Classement

The Green University Rankings

In 2010 Universitas Indonesia launched a GreenMetric Ranking that measured contributions to sustaining the environment and steps to combat global climate change.
The criteria are setting and infrastructure, energy and climate change, waste, water, transportation and education.
In the 2013 ranking, announced on January 17th 2014,   there were 301 participants from 61 countries.
First place went to the University of Nottingham, UK, followed by University College Cork, Ireland, Northeastern University, USA, Bradford University, UK and The University of Connecticut, USA, which held the number one spot in 2012.
Source: UI GreenMetric World University Ranking.

CEC Ranking Chinese Universities

The China Education Center  has updated its China University Ranking. The top five places are as follows:

1. Peking University
2. Tsinghua University
3. Shanghai Jiao Tong University
4. Fudan University
5. Wuhan University.

Peking has held the first place since 2008 when it replaced Tsinghua University. This ranking is produced by the Chinese University Alumni Association. The methodology, according to the Center’s web site, includes:

• Government recognition
• Research
• Faculty
• Program
• Student
• Reputation

Top 5 des formations les plus souhaitées par les élèves sur APB - Numéro 1. Première année de licence universitaire : 34 %

Le portail Admission Post Bac (APB) vient d'ouvrir depuis quelques jours. Jusqu'au 20 mars, il est possible de faire jusqu’à 36 vœux différents. Passé ce délai, les lycéens ne pourront plus qu'organiser leurs vœux. Mieux vaut donc inscrire le plus de filières possibles avant la date fatidique, afin de se laisser un large choix de possibilités !
Le site Admission Post Bac vient de s'ouvrir ! Jusqu'au 20 mars, les lycéens de Terminale et les étudiants qui se réorientent pourront choisir les formations qu'ils souhaitent intégrer l'an prochain. En tout, il sera possible d'inscrire jusqu’à 36 vœux, dont 12 par formation. Voir l'article entier...

An Indian Ranking System for Higher Education Institutions to Emerge Shortly

Union Ministry for Human Resource Development gave green signal to the proposal of developing an India’s own ranking system which would rank the Indian higher education institutions through right parameters and would portray the proper metrics of their importance, accordingly.
The move took shape after noticing that India’s higher education institutions in past years have failed to make the cut on international ranking lists. More...

Top 10 des universités les plus anciennes au monde

Depuis quelques années désormais, ça ne cesse de bouger du côté des universités. Mais, alors que certains établissements décident de fusionner, d'autres existent depuis des siècles, sans avoir l'air de prendre une ride tout en conservant leur rang dans les classements internationaux ! Orientations vous dévoile ainsi les 10 plus vieilles facultés du monde. 
Jouxtant des lieux de culte, elles ont bien souvent eu comme première discipline la théologie et l'étude de documents sacrés (Coran, Bible,…). Vint ensuite la philosophie et les sciences : ces universités, fondées parfois il y a plus de 1 000 ans, existent encore, et certaines rayonnent même toujours à l'international. Suite...

The Best Universities of 2013 - The Ranking of University Rankings

By Matt Symonds. At the Harvard Commencement in May 2013, Oprah Winfrey told the graduating class that the single most important lesson she had learned in 25 years was that there is a common denominator in our human experience: “We want to be validated.” From President Bush to Beyoncé, Oprah says that we all want to know “Was that okay? Did you hear me? Did you see me?”
What is true for the individual is most likely true for the institution, and in 2013 Harvard University received its own form of validation, as the results of the Ranking of University Rankings 2013 reveal. Compiled by theunipod, an online guide to life and courses at university, the Ranking of University Rankings aggregates the results from the four major international university rankings published each year. More...

Combined Rankings

The blog List Education Technology has produced a combined league table of international universities. Eight global rankings were compared and averaged out.
The top five universities are:

The top twenty contains sixteen US universities, three British and one Canadian. Altogether 200 universities are ranked. 
These combined rankings are helpful since they show large variations from one ranking to another. Tsinghua University, China, for example ranges from 4^th place in SCImago to 227^th in the Leiden Ranking. More...

QS World University Rankings

MIT beats Harvard and Cambridge to retain the top spot in the tenth annual QS World University Rankings.The US takes 11 of the top 20 positions, but its dominance has eroded since the financial crisis. Of the 83 US universities in the top 400, 64 rank lower than in 2007/8.The 43 US public universities in the top 400 have lost an average of 20 places since 2007/8, following successive government funding cuts.In contrast, 70% of the 62 Asian institutions in the top 400 rank higher than in 2007, yet still no Asian institution in the top 20.
Global highlights:

Regional highlights:

• UK: Four institutions in top 10; Oxford and Cambridge 1^st and 2^nd for employer reputation
• Australia: Melbourne (31^st) catching up with ANU (27^th)
• Asia: National University of Singapore (24^th) overtakes University of Hong Kong (26^th)
• Canada: Toronto (17^th) overtakes McGill (21^st)
• Continental Europe: ETH Zurich (12^th) and EPFL Lausanne (19^th=) lead as nine of region’s top 10 maintain or improve position
• Nordic Countries: University of Copenhagen (45^th) leads as twenty rise
• Latin America: Universidade de São Paulo (127^th) leads, nine of region’s top ten rise
• Africa/ME: 33 in top 800, led by King Fahd University (216^th). More...

IREG-7 Conference: Employability and Academic Rankings – Reflections and Impacts

IREG-7 Conference: Employability and Academic Rankings – Reflections and Impacts. 14-16 May 2014, London, United Kingdom.
Organized by IREG Observatory on Academic Ranking and Excellence and QS Intelligence Unit, UK.
What does the average student go to university for? By far the most substantial subsequent destination is the world of work. A job. Whilst statistics suggest that a university degree is still, on average, a ticket to better job and a better salary, with the massification of global higher education it has become a hirers’ market and employers are beginning to expect and even demand that graduates are more than their degree certificate. As the cost of higher education escalates around the world, students are turning to their universities expecting to be equipped with the skills employers are seeking. Students look to universities to get employed and rankings to help them choose a university, employers look to universities to provide work-ready graduates and to rankings to help them identify where to find them.
Introduction
Topic and Its Context
One of key function of higher education is providing those who graduate from its institutions and programs with knowledge, skills and competences which allow them to enter and function on a broadly-understood labour market. There is ample evidence that the likelihood of having a job is greatly enhanced by being a higher education graduate.
Relations between higher education and labour market and skills supply have never been simple or straightforward. In recent years, due to structural transformations in economic and social systems, there are arguments about emergence of a new paradigm – moving from a provider-driven model to a consumer-driven one. In this context, higher education institutions are expected to be responsive to “signals” from the economic and social sectors.
Changes in study programmes as well as pedagogical practices to ensure a more prominent role for work-based learning, availability of internship programmes, sandwich courses, problem-based learning and learning outcomes focused learning are the response coming from higher education institutions. In addition, higher education institutions are requested to demonstrate that their study programmes provide a set of qualifications and competences [often referred to as “learning outcomes”] which give employer reliable, comparable and easily interpreted information about qualifications of the graduate. It is an increasingly usual practice [and expectation] that higher education “follow the graduate” by collecting information about his/her early stage of post-graduate employability and professional career.
It is therefore evident that cooperation between higher education and those representing a “world of work” are seen as important engine for improved employability of higher education graduates. Such cooperation is even more relevant considering that professional development as well as assurance of employability is growingly seen in relation to continuous education and lifelong learning (LLL).
If in general terms there is a positive correlation between employability and “university diploma”, a number of elements are determining graduates career/employability success. It is not surprising to observe that variations in employability and earnings depend on the type of institution, study programme graduates attended and the type of degree they obtained. It is not surprising to note that those who graduated from more prestigious institutions fared better than those from less prestigious ones, and, on average, that those who majored in engineering and economics earned more than those in the humanities.
It is evident that university rankings are symbiotic with the above presented developments. Taking into consideration that they are seen as one of information tools for variety of stake-holders, including those directly and indirectly concerned with employability of graduates, it is appropriate to look at the role of rankings in the context of employability of a university’s graduates, and their subsequent job performance.
London IREG-7 Conference
The objective of the conference is to identify elements of a comprehensive approach for dealing with the major developments in the way how university rankings are responding to this renewed attention on the “employability challenge”. Equally important will be learning about how employers are “looking at university rankings” in their recruiting and professional development practices.
The format of the conference will include commissioned presentations, selected submitted papers. An important part of the time will be devoted to an open discussion of core issues. Prior to the conference, there will be a “call for papers” which will be subject of evaluation by the Programme Committee.

L’Université Blaise Pascal intègre le classement de Shangaï 2013