Education Rankings Research Articles

A DEA-based Malmquist Productivity Index for Analysing University Performance and Competitiveness

Objective: To conduct a comparative analysis of university performance and competitiveness for leading Polish and Ukrainian universities using the constant returns to scale (CRS) results-oriented model and DEA-based Malmquist productivity index. Research Design & Methods: Using the CRS results-oriented model and DEA-based Malmquist productivity index, an assessment of the efficiency of Polish and Ukrainian higher education institutions in 2019–2021 has been carried out. Sources of data include reports from university rectors, international educational rankings and data from the SciVal Scopus database. The use of input and output indicators, which characterise the didactic and research activities of universities and affect their efficiency, has been justified. Input indicators are the number of university teachers, total university costs calculated per employee, total university costs calculated per student, and output indicators including the number of graduates, the annual number of employee publications in Scopus indexed journals, and the number of citations of employee publications according to SciVal Scopus. Findings: First, the productivity of some Polish and Ukrainian universities differ, as do the factors of the growth of that productivity. Second, more reputable universities (including benchmarking units) have less potential for productivity growth than less productive regional universities. The relevance of the results obtained was guaranteed by the size of the group of universities analysed. That number was larger than the minimum for maintaining a sufficient number of degrees of freedom. Implications / Recommendations: As a result of analysis with the application of performance-oriented CRS model and Malmquist index, it was found that large reputable universities have less potential for productivity growth (this applies to benchmarking units mainly in Poland). Ukrainian universities are not only more diversified in terms of indicator dynamics, but have greater reserves of productivity growth. Contribution: The article contributes to the scientific literature on university performance and the evaluation of competitiveness. The use of the CRS model and Malmquist index in the analysis of university competitiveness enables better characterisation and evaluation of the input and output indicators, identify benchmarking units and productivity growth reserves.

Higher Education in the USA: Characteristics of Development During the Third Decade of the 21st Century

The article aims to examine the state of higher education in the USA during the third decade of 21st century. The author reviews the best US universities still leading in global educational rankings. The paper highlights the increasing proportion of the population with a bachelor degree or higher, including among racial and ethnic minorities. It also addresses longstanding issues within the US education system, including the high cost of tuition, inequal access to university education among different racial groups of population. It also identifies new challenges including growing bureaucracy in universities and rising dissatisfaction with higher education as a factor of professional success.

Evaluation of Solar Photovoltaics on University Buildings: A Case Study Toward Campus Sustainability

Renewable energy leads Brazil's energy mix at about 82% of its total, with solar photovoltaics (PV) now the second largest contribution to the electric power sector. The country's target to eliminate carbon emissions provides a significant role for higher-education institutions that shape and influence future societies through energy and education leadership. This paper focuses on the improvement of the sustainability level of the PUC Minas university campus in Belo Horizonte, Brazil, through the assessment and design of a PV system into the existing engineering building structures. The student-led case study provides an implementation roadmap that includes a coordinated methodology of evaluating the campus power and energy consumption, documenting the seasonal solar irradiance, evaluating the solar-available rooftop areas, simulating the daily and seasonal shadowing effects from existing surrounding structures, determining the panel placements following Brazil's codes and standards, and calculating the contributions of the PV to displacing grid-supplied electricity and potential lowering of the University's energy bills. The result is a realistic PV system design that meets the emission and electricity-cost reduction objectives, with a value-added aspect is that the lead team interfaced with ongoing Energy-Engineering course participants for real-time exposure to the research and photovoltaics technology. Additionally, the value analysis of the project is aimed at improving the University's Times Higher Education Ranking by addressing the United Nations Sustainability Development Goals (SDG) that correlate with the clean energy solar installation.

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.

Teaching Across Culture: Insights from Teachers of Indigenous Elementary Pupils at Gigaquit, Surigao Del Norte: A Narrative Inquiry

This qualitative study delved into the experiences of Mamanwa Tribe teachers educating indigenous elementary students in Gigaquit, Surigao del Norte. Utilizing narrative inquiry and categorical-content analysis, the study highlighted two key themes: the considerable challenges faced by these teachers (such as language barriers and student absenteeism) and the strategies they employed to overcome them (including home visits and parental communication). The findings underscore the necessity for a multi-faceted approach from educational authorities to address these challenges and provide support for teachers in indigenous communities. Recommendations include increased scholarship opportunities and encouragement for indigenous learners to enter the teaching profession, thereby strengthening the ranks of indigenous educators.

General versus disease-specific medical oncology consults and impact on inpatient quality of care.

321 Background: Hospitalization is a time of crisis for patients and caregivers. Subspeciality oncologists may bring more timely, effective support compared to a general oncologists. Attendings, fellows and advance practice providers (APPs) may benefit from focused expertise for consultative care and education. Methods: Subspeciality oncology consults launched July 2023, with consults staffed by 4 oncologists from: 1) breast 2) head and neck/thoracic 3) gastrointestinal and 4) genitourinary/melanoma. Previously, 3 oncologists staffed all patients, regardless of primary malignancy. Throughout the study period, oncologists were supported by at least 1 fellow or 1 APP. Using Epic and Tableau, we collected LOS, time to consult (TTC), ICU rate, hospice referral rate, 30-day readmission, 30-day emergency department (ED) visit data. Using Qualtrics, we collected fellow, attending, and APP satisfaction feedback pre- and post-intervention. Data was analyzed using R-4.40. Oncologists, fellows, and APPs completed Qualtrics surveys pre- and post-intervention regarding their experience. Results: Subspeciality oncology consults were associated with a significant decrease in LOS, TTC, and ICU rate. Median LOS decreased by 2.0 days (P<0.001), with median TTC decreasing by 1.0 hour (P=0.003). ICU rate decreased from 27.5% to 16.4% (P<0.001). There was no difference in hospice referrals or 30-day ED visits. A significant increase in 30-day readmission during post-intervention was observed (Table). Oncologists reported a high level of satisfaction with the program. Oncologist, fellow, and APP overall experience and educational rankings increased after the introduction of subspeciality consults. Inpatient productivity measured by wRVU increased by 30% following the intervention, without associated changes to outpatient productivity. Conclusions: Transition to a subspeciality oncology consult model improved inpatient quality of care, as well as clinician experience. Additionally, inpatient productivity increased without decrease in outpatient metrics. Subspeciality medical oncology consultation can improve inpatient quality of care, education, clinician satisfaction and productivity. Subspeciality oncology consult outcomes. General Consults (Baseline)* Subspeciality Consults (Intervention) P-value Median TTC (Hours) 4.0 (1.5-6.0)** 3.0 (0-5.0)** P=0.003 Median LOS (Days) 7.0 (4.0-13.0)** 5.0 (3.0-10.0)** P<0.001 ICU Rate 148 (27.5%) 161 (16.4%) P<0.001 Hospice Referral Rate 56 (10.4%) 95 (9.7%) 0.655 30-Day Readmission Rate 136 (25.3%) 301 (30.7%) 0.028 30-Day ED Rate 157 (29.2%) 315 (32.1%) 0.247 *Baseline data reflects outcomes for general oncology consult staffing, prior to initiation of subspeciality consult model (pre-intervention). **Interquartile Range (IQR).

Strategic alliances and global competitive actions: Unveiling collaborative pathways in higher education ranking

The escalating competition among higher education institutions in global university rankings necessitates an examination of their actions and reactions within a competitive dynamics framework. Utilising regression panel data, this study scrutinises the initiatives of 100 universities across 22 Asian nations over a decade, drawing from the QS World University Rankings and SciVal databases. Exposure, research intensity, and high-impacted research are identified as drivers of competition escalation. Moreover, the impact of international collaboration and university-industry collaboration on this dynamic is analysed, revealing varied moderating effects. By delving into the influence of international academic collaboration and university-industry collaboration, this research unveils opportunities for adopting a cooperative-competitive strategy among universities to excel in global ranking competitions.

Caveat Emptor: Higher Education Rankings as Profit Centers

Caveat Emptor: Higher Education Rankings as Profit Centers

Drivers of Higher Education Rankings: A Case Study of Uzbekistan

Uzbekistan is strategically focused on enhancing its international academic stature by exploring the determinants influencing higher education institution rankings. This study delves into the myriad factors shaping these rankings through qualitative interviews conducted with university authorities, local expert consultants, and the QS Consulting Team. Key determinants identified include the academic reputation of the university, research output, internationalization efforts, faculty development initiatives, and industrial collaborations. The findings underscore the significance universities place on robust research infrastructure, fostering international relations, and ensuring student success. While there is a shared vision among institutions, disparities exist in resource allocation and engagement in international collaborations. This comprehensive review of higher education in Uzbekistan not only contributes to rankings research but also holds potential to inform policymakers and educational administrators in enhancing the national education landscape. Recommendations stemming from this study include the development of a comprehensive government framework for internationalization, increased financial investment in education, fostering industry-academic partnerships, and promoting acceptance and diversity within universities. This paper offers specific policy and practice recommendations tailored to assist Uzbek institutions in enhancing, sustaining, and attaining global recognition. Its detailed analysis of how rankings influence institutional policies and strategic decisions serves as a valuable resource for stakeholders within and beyond Uzbekistan, facilitating a deeper understanding of how higher education rankings shape global academic benchmarks.

Kepemimpinan Visioner Dalam Meningkatkan Daya Saing Pendidikan Islam Tranformatif

The aim of writing this work is to analyze visionary leadership in increasing the competitiveness of transformative Islamic education. The library research method involves collecting and analyzing various relevant literature, such as books, scientific journals, articles and research reports that discuss visionary leadership, Islamic education and educational competitiveness. This research uses a qualitative descriptive approach to identify key findings, connect theory with practice, and develop recommendations for effective implementation in the context of Islamic education. The results of this work show that the low ranking of education in Indonesia reflects the gap in educational quality and requires effective and sustainable intervention. Improving teacher quality through training and certification programs is very important to increase educational competitiveness. Visionary leadership is needed to direct and motivate teachers, staff and students in achieving better educational goals. School principals must be able to formulate and communicate a realistic and strategic vision, as well as adapt to changes and future challenges. The government and education stakeholders need to work together to improve the quality of teachers and ICT facilities in schools. Support from parents and collaboration between government, schools and industry are very important to ensure education in Indonesia is relevant to current developments and community needs.

Educational ranking model of faculties in Iranian universities of medical sciences

Educational ranking model of faculties in Iranian universities of medical sciences

SWOC Analysis: Impact of Methodological Changes in Top 20 NIRF-ranked Management Institutions on Branding Strategy

Purpose: This study aims to investigate the impact of methodological changes in the National Institutional Ranking Framework (NIRF) on the branding strategies of the top 20 management institutions in India for the year 2023. Researcher seeks to identify how alterations in ranking parameters affect these institutions' competitive positioning and branding approaches. Design/Methodology: The study employs SWOC (Strengths, Weaknesses, Opportunities, and Challenges) analysis to examine the internal strengths and weaknesses of management institutions, as well as the external opportunities and challenges arising from shifts in NIRF ranking parameters. Data collection involves a comprehensive review of ranking methodologies, institutional profiles available from the secondary source only. Results/Discussion/Analysis: Findings reveal the nuanced impact of methodological changes on branding strategy development. Internal strengths such as academic reputation and faculty expertise can be leveraged to capitalize on new ranking criteria, while weaknesses such as infrastructure limitations may require strategic investments. External opportunities such as emerging industry trends offer avenues for differentiation, while challenges such as increased competition necessitate proactive adaptation. Outcome: The analysis provides actionable insights for management institutions to refine their branding strategies in response to evolving ranking methodologies. By aligning internal capabilities with external opportunities and effectively addressing challenges, institutions can maintain or enhance their competitive advantage in the marketplace. Originality/Value: This study contributes to the literature by offering a systematic analysis of the interplay between ranking methodology changes and branding strategy development in the context of management education. The insights generated are valuable for institutions navigating the dynamic landscape of educational rankings and seeking to optimize their positioning and visibility. Type of Paper: Exploratory Research Analysis

Rankings in Higher Education: criteria for measuring Gender Equality in Universities

University rankings are an increasingly important aspect of the world of higher education. They have become an essential component for providing transparency in universities, serving at the same time to help measure and evaluate the quality of those institutions. Rankings differ according to their objectives, target audience, content, and methodologies. In general, rankings do not include indicators relating to gender equality. There are a few exceptions that include indicators of gender balance – understood as the proportion of women and men in different academic fields – in the student body and among academic staff. The main objective of this article is to consider which indicators should be incorporated into measurements of equality in Spanish universities. The article explores the idea that measuring equality can be interpreted from two different perspectives: either as a measure equivalent to parity or as a measure equivalent to equity. The two approaches have distinct ideological and philosophical bases, and their operationalization provides different results in the classification of universities.

Intergenerational Mobility in India: New Measures and Estimates across Time and Social Groups

We study intergenerational mobility in India. We propose a new measure of upward mobility: the expected education rank of a child born to parents in the bottom half of the education distribution. This measure works well under data constraints common in developing countries and historical contexts. Intergenerational mobility in India has been constant and low since before liberalization. Among sons, we observe rising mobility for Scheduled Castes and declining mobility among Muslims. Daughters’ intergenerational mobility is lower than sons’, with less cross-group variation over time. A natural experiment suggests that affirmative action for Scheduled Castes has substantially improved their mobility. (JEL I24, J13, J15, J16, J62, O12, Z12)

ТҮШТҮК КОРЕЯДАГЫ БИЛИМ БЕРҮҮ САПАТЫНЫН МОНИТОРИНГИ

This article examines the education quality monitoring system in South Korea, with a special focus on primary education. Covering key points about standardized testing, rating systems, and innovative teaching methods, it provides a comprehensive review of effective practices across the country. The author emphasized the importance of primary education in forming an educational culture that promotes the development of critical thinking and creative abilities of junior students. The findings of the study provide valuable lessons for other countries seeking to improve the quality of their education systems. Thе article discusses the education system and monitoring the quality of education in South Korea, which currently occupies a leading position in international educational rankings. Since 1995, South Korea has been participating in international studies to assess the quality of education TIMSS, since 2000 PISA and in recent years has been recognized as a leading country with a high level of education quality. One of the factors of the high quality of education in South Korea is the national character of the educational culture of Koreans, who traditionally consider education an important component of the future success of both the country and every family. According to the International Organization for Economic Cooperation and Development, the socio- economic development of South Korea does not have a direct impact on the educational achievements of the country, but is associated with an effective national education system. And as a result, the high quality of education leads to an increase in the socio-economic development of the country as a whole.

THE VIEWS OF GREEK EDUCATIONALISTS ON THE ASSESSMENT OF THE KINDERGARTEN CURRICULUM CONTENT AND FUNCTION

High-quality education is considered as a crucial issue for every organised society since it prepares the next-to-come generation of active citizens. The assessment of the quality of education comprises the research object for a large number of researchers and members of the educational community, since through it the content and results of the assessment itself are examined. A structural feature of quality in education is the curriculum, inside which the very purpose of Kindergarten is reflected, which is no other than the wholesome development of toddlers. The objective of the present study was to investigate the views of general and special education teachers concerning the assessment of content as well as the operation of the curriculum proposed for the educational rank of Kindergarten. The study was conducted during the 2022-23 academic year, with the participation of 1204 educationalists (N: 864 general education Kindergarten teachers, N: 337 special education Kindergarten teachers) from all over Greece. The results of the research showed that the assessment of the pupils’ advancement relates to the type of education, whether, that is, the educationalists are employed within general education facilities or in special education ones, as well as to the number of pupils who attend each class. More on this, it surfaced that the dimension “Learning domains”, in which the content of the curriculum is being described, is affected by the number of pupils in each contextual class.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

SAFE EDUCATIONAL ENVIRONMENT: NEW CHALLENGES AND INNOVATIVE SOLUTIONS AT THE PRYDNIPROVSKA STATE ACADEMY OF CIVIL ENGINEERING AND ARCHITECTURE

Problem statement. Carrying out its mission in the extremely difficult circumstances of the war, the Ukrainian pedagogical community remains at the forefront of the educational front. Taking on a new, higher level of responsibility, the scientific and pedagogical team of the Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) (Dnipro city) is among the ranks of educators. The full-scale invasion of the Russian Federation on the territory of Ukraine forced us to rethink the role of education and change our view of the educational environment of our institution of higher education. In the first place, next to the traditional requirements for the educational environment, came the requirement of safety, i.e. the need to create a safe educational environment. In the martial law conditions in Ukraine, a priority goal of the state is to preserve the life and health of its citizens, especially young people, by ensuring their access to education. Access to education in war-time is the organisation of a safe educational environment. A safe educational environment is the surrounding space of an educational institution created in accordance with the institution educational goals, in which the educational process is carried out and the necessary and sufficient conditions for its participants to effectively and safely achieve the goals of education and upbringing are created. This is confirmed in the regulatory document “Concept of Educational Institutions Safety”, which aims to create equal, appropriate and safe conditions for education, to organise a safe educational environment, in particular in the of the russian federation military aggression context against Ukraine. The implementation period of this Concept is 2023−2025. The methodological framework for ensuring a safe educational environment is set out in the letter of the State Emergency Situations Service of Ukraine No. 03-1870/162-2 dated 14.06.2022. This methodological framework provides for a wide range of components for the preservation and provision of a set of objects and their attitudes to the realisation of educational goals.

Sustainability Reporting and International Rankings in Higher Education: A Case of the University of Split, Croatia

We offer practical, case-based experiences on sustainability reporting in higher education institutions (HEIs), with a focus on the integration of sustainability activities into strategic planning and quality management. A proposed approach is based on the experience of the University of Split, Croatia, and the lessons learned from the SEA-EU University Alliance. In line with the Sustainable Development Goals (SDGs), our model emphasizes the active engagement of stakeholders and the continuous collection and review of sustainability data. In addition, we propose to automate the collection and dissemination of sustainability research findings through the implementation of a Current Research Information System (CRIS). Our case study provides a roadmap for improving sustainability performance and reporting. The experience of the University of Split (Croatia) could be helpful and generalizable to a number of universities with an intermediate level of maturity in sustainability management and reporting, trying to improve their university rankings.

Introduction of digital technologies and digitalisation in higher education institutions of Ukraine: Current state and prospects

The purpose of the article is to highlight the issues of introduction of digital technologies into the educational process of Ukrainian higher education and digitalisation of higher education institutions, to characterise the current state, and outline the prospects for their development. The research methodology employs systemic and cultural-historical approaches, as well as techniques of analysis, synthesis, generalisation, description, and comparison. This comprehensive application of methods allows for obtaining substantiated research results. The scientific novelty of this research lies in the analysis of scholarly works on the implementation of digital technologies in higher education institutions, which has enabled a detailed examination of the current state of digitalisation in education, highlighted the key tasks in this area, and identified promising directions for the development of educational technologies. Conclusions. The digitalisation of national education is critical for enhancing its quality, aligning it with modern requirements, and improving its position in global educational rankings. At the same time, there are significant gaps in leveraging the opportunities provided by modern digital technologies, including a shortage of digital tools and educational resources, as well as a low level of digital competence among teachers and students. The main challenges for higher education institutions in Ukraine include the digitalisation of internal processes and the development of digital marketing to ensure effective interaction among all participants in the educational process. The effectiveness of educational digitalisation directly depends on the level of digital literacy and competencies of the educational participants, making it a key direction in the development of digital education. Prospective development directions include systematic support for the digitalisation process, enriching educational institutions with modern technologies and resources, and focusing on the systematic development of digital skills among teachers, researchers, and students

Repercussions on Innovation in Education for Sustainable Development: A Theoretical Reflection

The preservation of our planet’s resources while promoting the wealth and well-being of a growing population is a crucial issue of our time. Education for Sustainable Development (ESD) was launched in response to the goals of sustainable development to address the demands of sustainability. The aim of our study was to investigate the impact of education for sustainable development on innovation and the social dimension. We examined the variables of educational expenditure, intellectual property patents, and the human development index, comparing two groups of countries: the first with the highest educational ranking in the world, and the second with the highest educational ranking in Africa. Our findings indicate that the first group of countries had a positive educational impact on innovation and human development index, while the second group did not experience the same effects. In this context, we propose a new line of reflection, outlining the necessary steps for a country to adopt a responsible approach in education and to achieve positive results in terms of sustainable development, specifically on the social side.