The study aims are to conduct a systematic quantitative analysis of Open Access (OA) Instruments and Initiatives, justify and develop the methodology for calculating the index of countries' involvement in the Open Access movement. The authors identified all the significant OA-Instruments and OA-Initiatives, which were counted on the basis of the records in their OA-registers. Consolidation of records in these registers, according to literature data from the moment of their launch, made it possible to identify important patterns and features of the evolution of the OA-movement. The proposed methodology when applied to all countries of the world as of 2017 and 2019 allowed the authors to rank and classify them according to a degree of their involvement in the OAmovement. The article affirms that the proposed methodology in the context of regular comparative analysis of the benchmarking tables with setting the target integral indicators for the lagging countries is very convenient for the development of Global or Regional OA-Strategies. So the authors define the concept of the International or Regional OA-movement Scoreboard, underlying the development of these strategies.
The analysis of the positioning of 52 leading Russian universities in three world rankings (QS, THE, ARWU) was carried out over a seven-year time interval. It is shown that from the analysis of materials and the roughest predictions based on linear extrapolation of data, it can be concluded that none of the 52 leading Russian universities can enter the TOP-100 of the considered ratings. It was concluded that at the very beginning of the launch of the 5–100 project an unreasonable assumption was made that five leading Russian universities could be included in the TOP-100 of one or several of the three world rankings. It is shown that for successful implementation of the project it would be necessary to carry out imitating modeling previously.
The article examines the global university reputation race, launched in 2003. Between 2003 and 2010, there appeared a cluster of publications on the qualitative comparative analysis of their methodologies, and since 2010, a cluster of publications on the quantitative comparative analysis of university rankings has started to form. The review made it possible to identify a number of unsolved problems concerning the stability of university rankings, aggregation of the number of universities and their Overall Scores (Total Scores) by country in various rankings. Our study aimed at solving these tasks was carried out for TOP-100s of ARWU, QS, and THE rankings. When calculating the fluctuation range of the university rankings, the top twenty of the most stable and most unstable university rankings were identified in the rankings under study. The best values of the aggregated indicators by the number of universities and the Overall Scores were identified for the USA and the UK.
The article discusses the idea that children with movement disorders have great potential for motor and mental development. The experiment consists of two stages. In the first stage of the experiment, the characteristics of disability in children and adolescents (between age 12 and 16) with Infantile Cerebral Palsy are determined. During this stage, two diagnostic methods, bodily “Me” and “The Color-A-Person Body Dissatisfaction Test,” are used.In the second phase of the research program, social pedagogical aids for people with disabilities have been developed. On the basis of the experimental work, the obtained social pedagogical insights have been successfully implemented in the social adaption of disabled children.It is determined that this method is promising to help adults and children with mobility impairment to enhance their mental well-being, attain a positive body image, express their feelings freely, interact socially using a motor component, and above all—enjoy the movements. This method can ensure the effectiveness of social adaptation of persons with disabilities.
The aim of the study is to understand how the diversity of university language websites and social networks influence the universities’ reputation in the World University Rankings and how this diversity can be described. Combining the union of sets of university names in Times Higher Education (THE), QS World University Ranking (QS), and Academic Ranking of World Universities (ARWU) 2018, the World’s Top 100 Universities Rankings enabled us to obtain a set of 146 universities. From October 18, 2018, through November 1, 2018, the availability of website versions in different languages and social media applications was checked. The study enabled a 146x15 binary matrix to be built in the first case, and a 146x21 one in the second, with 15 meaning the number of website versions in foreign languages, and 21 standing for respective number of various social media accounts. The binary matrices were clustered with a view to obtaining dense submatrices consisting of units only. The study shows that approximately 47 percent of the universities surveyed have their websites in more than one language. All the 146 universities have websites in English, those in Chinese coming second and equalling to 21. Most popular social networking sites have been revealed, with over 84 percent of universities having Facebook, Twitter, YouTube and Instagram accounts. On the whole, 18 universities form a dense binary submatrix for 6 social media, including four of the above, as well as LinkedIn and Google+. The binary matrices are proved to be effective for higher education managers and experts focusing on specific regions and social media. Correlational dependence calculations on comparative analysis of traditional and altmetrics rankings are also performed.
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