Relevant bibliographies by topics / Ranking of Universities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Ranking of Universities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Ranking of Universities"

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Kudela, Jakub. "Mixed-Integer Programming Model for Ranking Universities: Letting Universities Choose the Weights." MENDEL 27, no. 1 (June 21, 2021): 41–48. http://dx.doi.org/10.13164/mendel.2021.1.041.

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Regardless of the shortcomings and criticisms of world university rankings, these metrics are still widely used by students and parents to select universities and by universities to attract talented students and researchers, as well as funding. This paper proposes a new mixed-integer programming model for ranking universities. The new approach alleviates one of the criticisms -- the issue of the ``arbitrariness'' of the weights used for aggregation of the individual criteria (or indicators) utilized in the contemporary rankings. Instead, the proposed model uses intervals of different sizes for the weights and lets the universities themselves ``choose'' the weights to optimize their position in the rankings. A numerical evaluation of the proposed ranking, based on the indicator values and weights from the Times Higher Education World University Ranking, is presented.
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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. 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.
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Muñoz-Suárez, Manuel, Natividad Guadalajara, and José M. Osca. "A Comparative Analysis between Global University Rankings and Environmental Sustainability of Universities." Sustainability 12, no. 14 (July 17, 2020): 5759. http://dx.doi.org/10.3390/su12145759.

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Global University Rankings (GURs) intend to measure the performance of universities worldwide. Other rankings have recently appeared that evaluate the creation of environmental policies in universities, e.g., the Universitas Indonesia (UI) GreenMetric. This work aims to analyze the interaction between the Top 500 of such rankings by considering the geographical location of universities and their typologies. A descriptive analysis and a statistical logistical regression analysis were carried out. The former demonstrated that European and North American universities predominated the Top 500 of GURs, while Asian universities did so in the Top 500 of the UI GreenMetric ranking, followed by European universities. Older universities predominated the Top 500 of GURs, while younger ones did so in the Top 500 of the UI GreenMetric ranking. The second analysis demonstrated that although Latin American universities were barely present in the Top 500 of GURs, the probability of them appearing in the Top 500 of the UI GreenMetric ranking was 5-fold. We conclude that a low association exists between universities’ academic performance and their commitment to the natural environment in the heart of their institutions. It would be advisable for GURs to include environmental indicators to promote sustainability at universities and to contribute to climate change.
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Bernardino, Pedro, and Rui Cunha Marques. "Academic rankings: an approach to rank portuguese universities." Ensaio: Avaliação e Políticas Públicas em Educação 18, no. 66 (March 2010): 29–48. http://dx.doi.org/10.1590/s0104-40362010000100003.

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The academic rankings are a controversial subject in higher education. However, despite all the criticism, academic rankings are here to stay and more and more different stakeholders use rankings to obtain information about the institutions' performance. The two most well-known rankings, The Times and the Shanghai Jiao Tong University rankings have different methodologies. The Times ranking is based on peer review, whereas the Shanghai ranking has only quantitative indicators and is mainly based on research outputs. In Germany, the CHE ranking uses a different methodology from the traditional rankings, allowing the users to choose criteria and weights. The Portuguese higher education institutions are performing below their European peers, and the Government believes that an academic ranking could improve both performance and competitiveness between institutions. The purpose of this paper is to analyse the advantages and problems of academic rankings and provide guidance to a new Portuguese ranking.
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Bélanger, Charles H., and Robert Davidson. "Ranking canadian universities." Tertiary Education and Management 3, no. 1 (March 1997): 44–51. http://dx.doi.org/10.1007/bf02679367.

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Abdul Hameed Ashour, Marwan. "Improve the Ranking of Arab Universities in the World Universities Rankings." American Journal of Environmental and Resource Economics 4, no. 3 (2019): 110. http://dx.doi.org/10.11648/j.ajere.20190403.14.

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Arwag, Hani M., Yasser F. Hassan, and Ashraf S. EL Saiad. "Ranking Egyptian Universities Using Fuzzy Logic." International Journal of Emerging Research in Management and Technology 6, no. 8 (June 25, 2018): 40. http://dx.doi.org/10.23956/ijermt.v6i8.117.

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During the last quarter of a century, university ranking systems have been developed as an outcome of new academic fields and metrics. Although they have attracted wide attention from policy makers, students, academicians, authorities and the media, they have been subjected to criticism. Any university that does not change as with the environment around them is doomed to fail. The results of universities in international rankings are a disturbing and foreboding danger. Universities are seeking to improve its services, students, citizens and visitors, to achieve better results in the international rankings. The objective of this study is spread public awareness of the importance of ranking of universities and higher education institutions, and push these institutions towards excellence and competition in the quality of scientific research and academic performance, and spreading the culture of the orientation about the universities rankings and higher education institutions in Egypt. By using web service we have collected data on Egyptian Universities of interest from a more number of web Services for fifteen Indicator each Egyptian University, We have constructed the weight matrix for the Indicator, Where an algorithm was created to Ranking the Egyptian universities using the membership function (trapezoidal ) in fuzzy logic Has been applied the fuzzy logic algorithm on the that data, we have compared the results with some International rankings for example (QS,U.S Nwes, Webmatix).This study showed positive results about comparing the results we get with some of the global rankings, the study confirmed that the Egyptian universities have high capabilities in the field of scientific research.
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Selten, Friso, Cameron Neylon, Chun-Kai Huang, and Paul Groth. "A longitudinal analysis of university rankings." Quantitative Science Studies 1, no. 3 (August 2020): 1109–35. http://dx.doi.org/10.1162/qss_a_00052.

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Pressured by globalization and demand for public organizations to be accountable, efficient, and transparent, university rankings have become an important tool for assessing the quality of higher education institutions. It is therefore important to assess exactly what these rankings measure. Here, the three major global university rankings—the Academic Ranking of World Universities, the Times Higher Education ranking and the Quacquarelli Symonds World University Rankings—are studied. After a description of the ranking methodologies, it is shown that university rankings are stable over time but that there is variation between the three rankings. Furthermore, using principal component analysis and exploratory factor analysis, we demonstrate that the variables used to construct the rankings primarily measure two underlying factors: a university’s reputation and its research performance. By correlating these factors and plotting regional aggregates of universities on the two factors, differences between the rankings are made visible. Last, we elaborate how the results from these analysis can be viewed in light of often-voiced critiques of the ranking process. This indicates that the variables used by the rankings might not capture the concepts they claim to measure. The study provides evidence of the ambiguous nature of university rankings quantification of university performance.
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Nikiforova, E. V., and K. Yu Burtsevа. "Development of University Ranking System in Russia." Accounting. Analysis. Auditing 6, no. 1 (March 4, 2019): 69–75. http://dx.doi.org/10.26794/2408-9303-2019-6-1-69-75.

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The article deals with the modern trends in both the international and Russian educational systems, as well as the trends in the rankings of universities. There were studied and introduced domestic rankings of universities, created by the media and professional communities, the most famous of which are the Expert RA rating and rating of “Interfax”. The most reliable domestic rating that has passed an independent auditing procedure has become the Moscow International University ranking “The three University missions” (MosIUR). The article justifies the necessity for the development of the Russian system of ranking of domestic and foreign universities, which will improve the political status of Russia and motivate universities to compete. As part of the improvement and development of “The three University missions” rating there has been proposed the group rating of universities. The proposed recommendations for the formation of ranking groups for universities are acceptable not only for MosIUR but also for the ranking systems of universities such as Expert RA rating and Interfax, as well as other domestic and foreign media, agencies and professional communities.
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Larionova, Marina, Olga Perfilieva, Irina Lazutina, Anastasia Lopatina, Vitaly Nagornov, and Lubov Zavarykina. "CONSTRUCTING NATIONAL RANKING METHODOLOGY: DILEMMAS, CHOICES, AND DECISIONS." Problems of Education in the 21st Century 48, no. 1 (November 20, 2012): 62–80. http://dx.doi.org/10.33225/pec/12.48.62.

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The Russian universities as well as universities from other countries increasingly compete not only at the national level, but globally. This trend is reflected in growing interest to universities rankings. Despite criticism, rankings outcomes are in demand and influence universities’ positioning in the global higher education area. In Russia several rankings have been recently established, striving to satisfy needs of various stakeholders. However, all these approaches are single dimensional rankings that use a composite indicator and weight coefficients. The article presents a rationale and draft methodology of a multidimensional ranking system in Russia. The authors advocate relevancy of the chosen approach as it allows them to reflect complexity and diversity of the Russian Higher Education system. Drawing on the project outcomes, the authors focus on the national multidimensional ranking methodology concept, choice of indicators, the approbation outcomes, dilemmas and decisions. Key words: rankings, university ranking, higher education institutions, tertiary education institutions.
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Dissertations / Theses on the topic "Ranking of Universities"

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Dhamdhere, Sangeeta. "Comparative study of Web-based Services and Best Practices offered by top World University libraries and "A" grade accredited University libraries in India." Diss., Ess Ess Publication, New Delhi, 2018. http://hdl.handle.net/10919/102771.

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In this study 64 web based services (bibliographical, patron education, patron communication and patron publication services) and best practices offered by the 70 top world university libraries and 39 top Indian University libraries were studied using different data analysis techniques like cross-tabulating for average scores and Pearson correlation coefficient and tests like Chi-Square Test and T-Test were applied to the raw data collected for final results. The library rankings as per their web-based services were correlated with their university rankings as per Webometric rankings and found that library web-based services rankings are correlating with their university rankings. Therefore, developing countries like India should improve their library web-based services rankings to improve their rankings at global level.
Doctor of Philosophy
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Klinger, Augusto. "Visibilidade web de universidades." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/49062.

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Visibilidade Web é a área de estudo das medidas de visibilidade de organizações, termos ou documentos na web, sendo um dos campos de pesquisa da ciência de Webmetria. Neste trabalho, uma fórmula para o cálculo de visibilidade na web é proposta, baseando-se na visão proporcionada por diferentes motores de busca. O resultado final é um indicador de Visibilidade Web para universidades. São apresentados e analisados rankings de universidades do mundo todo encontrados na web, tais como o ARWU, o WR e o THE. Tais rankings trabalham com indicadores compostos, mas abordam a questão da visibilidade na rede de maneiras diferentes. Também são discutidos alguns trabalhos recentes no campo de Visibilidade Web. O indicador elaborado baseia-se na classificação do site oficial da universidade nos buscadores como meio de pontuar a visibilidade, valendo-se de metabusca. Um método de fusão de rankings é utilizado para a pontuação. Siglas de universidades brasileiras foram submetidas ao cálculo de visibilidade e classificadas, mostrando uma aplicação da fórmula no mundo real. Dois rankings foram construídos, um deles apontando falhas no método proposto e o segundo contornando o problema encontrado, apresentando uma classificação justa, coerente com a realidade e com outros rankings de universidades brasileiras. A principal contribuição do trabalho é a definição de um indicador de visibilidade na web que mostra como são classificadas as instituições através dos principais pontos de entrada da rede: os motores de busca.
Web Visibility is the area of study of visibility measures of organizations, terms or documents on the web, one of the fields of the Webmetrics science. In this work, a formula for the calculation of visibility on the web is proposed, based on the vision provided by different search engines. The result is an indicator of Web Visibility for universities. In related works section are presented and analyzed rankings of universities around the world from the web, such as ARWU, WR and THE. Such rankings work with composite indicators, but address the issue of visibility on the network in different ways. Also are covered some resent works in the field of Web Visibility. The indicator developed is based on the classification of the universities’ official website in search engines as a means of scoring the visibility, using a metasearch engine. A method of rankings fusion is used for the scoring process. Acronyms of Brazilian universities were subjected to the calculation of visibility and classified, showing an application of the formula in the real world. Two rankings were built, one of them pointing out flaws in the proposed method and another solving the problem encountered with a fair rating, consistent with reality and with other rankings of universities. The main contribution of this work is a Web Visibility indicator that shows how the institutions are classified by the main entry points of the network: the search engines.
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Shingadia, Ashwin. "Modern Canadian Universities, Mission Drift and Quality of Education." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22696.

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This study contributes to theory and public policy in Canada and globally. It uses mixed methodology and triangulation of evidence through policy documents(Bovey,Rae,Drummond),empirical studies and surveys(ranking,NSSE data,regression), CAUT/AUCC and Statistics Canada sources and qualitative sources - writings of university presidents (Bok,Kerr,Fallis),researchers (Rajagopal, Clark et al.)as well,talks with sessionals,teaching assistants and administrators. The framework consists of Altbach's four factors - democratization, the knowledge economy, globalisation and competition and three ideal types for university development - entrepreneurial, liberal education and deliberative. The thesis contrasts classical college with the modern university system. The results show strong evidence for research domination, mission drift and shift towards the entrepreneurial model. Quality is compromised by lowering requirements, compressed courses, less study time, large classes taught by sessionals and TAs, grade inflation and consumerist behaviour, while critical thinking and moral development are neglected.
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Levine, Mindy Fivush. "The Importance of Leadership: An Investigation of Presidential Style at Fifty National Universities." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2628/.

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Leadership has been studied as an essential component for success in business, government, and military environments. However, the optimal style of leadership in university settings remains unclear. Transformational leadership style has been proposed as efficient for universities, however some experts have argued that transformational leadership is actually counterproductive at academic institutions. Increasing public scrutiny of university leaders has also raised the question of presidential leadership style. One manifestation of this scrutiny is the U.S. News & World Report (USNWR) annual college ranking. To resolve the uncertainty regarding effective leadership style the present study was designed to address the following research questions: 1. Is there any relationship between a top tier ranking in the USNWR and a particular leadership style? 2. Is there agreement among top administrators at the ranked institutions regarding the style of leadership exhibited by their university president? The proposed study answers these questions through the analysis of data gathered utilizing the Multifactor Leadership Questionnaire. The survey instrument was sent to three top administrators at the top 50 ranked national universities according to USNWR. A score was derived which provided a quantitative assessment of transformational, transactional or laissez-faire leadership styles. In addition, a satisfaction score was determined. The key results of the study show: 1) transformational leadership was found in 56% to 74% of the rated presidents; 2) transformational leaders were found to induce the greatest satisfaction; 3) transactional leadership style was exhibited 24% of the time, and laissez-faire leadership was found among 8% of the presidents; 4) laissez-faire leadership was noted significantly more frequently among universities ranked from 40 - 50 according to the USNWR; and 5) there was no statistical agreement among the administrators surveyed.In conclusion, the findings of this study indicate that transformational leadership is the most satisfactory style of leadership among these national universities. The rating of transformational university presidents as highly satisfactory demonstrates the success of presidents with these leadership skills.
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Lamb, Keith Whitaker. "The Role of Brand Equity in Reputational Rankings of Specialty Graduate Programs in Colleges of Education: Variables Considered by College of Education Deans and Associate Deans Ranking the Programs." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28447/.

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Seeking to identify and further understand the variables considered when ranking specialty programs in colleges of education, this research study surveyed all deans, and associate deans responsible for graduate education, at United States institutions that offer the terminal degree in at least one of the ten education specialty areas. The study utilized a three-dimension model of brand equity from the marketing literature, which included the elaboration likelihood model of persuasion. Descriptive statistics determined that research by the faculty of the specialty program is the variable most widely considered by deans and associate deans when determining reputation. In order to determine what predicts a person's motivation to correctly rank programs, a principal components analysis was utilized as a data reduction technique, with parallel analysis determining component retention. The model identified five components which explained 66.224% of total variance. A multiple regression analysis determined that characteristics of a specialty program was the only statistically significant predictor component of motivation to correctly rank programs (β = .317, p = .008, rs2 = .865); however, a large squared structure coefficient was observed on perceived quality (rs2 = .623). Using descriptive discriminant analyses, the study found there is little evidence that marketing efforts have differing effects on groups. Further, a canonical correlation analysis that examined the overall picture of advertising on different groups was not statistically significant at F (15, 271) = .907, p = .557, and had a relatively small effect size (Rc2 = .099).
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David, Quentin. "Five essays on human and social capital." Doctoral thesis, Universite Libre de Bruxelles, 2009. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210298.

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Chapter 1: The Determinants of the Production of Research by US Universities

Chapter 2: Investment in Vocational and General Human Capital: A Theoretical Approach

Chapter 3: Urban Migrations and the Labor Market

Chapter 4: Local social capital and geographical mobility

Chapter 5: Social Supervision and Electoral Stability on the Geographical Scale in Belgium
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished

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Bergseth, Brita. "Vägledande eller vilseledande? : Kvalitetsmätning och ranking av universitet och högskolor." Licentiate thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122142.

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Få samhällsinstitutioner kan räkna sin historia lika långt tillbaka i tiden som universiteten. Utan tvekan kan akademin hävda sin hållbarhet som kunskapsorganisation. Det institutionella konceptet för att bedriva forskning och utbildning har under århundradenas lopp vunnit stora framgångar. Ett universitets auktoritet, autonomi och integritet är dock inte given. Sedan slutet av 1990-talet granskas, bedöms och rankas kvaliteten vid svenska lärosäten systematiskt av externa organisationer, offentliga myndigheter, intresseorganisationer och kommersiella medier både nationellt och internationellt. Syftet med granskningarna uppges som regel vara att informera en bred allmänhet och framför allt ge vägledning till blivande studenter om kvaliteten i högre utbildning. Men de modeller och metoder som tillämpas vid bedömningarna kan skilja sig åt väsentligt. I två empiriska studier analyseras och jämförs resultaten av tre skilda modeller för extern bedömning, mätning och rankning av kvaliteten vid 24 svenska universitet och högskolor. Modellerna har alla det gemensamt att bedömningarna baseras på högskolelagen och samma övergripande definition av begreppet kvalitet. Vilka faktorer som anses konstituera kvalitet varierar däremot liksom valet av data och metoder för kvalitetsmätning. I den första studien jämfördes resultaten från Högskoleverkets utvärdering av 119 utbildningsprogram inom medicin och vård med en kvalitetsranking av lärosäten som genomförts av en enskild förening, Urank. De statistiska analyser som gjordes av resultaten från de båda kvalitetsgranskningarna indikerade endast ett slumpmässigt samband. I flera fall var skillnaderna betydande. Också i den andra studien är utvärderingen av utbildningarna i medicin och vård ett av jämförelseobjekten. Den här gången jämfördes utfallen av utvärderingen med slutsatserna av de bedömningar som  Högskoleverket under en sjuårsperiod gjort av lärosätenas systematiska kvalitetsarbete. Inte heller dessa analyser indikerade något annat än ett statistiskt slumpmässigt samband. Resultaten bekräftar svårigheterna att finna valida, tillförlitliga och relevanta modeller för kvalitetsbedömningar och rankningar. Hittills har det inte vuxit fram några internationellt vedertagna instrument för mätning av kvaliteten i högre utbildning. Trots det har i synnerhet internationella universitetsrankningar, så kallade ’league tables’, fått ett kraftigt genomslag både som informationskälla och styrinstrument i utvecklingen vid universitet och högskolor. Erfarenheterna från undersökningarna ger flera skäl att förhålla sig kritisk till resultat av utvärderingar, kvalitetsmätningar och ranking. Externa icke-akademiska organisationer, myndigheter och media, äger för närvarande initiativet ifråga om information och bedömningar av kvaliteten i högre utbildning. En successiv förskjutning syns också i utvecklingen från kollegial styrning till management. Samtidigt riskeras att lärosätenas akademiska auktoritet och autonomi urholkas. Slutsatserna understryker behovet av fortsatt metodutveckling för att etablera robusta granskningsmodeller som kan vinna tilltro såväl hos  allmänheten som inom akademin själv.
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Morad, Abadi Omid. "The role of rankings in the marketing undertaken by universities through their institutional websites." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/458691.

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Los rankings de universidades se han popularizado y representan un tema de estudio emergente (Hazelkorn, 2011; Dill, 2005; Albach, 2012; Tomàs Folch & Castro,2015). Por ello este estudio trata de estudiar el papel de los rankings en la estrategia de marketing de cuatro universidades catalanas metropolitanas y cómo las universidades implementan su posición internacional a través de su página web para responder a las preguntas: • ¿De qué manera las universidades utilizan su posición en los rankings en las estrategias de marketing para competir mejor? • ¿De qué manera las cuatro universidades catalanas ponen de relieve sus posiciones en los rankings a través de su página web oficial? El objetivo general de este estudio es averiguar el papel de su posición en los rankings a través de su sitio web oficial para destacar sus imágenes entre otras universidades, como los instrumentos principales para competir en los mercados globales. La metodología de este estudio es mixta: una combinación de estudio cualitativo y cuantitativo. Se trata de estudiar el papel de los rankings en la estrategia de marketing de la universidad catalana y cómo las universidades implementan su posición internacional. Para ello se han elaborado tres instrumentos: una pauta de análisis de la web, una entrevista semiestructurada a agentes implicados en la gestión de marketing de las cuatro universidades catalanas y un cuestionario dirigido a 558 estudiantes de terceros ciclo: Máster y Doctorado. Los resultados muestran que la mayoría de los estudiantes han seleccionado su universidad en función de la posición del ranking de cada una de ellas. Como consecuencia las universidades que tienen mejor posición en los rankings podrían atraer los mejores estudiantes. Además, las universidades que tienen la página web con mejor diseño y más visibilidad de los rankings podrían atraer y conseguir más estudiantes e investigadores que otras universidades con peor posición en los rankings. Sin embargo se observan diferencias entre la importancia que le dan los estudiantes de Máster y los de Doctorado siendo estos últimos los que le dan mayor importancia a la posición de los rankings a la hora de elegir su universidad. En síntesis se ha llegado a la conclusión que actualmente el ranking tiene un papel muy importante en las universidades y ello implica mayor competencia entre ellas. El ranking proporciona información al público, los estudiantes, investigadores y usuarios en general. Por ello las estrategias de marketing tales como el diseño e inclusión de la posición del ranking de una universidad en su página web cobran un papel importantísimo en la gestión universitaria.
University rankings have become more popular and represents an emergent topic (Hazelkorn, 2011; Dill, 2005; Albach, 2012; Tomàs Folch & Castro,2015) .Consequently, this research study the role of rankings in the marketing strategy four metropolitan Catalan universities and how this universities apply their international positions through their official webpage for answering this questions: • How do these Catalan universities use their rankings positions in their marketing strategies for better competing? • What are the outcomes for the 4 mentioned Catalan universities, by highlighting their rankings positions through their official website? General objective of this study is to analyze, the role of rankings and to describe how effectively the website indicators such as: technical, marketing and rankings have been applied by those mentioned Catalan universities in their official website for burnishing their images among others as the main instruments for competing in the global markets. The methodology of this study is a mixed combination of both qualitative and quantitative methods. It is about studying the role of rankings in the marketing strategy of the mentioned Catalan university and how universities implement their international ranking position through their website for better presentation and manifestation. To do this, three instruments will be applied: a web analysis guideline, interviews with communication and promotion department of each Catalan universities and a questionnaire of 558 PhD and master students. The responses of majority of students show that most of the students have made their selection of their university, based on the rankings position. Universities with a better rankings position could attract more elite students. In addition, universities that have the web page with the best design and more notifications of rankings could attract and get more students and researchers than other universities. However, it is observable that the PhD students regarded the importance of rankings more than the Master students. Finally, according to the responses and interviews, it has been reached to this conclusion that now a day; rankings play a very important role between the universities. The ranking provides and manifest information to the public, students, elites, researchers. Therefore, the marketing strategies is involved with the design and rankings positions of the universities in their webpage which play a very important role in the university management.
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Trust, Elmar. "The influence of U.S. News and World Report college rankings on racial diversity, 1991-2005." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1062.

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Axel-Berg, Justin Hugo. "Competing on the world stage: the Universidade de Sa?o Paulo and global universities rankings." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/101/101131/tde-12082015-161448/.

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As higher education becomes ever more universalised, and an increasingly fundamental driver in development of both human and technological capital, the need to assess and compare these capabilities has become an important feature of 21st century academia. Public debate over universities has crystallised around universities rankings. This dissertation explains the rise of the three main global university rankings and their relevance to universities on the periphery, in this case the Universidade de São Paulo. By looking first at their theoretical context and then at their methodological limitations, the dissertation shows that these rankings are inadequate measures of performance for modern research universities, and do not provide realistic or desirable goals for universities outside of the Anglo-American system. However, they do point to a variety of weaknesses within USP\'s system of evaluation, which are addressed with suggestions on how to improve evaluation. The final section builds on the incipient benchmarking movement to suggest a variety of different ways USP can engage with the need to compare and evaluate without the pitfalls of universal rankings.
Enquanto o ensino superior torna-se cada vez mais universalizado, e um fator determinante em desenvolvimento, tanto humano, quanto tecnológico, a necessidade de avaliar e comparar capacidades tornou-se um aspecto chave da academia no século XXI. O debate público sobre as universidades cristalizou-se no tema dos rankings. Esta dissertação busca explicar a predominância dos três maiores rankings globais, e sua relevância para as universidades de países emergentes, neste caso a Universidade de São Paulo. Analisando primeiro o seu contexto teórico e depois as suas limitações metodológicas, o trabalho revela que esses rankings são medidas inadequadas de desempenho para instituições modernas de pesquisa, e não fornecem nem metas realistas nem desejáveis para universidades fora do sistema Anglo-Americano. Todavia, os rankings apontam as várias ineficiências no sistema atualmente utilizado pela USP, e a necessidade de mudanças. A parte final propõe, com base num movimento incipiente de \"benchmarking\", alternativas a serem exploradas pela USP tendo em vista um maior engajamento na comparação internacional para sua avaliação, sem as armadilhas inerentes dos rankings.
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Books on the topic "Ranking of Universities"

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Halloin, Véronique. Ranking Universities. Bruxelles: Editions de l'Université de Bruxelles, 2009.

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Hermoza, Luis Piscoya. Ranking universitario en el Perú: Estudio piloto. Perú]: ANR, Asamblea Nacional de Rectores, 2007.

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Teichler, Ulrich, Jung Cheol Shin, and Robert Kevin Toutkoushian. University rankings: Theoretical basis, methodology and impacts on global higher education. New York: Springer, 2011.

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Office, General Accounting. University funding: Patterns of distribution of federal research funds to universities : briefing report to the ranking minority member, Committee on Appropriations, United States Senate. [Washington, D.C.]: The Office, 1987.

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Office, General Accounting. Financing college facilities: Factors limit Connie Lee's ability to help more schools : report to the Ranking Minority Member, Committee on Economic and Educational Opportunities, House of Representatives. Washington, D.C: The Office, 1995.

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Office, General Accounting. Financing college facilities: Factors limit Connie Lee's ability to help more schools : report to the Ranking Minority Member, Committee on Economic and Educational Opportunities, House of Representatives. Washington, D.C: The Office, 1995.

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Governing universities globally: Organizations, regulation and rankings. Cheltenham: Edward Elgar, 2009.

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Academic quality rankings of American colleges and universities. Springfield, Ill., USA: C.C. Thomas, 1986.

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Hertig, Hans Peter. Universities, Rankings and the Dynamics of Global Higher Education. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-46999-1.

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University of Illinois at Urbana-Champaign Education and Social Science Library. College and university rankings. Urbana, IL: Education and Social Science Library, University of Illinois at Urbana-Champaign, 1997.

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Book chapters on the topic "Ranking of Universities"

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Salmi, Jamil. "Are Universities Better Off Without Rankings?" In The Promise of Higher Education, 301–8. Cham: 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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Al-Youbi, Abdulrahman Obaid, Adnan Hamza Mohammad Zahed, Mahmoud Nadim Nahas, and Ahmad Abousree Hegazy. "European Most Innovative Universities." In The Leading World’s Most Innovative Universities, 17–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59694-1_4.

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AbstractIn ranking of 2018 European Most Innovative Universities for the year 2018, Belgian University of KU Leuven topped the list, becoming the first innovative university in Europe for the third year in a row, among the universities that work on the advancement of science, development of modern technologies, and support of industries and markets. It should be noted that this University, established in 1425, offers its programs in Dutch. Then comes Imperial College London in the second place and Cambridge University in the third, maintaining their ranking for the third year in a row. However, the ranks of some other universities have changed in 2017 and 2018 lists.
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Aguillo, Isidro F., and Enrique Orduña-Malea. "The Ranking Web and the “World-Class” Universities." In Building World-Class Universities, 197–217. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-034-7_13.

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Al-Youbi, Abdulrahman Obaid, Adnan Hamza Mohammad Zahed, Mahmoud Nadim Nahas, and Ahmad Abousree Hegazy. "The World’s Most Innovative Universities." In The Leading World’s Most Innovative Universities, 13–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59694-1_3.

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Al-Youbi, Abdulrahman Obaid, Adnan Hamza Mohammad Zahed, Mahmoud Nadim Nahas, and Ahmad Abousree Hegazy. "Ranking Methodology of the World’s Most Innovative Universities." In The Leading World’s Most Innovative Universities, 9–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59694-1_2.

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AbstractReuters News Agency started the idea of ranking the World’s Most Innovative Universities. It relied on data compiled by Clarivate Analytics and several of its research platforms [25]. The latter company used to be called “Intellectual Property and Science Business of Thomson Reuters.” The process began by identifying approximately 600 academic and government organizations that published the greatest number of articles in scholarly journals. Reuters, then, put ten criteria for the innovation to evaluate the chosen organizations. These criteria are presented later in Sect. 2.3.
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Börjesson, Mikael, and Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students." In Evaluating Education: Normative Systems and Institutional Practices, 141–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.

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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.
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Al-Youbi, Abdulrahman Obaid, Adnan Hamza Mohammad Zahed, Mahmoud Nadim Nahas, and Ahmad Abousree Hegazy. "Statistics of Patents of the World’s Most Innovative Universities." In The Leading World’s Most Innovative Universities, 83–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59694-1_7.

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AbstractPatents are the significant factor in ranking universities in terms of innovation. Therefore, in this chapter, we are presenting statistics on patents of different ranked universities in order to encourage other universities to enter the ranking if they work on registering patents. We are especially drawing the attention to the percentage of the number of registered patents in comparison with the number of patents submitted by universities, as we notice that this percentage is lower than 50% for a lot of American universities while it is higher for Asian universities.
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Wu, Yan, and Nian Cai Liu. "Academic Ranking of World Universities (ARWU): Methodologies and Trends." In Research Analytics, 95–120. Boca Raton, FL : Taylor & Francis, 2018.: Auerbach Publications, 2017. http://dx.doi.org/10.1201/9781315155890-6.

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Kızılay, Damla, and Murat Ödemiş. "Ranking of Private Turkish Universities: Proposal of New Indicators." In Lecture Notes in Mechanical Engineering, 1002–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62784-3_83.

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Krawczak, Maciej, Veselina Bureva, Evdokia Sotirova, and Eulalia Szmidt. "Application of the InterCriteria Decision Making Method to Universities Ranking." In Advances in Intelligent Systems and Computing, 365–72. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26211-6_31.

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Conference papers on the topic "Ranking of Universities"

1

"Preparing for Academic Ranking Reports in the Kurdistan Regional Government Higher Education." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3426.

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This paper explains the development of a system of academic ranking across the Kurdistan Regional Government (KRG) colleges and universities. The Ministry of Higher Education and Scientific Research (MHE) at KRG has embarked on a project to develop a system for ranking the universities under their jurisdiction. The MHE wanted their ranking system to be modeled on other established university ranking systems. They studied other systems of academic rankings, considered the factors that goes into them systems and tried to create a similar system of providing data in order to issue such ranking reports. However, dissimilarities between the established academic system and that of the KRG necessitated modifying to the ranking system in order to provide a reliable and relevant ranking report. This study explains the steps involved in establishing a system for ranking academic performance of Kurdistan universities. It begins by reviewing literature about the established systems of academic ranking, and the factors that are included in their ranking systems. It then details the factors that typically considered into completing such ranking system and how the MHE attempted to modify some of them in order to produce a reliable ranking system of higher education in Kurdistan universities.
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Hsieh, Shu-Ming, Suu-An Lo, Chiun-Chieh Hsu, and Wei-Chao Lin. "Novel Cloud Service for Improving World Universities Ranking." In 2012 Ninth International Conference on Information Technology: New Generations (ITNG). IEEE, 2012. http://dx.doi.org/10.1109/itng.2012.26.

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Kapur, Navneet, Nikita Lytkin, Bee-Chung Chen, Deepak Agarwal, and Igor Perisic. "Ranking Universities Based on Career Outcomes of Graduates." In KDD '16: The 22nd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2939672.2939701.

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Gurtov, Valery, and Liudmila Shchegoleva. "RANKING UNIVERSITIES IN TERMS OF AWARDING SCIENTIFIC DEGREES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1182.

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Nisel, Seyhan, and Rauf Nisel. "Using VIKOR Methodology for Ranking Universities by Academic Performance." In 3rd Annual International Conference on Operations Research and Statistics. Global Science Technology Forum, 2013. http://dx.doi.org/10.5176/2251-1938_ors13.05.

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Neagu, Ana-Maria, Ionel-Bujorel Pavaloiu, and George Dragoi. "RANKING UNIVERSITIES BY INTERNATIONALIZATION-WHERE IS THE STUDENT’S OPINION?" In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0916.

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Jayatunga, U., S. Perera, P. Ciufo, and A. P. Agalgaonkar. "Voltage unbalance emission assessment: Sources of contribution and their ranking." In 2013 Australasian Universities Power Engineering Conference (AUPEC). IEEE, 2013. http://dx.doi.org/10.1109/aupec.2013.6725398.

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Hudec, O. "A ranking-free evaluation of universities: An intellectual capital approach." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102487.

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Rochim, Adian Fatchur, and Riri Fitri Sari. "Study on the correlation of web repository ranking to the green campus ranking of Indonesian Universities." In 2015 2nd International Conference on Information Technology, Computer, and Electrical Engineering (ICITACEE). IEEE, 2015. http://dx.doi.org/10.1109/icitacee.2015.7437788.

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Madhoun, Iman, and Abdelmagid Hamouda. "WEBOMETRIC ANALYSIS OF TOP ARAB WORLD UNIVERSITIES: BEST PRACTICES FOR WEB RANKING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2445.

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Reports on the topic "Ranking of Universities"

1

Avery, Christopher, Mark Glickman, Caroline Hoxby, and Andrew Metrick. A Revealed Preference Ranking of U.S. Colleges and Universities. Cambridge, MA: National Bureau of Economic Research, October 2004. http://dx.doi.org/10.3386/w10803.

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Aiken, Catherine, James Dunham, and Remco Zwetsloot. Immigration Pathways and Plans of AI Talent. Center for Security and Emerging Technology, September 2020. http://dx.doi.org/10.51593/20200013.

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To better understand immigration paths of the AI workforce, CSET surveyed recent PhD graduates from top-ranking AI programs at U.S. universities. This data brief offers takeaways — namely, that AI PhDs find the United States an appealing destination for study and work, and those working in the country plan to stay.
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