The Challenge of Establishing World Class Universities

Abstract

Introduction 1 What Does It Mean to Be a World-Class University? 3 Paths to Transformation 7 Implications for the World Bank Conclusion Chapter 1 What Does It Mean to Be a World-Class University?

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

“…For universities, rankings pose new challenges as certain dimensions of a university's activities and performance is being exposed to a broader public (Dill and Soo 2005;Hazelkorn 2011). Based on the increasing globalization of the sector, and increased competition among universities, notions of excellence are frequently associated with the idea of being a world-class university (Salmi 2009;Hazelkorn 2013). While the discourse related to ''world class institutions'' is certainly not a new phenomenon, it has increased in importance both in terms of political ambitions nationally and as a strategic aim for the institutions (Deem et al 2008).…”

“…Hence, rankings can be seen as being highly intertwined with processes of globalization and they are also accused of promoting a particular kind of university-the world-class university (Salmi 2009). At the same time, one could question whether processes of globalization are spreading at an even pace and with similar scope in different parts of the world, and whether globalization-almost as a default-always leads to standardization.…”

Latin American and Caribbean Countries in the Global Quest for World Class Academic Recognition: An Analysis of Publications in Scopus and the Science Citation Index between 1990 and 2010

“…In this time of a worldwide obsession with ratings and rankings of universities, countries whose higher education institutions do not make a desired list are scrambling to find ways to make it possible to gain "world class" recognition (Altbach and Balán 2007;Salmi 2009;Liu et al 2011). The African (other than the country of South Africa) and South American continents have fared particularly poorly in this competition for status and recognition (Salmi 2009), though there has been ongoing activity in several Latin American countries (Altbach and Balán 2007).…”

“…The African (other than the country of South Africa) and South American continents have fared particularly poorly in this competition for status and recognition (Salmi 2009), though there has been ongoing activity in several Latin American countries (Altbach and Balán 2007). Consequently, the purpose of this article is to explore the progress of countries in Latin America and the Caribbean (LA&C) toward improving their capacity to compete with other countries in the global academic community.…”

Els recursos humans en el mercat global de l’educació superior: la presència de professors estrangers en universitats espanyoles

“…Aquest terme es refereix a un tipus de sistema productiu on la creació, l'organització i la transferència En aquest context, les universitats es veuen sotmeses a una pressió creixent per a millorar els resultats dels seus objectius principals: formació de futurs professionals (ensenyament-aprenentatge), creació de coneixement (recerca) i transferència de coneixement (patents, col·laboracions publicoprivades, empreses emergents, etc.). En són alguns exemples la implementació de sistemes de finançament basats en el rendiment (Jongbloed i Vossensteyn, 2001;Liefner, 2003;McLendon i Hearn, 2013) i la competència cada vegada més forta entre les universitats per a atraure estudiants i acadèmics (Mazzarol i Soutar, 2001;Altbach et al, 2009;Pereira-Puga, 2014, així com la importància creixent d'aconseguir un lloc destacat en els rànquings universitaris (Salmi, 2009;Hazelkorn, 2011;Wang et al, 2013;Enders, 2014), la qual cosa suposa que els governs nacionals ara competeixen entre ells per aconseguir que les institucions d'educació superior tinguen la classificació més alta possible.…”