Quacquarelli Symonds (QS) have just published their BRICS (Brazil, Russia, India, China, South Africa) university rankings, a collaborative effort with Interfax, the Russian news agency. The top ten contains seven Chinese, two Brazilian and one Russian university. There are none from South Africa or India, although the University of Cape Town is eleventh. The methodology is based on the QS World University Rankings methodology but with some important modifications to reflect the situation of emerging economies.
On the subjective side the employer survey has a weighting of 20%, compared to 10% in the World University Rankings, while the weighting for the academic survey is reduced to 30%. These rankings also assess universities for faculty student ratio (20%), faculty with Ph Ds (10%), papers per faculty (10%), citations per faculty (5%), international faculty (2.5%) and international students (2.5%).
The top five overall are:
- Tsinghua University
- Peking University
- Lomonosov Moscow State University
- Fudan University
- Nanjing University
In the top 100 there are 40 Chinese, 19 Russian, 17 Brazilian, 16 Indian and 8 South African universities. More...
In recent years, there has been a boom in private higher education in Malaysia with many students coming from overseas.In 2011, the Malaysian government introduced the Malaysian Quality Evaluation System (My Quest) ratings to evaluate private institutions. This rating is based on the voluntary submission of data and about a quarter of Malaysian colleges did not participate. Colleges were given ratings from one star to six stars in three categories: College Based, Cluster Based and International Student Readiness. Altogether 211 colleges were included. More...
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:
- University of California Berkeley
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 4th place in SCImago to 227th in the Leiden Ranking. More...
Times Higher Education (THE) has published its BRICS (Brazil, Russia, India, China, South Africa) and Emerging Economies University Rankings. Those countries listed in the Financial Times Stock Exchange Emerging Market Indices are included.
The methodology is the same as that used in the THE World University Rankings and uses data supplied by Thomson Reuters from its Global Institutional Profiles Project. Only universities that actively submit data to Thomson Reuters are ranked. Source: Times Higher Education 04/12/13. More...
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.
- International student intake up 9% at top 100 universities
- US takes top 10 places for research citations
- Record survey responses: 62,094 academics and 27,957 employers
- 800+ universities ranked
- UK: Four institutions in top 10; Oxford and Cambridge 1st and 2nd for employer reputation
- Australia: Melbourne (31st) catching up with ANU (27th)
- Asia: National University of Singapore (24th) overtakes University of Hong Kong (26th)
- Canada: Toronto (17th) overtakes McGill (21st)
- Continental Europe: ETH Zurich (12th) and EPFL Lausanne (19th=) lead as nine of region’s top 10 maintain or improve position
- Nordic Countries: University of Copenhagen (45th) leads as twenty rise
- Latin America: Universidade de São Paulo (127th) leads, nine of region’s top ten rise
- Africa/ME: 33 in top 800, led by King Fahd University (216th). More...
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.
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.
Welcome to the 4th Eunis Rectors Conference which will be held in Helsinki and Espoo on April 3-5, 2014. The theme of the conference is “The New Digital Era in Higher Education” and the program features leading experts on the subject, such as:
- Zbigniew Marciniak, Former Under Secretary of State in the Ministry of Science and Higher Education, Institute of Mathematics at the University of Warsaw, Poland
- Catherine Mongenet, Chargée de mission France Université Numérique, France
- Ana Carla Pereira, Head of Unit, European Commission
- Javier Uceda, General manager of the UPM "City of the Future" Initiative, Spain
Our conference speakers aim to give you the answers on what every rector should know to stay on top of the constant changes both in technology and in the overall environment:
- Massive Open On-Line Courses (MOOCs)
- Cloud technologies
- Collaboration requirements to save costs
- Competition on resources
- Co-operation with enterprises
- Expectations of the society in general
The hosts of the conference, University of Helsinki and Aalto University, warmly welcome you to Finland!
Future Directions for Higher Education in Wales
Future Directions Conference 2014 - Global Graduates: Enabling Flexible Learning
We are delighted to announce that the second Future Directions conference will take place on 2-3 April 2014. Bringing together individuals and groups engaged in enhancing the student learning experience, the conference will feature a series of keynote lectures, paper, poster and workshop sessions. More information will be available soon.
Future Directions encompasses the quality enhancement work being carried out in the Welsh HE sector, which aims to enhance specific areas of the student learning experience through encouraging academic and support staff and students collectively to share current good practice and to generate ideas and models for innovation in learning and teaching. The Future Directions work is planned and directed by the Future Directions Steering Group which is coordinated by the HEA. To find out who represents your institution or sector organisation, you can view the Steering Group membership list here.
The theme and work strands were showcased at the Inaugural Future Directions Conference – Graduates For Our Future on 26 April 2012 at Glyndŵr University.
University Financial and Resources Planning - Ensuring sustainable university operations. 26-27th March, 2014. Rooftop Level, Cockle Bay Wharf, Sydney NSW 2000, Australia.
Ensure the sustainability of your university operations
Universities have all been coping under the strain of reduced government funding. All institutions have taken different financial and resourcing strategies to ensure they meet the strategic objectives of the university.
This conference examines case studies from a variety of universities, discussing the key tools being used to ensure the sustainability of their institutions.
Explore how the reduction of government funding has impacted different universities
Discover practical strategies to ensure the sustainability of operations
Discuss future opportunities for the sector, including shared services across universities
Identify tools to allocate finances and resources effectively.
iPads in Higher Education. 20-22 March 2014: IHE 2014, Paphos, Cyprus.
ihe 2014 is the world’s 1st international research conference about iPad use in Higher Education (HE). You are invited to join scholars, learning technologists and practitioners from across the globe to share insights into teaching practice and student learning in an interdisciplinary and collaborative interchange of experience. The conference seeks to provide a common forum for the varied forms of research on the use of iPads HE, and to explore innovative models of learning using the iPad.
The iPad computer tablet is described as a category-defining phenomenon, a game-changer and a transformative experience. Increasingly, many higher education (HE) institutions around the world are embedding the use of iPads in teaching and learning. Yet, despite the prevalence of the iPad in comparison to other tablets both in the market and in educational institutions, there is a noticeable shortage of research on the use of this tablet in HE.
The main aim of the 1st international conference is to encourage research, debate, reflection and exchange of ideas on the use of iPads in HE. The theme is broad to encourage contributions from a variety of disciplines and to bring together researchers and academics from a wide spectrum of HE fields and educational practices.
The full programme of the conference in pdf format (Changes are possible until the end of February 2014): ihe2014_programme_V01.