scholarly journals World Rating of Higher Education Institutions in 2016 and Position of Russian Universities

2016 ◽  
Vol 5 (3) ◽  
pp. 78-88 ◽  
Author(s):  
Девисилов ◽  
Vladimir Devisilov
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Rankings ◽  
World University Rankings ◽  
The World ◽  
Russian Universities

The article presents the rating of higher education institutions of the world in 2016, including the position of Russian universities. The methodology and indicators used in the formation of the rating, and its results are analyzed. The article considers the three most well-known rankings - Shanghai (ARWU), QS World University Rankings, The World University Rankings.

scholarly journals Diponegoro University Heading to become a Research University (Phase I – Phase IV) Between Expectation and Reality

2020 ◽  
Vol 202 ◽  
pp. 03026
Author(s):  
Tri Handayani ◽  
Daivangga Maheswari
Keyword(s):  
Higher Education ◽  
Research University ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Global Dynamics ◽  
University Rankings ◽  
New Paradigm ◽  
World University Rankings ◽  
The World ◽  
The University

Diponegoro University is one reputable university belonging to Indonesia. This state university is located in Semarang, Central Java Province. Global dynamics have also colored its journey in implementing its traditionally assigned three missions: teaching, conducting research, and providing public services. These make this university highly confident heading to become a research university. A research university is a step to take that the university has its competitiveness to compete with the others in the world. There are some Higher Education-rankings institutions which evaluate all Higher Education Institutions in the world, such as Quacquarelli Symonds (QS) World University Rankings, Times Higher Education (THE) University Rankings, 4 International Colleges and Universities (4ICU), and Academic Ranking of World Universities (ARWU). Meanwhile, the ministry which has the function to make coordination with higher education institutions in Indonesia has also conducted higher education institutional ratings, primarily for Indonesian internal needs. The criteria of a research university refer to those evaluated by the higher education institutional ratings in the international level. A research university is a new paradigm which encourages a higher education institution in Indonesia to become highly confident to globally compete with the others in the whole world.

scholarly journals Quality Assurance in Higher Education Institutions: The Case of Tribhuvan University

2020 ◽  
Vol 2 ◽  
pp. 1-13
Author(s):  
Min Pun
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Policy Implications ◽  
Current Status ◽  
University Rankings ◽  
World University Rankings ◽  
The World ◽  
Challenges And Opportunities ◽  
Quality In Higher Education

The main objective of this paper is to illustrate the current status of quality assurance practices and identify challenges and opportunities facing Tribhuvan University (TU) in general and higher education institutions of TU in particular. Apart from a range of benefits and prospects from adopting and implementing the Quality Assurance and Accreditation (QAA) system within TU, it has been facing a number of challenges in maintaining quality in its higher education institutions. In return, the implementation of the system can create a number of opportunities, particularly it has to internationalize its higher education and show a strong presence in the world university rankings. In order to meet this objective, the study has used a descriptive-analytical approach to find out the issues related to quality assurance in higher education institutions. Finally, the paper has made important policy implications and recommendations to support the ongoing efforts of UGC, Nepal and maintain and ensure quality in higher education institutions of TU.

scholarly journals EVALUATION OF EFFICIENCY OF HIGHER EDUCATION INSTITUTIONS’ ACTIVITIES IN UKRAINE

10.23856/4217 ◽  
2021 ◽  
Vol 42 (5) ◽  
pp. 126-133
Author(s):  
Inna Vlasova ◽  
Olha Palamarchuk
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Research ◽  
Financial Economic ◽  
University Rankings ◽  
Teaching Excellence ◽  
World University Rankings ◽  
The World ◽  
The Impact ◽  
European University

The metrics of the European University Association and indicators of other organizations (UK Committee of University Chairs, Teaching Excellence Framework) have been analyzed in the article. Leading international rankings (Times Higher Education (THE) World University Rankings, Academic Ranking of World Universities (ARWU), QS World University Rankings, THE Impact Rankings, THE Europe Teaching Rankings) have been investigated in order to determine the main indicators of higher education institutions. National metrics and indicators have been studied (rating “Top 200 Ukraine 2020”, the formula for the distribution of expenditures under the article “Training of freelancers and ensuring the activities of their bases of practice” for 2020). The approaches and views of domestic and foreign researchers on the problem of efficiency in the field of higher education have been clarified. As a result of the analysis, the urgency of the problem of finding adequate mechanisms for evaluating the effectiveness of higher education institutions in Ukraine have been proved. Based on the study, a system of indicators for assessing the effectiveness of higher education institutions in Ukraine in terms of organizational, academic, research and financial / economic components have been suggested.

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.

Riding the tiger of world university rankings in East Asia: where are we heading?

2014 ◽  
Vol 28 (2) ◽  
pp. 230-245 ◽  
Author(s):  
Philip Hallinger
Keyword(s):  
Higher Education ◽  
East Asia ◽  
East Asian ◽  
University Rankings ◽  
Content Type ◽  
University Development ◽  
World University Rankings ◽  
The World ◽  
University Leaders ◽  
The Impact

Purpose – The region's universities are “riding a tiger” of university rankings in East Asian higher education, in a race to gain in the list of the world's top 100 universities. While this race impacts universities throughout the world, it takes on particular importance in East Asia due to the stage of university development and the needs of regional societies. The purposes of this paper are to: To examine the emergent global emphasis on world university ranking as a driver of change in higher education, To discuss how the world university rankings are impacting East Asian universities, To assess consequences for higher education in the region, To explore options for leading universities in a more meaningful direction in East Asia. Design/methodology/approach – This paper examines research and commentary on the impact of world university rankings on universities in East Asia. Findings – This paper proposes that the world university rankings have, over a relatively short period of time, had unanticipated but potentially insidious effects on higher education in East Asia. This paper proposes that the “tiger” is carrying most East Asian universities towards goals that may not reflect the aspirations of their societies, or the people that work and study in them. Yet, climbing off the “tiger” often feels just as risky as hanging on to its back. Instead of seeking to lay blame at any one party, the paper suggests that the problem is systemic in nature. Multiple parts of the system need to change in order to achieve effects in the distal parts (e.g. faculty, students, and society). Only leadership can bring about this type of change. The scholarly community must gain some degree of input and monitoring over the rules of the rankings game. Only by joining hands can university leaders in the region change the “Ranking Game” to reflect the reality and needs of university development and social contribution in East Asia. Only by cooperation can the region's university leaders create reciprocal pressure on other parts of the system. In response to systemic problems, “I” may be powerless, but “we” are not. Originality/value – The originality and value of this paper lie in its aim to elevate underlying dissatisfaction with the rankings into a broader and more explicit debate over the direction in which East Asian universities are riding on the back of the tiger.

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 "Anchoring" the World University Rankings

2015 ◽  
Author(s):  
Nicholas Bowman ◽  
Michael Bastedo
Keyword(s):  
Higher Education ◽  
University Rankings ◽  
World University Rankings ◽  
The World ◽  
International University ◽  
Higher Education Rankings

Reputation scores are a key problem with international rankings. Our study shows that the initial Times Higher Education rankings had a disproportionate impact on people's assessment of international university reputations.

scholarly journals ВПЛИВ ПАНДЕМІЇ COVID-19 НА РОЗВИТОК ОСВІТНІХ СИСТЕМ У ГЛОБАЛЬНОМУ, ЄВРОПЕЙСЬКОМУ ТА НАЦІОНАЛЬНОМУ ВИМІРАХ

2020 ◽  
Vol 18 (2) ◽  
pp. 171-183
Author(s):  
Лейла Султанова ◽  
Марина Желуденко
Keyword(s):  
Higher Education ◽  
Social Science ◽  
International Association ◽  
New Economy ◽  
International Higher Education ◽  
University Rankings ◽  
Boston College ◽  
World University Rankings ◽  
The World

В оглядовій публікації проаналізовано звіти європейських освітніх організацій щодо впливу пандемії COVID-19 на вищу освіту. Зокрема: UNESCO; COVID-19 Social Science Lab; Pearson; Quacquarelli Symonds (QS); Boston College Center for International Higher Education; Oxford Economics; International Association of Universities; UK NARIC; Centre for the New Economy and Society; The world university rankings та інші. Визначено основні напрями досліджень ситуації у вищій європейській освіті: екстрений перехід на дистанційне навчання і викладання; проблеми пов’язані з інтернаціоналізацією і академічною мобільністю; вплив пандемії COVID-19 на наукові дослідження; значення співпраці з різними організаціями; утвердження європейської вищої освіти на міжнародному рівні; наслідки кризи і перспективи вищої освіти.  На основі звітів охарактеризовано загрози та потенційні можливості дестабілізуючих обставин природного характеру у суспільстві на розвиток освітніх систем, зокрема ланки вищої освіти, у глобальному, європейському та національному вимірах. Проаналізовано вплив COVID-19 на розвиток вищої освіти в Україні. З’ясовано, що основними формами освіти в умах пандемії є асинхронна або заочна форма навчання, синхронна та змішана. Охарактеризовано сформовані у результаті вимушеного переходу на дистанційну форму освіти чотири групи викладачів: викладачі дисциплін, що вимагають значного обсягу практичної, лабораторної роботи; викладачі, які активно користувалися цифровими технологіями до пандемії; викладачі, знайомі з цифровими технологіями; викладачі, які не змогли освоїти нові інструменти організації навчання, колективної роботи і розширеного використання цифрових ресурсів. Визначено спільні для більшості університетів проблеми: відсутність професійно розроблених програм для он-лайн навчання, недостатнє фінансування, необхідність методичної підготовки викладачів для роботи зі студентами он-лайн тощо. Ключові слова: пандемія; COVID-19; вища освіта; викладач закладу вищої освіти; студент; європейська вища освіта.

scholarly journals La situación de las profesoras hispanas en el sistema universitario estadounidense

2018 ◽  
pp. 1
Author(s):  
Antonio Daniel Juan Rubio ◽  
Isabel María Garcia Conesa
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Final Conclusion ◽  
Educación Superior ◽  
University Rankings ◽  
Educacion Superior ◽  
World University Rankings ◽  
The World ◽  
El Sistema

<p><strong>Resumen </strong>Estados Unidos, según datos de <em>World University Rankings</em>, cuenta en su haber con seis de las diez mejores universidades del mundo. Según la Oficina del Censo de los Estados Unidos, la población latina ha representado la mayor parte del crecimiento demográfico del país durante la última década (56%). Pero desafortunadamente, este crecimiento no se ha visto reflejado en la educación superior. Mientras que los estudiantes hispanos se están matriculando en mayor número cada año, los profesores latinos, y muy especialmente las profesoras, no han visto un crecimiento similar, constituyendo sólo el 4% del profesorado universitario en todo el país. Este artículo pretende ofrecer una visión general de la situación actual con respecto al profesorado femenino de origen hispano en la educación superior estadounidense y analizar el importante papel desempeñado por el mismo por medio de sus figuras más relevantes o destacadas. Para ello, debido a la naturaleza de nuestra investigación, vamos a seguir una metodología histórica, teniendo en cuenta que en la elaboración del estudio nos hemos basado en una combinación de fuentes primarias y secundarias. Y como conclusión final, un objetivo importante debería ser el aumento del profesorado universitario femenino de origen hispano en el sistema universitario estadounidense.</p><p><strong>Abstract </strong>The United States, according to the World University Rankings, has six out of the ten best universities in the world. According to the United States Census Bureau, the Latino population has accounted for most of the country's population growth during the last decade (56%). But unfortunately, this growth has not been reflected in higher education. While Hispanic students are enrolling in higher numbers each year, Latino teachers, and very especially the female ones, have not seen a similar growth, making up only around the 4% of university faculty nationwide. This article aims to provide an overview of the current situation regarding Hispanic female professors in American higher education and analyze the important role played by them throughout their most relevant or prominent figures. For this, due to the nature of our research, we will follow a historical methodology, taking into account that in the elaboration of the study we have based ourselves on a combination of primary and secondary sources. And as a final conclusion, we will conclude that an important goal should be then the increase of female university professors of Hispanic origin in the higher education system in the United States.</p><p><strong>Keywords </strong>Hispanic population, university system, Hispanic professors, influence, educational charges. </p>

scholarly journals Correlational Relationships between Various International Rankings for Higher Education Institutions

2019 ◽  
Vol 27 (12) ◽  
pp. 20-28 ◽  
Author(s):  
V. A. Gaisenok ◽  
O. A. Naumovich ◽  
V. V. Samokhval
Keyword(s):  
Higher Education ◽  
Linear Regression ◽  
Higher Education Institutions ◽  
Mathematical Statistics ◽  
University Rankings ◽  
University Ranking ◽  
The World ◽  
Academic Ranking ◽  
Very High

The task of the investigation was to study the interrelations of the results of university rankings presented by various ranking agencies. Data on the number of the participants in the World Rankings has been presented for the Webometrics Ranking of World Universities (WRWU), Academic Ranking of World Universities (ARWU), Quacquarelli Symonds (QS), Times Higher Education (THE), U-Multirank, Round University Ranking (RUR), the Moscow International Rating “Three University Missions”, SCImago Institutions Rankings (SIR).The correlations have been studied by the methods of mathematical statistics for the results of the Moscow International Rating “Three University Missions” and the RUR, QS, THE, and the WRWU rankings; of the QS rankings with THE and the WRWU rankings, as well as for the two WRWU rankings published in January 2018 and July 2017. The linear regression formulas linking the positions of universities in different rankings have been obtained. The results of the Moscow International Rating “Three University Missions” moderately correlate with the results of the RUR rankings, the correlation with WRWU is low. The correlations for the QS ranking with THE and the WRWU rankings are moderate. Very high correlation has been detected only for the two WRWU rankings, which raises questions about the feasibility of conducting them with an interval of six months.

Sign in / Sign up

Export Citation Format

Share Document