ranking’, whether directly through its content, structure, and procedures, or indirectly through the ways it is used and understood by the wider community of users (e.g., researchers, policymakers, institutional leaders, etc.). For this reason, many of the standards, protocols, and best practices established for ranking systems apply as well to the case of classification. This paper examines the interplay between ‘classification’ and ‘ranking’ in some detail, and applies the Berlin Principles on Ranking of Higher Education Institutions which were adopted in May 2006 to the case of classification, focusing on the Carnegie Classification of Institutions of Higher Education.
{"title":"The Complex Interplay between Classification and Ranking of Colleges and Universities: Should the Berlin Principles Apply Equally to Classification?.","authors":"Alexander C. McCormick","doi":"10.1080/03797720802253744","DOIUrl":"https://doi.org/10.1080/03797720802253744","url":null,"abstract":"‘Classification’ and ‘ranking’ are tools for comparing colleges and universities, albeit for different purposes. Although ‘classification’ focuses on identifying similarities rather than ordering institutions, it is closely intertwined with ‘ranking’, whether directly through its content, structure, and procedures, or indirectly through the ways it is used and understood by the wider community of users (e.g., researchers, policymakers, institutional leaders, etc.). For this reason, many of the standards, protocols, and best practices established for ranking systems apply as well to the case of classification. This paper examines the interplay between ‘classification’ and ‘ranking’ in some detail, and applies the Berlin Principles on Ranking of Higher Education Institutions which were adopted in May 2006 to the case of classification, focusing on the Carnegie Classification of Institutions of Higher Education.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124876877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802254130
F. Devínsky
In 2004 the Slovak Academic Ranking and Rating Agency (ARRA) was established as an independent body with the main goal of comparing the performance and quality of Slovak higher education institutions (HEIs) and providing the general public, the academic sector, and the government with an independent view of the quality of the country's HEIs. The first two rankings were published in 2005 and 2006 and the latest one was published at the end of 2007. The twenty public universities and their ninety‐nine faculties were ranked in clusters according to the Frascati Manual. This paper describes the methodology and indicators used in this ranking exercise.
{"title":"Ranking of Slovak Higher Education Institutions: Three Years of Experience","authors":"F. Devínsky","doi":"10.1080/03797720802254130","DOIUrl":"https://doi.org/10.1080/03797720802254130","url":null,"abstract":"In 2004 the Slovak Academic Ranking and Rating Agency (ARRA) was established as an independent body with the main goal of comparing the performance and quality of Slovak higher education institutions (HEIs) and providing the general public, the academic sector, and the government with an independent view of the quality of the country's HEIs. The first two rankings were published in 2005 and 2006 and the latest one was published at the end of 2007. The twenty public universities and their ninety‐nine faculties were ranked in clusters according to the Frascati Manual. This paper describes the methodology and indicators used in this ranking exercise.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128537145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802254239
Ross A. Williams
Rankings of universities that are based on aggregate measures ignore the discipline coverage within institutions. In this paper, for each of Australia's thirty‐seven public universities, performance in research and teaching in broad discipline groups is evaluated and then aggregated up to obtain whole‐of‐institution rankings. Relative staff numbers are used as weights to aggregate research performance; student numbers are used to weight teaching performance. The performance attributes chosen are those that contribute to international academic standing. We find that the rankings of the Australian National University (ANU) and some technologically oriented universities are raised when scope is allowed for, but elsewhere the changes are minor. 1. I am greatly indebted to Emayenesh Seyoum and Carol Smith for assistance with preparation of the data sets and to the Department of Education, Science and Training and the Graduate Careers Council of Australia for the provision of data.
{"title":"Ranking Australian Universities: Controlling for Scope","authors":"Ross A. Williams","doi":"10.1080/03797720802254239","DOIUrl":"https://doi.org/10.1080/03797720802254239","url":null,"abstract":"Rankings of universities that are based on aggregate measures ignore the discipline coverage within institutions. In this paper, for each of Australia's thirty‐seven public universities, performance in research and teaching in broad discipline groups is evaluated and then aggregated up to obtain whole‐of‐institution rankings. Relative staff numbers are used as weights to aggregate research performance; student numbers are used to weight teaching performance. The performance attributes chosen are those that contribute to international academic standing. We find that the rankings of the Australian National University (ANU) and some technologically oriented universities are raised when scope is allowed for, but elsewhere the changes are minor. 1. I am greatly indebted to Emayenesh Seyoum and Carol Smith for assistance with preparation of the data sets and to the Department of Education, Science and Training and the Graduate Careers Council of Australia for the provision of data.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130009057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-01DOI: 10.1080/03797720802254106
Sonja Berghoff, U. Brandenburg, Detlef Müller-Böling
The Centre for Higher Education Development (CHE) has designed a ‘Ranking of Excellent European Graduate Programmes’. In its first round, in December 2007, this ranking concentrated on the natural sciences and mathematics. The centre applied a two‐step approach for analysis. First, four general indicators were identified for European universities. Second, for those universities that excelled in at least three out of these four indicators which means that they achieved a gold or silver medal, an in‐depth analysis was run based on institutional questionnaires and on‐line surveys. The results show that Europe in general provides a very high level of research and graduate teaching in the academic fields that were analysed. It is intended to apply this approach to other academic fields in the near future.
{"title":"Identifying the Best: The CHE Excellence Ranking of European Graduate Programmes in the Natural Sciences and Mathematics","authors":"Sonja Berghoff, U. Brandenburg, Detlef Müller-Böling","doi":"10.1080/03797720802254106","DOIUrl":"https://doi.org/10.1080/03797720802254106","url":null,"abstract":"The Centre for Higher Education Development (CHE) has designed a ‘Ranking of Excellent European Graduate Programmes’. In its first round, in December 2007, this ranking concentrated on the natural sciences and mathematics. The centre applied a two‐step approach for analysis. First, four general indicators were identified for European universities. Second, for those universities that excelled in at least three out of these four indicators which means that they achieved a gold or silver medal, an in‐depth analysis was run based on institutional questionnaires and on‐line surveys. The results show that Europe in general provides a very high level of research and graduate teaching in the academic fields that were analysed. It is intended to apply this approach to other academic fields in the near future.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132091366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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