International and National Rankings as a Tool to Build Partnership

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Grant Harrell
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1 International and National Rankings as a Tool to Build Partnership Jan Sadlak President, IREG Observatory on Academic Ranking and Excellence Conference: Cooperation in the higher education sphere between the European Union and the Republic of Kazakhstan Kazakh National University, Almaty, Monday 28 September

Cooperation in the higher education sphere between the European Union and the

2 Why rankings are accepted, popular and relevant Fundamental characteristics of a new paradigm of higher education: - Massification of student enrolment; Diversification within the systems of higher education [combined with increasing number of institutions and study programmes]; Competition for students, researchers and academics; Internationalisation and global mobility of students and researchers; Digital technologies and internet; Enhanced intensity of relations with industry; Tight public funding, changes in relations with the state based evidence based accountability. All these requires corresponding type of information within the system as well as for diversified stakeholders. Rankings are meeting such expectations and needs. Rankings have become an inevitable part of public life because universities have moved to centre stage in all modern societies. [Simon Marginson, Professor of Higher Education, University of Melbourne/UCL - Institute of Education]. 2

researchers; Digital technologies and internet; Enhanced intensity of relations with industry; Tight public funding, changes in relations with the state based evidence based accountability.

3 Main trends in rankings A. Diversification of rankings. Taking into consideration: 1. Methodological approach: One-dimensional: assessment according to one set of indicators and weight attached to a given indicator; Multi-dimensional: construction of the list of assessed institutions [or programs] according to one set of indicators with a possibility of further assessment according to own set of preferences [ranking a la carte]. 2. Geographical coverage: international/global, international/ regional, national. 3. Object of ranking: systems/countries, institutions, programmes, journals B. Acceptance and consolidation of rankings: responding to demand for information, serve as benchmarks, inform about performance, clarification of the mission, marketing material, give additional evidence to reputation as intangible assets with tangible results. 3

[or programs] according to one set of indicators with a possibility of further assessment according to own set of preferences [ranking a la carte]. 2.

4 International university rankings A. Most frequently referred to: - Academic Ranking of World Universities( ARWU) [Centre for World-Class Universities, Shanghai's Jiao Tong University], China (2003); - QS World University Rankings [Quacquarelli Symonds], UK (2010); - THE World University Ranking [Times Higher Education], UK (2010); - U-21 Ranking of National Higher Education Systems [Institute of Applied Economic and Social Research], Australia (2012); - U-Multirank [European Commission], (2014). B. Other widely-recognized rankings: Webometrics Rankings of World Universities [Cybermetrics Lab, Spanish Consejo Superior de Investigaciones Científicas (CSIC)], Spain (2007); Performance Ranking of Scientific Papers of World Universities from Higher Education Evaluation& Accreditation Council of Taiwan (2007); CWTS Leiden Ranking [Centre for Science and Technology Studies, University of Leiden], the Netherlands (2008); SCImago Journal and Country Ranking [SCImago Research Group], Spain (2009); UI GreenMetric Ranking of World Universities [Universitas Indonesia] (2010); Best Global Universities Rankings [U.S. News & World Report] (2014). 4

[Quacquarelli Symonds], UK (2010); - THE World University Ranking [Times Higher Education], UK (2010); - U-21 Ranking of National Higher Education Systems [Institute of Applied Economic and Social

5 Reputation and partnership Reputation is a generally accepted term of academic corporatism as expression of exceptional performance or achievement. It is an important indicator in many rankings yet one of the most contested one [despite the fact that assessing of prestige as exceptional preformance comes mostly from peers]. The challenge for use of reputation in ranking is that it is not physical norm but an ascription used as a common denominator for exceptional performance in core areas of the university. Hierarchies in reputation is a social reality and is taking place in various situations; recruitment, employment, selection of peer reviewers, selection of institutions, financial credibility, etc. Reputation draws more students, alumni donations; grants money and position in rankings. 5

The challenge for use of reputation in ranking is that it is not physical norm but an ascription used as a common denominator for exceptional performance in core areas of the university.

6 Standing criticisms of rankings - focus on elite [research-intensive] universities; - relative neglect of arts, humanities and social sciences; - questionable approach to: construction of methodology, collection of information, choice of indicators and arbitrary weighting; - lack of transparency of work on the data ; - excessive reliance on reputational-type of surveys; - overuse of English-language publication and based on such publications bibliographical data basis. 6

choice of indicators and arbitrary weighting; - lack of transparency of work on the data ; - excessive reliance on

7 IREG Observatory In October 2009 was founded IREG Observatory on Academic Ranking and Excellence as non-profit membership organization to: - enhance public awareness and understanding of academic ranking [conferences and seminars, elaboration of the Guidelines for Stakeholders of University Rankings]; - set-up standards and promotion of good practices with regard to elaboration and use of national, regional and international rankings [Berlin Principles, IREG Audit, Inventory of National of Rankings, and forthcoming inventory of international and regional rankings]; - undertake analysis and provide assistance deriving from the impact of ranking on institutions of higher education, stakeholders and policy making; - undertake analysis of expressions of academic excellence [IREG List of International Academic Awards]. - More information on: 7

national, regional and international rankings [Berlin Principles, IREG Audit, Inventory of National of Rankings, and forthcoming inventory of international and regional rankings]; - undertake

Web, the best showcase for the Universities. Isidro F. Aguillo

Web, the best showcase for the Universities Isidro F. Aguillo What is a ranking A Global Ranking of Universities is a new tool, close but not identical to the methods and targets of the national rankings