Dissertations / Theses on the topic 'Ranking of Universities'

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

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.

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.

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.

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).

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

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.

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.

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.

Purpose – Many public organizations are employing Information Technology “IT” in Knowledge Management “KM” (Silwattananusarn and Tuamsuk, 2012; Alavi and Leidner, 2001; Chatti et al., 2007). Within universities, the use of IT could be an enabler to create and facilitate the development of knowledge (Joia, 2000; Garcia, 2007; Tian et al., 2009; Sandelands, 1997); to improve knowledge sharing (Aurelie Bechina Arntzen et al., 2009; Alavi and Gallupe, 2003); to develop communities of practice (Adams and Freeman, 2000). In the educational organizations IT is also a tool to improve the quality of learning (EC, 2000). E-learning is based on digital technologies (Aspen Institute Italy, 2014), through multiple teaching methods (Derouin et al., 2005), as tools for KM (Wild et al., 2002). The websites of some universities allows anyone to follow free lessons, through the internet. These types of free online courses are known as Massive Open Online Courses „MOOCs“ (EC, 2014; Sinclair et al., 2015). The purpose of this study is to verify the type of teaching adopted by European universities and understand how training through e-learning can improve the processes of transmission and sharing of knowledge allowing everyone, not only to students, to take lessons through the web. Design/methodology/approach – The analysis allows detecting data on universities by region through the study of the websites of the top 100 European universities present in a ranking called Quacquarelli Symonds, “QS World University Rankings 2015/16”. The method used to collect the data was marked by the creation of a specific database in which are inserted, for each university, different information: status (public/private), size, age, number of enrolled students, references on websites. In this Excel spreadsheet was also taken into account the type of educational offer provided by each university, with particular reference to the provision of online courses and courses open to all. Originality/value – The article aims to provide a detailed study on the use of technology in the educational context. The exploration allows you to design, within other universities unranked, styles of teaching online to share knowledge. Practical implications – The survey, currently, is the first step of a larger project which aims to analyse the different types of e-learning platforms used by 100 universities in the European rankings QS to make teaching online. From the results of this first phase, it has emerged that all the surveyed European universities provide training not only through classroom lessons, but also with a variety of courses through e-learning even for free through MOOCs.

Cette thèse propose une analyse économique de la qualité et de l'efficience des universités et des systèmes universitaires au niveau international, à travers l'utilisation des indicateurs intrants et extrants et la méthode d'enveloppement des données (Data Envelopment Analysis DEA). La thèse est composée de quatre chapitres. Le premier chapitre intitulé "les classements des universités : une mise en perspective critique" présente et évalue la pertinence des indicateurs intrants/extrants les plus utilisés par les classements des universités. Il est l'occasion d'exposer un certain nombre de critiques présentes dans la littérature et de focaliser sur un problème méthodologique répandu dans les classements. Il s'agit de l'utilisation des inputs (intrants) comme des mesures de la qualité des universités. Une telle pratique confond moyen et résultat et fait l'impasse sur les concepts de base des modèles de comptabilité en termes de fonction de production et d'efficience. Le deuxième chapitre intitulé "caractéristiques et classements des universités : autour de quelques facteurs capables d'expliquer les différences de performance entre les universités", compare les résultats de deux classements: QS-Times et Shanghai et propose une liste de facteurs capables d'expliquer pourquoi il existe de telles différences de qualité, selon ces classements, entre les universités. [...] Le troisième chapitre intitulé "la performance et l'efficience des universités et leurs déterminants: une évaluation à partir des classements mondiaux des universités et de la méthode DEA" évalue sur la base d'une méthode DEA l'efficience de 214 universités issues de 13 pays différentes afin de savoir si les universités les mieux classées parmi les classements traditionnels sont aussi les universités qui utilisent le mieux leurs ressources. [...] Enfin, le quatrième chapitre, titré "l'efficience des systèmes universitaires de 35 pays et leurs déterminants: une évaluation par la méthode DEA et le calcul des indices de Malmquist (2006-2012)" évalue l'efficience et les performances des systèmes universitaires de 35 pays. Il propose de nouveaux scores d'efficience globale qui viennent compléter les deux premières études sur ce sujet d’Agasisti (2011) et St. Aubyn et al (2009). Les nouveautés par rapport à l'article d'Agasisti (2011) sont au nombre de cinq: l'échantillon est plus important (35 pays au lieu de 18), la période d'observation est actualisée, l'évolution de l'efficience entre deux périodes est calculée, le nombre des intrants et des extrants incorporé dans chaque modèle est plus élevé et un modèle spécifique d'évaluation de l'efficience de la recherche est proposé. Il conforte la thèse selon laquelle les systèmes universitaires de la Suisse et du Royaume-Uni sont les plus efficients. Il montre aussi sur la base d'un calcul des indices de Malmquist qu'entre 2006 et 2012 l'efficience en matière d'enseignement des 35 systèmes universitaires évalués a eu tendance à diminuer alors que l'efficience de la recherche et de l'attractivité- réputation de ces mêmes systèmes a plutôt eu tendance à augmenter. Ce qui permet de mieux évaluer l'effet des réformes inspirées par l'usage du classement de Shanghai sur les systèmes universitaires. Ces réformes conduisent les enseignants-chercheurs à délaisser l'enseignement pour la recherche
This thesis aims to economically analyze the quality and efficiency of universities and university systems at an international level of comparison, by using input/output indicators and the Data Envelopment Analysis (DEA) method. The thesis is composed of four chapters. The first chapter entitled "university rankings: a critical perspective" presents and evaluates the relevance of inputs/outputs indicators used by most university rankings. It is the opportunity to present a number of criticisms found in the literature and focus on a common methodological problem in the rankings. It is the use of inputs as measures of university quality. This practice confuses means and results and ignores the basic concepts of accounting models in terms of production functions and efficiency. The second chapter entitled "characteristics and rankings of universities : around some factors that can explain the differences in performance between universities", compares the results of two rankings: QS-Times and Shanghai and offers a list of factors that may explain why there are such differences in quality, according to these rankings between universities. [...] The third chapter entitled "performance and efficiency of universities and their determinants: an evaluation using world university rankings and DEA methodology" evaluates on the basis of a DEA methodology the efficiency of 214 universities from 13 different countries, in order to find if the top ranked universities among traditional rankings are also universities that best utilize their financial and human resources. [...] The fourth chapter titled "efficiency of university systems in 35 countries and its determinants: an assessment by DEA methodology and the calculation of Malmquist indices (2006-2012)" assesses the efficiency and performance of university systems of 35 countries. It offers new scores for overall efficiency that complement the first two studies on this topic in the literature by Agasisti (2011) and St.Aubyn et al (2009). Compared to the article of Agasisti (2011), we identify five new developments in our study : the sample is higher (35 countries instead of 18), the observation period is updated, the evolution of efficiency between two periods is calculated, the number of inputs and outputs incorporated into each model is higher and a specific model for evaluating the efficiency of research is proposed. Our study confirms the thesis that the university systems of Switzerland and the United Kingdom are the most efficient. It also shows based on the calculations of Malmquist indices between 2006 and 2012 that teaching efficiency of 35 reviewed university systems has a tendency of declining while the research efficiency and that of attractivity-reputation is rather increasing. This allows a better assessment of the impact of reforms inspired by the Shanghai ranking on university systems. These reforms led the academic staff of universities to abandon their focus on teaching in favor of research activities

The purpose of this study was to investigate the perceptions of Indiana high school counselors relative to the usefulness of reputational rankings on higher education institutions. The perceptions of counselors were collected and examined through a survey instrument developed for this study. One-hundred and sixteen participants completed the survey resulting in a 39% return rate.Indiana high school counselors perceive themselves to have an impact on a students college choice. These results are representative of what other studies have pointed out about a counselors impact on high school students. 66% of the respondents felt that they understood the material presented in reputational rankings, however only 23% responded that reputational rankings were easy to understand. Counselors did not perceive that reputational rankings did not provide comprehensive material for a student to make a choice about college. Still, over 50% stated that they thought students should take the time to look at repuational rankings when making a choice about college.When describing positive and negative perceptions of reputational rankings, counselors listed a number of factors in each area. Positive perceptions about rankings were that they could serve as a good starting point and that they provided a good comparison of schools and programs.When looking at negative items, counselors felt that too much weight was put into rankings and that they were invalid or provided misleading information.
Department of Secondary, Higher, and Foundations of Education

The internationalization of Higher Education has caused a sweeping global shift of policies for governments and Higher Education institutions alike. This thesis aims to examine the case of China, and the three-decade evolution of internationalization as an influential norm, guiding the creation of comprehensive policies and plans through a multi-stage process. By examining the actors, motives and mechanisms behind Chinese Higher Education policies between 1990 and 2019, the impact of norm cascade and ultimate internationalization are revealed. The building and diffusion of internationalization as a norm includes the prioritization of global university rankings in addition to the increasing spotlight on research within the Higher Education sector. Constructivist theory was selected as the Theoretical Framework and employs concepts including norm-building and diffusion. This qualitative case study will examine the policies and rationales for the implementation of education initiatives as encouraged by leading actors and agents and the subsequent successes and obstacles from adoption to full implementation.

La tesi analitza la situació actual de les biblioteques que formen part de REBIUN pel que fa al suport a la investigació. Concretament s'estudia de quina manera els serveis que s'ofereixen des dels CRAI o les biblioteques es dirigeixen a donar suport a la recerca de les institucions, i determina si hi ha algun vincle entre el model que s'utilitza i el nivell de producció científica que arriba a la institució a la qual pertany. Compara, així mateix, els resultats de REBIUN amb una anàlisi paral•lela a biblioteques associades a LIBER i LERU, i proposa un catàleg de serveis de suport a la investigació
The thesis analyzes the current situation of libraries members of REBIUN in supporting research. It specifically looks at how services offered from CRAI or libraries are aimed at supporting research institutions, and determines whether there is any link between the model used and the level of scientific production that reaches the institution it belongs to. It compares also the results of REBIUN’s libraries with libraries associated to LIBER and LERU, and proposes a range of services for research.
La tesis analiza la situación actual de las bibliotecas que forman parte de REBIUN en cuanto al apoyo a la investigación. Concretamente se estudia de qué manera los servicios que se ofrecen desde los CRAI o las bibliotecas se dirigen a apoyar la investigación de las instituciones, y determina si existe algún vínculo entre el modelo que se utiliza y el nivel de producción científica que alcanza la institución a la que pertenece. Compara, asimismo, los resultados de REBIUN con un análisis paralela a bibliotecas asociadas en LIBER y LERU, y propone un catálogo de servicios de apoyo a la investigación.

Em menos de dez anos, os rankings universitários mundiais tornaram-se muito potentes, têm alcançado importância crescente, influenciando políticas, processos avaliativos, decisões de investimento e reestruturação institucional. No cerne da comparação global por eles realizada está o desempenho em pesquisa. Com isso, o objetivo do presente estudo foi analisar a influência da produção científica brasileira e suas áreas de destaque no desempenho das universidades brasileiras nos principais rankings internacionais. Como procedimentos metodológicos, além de pesquisa bibliográfica, foram empregados dados quantitativos relacionados à produção científica brasileira, abrangendo o período 2003-2012, coletados a partir das bases Web of Science (WoS), Essential Science Indicators (ESI) e Journals Citation Report (JCR). Os dados coletados foram analisados com base em múltiplos indicadores bibliométricos e cientométricos de produtividade, visibilidade e impacto e colaboração internacional. A análise do desempenho das universidades brasileiras nos rankings universitários foi realizada em cinco rankings internacionais e um nacional: Academic Ranking of World Universities (ARWU); Times Higher Education (THE), QS World University Rankings (QS); National Taiwan University Ranking (NTU); Leiden Ranking (LR) e Ranking Universitário Folha (RUF). Os resultados da análise revelaram que a contribuição brasileira para a produção científica mundial registrou crescimento de 100,34% no período analisado, ultrapassando o crescimento mundial, que foi de 40,50%. Com base nos indicadores utilizados, foram identificadas quatro áreas de destaque da produção brasileira: Medicina Clínica; Física; Geociências e Ciências Espaciais. Esta pesquisa revelou que o desempenho das universidades brasileiras nos rankings por áreas é melhor do que o alcançado pelas universidades no ranking geral. Conclui-se, também, que uma maior participação brasileira na produção mundial afeta positivamente a inclusão das universidades nos rankings, mas o mesmo efeito positivo não se verifica no alcance de melhores posições das universidades brasileiras nos rankings globais.
In less than ten years the world university rankings have become very potent. They have achieved increasing importance, influencing policies, evaluative processes, investment decisions and institutional reorganization. The research performance is at the heart of global comparison by university rankings. Thus, the aim of this study was to analyze the influence of the scientific production and its excellence areas on Brazilian universities\' performance in international rankings. As methodological procedures, besides the literature review, quantitative data of the Brazilian scientific production were used, covering the period 2003-2012, collected from databases Web of Science (WoS), Essential Science Indicators (ESI) e Journals Citation Report (JCR). The recovered data were analyzed based on multiple bibliometric and scientometric indicators of productivity, visibility, impact and international collaboration. The Brazilian universities performance in university rankings was conducted in five internationals rankings and one national ranking: Academic Ranking of World Universities (ARWU); Times Higher Education (THE), QS World University Rankings (QS); National Taiwan University Ranking (NTU); Leiden Ranking (LR) and Ranking Universitário Folha (RUF). The results showed that the Brazilian contribution to the global scientific production grew by 100.34% in the period, overtaking the global growth, which was 40.50%. Based on the indicators were identified four excellence areas of the Brazilian production: Clinical Medicine; physics; Geosciences and Space Sciences. This research revealed that the performance of Brazilian universities in the rankings by areas is better than that achieved in the global ranking. This research also revealed that the performance of Brazilian universities in the rankings by areas is better than that achieved in the global rankings. It was concluded that greater Brazilian participation in world scientific production positively affects the inclusion of universities in the rankings, but the same positive effect does not arise in achieving better positions in the global rankings.

Thesis advisor: Stephanie Greene
Thesis advisor: Richard McGowan
The competition among American colleges and universities for top students is now more fierce than ever. As the population of U.S. high school seniors has grown in recent years and the Common Application has facilitated the college application process, American institutions of higher education have scrambled to find new ways to encourage prospective students to apply and compel admitted students to matriculate. Among other factors that influence prospective students’ decisions during the college search and selection process, the existence of intercollegiate athletic programs may have a significant impact on students’ decisions to apply to or enroll at a particular university. However, many high-ranking officials within the realm of higher education seem to support the notion that athletics detract from academic prestige. Therefore, the purpose of this study was to test these two claims. An analysis of the data from U.S. News and World Report’s rankings of America’s Best National Universities for the past five years revealed that athletics did not detract from academic prestige, as there was no relationship discovered between existence of big-time intercollegiate athletic programs at an institution and that institution’s peer assessment score. A survey of 173 undergraduate students at Boston College supported the claim that the existence of intercollegiate athletic programs significantly impacted students’ decisions to apply to or enroll at Boston College. Furthermore, these survey results suggested that application numbers and yield at Boston College would decline if its big-time intercollegiate athletic programs were eliminated
Thesis (BS) — Boston College, 2010
Submitted to: Boston College. Carroll School of Management
Discipline: College Honors Program

The purpose of the project was to develop a rubric to assess whether a selected group of college websites, chosen to represent most of what is available to students, meet the requirements necessary for students to make an informed college choice. The project was undertaken as a way to determine if these sites, individually or as a whole, present enough information for students to make a choice that correctly aligns with their college aspirations.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: Organisational culture and external quality assurance in higher education have both drawn significant attention to their promise of greater organisational effectiveness and efficiency and enhanced, improved higher education respectively. In recent years, these constructs have been linked by an assumption that an organisational culture that is amenable to change would be more receptive to the introduction of formal external quality‐assurance structures, systems and instruments, as these are aimed at effective and efficient higher education practices, processes and outcomes. However, this assumption has not been sufficiently tested given that there are significant philosophical, conceptual and methodological controversies and contestations surrounding both constructs. While the organisational culture literature has been littered with a proliferation of paradigms and, albeit, fragmented theories, there has been a paucity of theory building in the corresponding literature on quality in higher education in general and on the impact of external quality assurance on institutions specifically. A qualitative case study was conducted at a newly merged university of technology to investigate two taken‐for‐granted assumptions: first, that organisational cultures are homogenous, unitary and centred around shared values and could therefore easily be manipulated (usually from the top by management), and second, that the introduction of external quality assurance is an unproblematic technology that will be accepted without question by higher education institutions as it was premised upon the laudable aim of improving the quality of those institutions. A conceptual four‐perspective framework was developed to critically evaluate the literature and provide the basis for the threedimensional model used in analysing the findings. The research generated several key conclusions that appear to challenge commonly held and articulated positions with regard to organisational culture and external quality assurance. First, organisational culture should be considered as being more ephemeral than concrete, multidimensional than singular, characterised simultaneously by conflict, consensus and indifference and in a constant state of flux. Second, external quality assurance is not necessarily a value‐free and neutral exercise aimed at improving the quality of teaching and learning, as promised in its early conceptualisation and implementation. Third, multiple cultures may exist simultaneously, interact with and influence each other constantly and of course determine interactions within the organisation and the nature of engagement with externally originated initiatives. Fourth, external quality assurance has purposes that go beyond its often morally just and public‐good motives as it tacitly and overtly acts as an agent of control, empowerment and transformation and simultaneously as an agent of the state, though not necessarily to the same extent.
AFRIKAANSE OPSOMMING: Organisatoriese kultuur en eksterne gehalteversekering in hoër onderwys het albei die aandag in groot mate gevestig op hulle belofte van groter organisatoriese doeltreffendheid en doelmatigheid en gevorderde, verbeterde hoër onderwys onderskeidelik. In die afgelope paar jaar is hierdie konstrukte byeengebring deur ʼn veronderstelling dat ʼn organisatoriese kultuur wat vatbaar is vir verandering, meer ontvanklik sal wees vir die invoer van formele eksterne strukture, stelsels en instrumente vir gehalteversekering, aangesien dit op doeltreffende en doelmatige praktyke, prosesse en uitkomste vir en van hoër onderwys gerig is. Hierdie aanname is egter nie voldoende getoets nie gegee die feit dat daar aansienlike filosofiese, konseptuele en metodologiese strydvrae en twispunte ten opsigte van albei konstrukte bestaan. Terwyl literatuur oor organisatoriese kultuur deur ʼn magdom paradigmas en weliswaar gefragmenteerde teorieë oorweldig is, was teoriebou in die ooreenstemmende literatuur oor gehalte in hoër onderwys in die algemeen en oor die impak van eksterne gehalteversekering op instellings in die besonder redelik skaars. ʼn Kwalitatiewe gevallestudie is onderneem by ʼn universiteit van tegnologie wat onlangs saamgesmelt het om twee aannames wat as vanselfsprekend aanvaar is, te ondersoek: eerstens, dat organisatoriese kulture homogeen, unitêr en óm gedeelde waardes gesentreer is en dat dit dus maklik gemanipuleer kan word (gewoonlik van bo af deur die bestuur), en tweedens, dat die invoer van eksterne gehalteversekering ʼn onproblematiese tegnologie is wat sonder teenspraak deur hoëronderwysinstellings aanvaar sal word, aangesien dit op die prysenswaardige oogmerk van verbetering van die gehalte van daardie instellings gegrond is. ʼn Konseptuele raamwerk bestaande uit vier perspektiewe is ontwikkel vir die kritiese evaluering van die literatuur en dit verskaf die grondslag vir die driedimensionele model wat vir die analise van die bevindings gebruik is. Die navorsing het verskeie belangrike gevolgtrekkings na vore laat kom wat algemeen geldende en duidelik bepaalde posisies ten opsigte van organisatoriese kultuur en eksterne gehalteversekering blyk uit te daag. Eerstens moet organisatoriese kultuur beskou word as efemeries eerder as konkreet, multidimensioneel eerder as enkelvoudig, terwyl dit gelyktydig deur konflik, konsensus en onverskilligheid gekenmerk word en in ʼn gedurige toestand van wisseling verkeer. Tweedens is eksterne gehalteversekering nie noodwendig, soos in die vroeë konseptualisering en implementering belowe, ʼn waardevrye en neutrale oefening gemik op verbetering van die gehalte van onderrig en leer nie. Derdens kan veelvuldige kulture gelyktydig bestaan, met mekaar in interaksie tree en mekaar voortdurend beïnvloed en natuurlik interaksies binne die organisasie en die aard van betrokkenheid by inisiatiewe wat ekstern ontstaan, bepaal. Vierdens het eksterne gehalteversekering oogmerke wat veel verder strek as die motiewe daarvan wat dikwels moreel geregverdig en vir die openbare beswil is aangesien dit stilswyend en op overte wyse optree as ʼn agent vir beheer, bemagtiging en transformasie en tegelyk as ʼn agent van die regering, alhoewel nie noodwendig tot dieselfde mate nie.

L'impact des systèmes de mesure de performance sur l'enseignement supérieur et sur la gestion des carrières des universitaires est vraiment puissant. Cette thèse vise à fournir quelques éléments qui expliquent la transformation du ce secteur et les changements des aspirations des universitaires. Une attention particulière est portée sur les significations de la mesure de la performance au delà des classements et sur la manière selon laquelle les universitaires perçoivent leur environnement actuel. L'analyse du contenu des classements et des systèmes d'accréditation, l'observation des établissements d'enseignement supérieur et des entretiens avec des professeurs, des maîtres de conférences, des PRAG, des vacataires et des doctorants ont permis de constituer une base de données fiable pour la recherche actuelle.L'institutionnalisation des systèmes de mesure de performance joue un rôle important dans la transformation du monde universitaire. La prolifération des classements a privilégié en avant certaines activités exercées par les établissements d'enseignement supérieur, imposant la transformation des pratiques académiques, ainsi que le développement des inégalités d'image entre les différents cheminements des carrières universitaires. La pression normative a incité les institutions à s'aligner sur les exigences internationales, fait qui a conduit à des grandes transformations au niveau individuel, où les membres du corps professoral ont changées leur perception sur la carrière universitaire.Le sujet de cette thèse a émergé en observant les classements internationaux et les systèmes d'accréditation, ainsi que les actions des établissements d'enseignement supérieur et le comportement des universitaires. Mes résultats mettent en lumière la grande importance accordée par la communauté universitaire aux activités de recherche en soulignant quelques conséquences dues à la normalisation des activités académiques. En fait, l'utilisation inadéquate des indicateurs de performance conduit à plusieurs anomalies, comme par exemple l'affaiblissement de la carrière pédagogique
Performance measurement systems impact the higher education field and influence the career management of academics. This dissertation aims to provide some elements in explaining how the academic world has changed and what academics aspire to do in the future. Particular attention is paid to the meaning of university ranking measurements and to the individual perception of the current academic environment. Content analysis of rankings and accreditation systems, observation of higher education institutions (HEIs) and semi-structured interviews with Tenured Professors, Assistant Professors, Lecturer, and PhD candidates were used as a reliable database for the current research.The institutionalization of performance measurement systems plays an important role in the transformation of the academic field. Used intensively in the marketization of HEIs, they lead to the development of a snowball effect. The proliferation of rankings has pushed forward certain activities performed by HEIs, forcing the transformation of academic practices and the development of image inequalities among different academic career paths. As normative pressure guided institutions to align to international demands, major transformations occurred at the individual level, where faculty members underwent significant change in their understanding of what an academic career meant.The question on how performance measurements impact the academic career management emerged as I observed international rankings and accreditation systems, as well as HEIs actions and academics behavior. My findings corroborate one of the management accounting key concepts, ‘you get what you measure', and bring to light the emphasis placed by the academic community on research activities. This dissertation emphasizes the drawbacks of using such measurements in search for standardization of academic activities. In particular, I highlight that the improper use of the current performance indicators lead to several anomalies, such as the obscuration of the pedagogical career, which has lost its status and is now often regarded as a limited and shameful career choice

La thèse vise à comprendre le lien existant entre les classements internationaux, le système de publication ainsi que les acteurs de l'enseignement et de la recherche en gestion. Nous approfondirons leurs relations en nous basant sur la théorie de la structuration de Giddens et les concepts d'habitus et de champ chez Bourdieu. Les classements construisent des indicateurs de performance généralement basés sur les articles dans des revues scientifiques internationales. Les critères des classements sont internalisés par les établissements et influencent leur stratégie ainsi que leur système d'évaluation. C'est tout un système qui se construit autour des publications pour mesurer la qualité des établissements. Or, les enseignants-chercheurs ne partagent pas les mêmes attitudes par rapport au système de publication. Nous avons élaboré une typologie afin de rendre compte de cette diversité des acteurs et de leurs stratégies d'adaptation face aux nouvelles injonctions institutionnelles.

博士
淡江大學
管理科學學系博士班
106
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 year from 2004 to 2016. Then, we also presented the Trend Model, built by a two-stage process, to forecast the relationship of the variables in future years. In the first stage, a linear regression model between two parameters (at and bt in year t) was established; in the second stage, an ARIMA model was built to obtain the value of bt. The Trend Model can be used to forecast the total score of a particular rank, or the rank of a specific total score for future years. It is shown that the Trend Model is valid in an empirical study using ranking data from 2005 to 2015 to forecast the total scores of the top 500 ranks in 2016. When comparing the forecast results with the real ranking outcomes of 2016 in a graph, it presents two very similar and almost overlapping curves. In the second part of the paper, in attempt to simplify the indicators of the ARWU, we used a stepwise regression analysis for each ranking year and constructed five Stepwise Regression Models from 2004 to 2016. Among the five models, we found three models that had better model fitting. Furthermore, the new scoring formulas generated from the three Modified Stepwise Regression Models are all adequate to replace the original scoring formula. As shown in our empirical study, the three modified scoring formulas all produced very similar results when compared with the original outcomes.

碩士
中華大學
資訊管理學系碩士班
99
Since the U.S. News and World Report published the first university ranking in 1983, the university competition was formally initiated. Ranking reports about universities in countries or worldwide appeared one by one. However, these rankings could not provide causal relationship between the ranks and criteria. Thus students and universities could not have sufficient information for proper decision and actions. This study aims to find out the dominance criteria for achieving the top 100 positions by adopting the dominance-based rough set approach (DRSA). The dataset includes the Academic Ranking of World Universities (ARWU), the Webometrics Rankings of World Universities (WRWU), and Times Higher Education (THE). DRSA is a technology of multi criteria decision analysis, which can explain the ranking class by approximations. Its rules can be presented with ‘if …, then…’ , which could help users to realize the insight of university ranking. In the results, the important criteria based on ARWU include the basic sciences that can enhance human happiness such as the Nobel Prize (Nobel Laureates) and the Fields Medal, and the highly cited papers. The important criteria based on ARWU include web linkages, academic articles, and lectures. The important criteria based on THE include university reputation and faculties.

碩士
淡江大學
教育政策與領導研究所碩士班
94
The purpose of this study is to analyze the contents and theoretical foundation of university ranking, and then explore the practice and major problems in many countries of the world and in Taiwan. This study also adopts questionnaire investigation to proceed the attitude survey of the related issues of university ranking for the staffs in higher education institutions and civilians. After analyzing the questionnaires, propose the feasible strategies of university ranking in Taiwan in the future. The important research findings are as follows: 1.It’s the best way to authorize academic professional organizations to undertake university ranking in Taiwan. 2.The purpose of university ranking in Taiwan should position to offering the information of choosing university for senior students in senior high schools. 3.The university ranking in Taiwan should proceed subject ranking as priority, and then carry out whole university ranking. 4.The university ranking in Taiwan should divide the universities into research-oriented、teaching-oriented、profession-oriented and community-oriented, and then proceed the ranking. 5.The university ranking in Taiwan can be carried out according to the objective data which is offering by universities, government or professional database, and the subjective scores of reputation survey. 6.If the university ranking in Taiwan uses a lot of indicators to weight to become the average total scores and ranking, each indicator should be given different weighting. 7.The implement of the university ranking in Taiwan should be proclaimed in three years. 8.The proclamation of the university ranking in Taiwan should input the indicators on the database, and the users can choose the indicators and weights arbitrarily, calculate the weighting and then put the university ranking which is consistent with personal needs in order. 9.The staffs in higher education institutions and civilians have realized that university ranking may cause universities ignore the influences of basic student services, universities without characteristics and hierarchical universities. At last, this study gives following suggestions according to literature review and research conclusions for educational administrative authorities and higher education institutions as reference. 1.Suggestions to educational administrative authorities (1)Educational administrative authorities should clarify university ranking and university evaluation. (2)Educational administrative authorities can authorize academic professional organizations or civic groups to carry out university ranking. (3)Educational administrative authorities can authorize the responsible organizations to collect a lot of indicators, construct the database of university ranking or proclaim ranking of single indicator. (4)Educational administrative authorities should encourage university to be positioned by them. (5)Educational administrative authorities should encourage the responsible organizations that proceed subject ranking as priority , and then carry out whole university ranking. 2.Suggestions to higher education institutions (1) Higher education institutions can use the university ranking as the marketing media of their characteristics. (2) Higher education institutions can regard the university ranking as the instrument of enrolling suitable students. (3) Higher education institutions should support and participate the of university classification. (4) Higher education institutions can cooperate to implement the ranking by specific offices collecting related indicators and data. Keyword: University Ranking Higher Education Institution Attitude

碩士
玄奘大學
資訊管理學系碩士班
102
Internet has become increasingly important in the decade. Information is the most important part on the web. University ranking is also the information that access frequently on the web. It provides us to know the quality of universities. ARUS (Academic Ranking of World Universities)、THE (Times Higher Education World University Rankings) and WRWU (Webometrics Rankings of World Universities) get relatively high credit nowadays. Among them, WRWU receives much attention in recent years. In this paper, discussion results on WRWU about HCU (Hsuan Chuang University) proposed. The purpose is to present methods to upgrade the ranking of HCU. AS a result, it can increase resources of HCU on the web, continuously.

China has become one of the most important players in the landscape of higher education worldwide. The nation is home to the largest tertiary sector in the world, is the leading sender of international students, the third largest receiver of international students, and its government has aggressively pushed internationalization policies at its top universities. Policymakers and educational stakeholders in China have been implementing these strategies in order to chase world-class status for the nation’s universities. While the world-class university concept is ubiquitous across the globe, there has been no agreed upon definition for these elite institutions. In China, though, rankings have been adopted to make sense of this elite status. This dissertation explores the impact that university rankings have had on the Chinese higher education system. There has been considerable research on university rankings in China, but some gaps remain. Studies have explored Chinese universities’ ambitions for world-class status, but rankings are often marginalized within these studies. Studies on the impact of university rankings have mostly focused on their connection to Chinese international students, as league tables have key tools in decision-making for this population. Conversely, research that has focused on domestic students has emphasized geographic biases in university admissions and affluence advantages in the system, and usually has not engaged with global or local rankings. To fill these gaps, my study centers university rankings within the intersection of the local and global settings. I used two original datasets to engage this exploration of how university rankings impact Chinese universities. First, I interviewed 48 faculty and staff members from the elite spectrum of the Chinese higher education sector. Through the interviews, I investigated how the concept of the world-class university relates to university rankings in China. I confirmed that these league tables have provided a concrete, commensurate indicator for decision-makers to make sense of the global higher education hierarchy, with specific cut-offs to be considered world-class. Further, I examined the intersection between global ranking ambitions of Chinese universities coupled with stringent control from the central government through the striving model. I found that while international forces have had considerable impact on these institutions, local characteristics are highly filtered through a Chinese domestic lens, as governmental distinction has dominated the focus of elite universities. Concurrently, I surveyed over 900 students from across Chinese universities in an exploration of ranking familiarity and knowledge. Through multivariate analysis, I found that students from affluent classes, elite universities, and those with study abroad ambitions were all more familiar with rankings. However, in an actual test of knowledge, I discovered that elite university students actually did worse in regards to global ranking knowledge, while the associations to affluence and study abroad ambition disappeared. The findings in this research have centered rankings in a comparative perspective of higher education in China and the lessons learned can be adapted to future studies in other societies or sectors.