A good league table guide?

Yorke, Mantz

doi:10.1108/09684889710165107

Cited by 34 publications

(23 citation statements)

References 5 publications

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“…Finally, there have been numerous analyses of the relevant league tables that have raised questions about their construct validity (Clarke 2002;Eccles 2002;Morrison et al 1995;National Opinion Research Center 1997;Page 1999;Yorke 1997). These include the extent to which the various performance indicators are in fact measuring relevant factors or dimensions of academic quality, whether there is a statistically defensible rationale for the weightings employed in the various league tables, and the legitimacy of constructing rankings when there are not statistically significant differences in the institutional data.…”

Section: Evaluating the League Tablesmentioning

confidence: 98%

Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems

2005

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The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US.

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Section: Evaluating the League Tablesmentioning

confidence: 98%

Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems

2005

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“…Also, the assessment of the standing of a particular higher education system and/or higher education institution in this market is again referenced back to HERSs (Hazelkorn 2007;Marginson 2007), often due to a lack of alternative evaluative systems, as in the case of Europe (Federkeil 2008). Thus, HERSs have become established as seemingly unquestioned tools for assessing quality (Federkeil 2008) and university excellence (Taylor and Braddock 2007), for promoting accountability (IHEP 2007), classification (McCormick 2008), comparison (McDonough et al 1998, evaluation (Bellon 2007;Breimer 2007) and information distribution (Bellon 2007;Yorke 1997), as well as for initiating strategy development on the part of higher education systems and higher education institutions (Hazelkorn 2007;Marginson and van der Wende 2007). Consequently, at least as long as ''everyone wants a world-class university'' (Altbach 2003), HERSs ''clearly are here to stay'' (IHEP 2007, p. 2) and ''will continue to be published in ever-increasing numbers'' (Bowden 2000, p. 58).…”

Section: Introductionmentioning

confidence: 95%

Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe

2010

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The purpose of this study is to evaluate the ranking practices of 25 European higher education ranking systems (HERSs). Ranking practices were assessed with 14 quantitative measures derived from the Berlin Principles on Ranking of Higher Education Institutions (BPs). HERSs were then ranked according to their degree of congruence with the BPs. Additionally, the three domains of methodology, transparency, and consumerfriendliness were proposed to underlie the BPs, and the measures were also applied for assessing HERSs regarding these domains. Results indicate that the cooperating HERSs by CHE (Germany), AQA (Austria) and swissUp (Switzerland) exhibit the highest congruence with the BPs. However, no European HERS demonstrates good overall congruence with the BPs, mainly due to methodological shortcomings. Results further show that HERSs compiled and published by non-profit research entities seem to perform better than the majority of HERSs published by for-profit news outlets. International comparisons indicate that HERSs published in German-speaking countries and the Netherlands tend to exhibit a higher congruence with the BPs. Overall, this study hopes to stimulate the improvement of ranking practices through benchmarking with existing exemplary models. The quantitative assessment tool further promises to be useful in explaining relative stability or change of higher education institutions in HERSs, as well as in helping to explain resource allocation pressures within higher education institutions.

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“…Other studies have also backed the argument for adaptive and responsive universities. For example, studies focusing on developments within the UK have demonstrated how national rankings led to institutions actively trying to improve their position (Harvey 2008;Yorke 1997).…”

Section: University Rankings-perspectives On Their Impact On Universimentioning

confidence: 99%

Global rankings in the Nordic region: challenging the identity of research-intensive universities?

2016

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Global university rankings currently attract considerable attention, and it is often assumed that such rankings may cause universities to prioritize activities and outcomes that will have a positive effect in their ranking position. A possible consequence of this could be the spread of a particular model of an ''ideal'' university. This article tests this assumption through an analysis of a sample of research-intensive universities in the Nordic region. Through document analysis and interviews with institutional leaders and staff from central administration, the study explores whether high-ranked Nordic universities take strategic measures as a response to global rankings, and whether the traditional identities of the universities are changing, as they are influenced and affected by the rankings. The study shows that rankings have a relatively modest impact on decision-making and strategic actions in the Nordic universities studied, and that there are few signs of rankings challenging the existing identities of the universities in this region.

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A good league table guide?

Cited by 34 publications

References 5 publications

Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems

Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems

Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe

Global rankings in the Nordic region: challenging the identity of research-intensive universities?

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