“New” Rankings on the Scene: The U21 Ranking of National Higher Education Systems and U-Multirank

Kováts, Gergely

doi:10.1007/978-3-319-20877-0_20

Cited by 12 publications

(16 citation statements)

References 8 publications

(5 reference statements)

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“…Based on these prerequisites, the main objective of the U21 project is to find out which countries provide the best higher education. Unlike higher education rankings (for example, Times Higher Education and Quacquarelli Symonds rankings of the best universities in the world), U21 ranks higher education systems among a relatively large number of economically and socially diverse countries [6].…”

Section: Results Of the Researchmentioning

confidence: 99%

“…Countries with different profiles are ranked similarly. For example, they can be stronger by the separate indicators or have some advantages [6].…”

Section: Results Of the Researchmentioning

confidence: 99%

“…Methods and instruments for identifying and analyzing the competitive position of institutions in the global educational services market are studied by Williams R. et al (2017) [14], Martin M., Sauvageot C. (2011) [7], Stonkienė M. et al (2016) [10], Antonyuk L. et al (2017) [2], Kalenyuk I. et al (2018) [5]. The paper is based on the works of Williams [1][2][3] on the lessons learned from Universitas 21 ranking, Kováts on the discussion of the advantages and disadvantages of higher education rankings [6], and the ideas of Millot B. [8] and Hazelkorn E. [4] regarding the world-class higher education systems.…”

Section: Latest Scientific Progress and Publications Reviewmentioning

confidence: 99%

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Competitiveness of Higher Education System: International Dimension

Verbytska

Kholiavko

2020

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The globalization of the scientific-educational area determines the search for new competitive advantages of universities. One of the modern instruments of competition in the world educational services market is universities ranking. Nowadays the educational rankings are widespread; they are studied by researchers and experts of international organizations. In the same time the high dynamism of scientificeducational area requires the permanent monitoring of the competitive positions of the national higher education systems. The purpose of the article is to analyze the competitive positions of higher education systems of selected countries in the world rankings, as well as to identify the directions of increasing their competitiveness in the context of globalization and digitization of the scientific-educational area. The authors studied the methodology of a range of popular rankings of educational systems, and analyzed the ranks of selected countries (United States of America, Switzerland, United Kingdom, Sweden, Denmark, Canada, Finland, Norway, Ukraine, Germany, France, Austria, Poland, China, and Spain). The selection is based on the differentiation of the countries according to the geographic position and ranking position. The source of data: bases of international organizations OECD, World Bank, UNESCO, ILO; and rankings ARWU, SCImago, Webometrics, and Leiden Ranking. Based on the comparative analysis, the article concludes that the increasing of competitiveness of the national higher education system needs the use of integrated approach combining the set of educational, research, financial, internationalization, and managerial components. The authors emphasized the urgency of developing and implementing institutional strategies for internationalization of universities, synchronized with national ones.

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Section: Results Of the Researchmentioning

confidence: 99%

“…Countries with different profiles are ranked similarly. For example, they can be stronger by the separate indicators or have some advantages [6].…”

Section: Results Of the Researchmentioning

confidence: 99%

Section: Latest Scientific Progress and Publications Reviewmentioning

confidence: 99%

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Competitiveness of Higher Education System: International Dimension

Verbytska

Kholiavko

2020

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“…Địa chỉ email: lanmtq@vnu.edu.vn https://doi.org/10.25073/2588-1159/vnuer.4501 lao động có trình độ đại học tăng nhanh. Điều này dẫn đến số trường đại học và chương trình học ngày càng tăng, kéo theo là sự đa dạng về sinh viên [2]. Toàn cầu hóa cũng tạo cơ hội cho sinh viên ra nước ngoài học tập.…”

Section: Giới Thiệu *unclassified

Methodology of Ranking Higher Education Systems of Universitas 21 (U21) and Lessons for South East Asia Countries

Lan¹

2021

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The quality of higher education is only assessed through “experience”, that is, through participating in the learning process. As a result, universities increasingly have to provide enough information for prospective students to choose from. The rankings were born to meet this requirement of learners and universities. International university rankings look primarily at indicators that reflect the results of scientific and teaching achievement and often ignore activities aimed at developing local communities. U21's method of ranking the world higher education systems has covered these indicators in its methodology. The four modules of U21 include: Resources, Environment, Connectivity and Outputs. Out of all 4 U21 ranking modules, Environment is the module that South East Asia countries have the best rankings. In the rankings of modules, normalization by GDP significantly reduces the scores and rankings of countries with high GDP, but increases the rankings of countries with low GDP. U21 also observed the pattern of connection between higher education institutions and enterprises. For the ASEAN countries, the transfer of common knowledge is more important than linking with business in the form of share scientific publications. Most of the countries in the U21 ranking are rich and research-oriented. The author has analyzed the U21 ranking results of 2017, 2018, 2019, 2020 of Singapore, Thailand, Malaysia, Indonesia, and drawn lessons learned for countries in South East Asia.

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“…A political response to this condition has been the European Commission initiative to come out with the European-model-friendly ranking-UMultirank. In a certain manner, this rankings would also represent an alternative to the Shanghai ranking (Kováts 2015).…”

Section: Rankingsmentioning

confidence: 99%

Seeking Excellence, Practicing Rankings, and Aiming at Diversification of Higher Education Institutions’ Mission in the European Higher Education Area [Overview Paper]

Sadlak¹

2015

The European Higher Education Area

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“New” Rankings on the Scene: The U21 Ranking of National Higher Education Systems and U-Multirank

Cited by 12 publications

References 8 publications

Competitiveness of Higher Education System: International Dimension

Competitiveness of Higher Education System: International Dimension

Methodology of Ranking Higher Education Systems of Universitas 21 (U21) and Lessons for South East Asia Countries

Seeking Excellence, Practicing Rankings, and Aiming at Diversification of Higher Education Institutions’ Mission in the European Higher Education Area [Overview Paper]

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