Academic Rank Research Articles

Development of practical tools to realize the epistemic responsibilities of universities: a co-design study

ABSTRACT University rankings have strongly influenced the values, practices, and policies universities adopt to be considered good universities. Thinking in terms of epistemic responsibilities (ERs) of universities provides a novel framework that could counter the traditional use of rankings and its negative effects, by accentuating other and broader responsibilities for research, teaching, and in service to society. We conducted a co-design study to develop practical tools to foster ERs. Applied co-design methodology is characterized by creativity, collaboration, and democratic knowledge formation. In an iterative co-design process with 25 participants from a range of backgrounds, we co-designed three policy tools for fostering ERs at universities: (1) organization of events and activities about the ERs to create awareness about them, (2) establishment of red teams to critically reflect on ERs and (3) setting up co-creation spaces in which stakeholders prioritize and develop university actions to foster ERs. In this study, we showed how policy for higher education can be developed using co-design methodology. Lastly, these three co-designed tools focus on realizing ERs through collaborative bottom-up processes, while also valuing the particular contexts of universities.

Insights into University Composite Rankings from Explainable AI Counterfactuals

University Rankings exert considerable influence in higher-education decision-making. Yet, as an artifact of their construction, rankings are largely unhelpful in conveying practical strategic insights to university administrators intent on improving their college’s rank. Machine learning tools such as interpretable machine learning (IML) and explainable artificial intelligence (XAI), taking aim at piercing obscure, black-box algorithms have gained a lot of interest recently. However, there appear to be few deployments of their use in appraising University rankings. In this work, using data representing QS Rankings data of USA MBA programs we show how counterfactual XAI can support proactive responses by educational stakeholders to Rankings outcomes. Explaining individual predictions opens great opportunities for intervention and strategizing. The method is applicable to any extant rankings.

Student diversity, university rankings and the positioning of Russell Group universities

ABSTRACT This paper presents insights into English universities’ student diversity profiles, based on data from the Times and Sunday Times 2024 (TST2024) Social Inclusion Index. Typically excluded from league tables and rankings, TST2024 supplemented its Good University Guide with an additional ranking based on undergraduate socio-economic and socio-demographic student characteristics, dropout rates and the Black attainment gap. Analyses demonstrate a negative correlation between the TST2024 general league table score and its specific social inclusion score, indicating that highly ranked universities tend to score lower on social inclusion. However, not all social inclusion indicators correlate with the league table score to the same strength. Additionally, nuances in student diversity profiles between Russell Group members exist. Several non-Russell Group institutions score lower on social inclusion in comparison with some Russell Group members. This paper also contributes to ongoing debates on the role of university league tables, especially considering the rapid expansion of alternative rankings.

A Reflection On How Universities Perform Against Criteria For Authentic Community Engagement

Departing from the belief that academic community engagement (ACE) initiatives should result in impactful developmental outcomes that improve the livelihoods of vulnerable populations in society, this paper offers an evaluation of how authentically a sample of universities are meeting criteria depicting such authentic engagement. The specific focus will be on what is publicly available, since university rankings and membership to scientific committees are shared as part of presenting the university’s status, the study aims to determine if the engagement aspects are shared publicly as well. The intention of the institutions to publicly reflect their true civic impact in critical developmental areas is important to showcase the importance they attach to addressing societal challenges. The more criteria are addressed, the more likely the engagement activities will contribute to the targeted changes. Results from the evaluation will be shared with recommendations on how all higher education (HE) institutions can strengthen their impact through ACE. This will provide a departure point for measuring the return on investment of activities that at times are viewed as charity instead of the rigorous form of scholarship it has become.

Strategic excellence and technological integration: Sustaining competitive advantage for private universities in Indonesia

The competition among private universities in Indonesia is intensifying, requiring institutions to establish a sustainable competitive advantage through the right strategies, strong vision and mission, and effective use of information technology. This study analyzes the influence of strategy, vision and mission, university rankings, and information technology on the sustainable competitive advantage of private universities. It also examines the moderating role of information technology in strengthening these relationships. Using a quantitative approach with a descriptive and causal design, data were collected from 204 respondents across private universities in Indonesia via a questionnaire. Analysis using Partial Least Squares (PLS) and SmartPLS software reveals that strategy, vision and mission, university rankings, and information technology significantly impact sustainable competitive advantage. Furthermore, information technology strengthens the influence of strategy, vision, and mission but does not moderate the relationship between university rankings and competitive advantage. These findings indicate that while information technology supports strategic implementation and the achievement of institutional vision and mission, its direct role in enhancing university rankings is limited. The study emphasizes the importance of formulating innovative, sustainable strategies and integrating information technology effectively to maintain competitiveness. Practical implications include the necessity of resource planning and investment in technology to achieve strategic objectives. This study contributes to the literature by exploring the moderating role of information technology in private universities, providing valuable insights for managers on leveraging technology to navigate competitive challenges and sustain growth.

University rankings and sustainable development: the state of the art

Purpose In light of the growing emphasis on sustainability in higher education, this paper aims to explore the effectiveness of sustainability university rankings, specifically focusing on sustainable development (SD), to understand their impact on advancing universities’ sustainability goals and address gaps in practical implications and limitations. Design/methodology/approach This study examines sustainability rankings in higher education (HE) through document analysis. Chosen for significance, these rankings were evaluated for regional participation, criteria and the top 20 universities. The method involved scrutinising official ranking websites for diverse perspectives on sustainability. The results are classified into three categories: regional participation, assessment criteria and top universities in the latest iterations. Findings The findings show that sustainability rankings are widely spread, and their existence has led to an increased motivation for universities to further engage in efforts in the field of SD. This study offers suggestions for optimising the role of promoting SD principles and practices in HE. Originality/value This comprehensive assessment sheds light on rankings’ operations and success levels. It makes a significant contribution to the literature, providing an unprecedented overview of analysed rankings and on sustainability assessment and their impact. This analysis will be valuable for universities towards the integration of SD principles and practices into the HE environment.

The Emperor and the New Clothes: Engaging the Frivolity of Ethical and Moral Leadership as Espoused Values Against the Values of use

University Education in South Africa has been a subject of transformation in systematic ways and over time. This has had to call upon the multi-dimensional approaches (about MLG Systems and Practices) due to the complexity of the subject. While remarkable progress has been made, and can be evidenced by empirical data, such developments remain elusive for some universities within the sector. Strangely, even the considerable highly ranked universities have not been spared from what can be argued as the complexity of power relations in the politics of knowledge and of being and becoming. This article is based on this issue about complexity in university education, which can play out more as the continuities than what should be the discontinuities from the old regimes of power and of truth. A Case study approach was applied as a methodology, with the actual methods about data management including organisational records, content analysis and critical discourse analysis, over time. Informing such an approach was the ideal of ensuring the theory-methodology-practical program aspects of a potentially credible scholarship project. As such the social realist theory, informed by the critical realist philosophy, served as the anchor of the study that this article is reporting on. The findings relate to what can become the enduring management, leadership and governance crisis in the case of university education, thus constituting the micro politics of being and becoming, despite what can be reported about the same case at macro level. Such cases call upon scholarly critiques if the practical alternatives might constitute the realms of new possibilities. The potential value of the study can be the enhanced dialogue and sustained conversations about the role of management, leadership and governance systems in university education, which have to be maintained and sustained by the idea of ethical and moral practices in pursuit of what ought to be the public and common good.

Measured or communicated?

AbstractThis research paper explores the intricate relationship between university rankings, mass democracy, and postmodernity, elucidating the societal shift in evaluating academic excellence. As higher education experiences mass democratization, rankings emerge as vital tools in the new information market, providing accessible metrics for an increasingly diverse audience. The concept of “medialization” underscores the impact of rankings on shaping public perception, as journalists, lacking deep understanding of academic intricacies, turn to rankings for clarity. Reactivity within universities to achieve higher ranking placements underscores the internal influence of external media-driven evaluations. The paper argues that postmodern relativism challenges traditional meritocracy, disrupting the established communicative status of universities. Amidst ongoing debates about the legitimacy of rankings, the research recommends embracing a communicative meritocracy as a strategic response, emphasizing the importance of universities actively shaping their narrative. The emergence of AI, exemplified by chatGPT, is identified as a potential transformative force, offering personalized information and challenging traditional ranking methodologies. The research concludes with a call for continuous self-reflection within ranking systems and universities amidst a changing higher education landscape.

Financial Compensation of Academic Otolaryngologists in the United States: Trends and Distribution.

The aim of this study was to assess recent trends in financial compensation in the field of academic otolaryngology, and distribution based on rank, sex, race/ethnicity, and geographical regions in academic medical centers. The AAMC Faculty Salary Survey was used, which collects information for full-time faculty at US academic centers. Financial compensation data for otolaryngology faculty with MD or equivalent degree were collected from 2017 to 2023, stratified by rank, gender, race/ethnicity, and geographical region. The AAMC Faculty Salary Survey data for 2023 included responses for 1641 faculty members from academic otolaryngology departments. Median faculty compensation increased on an average 0.58%-2.81% per year from 2017 to 2023, with the greatest increase at the senior ranks and smaller increases at the Instructor rank. Male faculty members were consistently compensated more than women at all ranks throughout the study period, and the salary gap increased at the higher academic ranks. Black/African American faculty had a lower median compensation compared to White faculty at all ranks. Faculty members in the northeast region had the highest median compensation at all ranks. This study summarizes the trends of otolaryngology faculty compensation and shows persistent salary inequities at academic medical centers in the United States. N/A Laryngoscope, 2024.

Exploring the Decision-Making Process of International Students: Factors Influencing their Choice of US Colleges

The United States is the top destination for international students seeking higher education. These students encounter various factors that shape their decisions throughout the college application journey. This research aims to pinpoint the main variables that influence international students’ choices to study in the US. Important factors include the reputation and rankings of universities, tuition costs, geographic location, personal recommendations, unique connections, and the complexity of the admissions process. Despite facing challenges like strict immigration policies and lengthy visa application procedures, US universities continue to attract students due to their global prestige and the numerous opportunities they provide for personal and professional development. The study sheds light on the preferences and considerations of international students when choosing colleges in the US. By doing so, it offers valuable insights for higher education institutions to improve their support services and refine recruitment strategies, ultimately enhancing the experiences and outcomes for international students.

The university ranking game in East Asia: the sensemaking of academic leaders between pressures and fatigue

The university ranking game in East Asia: the sensemaking of academic leaders between pressures and fatigue

Utilizing Relative Citation Ratio to Compare Academic Productivity by Gender in Plastic Surgery

IntroductionThe relative citation ratio (RCR) is a bibliometric index utilized to assess research productivity. Mean relative citation ratio (m-RCR) and weighted relative citation ratio (w-RCR) can be utilized to assess individual research quality as well as career-long productivity, respectively. We sought to determine differences in academic productivity between genders and identify demographic variables associated with increased academic productivity. MethodsA list of Plastic and Reconstructive Surgery residency programs was compiled utilizing the American Council of Academic Plastic Surgeons website. Each program department's website was utilized to generate a list of practicing surgeons and respective demographic information. Both mean and weighted RCR were obtained using the iCite, a National Institutes of Health bibliometric tool. Surgeons were excluded if any demographic or RCR data was not accessible. Chi-squared test, Mann–Whitney U test, Kruskal–Wallis test, and multivariable linear regressions were performed. ResultsA total of 785 academic plastic surgeons met the criteria and were included in the analysis, 186 of whom were women and 599 men. Both academic rank and model of residency training were significantly associated with gender in chi-squared analysis (P < 0.05). Mean relative citation ratio was higher among men in departments. Mean w-RCR was higher among men of assistant professor status, chief/chairperson status, integrated model of residency training, faculty size ≥six and in departments and divisions. Academic rank and faculty size were associated with higher w-RCR upon multivariable linear regression. ConclusionsAlthough differences exist in mean w-RCR between men and women in plastic surgery, gender is not a predictor of increased academic productivity. RCR is an accurate means of assessing gender differences in academic productivity as it comprehensively considers both quality and quantity of research and may be superior to other, older bibliometric indices.

Productivity Benchmarking and Burnout in Psychosocial Oncology: Creating a Sustainable Care Model.

Psychosocial oncology specialists in academic medical centers are at risk for burnout as they deliver a wide range of clinical, research, educational, and administrative services in high demand work environments. No national productivity benchmarks exist for this specialty. This study examines factors contributing to burnout among academic psychosocial oncology psychologists (PSOP), presents viable productivity standards, and a sustainable care model to mitigate burnout. Psychosocial oncology specialists recruited from the American Psychosocial Oncology Society membership were surveyed to determine frequency of burnout as measured by the Mini Z, professional fulfillment via the Stanford Professional Fulfillment Index, as well as demographic, clinical practice, and systems predictors of burnout. We examine salary discrepancies by gender and race. We focus on psychologists providing services in academic medical centers. Burnout was reported by 37%-44% of psychologists and was associated with high clinical volumes, mid-career status, and less than 10% administrative time. There were no differences in burnout by gender or race. However, females earned significantly less than men at each academic rank. PSOP report high levels of burnout consistent with other oncology professionals. Critical predictors include patient volume and lack of administrative time. Mid-career providers are more vulnerable to burnout, suggesting an inflection point at which individuals may be more likely to leave the field. We recommend a benchmark for clinical volume and sufficient administrative time to support the tripartite mission (education, research, patient care) and quadruple aim (patient experience, population health, cost, worker well-being) of academic medical centers.

Future expectations for faculty roles at Yarmouk University in light of AI-based learning

This study aimed to examine future expectations for faculty roles at Yarmouk University in the context of artificial intelligence (AI)-based learning. Using a descriptive approach, the researchers employed a questionnaire as the primary tool, with a sample of 140 faculty members from the College of Education. Results indicated that the first category, related to teaching methods, received a weighted average of 4.55, indicating strong agreement. Similarly, the second category of communication scored a weighted average of 4.57, which also reflects strong agreement. The third category, focusing on technical performance, achieved a weighted average of 4.59, showing strong agreement, while the fourth category, addressing educational activities, received a weighted average of 4.58, indicating strong agreement. Overall, the combined categories had an average weighted score of 4.58, suggesting strong agreement on the roles of faculty members at Yarmouk University within an AI-based learning environment. Additionally, significant differences emerged among respondents based on gender, college affiliation, and years of experience; however, no significant differences were found based on academic rank.

Gender Disparity in Academic Trauma Surgery: The Current State of Affairs.

Despite the increasing number of female surgeons in general surgery programs, women are still inadequately represented in leadership positions. This study aims to investigate the magnitude of gender bias in university-based trauma surgery fellowship programs and leadership positions in the United States of America. FRIEDA was used to identify trauma surgery programs. A thorough website review of each program obtained further information on faculty members, including their name, age, gender, and faculty rank. Trauma surgeons with an MD or DO qualification and a faculty rank of Professor, Associate Professor, or Assistant Professor were selected for inclusion in this study. SCOPUS was used to assess the H-index and the number of publications and citations of surgeons. The total number of programs included was 136, consisting of 715 faculty members. Less than a quarter (n = 166; 23.2%) comprised females and less than one-fifth (n = 30; 19%) of female surgeons were Professors. The difference in the research productivity of male and female trauma surgeons was statistically significant (P < .05), with the average H-index being 10 vs 7.5, respectively, amongst the top 50 surgeons of both genders. Based on a multiple regression analysis, academic rank was significantly associated (P < .05), and gender was not significantly associated (P > .05) with H-index. Gender disparity exists in the field of trauma surgery, as noted in senior faculty ranks and leadership positions. Female-inclusive state policies, appropriate mentorship, and supportive institutions can help to bridge this gap.

Does CEOs’ Educational Background Influence Firms’ ESG Performance?

Purpose: This paper explores the relationship between CEO educational background and corporate social responsibility (CSR) performance in FTSE100 companies in the UK. Design/methodology/approach: The study uses ESG scores to measure CSR performance, and examines the impact of CEO's university ranking, educational attainment, professional background, MBA background, and participation in advanced management programmes on firms’ ESG performance. Findings: CEO educational background is considered to be an indicator of intelligence, as better-educated CEOs are thought to have greater management skills, experience, and innovation. However, we provide evidence that there is no significant association between CEO educational background and CSR performance in FTSE100 companies. Research limitations/implications: Overall, we add new evidence to a growing body of literature studying the association between personal characteristics of corporate executives and corporate social responsibility. Originality/value: This paper differs from previous articles that focus on the relationship between chief executive officer (CEO) characteristics and corporate social responsibility but instead attempts to answer the question of whether CEO educational background affects corporate social responsibility performance. Most of the literature examining CEO educational background links it to firm performance.

Pitfalls in the assessment of higher education learning gains in Brazil through multilevel regression: handling the ceiling effect

This work assesses the validity of the Brazilian Indicator of the Difference between Observed and Expected Performances (IDD), which applies a multilevel regression model to rank university courses. It proposes a methodology to test for inconsistencies and research for the causes. With this objective, we develop an experimental methodology, applied to a database with 4432 production engineering students distributed over 329 undergraduate courses, from the government’s National Institute for Educational Studies and Research. We display a graphical analysis of the expected and achieved grades in final graduation exams, the gap in which determines the learning gains for every course. Then we apply the multilevel linear regression model of the IDD in a particular scenario, to test for consistency in value-added learning measurements using the technique reductio ad absurdum. The result reveals that the present methodology for the calculation of the IDD is inadequate and inconsistent, and that this can be explained by the ceiling effect. It needs to be radically revised to prevent unfair judgements. Finally, we propose and implement a production frontier technique to correct for the ensuing ceiling effect, namely a variable returns to scale data envelopment analysis model for adjusting the measurements using evidence based benchmarks.

Exploring the nexus between university sustainability practices and academic performance: An empirical analysis of the QS sustainability ranking and four world university rankings.

Universities, as agents of change, are expected to contribute to society's most pressing challenges, particularly the 21st century's central issue of sustainability. Amid growing expectations from governments, society, and an increasingly conscientious student body, universities have undergone significant institutional adjustments to incorporate sustainability into their core missions of education, research, and outreach. As universities worldwide increasingly engage in sustainability practices, the question arises: How do these sustainability endeavours correlate with academic performance on a global scale? This article, using data from the QS Sustainability Ranking and four prominent academic ranking (THEWUR, ARWU, QSWUR and USWUR), investigates this link. The study explores whether sustainability relates to the academic performance of universities, the validity of the relationship when academic scores of the four rankings are aggregated, and its dependence on country-level sustainability performance scores. Findings reveal that sustainability practices have a reflection on the university rankings, providing a global competitive advantage for universities. While this study incorporates aggregated scores as a methodological innovation addressing the lack of uniformity among ranking systems, it recommends the inclusion of university-level control variables (such as faculty expertise, university budget, infrastructure) and government and policy variables in future studies to ensure robustness of the results.

Bibliometrics and National Institutes of Health Funding: Associated Factors in Academic Rhinology

AbstractOur study aims to evaluate demographics and research productivity in academic rhinology and to establish the relationship between bibliometrics such as the Hirsch index (h-index) and the more recently developed relative citation ratio (RCR) and National Institutes of Health (NIH) funding. Retrospective cohort study. The demographics of academic rhinologists were collected from institutional faculty profiles (N = 207). Funding data were obtained from the NIH Research Portfolio Online Reporting Tools Expenditures and Reports Database. The h-index was calculated using Scopus. The mean (m-RCR) and weighted RCR (w-RCR) were calculated using the NIH iCite tool. The majority of academic rhinologists were men (72.9%). Only 8.7% of rhinologists (N = 18) received NIH funding. Rhinologists receiving NIH funding had greater h-index (31 vs. 11), m-RCR (2.6 vs. 1.6), and w-RCR (339.9 vs. 44.7) (P &lt; 0.001). Men had greater h-index (14 vs. 10, P &lt; 0.001) and w-RCR (56.8 vs. 36.9, P = 0.025) but not m-RCR (1.7 vs. 1.6, P = 0.799) than women. Stratifying by academic professorship rank and across all career durations, h-index, m-RCR, and w-RCR were not significantly different between men and women. Among academic rhinologists the h-index, m-RCR, and w-RCR were all associated with receiving NIH funding. Similar h-index, m-RCR, and w-RCR between men and women across all academic professorship ranks and career durations suggests production of similar quality and quantity of research. The m-RCR and w-RCR help to address some of the limitations of the h-index and are useful for assessing research productivity.

ESG risk, CEO education and gender: Evidence from Southeast Asia

AbstractThis study explores the impact of a CEO's educational background from a top university on reducing corporate ESG risk and the potential moderating role of CEO gender. Using the QS World University Rankings (QS WUR) to define reputable universities, the research focuses on companies in ASEAN (Association of Southeast Asian Nations) countries, known for elevated ESG risks. Through Ordinary Least Squares (OLS) regression analysis, the results show that CEOs educated at top universities reduce ESG risk, while CEO gender does not moderate this relationship. The findings represent the importance of reputable universities as habitus to support the globalization of business and responsible management education, regardless the gender. The results also highlight the influence of educational background on corporate ESG performance, with significant implications for corporate strategy and CEO appointments.