What Do Students Know about University Rankings? Testing Familiarity and Knowledge of Global and Domestic University League Tables in China

Allen, Ryan M.

doi:10.1007/s11516-019-0003-y

Cited by 8 publications

(5 citation statements)

References 37 publications

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“…As such, Christie (2017) provides evidence that the significance of the league table for the publisher is in establishing their trustworthy status, employment measurement and to compare with other stakeholders. Allen (2019) found that, in the Chinese context, students preparing to study aboard were more curious about university ranking, had more educated parents and were also very keen to understand university ranking, demonstrating that families with higher degrees and higher capital paid more attention to these elite status symbols. On the basis of this research, it is likely that HEIs disclose information about their indicators based on LTR and this leads to the third hypothesis: Hypothesis 3 (H3).…”

Section: League Table Ranking Positionmentioning

confidence: 99%

Integrated Reporting Implementation and Core Activities Disclosure in UK Higher Education Institutions

Adhikariparajuli

Hassan

Fletcher

2021

Administrative Sciences

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Through integrated reporting (IR) and integrated thinking (IT), higher education institutions (HEIs) can engage future students, staff and other key stakeholders. This paper examines the impact of IR framework implementation on core activities disclosure within the UK HEIs. In particular, the authors explore the influence of the integrated thinking approach, intended to enhance the extent of the IR content elements, teaching and learning, internationalisation and research activities disclosure. The study is based on the annual reports of 123 UK HEIs over 3 years—2015–16, 2016–17 and 2017–18. Consistent with the predictions of legitimacy theory and the integrated thinking approach, the results show the extent that integrated reporting content elements and HEIs core activities disclosure practices have increased over the study period. The results also indicate that adoption of the IR framework, league table ranking position, key performance indicator reporting, size, research quality and graduate prospects all have significant positive influences on HEIs core activities disclosure. Based on the findings, the recommendations are that UK HEI governing and other regularity bodies, such as British Universities Finance Director Groups, Leadership Foundation in Higher Education and the Higher Education Funding Council, should consider development of voluntary integrated reporting guidelines and a core activities disclosure framework.

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Section: League Table Ranking Positionmentioning

confidence: 99%

Integrated Reporting Implementation and Core Activities Disclosure in UK Higher Education Institutions

Adhikariparajuli

Hassan

Fletcher

2021

Administrative Sciences

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“…Low frequency means that participants never or almost never experienced the listed forms of bullying events while high frequency indicates that respondents experienced at least one of the listed bullying events a few times a year or more (see Table 4). Further, inspired by previous logistic regression models used to understand Chinese students' perceptions of and experiences with an educational phenomenon (Allen, 2019), we conducted the research developing a stepwise binary logit model (Pallant, 2016). Utilizing SPSS software Version 28.0, the whole analytical process of data began with the entrance of demographic variables to create a predictive model (Model 1), which was followed by the addition of other variables of interest, namely the teachersupport model (Model 2), the sense-of-belonging model (Model 3), and the school-climate model (Model 4).…”

Section: Analytic Proceduresmentioning

confidence: 99%

Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China

Zhu

Teng

2022

Best Evid Chin Educ

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Given the common occurrence of school bullying incidents and high prevalence rates of victimization in China, this study aims to explore the association between multiple school-related predictors and Chinese adolescents’ overall experiences with bullying victimization. Guided by the social-ecological framework for violence prevention, this study integrated different factors involving teachers, students, and school climate into one single research to detect the bullying problem more systematically and holistically. Further, the study applied the data from the 2018 Program for International Student Assessment while utilizing binary logistic regression analyses to perceive anti-bullying variables and their relationships with bullying victimization. The study revealed that teachers’ emotional, instrumental, and informational support other than appraisal support were negatively associated with students’ experiences of being bullied and victimized. The research also indicated that students’ sense of belonging, a cooperative school environment, and classroom disciplinary climate played a buffering role in bullying victimization while competition in school settings adversely increased overall bullying exposure. The results have highlighted the integration of various predictors in influencing multiple social relations and school environments to battle against in-person bullying. The results also have implications for stopping cyberbullying to achieve inclusive school education for all in the post-COVID-19 era.

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“…Studies have been conducted to assess the effect of university rankings on the selection preferences of prospective students. A study mapped Chinese students' knowledge of university rankings using a survey of more than 900 students and found that thirty percent of the students was aware of ranking positions 6 . On the other hand, progress achieved in ranking lists had little or no effect on the students' choice of university 2 .…”

Section: Introductionmentioning

confidence: 99%

Relationship between bibliometric indicators and university ranking positions

Szluka,

Csajbók,

Győrffy

2023

Sci Rep

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A growing interest for demonstrating prestige and status of higher education institutions has spurred the establishment of several international ranking systems. A major percentage of these rankings include parameters related to scientific productivity. Here, we examined the differences between diverse rankings as well as correlation with bibliometric parameters and disciplines for the top universities. We investigated the top 300 universities from four international rankings, the Times Higher Education World University Ranking (THE), the QS World University Rankings (QS) the ShanghaiRanking-Academic Ranking of World Universities (ARWU) and the U.S.News Best Global Universities Ranking (USNews). The assessed parameters include ranking positions, size related and bibliometrics-related indicators of each selected ranking. The weight of scientometric parameters ranges between 20% (QS) and 75% (USNews). The most important parameters defining ranking positions include citations, international reputation, and the number of researchers, but the correlation strength varies among ranking systems. The absolute number of publications and citations are particularly important in ARWU and USNews rankings, and scientific category normalized (field weighted) citation impact is central in THE and USNews rankings. Our results confirm that universities having outstanding results in rankings using size-independent indicators (QS and THE) compared to others have significantly lower number of students. High impact research can improve position in ARWU and USNews ranking lists. Regarding to different disciplines, the main results show that outstanding universities in THE ranking have higher publication activity in social sciences and universities which perform better in USNews and QS ranking have more publications in science, technology, and medicine fields and lower score in social sciences. In brief, here we present a comprehensive analysis of the correlation between scientometric parameters and university ranking positions, as well as the performance of outstanding universities and their correlation with different disciplines, to help decision makers select parameters for strengthening and to attract the interest of prospective students and their parents via a better understanding of the functions of different ranks.

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What Do Students Know about University Rankings? Testing Familiarity and Knowledge of Global and Domestic University League Tables in China

Cited by 8 publications

References 37 publications

Integrated Reporting Implementation and Core Activities Disclosure in UK Higher Education Institutions

Integrated Reporting Implementation and Core Activities Disclosure in UK Higher Education Institutions

Influences of Teachers, Students and School Climate on Bullying Victimization: Evidence from China

Relationship between bibliometric indicators and university ranking positions

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