The Global Quest to Build World‐Class Universities: Toward a Social Justice Agenda

Rhoads, Robert A.; Li, Shuai; Ilano, Lauren

doi:10.1002/he.20111

Cited by 24 publications

(10 citation statements)

References 27 publications

(27 reference statements)

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“…This transformation is neoliberal in its essence, as it results in treating higher education not as an important public good, but as a product for sale (Hazelkorn, 2011;Rhoads;Li;Ilano, 2014;Dill;Soo, 2005), and this has been intensified by the increasing importance given to academic rankings. The logic of the public good has been replaced with that of commercial brands, and the Humboldtian notion of individual development gave way to educational services provided by universities.…”

Section: Internacionalização Da Educação Superior: Excelência Ou Consmentioning

confidence: 99%

Internationalization of higher education: excellence or network building? What do BRICS countries need most?

Khomyakov¹,

Dwyer

Weller

2020

Sociologias

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The article is devoted to discussing international collaboration regarding higher education in the BRICS countries. It starts with the analysis of the radical changes occurred in the global academic world, described as a joint influence of global trends towards massification, globalization and internationalization. We argue that BRICS countries can meet these challenges by means of two main approaches: through building excellence university projects and via developing horizontally structured university networks, such as the BRICS Network University. The goals of the first are creating elite universities and better integration to the global academia, while the second addresses most pressing development issues faced by BRICS’ societies. The conclusion is that while excellence projects do help to develop world-class education, the networks better answer current needs of the BRICS countries.

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Section: Internacionalização Da Educação Superior: Excelência Ou Consmentioning

confidence: 99%

Internationalization of higher education: excellence or network building? What do BRICS countries need most?

Khomyakov¹,

Dwyer

Weller

2020

Sociologias

View full text Add to dashboard Cite

show abstract

“…In this view, an increasingly pressing agenda and priority of many governments is to make sure that their elite universities are operating at the cutting edge of intellectual and scientific development [42]. In the 2000s, several countries joined the global pursuit of building WCU in the knowledge society [43,44] and currently, several countries are creating WCU as an essential part of their higher education reform [45]. In recent years, building a sustainable world-class university has been the dream of some nations and emerging approaches have attracted attention from scholars.…”

Section: Research Objectives and Goalsmentioning

confidence: 99%

Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR

2019

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In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales-the Academic Ranking of World Universities (ARWU), the Quacquarelli-Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)-allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems.

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“…This tactic is particularly crucial for developing countries, which display their economic competence through the number of world-class universities they have. Therefore, establishing world-class research universities is regarded as an investment to the future of the nation (Rhoads, Li, & Ilano, 2014). Many countries in Asia and Latin America have formulated policies to elevate their universities to the world-class status.…”

Section: The "Double First Class" Initiative As Part Of the National mentioning

confidence: 99%

The “Double First Class” Initiative under Top-Level Design

Xiao

2018

ECNU Review of Education

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The Global Quest to Build World‐Class Universities: Toward a Social Justice Agenda

Cited by 24 publications

References 27 publications

Internationalization of higher education: excellence or network building? What do BRICS countries need most?

Internationalization of higher education: excellence or network building? What do BRICS countries need most?

Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR

The “Double First Class” Initiative under Top-Level Design

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