Review on the Impact of World Higher Education Rankings: Institutional Competitive Competence and Institutional Competence

Dembereldorj, Zoljargal

doi:10.5430/ijhe.v7n3p25

Cited by 15 publications

(13 citation statements)

References 24 publications

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“…Similarly, faculty associated with high-ranking institutions are more likely to engage in inter-institutional collaboration and international scienti c joint projects. Institutions with high academic rankings will attract more international students (Dembereldorj, 2018). Such institutions are likely to realize more revenue for funding academic programs and research.…”

Section: Discussionmentioning

confidence: 99%

“…While developed countries compete to develop as many world-class universities and those in developing countries build research-intensive institutions (Dembereldorj, 2018), it is not clear whether Malawian universities as a system among the newly developing economies feel that ranking matters (Dembereldorj, 2018). It has not made it into either the top 1000 global QS World University Rankings (2021) or Africa's top 53 non-academic universities ranking by UniRank (2020) for the past ve years.…”

Section: Introductionmentioning

confidence: 99%

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Malawian Higher Education: towards a more internationalized system.

Banda

Jin

Munthali³

et al. 2021

Preprint

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Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi. Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical significance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.326, p=0.000, CI=0.27—0.383), clear Policy on Mobility (ß=0.146, p=0.0.004, CI=0.047-0.246), experience (ß=0.083, p=0.117, CI=-0.021-0.186), academic rank (ß=0.114, p=0.000, CI=0.069-0.159) were positively statistically significant variables, whereas on the other hand, Occupation (ß=-0.131, p=0.002, CI=-0.213-0.49), academic qualification (ß=-0.106, p=0.013, CI=-0.19-0.023 and mobilityImportance (ß=-0.116, p=0.022, CI=-0.215-0.017) were negatively significant variables respectively. Conclusion and Recommendations: institutions need to invest in international and inter-institutional collaboration, clarify policy direction regarding academic mobility, keep track and linkages with mobile faculty, create a conducive social and formal institutional culture that attracts back mobile faculty, and reduce staff turnover.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Malawian Higher Education: towards a more internationalized system.

Banda

Jin

Munthali³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Total course number was identified using data available publicly from the “complete university guide”. 17

…”

Section: Methodsmentioning

confidence: 99%

Global health education in U.K. universities

Lee

Quinn

2021

Global Health Journal

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Background The coronavirus disease 2019 (COVID-19) pandemic has led to a paradigm shift in global health, casting a previously niche academic discipline into a headline dominating field of research. However, accurate information on the delivery of global health education (GHE) at a university level is lacking. This study aims to assess current GHE practices in U.K. universities, by identifying the availability of dedicated global health qualifications, as well as the breadth of inclusion of GHE topics across university course content. Methods Universities selected were the top 25 recipients of MRC funding in 2015–2016, as well as universities who were included in previous iterations of the “Global Health League Table”. We used the Consortium of Universities for Global Health “GHE Competencies Toolkit” to identify the presence of global health content across university global health and other course offerings. Universities were additionally judged on opportunities available in global health and on the presence of sustainable partnerships. Results Our results showed that 20 universities (74%) offer a post-graduate global health related course, with 9 (33%) offering an undergraduate global health related course. 13 (48%) were identified as centers of global health excellence. Just 12 (44%) universities had registered sustainable partnerships with Tropical Health and Education Trust. The London School of Hygiene and Tropical Medicine was identified as the top deliverer of GHE, with the Universities of Leicester and the Universities of Exeter joint bottom. We were unable to standardize quality assessments in this iteration of the project, but the release of student feedback to future assessors would help to improve the reliability of this study methodology. Additionally, much of our data was based on information available online, and thus some aspects of degree courses not published publicly may not have been accounted for in our scoring. Conclusion Those institutions wishing to improve their delivery of GHE should consider the establishment of a postgraduate or undergraduate degree course. Breadth of global health content across curricular was a major discriminating factor between institutions, and we would advise universities to consider including more global health topics across their curricular - especially in light of the intersectional impacts of the COVID-19 pandemic.

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“…In response to the radical transformation of teaching and learning, and an increased emphasis on student-centeredness and related interactive and cooperative learning, more attention is being paid to monitoring the performance of teachers and ensuring the quality of the teaching they provide to their students (A-Maawali & Al-Siyabi, 2020;DeRijdta et al, 2006;Huang et al, 2013). Furthermore, the ranking of higher education institutions depends on multiple criteria, and the quality of teaching provided and criteria that relate to the learning that takes place are considered to be the most significant criteria that are relied on (Hauptman Komotar, 2020;Dembereldorj, 2018). These criteria encourage leaders of higher education institutions and policymakers to promote their monitoring processes related to the quality of teaching and learning, and to continuously improve the quality of education by addressing the main requirements of students, and elevating students' learning standards.…”

Section: Quality Assurance and Quality Enhancement Strategies: Monitoring Teaching Qualitymentioning

confidence: 99%

“Let Me Enjoy Teaching” Improving Academic Quality Assurance Practices to Attain Teaching Excellence: Case Study of Selected Private Higher Education Institutions in the Kingdom of Saudi Arabia

Hariri

2021

IJLTER

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The purpose of this study was to identify the academic quality assurance practices that should be employed to attain teaching excellence at selected private higher education institutions in the city of Jeddah, Saudi Arabia. The study adopted a qualitative interpretive research design and utilized one-to-one, in-depth, semi-structured interviews with 12 participants. The sample was purposefully selected and comprised six faculty members, four program directors, one senior academic staff member, and one junior non-academic administrator, from three private higher education institutions in the Kingdom of Saudi Arabia. Findings revealed four categories of practices: a) Must-keep practices, b) Must-modify practices, c) Must-add practices, and d) Must-avoid practices. Some of the practices relating to quality assurance that the study identified are maintaining important evaluation-related practices while providing feedback for improvement, closing the loop, educating all employees about and increasing their reengagement in quality assurance practice, and reducing paperwork and work duplication. This study concludes by recommending that higher education institutions employ the strategies discussed in the findings to promote teaching creativity and to improve the quality of teaching and learning, to achieve teaching excellence.

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Review on the Impact of World Higher Education Rankings: Institutional Competitive Competence and Institutional Competence

Cited by 15 publications

References 24 publications

Malawian Higher Education: towards a more internationalized system.

Malawian Higher Education: towards a more internationalized system.

Global health education in U.K. universities

“Let Me Enjoy Teaching” Improving Academic Quality Assurance Practices to Attain Teaching Excellence: Case Study of Selected Private Higher Education Institutions in the Kingdom of Saudi Arabia

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