Relevant bibliographies by topics / ARWU (Academic Ranking of World Universities)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ARWU (Academic Ranking of World Universities)'

Author: Grafiati
Published: 3 June 2025
Last updated: 19 July 2025

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Journal articles on the topic "ARWU (Academic Ranking of World Universities)"

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Techarattanased, Nattapong, and Pleumjai Sinarkorn. "FACTORS OF HIGHER EDUCATION INSTITUTIONS RANKING (COMPARISON OF THREE WORLD UNIVERSITY RANKINGS)." EUrASEANs: journal on global socio-economic dynamics, no. 3(16) (June 25, 2019): 62–70. http://dx.doi.org/10.35678/2539-5645.3(16).2019.62-70.

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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. Result
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Balatsky, E. V., та N. A. Ekimova. "Identifcation оf world Class universities: Destructive Pluralism". World of new economy 16, № 3 (2022): 6–19. http://dx.doi.org/10.26794/2220-6469-2022-16-3-6-19.

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The article deals with the problem of identifying world-class universities (WCU) on the basis of information provided by various ranking systems. The relevance of the problem is due to the fact that in 2022 Russia was “cut off” from the world community, including the interruption of cooperation with leading international ranking universities, so the country risks losing the opportunity to self-check its successes and failures by generally recognized criteria. In this regard, the purpose of this article is hypothesis verifcation that the “friendly” ranking of ARWU base can serve as an effective
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Giannakoulopoulos, Andreas, Nikos Konstantinou, Dimitris Koutsompolis, Minas Pergantis, and Iraklis Varlamis. "Academic Excellence, Website Quality, SEO Performance: Is there a Correlation?" Future Internet 11, no. 11 (2019): 242. http://dx.doi.org/10.3390/fi11110242.

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The academic excellence of universities around the globe has always been a matter of extended study and so has the quality of an institution’s presence in the World Wide Web. The purpose of this research is to study the extent to which a university’s academic excellence is related to the quality of its web presence. In order to achieve this, a method was devised that quantified the website quality and search engine optimization (SEO) performance of the university websites of the top 100 universities in the Academic Ranking of World Universities (ARWU) Shanghai list. A variety of tools was empl
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Ebzeeva, Yu N., and L. N. Gishkaeva. "Prospects for the promotion of Russian universities in the international academic ranking ARWU." RUDN Journal of Sociology 22, no. 2 (2022): 337–51. http://dx.doi.org/10.22363/2313-2272-2022-22-2-337-351.

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The article considers the methodology for assessing higher education institutions and prospects for their promotion in the Academic Ranking of World Universities (ARWU). The authors explain the focus of their research by the latest trends in the development of higher education in Russia and in the world; thus, universities positions in international ranking systems become an extremely important parameter for their evaluation. International ranking systems allow to evaluate the whole analytical information according to the criteria in one source, and to assess the competitiveness of the data in
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Liu, Zhimin, Goodluck Jacob Moshi, and Cynthia Mwonya Awuor. "Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR." Sustainability 11, no. 10 (2019): 2745. http://dx.doi.org/10.3390/su11102745.

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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquare
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Sepehr, Romina, Maryam Shekofteh, Azam Shahbodaghi, and Sara Jambarsang. "Examining the Correlation between Presence in the University Ranking Systems with Countries’ Income and R&D Expenditure: A Study on Medical Sciences Universities." DESIDOC Journal of Library & Information Technology 45, no. 3 (2025): 217–23. https://doi.org/10.14429/djlit.20443.

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This study aims to examine the presence of various countries in international university ranking systems, specifically the Shanghai Academic Ranking of World Universities (ARWU), QS, and the Times Higher Education (THE) World University Rankings, focusing on medicine and related sciences. It also explores the relationship between the presence in the university ranking systems and country’s income level and spending on Research and Development (R&D). Data was gathered from the websites of the three international university ranking systems, as well as from the Organisation for Economic Co-op
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D Amin, J. "Nigerian Universities And The Plethora Of Rankings." Global Journal of Educational Research 24, no. 2 (2025): 251–66. https://doi.org/10.4314/gjedr.v24i2.14.

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The paper examined some global university rankings and situated the performance of Nigerian universities in the league tables. It also broadly identified the criteria that impacted their performance and expressed opinions on the relevance, and appropriateness of such criteria, in the Nigerian University System as well as the capacity of Nigerian universities to compete in each of the rankings. The Academic Ranking of World Universities (ARWU), QS World Universities Rankings (QS-WUR), Times Higher Education World Universities Rankings (THE-WUR), Times Higher Education Impact Rankings (THE-IR),
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Domingo, Docampo, Herrera Francisco, Luque Martínez Teodoro, and Torres-Salinas Daniel. "Efecto de la agregación de universidades españolas en el Ranking de Shanghai (ARWU): caso de las comunidades autónomas y los campus de excelencia." El profesional de la información 21, no. 4 (2012): 428–32. https://doi.org/10.3145/epi.2012.jul.16.

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El Academic Ranking of World Universities (ARWU) o Ranking de Shanghai es actualmente el referente para conocer la posición de las universidades a nivel mundial. La escalada de puestos en dicho ranking se ha convertido en el objetivo de universidades y gobiernos. No s extraño por tanto que se haya planteado en España la posibilidad de sugerir agregaciones de universidades con el fin de subir puestos. En ese contexto, el objetivo del presente trabajo es determinar la posición que ocuparían en ARWU las comunidades autónomas españolas y los Campus de excelencia internacional (CEI) si constituyera
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Udartseva, Olga. "Assessing Results of University Research Activities: Indicators of Openness in Rankings." Science Management: Theory and Practice 6, no. 4 (2024): 29–47. https://doi.org/10.19181/smtp.2024.6.4.2.

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Open access to scientific results and research data becomes an engine for the successful development of modern science. The article examines popular rankings of world universities: the CWTS Leiden Ranking, the Times Higher Education World University Rankings (THE Rankings), the QS World University Rankings (QS), the SCImago Institutions Rankings (SIR) and the Academic Ranking of World Universities (ARWU). The objective of the research was to study the ranking methodologies in the ratings under consideration and to determine the place of the openness criteria in them. A comparative analysis of
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Wiechetek, Łukasz, and Zbigniew Pastuszak. "Academic social networks metrics: an effective indicator for university performance?" Scientometrics 127, no. 3 (2022): 1381–401. http://dx.doi.org/10.1007/s11192-021-04258-6.

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AbstractSocial networks have become popular among researchers and scientists. Specialized platforms for researchers offer many metrics and indicators which are used to evaluate various scientists and assess the strength of their impact. In this article the authors perform systematic comparison between the main university level ResearchGate (RG) metrics: total RG Score, number of publications, number of affiliated profiles and ARWU. A tool for acquiring the RG metrics of research units and a framework for calculating alternative university ranks was implemented and tested. As a point of referen
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Dissertations / Theses on the topic "ARWU (Academic Ranking of World Universities)"

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Chang, Farrah Pei-Chen, and 張倍禎. "A Study on the Academic Ranking of World Universities." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/454rb7.

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博士<br>淡江大學<br>管理科學學系博士班<br>106<br>The Academic Ranking of World Universities (ARWU) has provided annual global rankings of universities since 2003, making it the earliest of its kind. The ARWU draws on six indicators to measure the academic performance of universities. Top 500 universities are ranked each year since 2004 by linear combinations of the six indicators. This paper presents two parts on the study of the ARWU. In the first part, we used a natural log regression model, called the Score-Rank Model, to present the relationship between the score variable and the rank variable for each y
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Books on the topic "ARWU (Academic Ranking of World Universities)"

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Leading Research Universities: Autonomous Institutions in a Competitive Academic World. McGill-Queen's University Press, 2015.

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Book chapters on the topic "ARWU (Academic Ranking of World Universities)"

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Wu, Yan, and Nian Cai Liu. "Academic Ranking of World Universities (ARWU): Methodologies and Trends." In Research Analytics. Auerbach Publications, 2017. http://dx.doi.org/10.1201/9781315155890-6.

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Salmi, Jamil. "Are Universities Better Off Without Rankings?" In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_46.

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AbstractThe advent of international rankings almost twenty years ago—pioneered by the first Academic Ranking of World Universities by Shanghai Jiao Tong University in 2003— changed the university landscape in an irreversible way. Today, the creation of world-class universities has become part of the political agenda in many countries.
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Shore, Cris, and Susan Wright. "The Kafkaesque Pursuit of ‘World Class’: Audit Culture and the Reputational Arms Race in Academia." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_5.

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AbstractSince the 1980s universities have been subjected to a seemingly continuous process of policy reforms designed to make them more economical, efficient and effective, according to yardsticks defined by governments and university managers. The pursuit of ‘excellence’, ‘international standing’ and ‘world class’ status have become key drivers of what Hazelkorn (High Educ Pol 21(2):193–215, 2008) has termed the ‘rankings arms race’ that now dominates the world of academia. These policies are changing the mission and meaning of the public university and, more profoundly, the culture of academia itself. While some authors have sought to capture and analyse these trends in terms of ‘academic capitalism’ and the ‘enterprise university model’, we suggest they might also be usefully understood theoretically as illustrations of the rise of audit culture in higher education and its effects. Drawing on ethnographic examples from the UK, Denmark and New Zealand, we ask: how are higher education institutions being reconfigured by these new disciplinary regimes of audit? How are ranking and performance indicators changing institutional behaviour and transforming academic subjectivities? What possibilities are there for alternative university futures? And what insights can anthropology offer to address these questions?
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Ganotice Jr., Fraide A., Hei-Hang Hayes Tang, Gordon Tsui, Jonalyn B. Villarosa, and Susanna S. Yeung. "Globalization of World University Rankings and Its Impact on Asian Universities." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0819-9.ch017.

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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.
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Subbarayalu, Arun Vijay. "Understanding World University Ranking." In Advances in Higher Education and Professional Development. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-6915-9.ch025.

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World university rankings are critical for prospective students, faculty members, and policymakers evaluating HEIs based on various ranking indicators. The author adopted a mixed-methods study design where a narrative review was carried out to describe three ranking methodologies (i.e., THE, QS, and ARWU), including HEIs' challenges in the ranking process. The identified challenges include limited research funding, scarcity of top-tier faculty, balancing quantity &amp; quality of research publications, publishing in high-impact journals, building international research networks, enhancing academic and employer reputations, maintaining optimal student-faculty ratios, and acquiring necessary data for rankings. In addition, an autoethnographic approach was adopted to identify strategies to improve universities' ranking performance, with a focus on enhancing research outputs, expanding international research networks, improving teaching and learning environments, strengthening reputation and addressing operational challenges centered around managing ranking data.
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Olatokun, Wole Michael, and Okon Edet Ani. "Emerging Issues on the Global Ranking of Nigerian Universities." In Impact of Global University Ranking Systems on Developing Countries. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8266-7.ch011.

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The emergence of global university ranking systems has brought significant transformations not only to developing countries but the world at large in the development of national economies. In view of the relative impact of the global university ranking systems on national economies, the chapter used three foremost global university raking systems: Academic Ranking of World Universities (ARWU), Times Higher Education (THE) World University Rankings, and Quacquarelli Symonds (QS) World University Rankings known as the big three global university ranking system to evaluate performance of Nigerian universities in their league tables. The analyses indicated abysmal performance of Nigerian universities at the regional and global perspectives. The chapter highlighted issues that would promote global ranking of Nigerian universities in the emerging and globally competitive university systems and concludes that, Nigerian universities and national economies stand to harness the great potentials of the global university ranking systems, if these issues are appropriately tackled.
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Subbarayalu, Arun Vijay. "Climbing the Global Ladder." In Advances in Higher Education and Professional Development. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-6849-7.ch011.

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This chapter examined the complex relationship between global university rankings and internationalization efforts within higher education institutions. The author addressed internationalization in higher education, covering a wide range of activities, including academic and student mobility, international research collaborations, and improving the quality of academic programs, particularly through integrating global perspectives into curricula. This study is based on the critical appraisal of the literature by examining the methodologies used by three widely recognized ranking bodies (THE, QS, and ARWU), focusing on the ranking indicators directly and indirectly related to internationalization and its impact on universities. Based on the results, the author took an inductive approach and categorized the observations into eight key challenges and strategies based on the homogeneity of the information retrieved. The identified strategies would help universities improve their global ranking performance in terms of internationalization.
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Lo, William Yat Wai, and Ryan M. Allen. "The Ranking Game." In The Oxford Handbook of Higher Education in the Asia-Pacific Region. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780192845986.013.10.

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Abstract This chapter analyses the prevalence of global university rankings within the context of intensified global competition in higher education and the associated call for developing world-class universities in Asia. It argues that higher education internationalization within the Asian context has been considered a way to catch up and compete with the Western world. Such a desire to catch up with the West has been justified within the region-wide call for building world-class universities in some Asian societies, such as Mainland China, South Korea, Japan, Taiwan, and Malaysia where governments employ rankings as a policy instrument to measure and monitor the performance of their universities and to steer their higher education sectors towards a global standard. Based on this analysis, the chapter illustrates an antinomy of the power of global university rankings, which suggests that rankings provide universities with a clear pathway to academic and research excellence but narrow scholarly diversity.
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Radojicic, Aleksandra, Marina Jovanovic-Milenkovic, and Veljko Jeremic. "Academic Performance vs. Academic Reputation." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0819-9.ch002.

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Global ranking systems have mesmerized both the academia and the general public because they have quickly become an essential part of decision-making processes for various stakeholders. Today, many methodologies exist and each is fighting hard to become widely recognized by different stakeholders. In order to fully meet the needs of general public and prospective students, field and subject based rankings are now occupying the prime focus of researchers and policy-makers. Our aim was to take a closer look at the QS World University Rankings by subject. To realize this aim, we conducted a case study where we identified two subject areas – Mathematics and Medicine. For each area, we collected the official QS scores for three criteria: Academic Reputation, Citations per Paper, and H-index Citations. We wanted to examine whether the academic staff, who participate in QS Global Academic Survey (upon which the Academic Reputation QS Score is calculated), rank the universities according to their actual academic performance i.e. the number and the quality of published scientific papers. To realize our aims, we analyzed two datasets which contained the data of the 50 leading universities according to the 2014 rankings. Besides the officially available data provided by the QS, we obtained the leading journals in which each university publishes its papers (concerning the number of published papers) and bibliometric indicators which were used to characterize the reviewed journals. The obtained results show little correlation between the number of universities' papers/bibliometric quality of journals and the QS scores.
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Gökgöz, Fazıl, and Mete Emin Atmaca. "Ranking Turkish Universities Based on Performance Evaluation via DEMATEL-AHP Approach." In Advances in Public Policy and Administration. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0731-4.ch020.

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Universities are indispensable and crucial part of academic life and education system. They grant academic degree in a variety of subjects and provide undergraduate, graduate and postgraduate educations. They carry institutional memory based on experience and knowledge developed by many years. They are the centers of scientific world. In addition, they are one of the important decision point in the human life to shape their future life. In the light of this mission, they are in continuous changing process to provide high level of standards, in science and technology, and better environment for education of students. Therefore ranking of universities have gained a considerable importance among academia, students, parents and industry. There are so many web sites that are publishing the results of their independent evaluations based on different objective and subjective criteria. The aim of this chapter is to provide a background to improve criteria using in ranking methodologies with the help of integrated DEMATEL-AHP methodology by taking into account ranking of Turkish Universities.
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Conference papers on the topic "ARWU (Academic Ranking of World Universities)"

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Yuan, Yun, and Xizhe Zhi. "Study on Excellence of Academic Discipline for World-class Universities and the Gap analysis for Chinese Top-level Universities-On the basis of ESI World Ranking." In 2015 International Conference on Education Reform and Modern Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.14.

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Pinar-Pérez, Jesús María, María Fernandez-Moya, Pedro Cuadros-Solas, Carlos Salvador, and Roberto Morales-Arsenal. "A New Methodology to Construct a Database of World University Exams." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11822.

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Since the final decades of the 20th century, university education has witnessed rapid growth. However, the quality of the education has varied a lot within the different programs around the world. How can we measure quality in university education? A number of institutions release annual global rankings of universities according to academic fields. One of the most respected lists, the Shanghai Academic Ranking of World Universities, uses a complex methodology to rank world universities, including six objective indicators, i.e. the number of alumni and staff winning Nobel Prizes and Fields Meda
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Istileulova, Yelena. "Accreditation and Rankings of Universities: Theory of Global Accreditation in the World of (Dis)Order." In Socratic Lectures 8. University of Lubljana Press, 2023. http://dx.doi.org/10.55295/psl.2023.ii21.

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At the beginning of the third decade, the time of great uncertainties and disorder, higher education institutions re-discovered that accreditation and rankings serve as the visibil-ity mechanisms to attract students, partners and stakeholders. The goal of this paper is threefold: to introduce the Theory of Global Accreditation (TGA) for different organisa-tions (universities, firms, and business schools), to illustrate changes which take place as a result of accreditation practices and to reflect some trends in the market of global edu-cation with different accreditation and ranking schemes. A
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Bacimanova, Nadejda, and Maria Kalyvaki. "Modern Trends In The Higher Education Landscape: Worthwhile American Practices." In 27th International Scientific Conference “Competitiveness and Innovation in the Knowledge Economy”. Academy of Economic Studies of Moldova, 2024. http://dx.doi.org/10.53486/cike2023.26.

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The higher education landscape is constantly evolving. Undeniably, different countries practice different approaches, methods and techniques. The USA has got a lot of useful lessons to share in this respect. Being the third biggest country in the world, which is welcoming professionals, researchers, students, immigrants from all over the world, it can show a good example as to how to prepare well-qualified specialists in various fields. American universities constitute the majority of the highest-ranking institutions in the worlds. That is why American higher-education practices and realities
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Zerem, Enver, and Suad Kunosić. "Influence of development of scientometrics on the outlook and functioning of the science system in the world and in individual countries." In Međunardona naučna konferencija: Sistem nauke-faktor poticaja ili ograničavanja razvoja. Academy of Sciences and Arts of Bosnia and Herzegovina, 2021. http://dx.doi.org/10.5644/pi2021.200.18.

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The social significance and quality of scientific research largely depend on the usefulness of research results for the social and scientific community. The lack of funds and the desire to allocate funding to high-quality research projects make the assessment of the quality of research and the valorization of knowledge increasingly important. However, it is very difficult to apply criteria that can objectively assess scientific research, providing precise qualitative and quantitative data on which funding agencies could base their decisions. The product of scientific research is mainly informa
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Ferrati, Francesco, and Moreno Muffatto. "Setting Crunchbase for Data Science: Preprocessing, Data Integration and Feature Engineering." In CARMA 2020 - 3rd International Conference on Advanced Research Methods and Analytics. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/carma2020.2020.11633.

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In order to support equity investors in their decision-making process, researchers are exploring the potential of machine learning algorithms to predict the financial success of startup ventures. In this context, a key role is played by the significance of the data used, which should reflect most of the variables considered by investors in their screening and evaluation activity. This paper provides a detailed description of the data management process that can be followed to obtain such a dataset. Using Crunchbase as the main data source, other databases have been integrated to enrich the inf
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Al-Shalabi, Emad W., Nikolaos C. Kokkinos, Mohammad A. Rahman, et al. "PE Programs Evolution Under Energy Expansion: Global Analysis of Current Status." In ADIPEC. SPE, 2024. http://dx.doi.org/10.2118/221900-ms.

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Abstract With the ever-increasing concerns about global warming, traditional oil and gas companies started rebranding as energy companies, diversifying and expanding their energy portfolio beyond fossil fuel. This has steered job market opportunities and encouraged Petroleum Engineering (PE) programs in different universities to diversify their programs and direct them towards energy rather than traditional PE. This study investigates the recent impact of this energy expansion on PE BSc, MSc, and PhD programs worldwide. This paper is an extension of our previous work (SPE-216532-MS) that discu
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Reports on the topic "ARWU (Academic Ranking of World Universities)"

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Vargas Leal, Viviana Marcela, Martha Cervantes Díaz, and Sergio Alejandro Idárraga-Ortiz. Instituciones de educación superior como referentes nacionales e internacionales para la universidad Santo Tomás, seccional Bucaramanga. Universidad Santo Tomás, 2023. http://dx.doi.org/10.15332/li.lib.2023.000010.

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El informe presenta una revisión de los rankings de instituciones de educación superior más reconocidos a nivel nacional e internacional, que pueden servir como referentes para la Universidad Santo Tomás, seccional Bucaramanga, en la definición de su plan de desarrollo. Se mencionan algunos de los rankings más destacados, como el QS World University Rankings, Times Higher Education World University Rankings y Academic Ranking of World Universities (ARWU), y se describen los indicadores utilizados en cada uno de ellos.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, pu
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