Academic Rank Research Articles

An analysis of university ranking systems with a focus on QS

An analysis of university ranking systems with a focus on QS

Relationship of adaptive expertise of health professions educators with age, experience, academic rank, and their work performance during an altered academic environment

BackgroundHealth professionals and health professions educators (HPEs) worldwide were confronted by the COVID-19 pandemic, which disrupted standard practice and forced HPEs to develop creative, alternative modes of training and education. The ability of people to work successfully and efficiently in non-standard situations can be called adaptive expertise in which people quickly overcome changes in work requirements using their expert knowledge in novel ways. The objectives of the current study were to investigate how the adaptive expertise of a group of HPEs influenced perceived work performance in a non-standard situation and to see whether there were relationships between the level of adaptive expertise and academic ranking and work experience of HPEs.MethodsA descriptive, cross-sectional, single-site study was conducted using a self-reported study tool about adaptive expertise developed by Carbonell et al. (2016), and three questions were asked about participants’ perceptions of work performance, amount of work done, and teaching quality. The sample consisted of HPEs from the University of Twente, Netherlands.ResultsAmong 123 eligible participants, 40 individuals completed the survey. Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity indicated the adequacy of the sample size (KMO = 0.633, P < 0.0001). Participants were lecturers, senior lecturers, assistant professors, associate professors and full professors. The average adaptive expertise score of the sample was 4.18 ± 0.57 on a scale from 1 (low) to 5 (high). The domain and innovative skills are the principal distinct dimensions of adaptive expertise among HPEs. Professors showed higher adaptive expertise scores than the other ranks. Statistically significant correlations were found between scores of adaptive expertise and perceived work performance (r = 0.41, p < 0.05 and academic ranking (r = 0.42, p < 0.05). Adaptive expertise scores were not associated with work experience or HPEs’ age.ConclusionsOur finding of a lack of relationships between self-reported level of adaptive expertise and experience and age but significant relationships with work performance and academic ranking of HPEs suggests that adaptive expertise is not auto-generated or acquired with seniority and experience but is a ‘mastery’ that should be developed deliberately.

Promotion in Nursing Higher Education: Answers to FAQs.

Nurses in education, especially at smaller universities, may not be socialized or mentored in ways that would support seeking promotion in academia. Barriers and questions about the promotion process and recommendations about frequently asked questions are given in this article, along with biblical encouragement. Seeking promotion to a higher academic rank can bring enhanced credibility with which to serve God and can be an opportunity to improve one's character and ability to glorify God.

Assessing the Impact of Criterion Weights on the Ranking of the Top Ten Universities in Vietnam

This study focuses on evaluating the influence of criterion weights on the ranking of the top ten universities in Vietnam. Criteria weights were determined using four different methods, including the equal weight method, the weights of the Vietnam University Rankings (VNUR) system, the entropy weight method, and the Logarithmic Percentage Change-driven Objective Weighting (LOPCOW) weight method. Four university ranking methods were applied: Proximity Indexed Value (PIV), Ranking of Alternatives with Weights of Criterion (RAWEC), Root Assessment Method (RAM), and Simple Ranking Process (SRP). The results indicate that the use of different weight calculation methods does not significantly affect university rankings. The four leading universities in Vietnam consistently maintain their position in the rankings, regardless of the weight calculation or ranking methods used.

University rankings in the context of research evaluation: A state-of-the-art review

Abstract Initially created as a marketing and benchmarking tool, global university rankings have evolved into a part of research evaluation and policy initiatives. Governments around the world, concerned about the low rankings of national universities, have launched numerous excellence initiatives in higher education. The aim of this study is to provide an overview of the literature on the use of university rankings in research evaluation and excellence initiatives. A systematic review of the literature on rankings in the context of research evaluation and excellence initiatives was performed. The majority of the review is based on English-language sources, but the review also covers literature from Russia, where the role of rankings is emphasized by their mention in the title and goal of the policy project 5top100. In addition, the review also includes gray literature. The general academic consensus is that rankings cannot be used in research assessment, though a few authors have a positive or neutral attitude. The literature reveals a lot of issues, such as technical and methodological flaws; biases of different nature, including bias towards research in evaluation of both universities and individual researchers; conflicts of interest; and risks to national identity. However, we must acknowledge the complexity of rejecting rankings.

Demographic and Academic Characteristics of Orthopaedic Shoulder and Elbow Division Chiefs in the United States

Division Chiefs (DCs) and department leadership play an integral role within the service, and in the department as a whole. The goal of this study was to assess the demographics and academic characteristics of the leadership in orthopedic shoulder and elbow services across academic centers in the United States and comment on the diversity within these leadership positions. Academic medical centers were identified using the FRIEDA database. DCs were identified using the hospitals' respective websites where data such as sex, race/ethnicity, academic rank, fellowship institution, and time since graduating fellowship. Scopus database was used to determine individual h-indices. Of 198 academic programs identified, 49 were found to have a DC of the orthopedic shoulder and elbow division. An additional 26 programs were noted to have a shoulder and elbow division, but were not found to have a DC of the division. These DCs were mostly White (n=43, 87.8%), with only 6 identified DCs with a different ethnicity. Forty-five of the DCs (91.8%) were male and 4 were female (8.2%). The average time out of fellowship was 20.7 years and the average h-index was 18.9. More than 20% of the DCs trained at Columbia's Neer shoulder and elbow Fellowship. Six DCs were current or past president of ASES and 5 DCs completed the ASES traveling fellowship. There is a paucity of available research on demographic and leadership characteristics in academic orthopedic shoulder and elbow. Shoulder and elbow DC had average h-index of 18.9 and 20% trained at one fellowship. There also opportunities for increased gender/racial/ethnic diversity among the leadership of shoulder and elbow divisions.

Researcher profile system adoption and use across discipline and rank: A case study at the University of Manitoba

Abstract This study analyzes the adoption and use of researcher profile systems (ORCID, Scopus Author Profiles, Web of Science Researcher Profiles (formerly Publons), Google Scholar Profiles, and ResearchGate) across discipline and rank at the University of Manitoba (Winnipeg, Canada). The purpose of the study is to assess how many faculty members have registered for and use researcher profiles and whether there are any differences in use along discipline or academic rank. The adoption rate in the current study is compared with other international studies. At the University of Manitoba, there is variance in adoption between disciplines and ranks. When comparing profile systems by discipline, Google Scholar is the primary profile system for sciences and ORCID, Publons, and ResearchGate the primary profile systems for health sciences. There is variance of publication count between disciplines. Unsurprisingly, the number of publications increases as faculty are promoted. Among the studied profile systems, ORCID is not working as efficiently as it could be. Several recommendations to increase ORCID adoption are made, including mandatory public fields and suggestions for third-party integration. As part of increasing usage of profile systems, we see academic librarians as a key component of instruction and advocacy for graduate students and faculty.

Africa must create centres of educational excellence for innovation and development.

This paper explores the following development questions that perplex most Africans: "Why do African countries rely on foreign companies and foreign experts for almost all our development projects? Why can't we build our own roads, process our own food, and mine our own minerals, oil, and gas? Why don't we have world-class hospitals and industries? How can we have so much natural wealth and yet be so poor? Why do we invent so little?" The answer lies in our failure to implement idea number two. There are two major ideas in educational policy. Idea number one is the obligation to educate all children because it is their fundamental human right as enshrined in the 1948 United Nations Declaration of Human Rights. Idea number two is the strategy of establishing and sustaining world class schools and universities for the education of the most highly gifted and highly talented citizens. Developed countries deploy both ideas aggressively. Underdeveloped countries in Africa have not implemented idea number two. Countries that have deployed idea number two have at least one university ranked among the top 200 in the world. The presence of great universities (top 200) in a country is a 21st century indicator of the presence of high levels of innovation, technology, development and wealth in that country. According to the three major rankings of world universities (Shanghai-ARWU, THE, and QS-topuniversities.com), none of the world's top 100 great universities is in Africa. Although Africa was a pioneer among the continents in innovations such as human language, domestication of fire, making of tools, invention of agriculture, development of writing, and creation of great centers of learning in ancient times, it has fallen behind other continents over the last 500 years and it has been disrupted by enslavement and colonization, and the structural adjustment programs (SAPs) of the IMF and the World Bank. Ancient African centers of innovation included the Ancient City of Benin and Timbuktu in Western Africa, the Kingdom of Kush and ancient Egypt in northern Africa, Axum in Eastern Africa, Mapungubwe and Great Zimbabwe in Southern Africa, and the Kingdom of Kongo in central-Africa. An African renaissance will only occur when we implement idea number two by establishing world class schools and at least one great university per African country.

Decolonising data in higher education: critical issues and future directions

ABSTRACT This paper revisits the concept of ‘data colonialism’ and its critiques, suggesting a reframed conceptual framework tailored to interrogating and resisting data colonialism in the context of higher education, with the aim of advancing decolonial insights. Theorising data colonialism needs to move beyond simply identifying processes of data extractivism – e.g., how global university rankings and citation indexes are used to shape education policy, teaching and learning – towards a holistic project of decolonising higher education. A decolonial project that entails datafication interrupts both data extraction and data dispossession at all levels of higher education institutions – from the assessment methods of teaching, learning and research to student recruitment processes and so on. The analysis in this paper contributes to existing scholarship on datafication in higher education by paying explicit attention to the epistemic violence that is reproduced through data-dependent technologies and data practices and discussing how this violence may be counteracted.

NÂNG CAO VAI TRÒ CỦA THƯ VIỆN TRONG PHÁT TRIỂN ĐẠI HỌC TOÀN DIỆN: MỘT ĐÁNH GIÁ TỪ TIÊU CHÍ XẾP HẠNG

This study focuses on exploring and analyzing the key roles of the library for a university through university ranking index, an important determinant of the success and reputation of higher education institutions globally. By evaluating the roles, missions and services provided by the library, the study identifies specific factors by which the library can influence rankings through supporting research and publication activities. This research utilizes real-life examples from leading universities to generalize important trends, while also highlighting the opportunities and challenges libraries face in contributing to the comprehensive success of a higher education institution. Analysis of surveys and models has demonstrated that libraries not only significantly enhance the online presence index of universities but also act as a major driving force behind research and educational activities. Finally, the study suggests the need for coordination between faculties, departments, and the library, emphasizing the necessity of policies that enhance the library's impact to maximize its role. This includes establishing policies that allow the library to play a central role in supporting research and teaching. Libraries should be empowered and resourced to actively participate in the development of research projects and training programs, while also providing consulting services and support for teaching, research, and publication for faculty and students. Keywords: Library; university ranking; research support; visibility.

The reality of Yemeni universities within the international rankings of universities and ways to develop them

هدفت الدراسة لمعرفة واقع الجامعات اليمنية ضمن التصنيفات العالمية للجامعات، وسُبل تطويرها، من خلال التعرف على معايير ومؤشرات تصنيف الجامعات العالمية، واستخدم الباحثون المنهج الوصفي التحليلي، كما اعتمدت الدراسة على تحليل قوائم التصنيفات العالمية التي تضمنت ترتيب بعض الجامعات اليمنية مثل تصنيفات (ويبومتركس- سكوباس-شنغهاي-كيو إس-التايمز)؛ لمعرفة موقع الجامعات اليمنية ضمن التصنيفات العالمية للجامعات، وتوصلت الدراسة إلى عدة نتائج أبرزها: غياب الجامعات اليمنية في التصنيفات العالمية، باستثناء تصنيفي ويبومتركس، وسكوباس، وتفاوتت مواقع الجامعات اليمنية من سنة لأخرى، احتلت جامعة صنعاء خلال السنوات الأخيرة (2020 -2023م) المرتبة الأولى على مستوى الجامعات المحلية، بينما حافظت جامعة العلوم والتكنولوجيا على احتلال موقعها ضمن تصنيف الويبومتركس، وخرجت الدراسة بتوصيات أبرزها: الاهتمام بالبحث العلمي والإنفاق عليه، لحصول الجامعات اليمينة على مواقع متقدمة في التصنيفات العالمية.

KHI XẾP HẠNG TRỞ THÀNH MỤC TIÊU: PHÂN TÍCH QUY LUẬT GOODHART TRONG XẾP HẠNG ĐẠI HỌC Ở VIỆT NAM

Goodhart's Law describes the phenomenon where a measure becomes a target, leading to behaviors aimed at optimizing that measure rather than achieving the true underlying goals. In the context of university rankings, excessive focus on attaining higher ranks can incentivize universities to manipulate metrics rather than genuinely improving educational quality. Analyzing this behavioral shift, research highlights the negative impacts of Goodhart's Law in higher education, particularly in Vietnam. Instead of enhancing teaching and research quality, universities often prioritize ranking advancement through opaque methods. This competitive race results in high costs for students and families without commensurate educational benefits. Addressing these issues requires raising awareness, establishing new evaluation approaches, and promoting genuine educational practices. Keywords: Goodhart; university; ranking; quality.

Charting Excellence: Unveiling the Influence of Scientific Publications on Global University Rankings

ABSTRACT The global ranking of universities has grown substantially within both academia and industry. This study aims to explore how scientific publications, their visibility, and citations contribute to improving university rankings. A survey was conducted online involving 2000 faculty members at the University of Dhaka. Email addresses were gathered from the university website, and 311 faculty members provided responses, resulting in a response rate of 15.55%. Faculty members acknowledged that writing scientific articles for top-ranked journals requires statistical, analytical and other relevant skills. The benefits of publishing in prestigious journals indicating a generally positive perception among the respondents. This study empirically demonstrated that publishing in journals listed in databases like Scopus or Web of Science enhances visibility, which in turn leads to more citations. Together, these factors contribute to improving university rankings. Dhaka University must focus on increasing its publications in top-tier journals by implementing incentive programs, fostering research collaborations, and allocating additional research grants. By understanding these universal standards for scholarly excellence, other universities can tailor their strategies to enhance faculty support and foster a culture conducive to impactful research publication. The findings from this study offer valuable insights that can be applied to other universities worldwide.

Sex Diversity and Equity Among Fellows of the American Orthopaedic Association.

We hypothesized that women are underrepresented among fellows of the American Orthopaedic Association (AOA) relative to their prevalence among faculty at departments of orthopaedic surgery. Clinical faculty at departments of orthopaedic surgery that are affiliated with residency training programs were analyzed for AOA membership. Participation-to-prevalence ratios (PPRs) were calculated for men and women with AOA membership relative to their prevalence among orthopaedic surgeon faculty. A PPR of <0.8 or >1.2 indicated under- or overrepresentation, respectively. PPR values between 0.8 and 1.2 indicated equivalent representation. Sex disparities in AOA membership were explored by academic rank and orthopaedic subspecialty. There were 4,310 orthopaedic surgery faculty, and 998 (23.2%) had AOA membership. Overall, women formed the minority of members in the AOA study cohort (11.4%), but they had equivalent representation relative to their prevalence among faculty (10.0%, PPR = 1.14, p = 0.210). In the AOA study cohort, women were the minority at each academic rank, including assistant professor (20.2% versus 79.8%, p < 0.001), associate professor (16.8% versus 83.2%, p < 0.001), and full professor (7.0% versus 93.0%, p < 0.001). However, women had greater representation in the AOA study cohort at each academic rank than would be expected based on their prevalence among faculty, including the assistant (PPR = 1.45), associate (PPR = 1.56), and full (PPR = 1.27) professor levels. Similarly, in the AOA study cohort, women were the minority in each orthopaedic subspecialty, but were only underrepresented in pediatric orthopaedics (PPR = 0.74). Women had greater representation in the AOA study cohort than would be expected by their prevalence among faculty in hand surgery (PPR = 1.51) and orthopaedic sports medicine (PPR = 1.33). In contrast, men had equivalent representation in each orthopaedic subspecialty. Women form a minority group in the AOA, but they exhibit greater representation in the AOA than would be expected based on their prevalence among faculty at each academic rank, and they have greater representation than men, who exhibit equivalent representation across all academic ranks. Collectively, these results disproved our hypothesis, and suggest that women are participating in the AOA at rates that are greater than their prevalence among faculty. Equitable participation of women in orthopaedic surgery is necessary to promote diversity and inclusion in the specialty. The AOA may be an important catalyst for future positive diversity and inclusion efforts within orthopaedic surgery.

How bibliometric evaluation makes the academia an ‘Iron Cage’: Evidence from Chinese academics

Abstract In response to the escalating reliance on bibliometrics for research evaluation within Chinese universities, this study delves into the far-reaching impact of this trend. Through comprehensive interviews with 15 academics from research-intensive universities encompassing diverse demographics, including gender, age, academic rank, and knowledge domains, the research sheds light on the consequences of bibliometric evaluation at individual and organizational levels. The findings expose how bibliometric evaluation practices can disrupt scholarly autonomy, undermine self-efficacy, erode motivation for innovative research, and trigger opportunistic behaviors among university academics. These outcomes, akin to the ‘Tragedy of the Commons,’ not only hinder institutional progress but also corrode the fabric of collegiality, and result in the performance paradox. The dominance of administrative logic over academic logic has transformed individual researchers and universities into participants in a system of administrative conformity, altering the essence of academic pursuit. Despite China’s earnest efforts to reform university research evaluation, the Chinese bibliometric evaluation sustains a cycle of self-reinforcement that impedes reform progress, particularly in terms of peer review. It is suggested that adopting a nurturing, nuanced approach to bibliometric evaluation is imperative for maintaining a harmonious academic ecosystem and fostering genuine societal advancement.

Internationalization of Higher Education in China with Spain: Challenges and Complexities

The coronavirus 2019 pandemic has influenced the internationalization of higher education, reflecting its broader impacts on the economic, geopolitical, and technological development of countries. Governments have prioritized the internationalization of higher education post-pandemic to generate income and create a sustainable economy by cultivating foreign language talents. Although there are studies analyzing the internationalization of higher education through the students’ mobility, in our case, there is a scarcity of studies on the internationalization between China and Spain; in particular, Spanish universities lack references to attract more Chinese students. To bridge this gap in the literature, we conducted semi-structured interviews with eight experts in the implementation of internationalization in higher education from four universities in China and Spain. The findings reveal that internationalization is associated with promoting Chinese regional development, and their students can access better quality education. Key motivators for Chinese students in Spain include the improved world ranking of universities and the demand for more courses in English. Although the biggest obstacle to cooperation between both countries is communication, a trusted intermediary could overcome part of this problem. Moreover, the use of new technologies could facilitate sustainable internationalization and regional development.

Peran Universitas dalam Mendukung Pencapaian SDGs

Sustainablity is defined as the process of organizations striving to improve the quality of life in their community by balancing economic, social, and environmental factors. A university that excels in knowledge creation and dissemination, while also mobilizing resources to meet socio-economic and environmental needs in an ethical and effective manner, is considered a Sustainable University. Education for Sustainable Development aims to teach students the necessary competencies to drive social, economic, and political change and promote sustainable development. A sustainable future is crucial for our societies and planet, as it considers economic growth, social inclusion, and environmental protection. The UI GreenMetric World University Ranking evaluates universities' environmental commitments and initiatives through 39 indicators in 6 criteria to determine their green campus and environmental keberlanjutan rankings. The research uses a literature review to provide a general understanding of the topic. This research uses literature review for data collection. This research focuses on the top 10 UI GreenMetric universities for research purposes. The article discusses the role of Indonesia's top 10 universities in supporting the Sustainable Development Goals (SDGs). The study uses the UI GreenMetric World University Ranking system to assess the keberlanjutan performance of these universities. The findings show that all of the universities are making progress towards sustainability, but there is still room for improvement.

Are faculty members aware of global university ranking? A study in the context of a developing country

PurposeThe purpose of this study is to measure the awareness of the global university ranking and its parameters among the faculty members at Dhaka University. This also identifies the challenges linked to university ranking and explores opportunities to overcome these challenges.Design/methodology/approachThe target population of this study is the faculty members of Dhaka University. This study used the online survey questionnaire method, contacting approximately 2,000 faculty members individually through their email addresses. In total, 311 faculty members responded, and the response rate was 15.55%. Data were collected from September to December 2022, and the Statistical Package for the Social Sciences was used to analyze the survey data.FindingsThe findings indicate that a majority of the faculty members are acquainted with global university rankings, with Times Higher Education being the most recognized. Faculty members at Dhaka University are confident in their ability to excel in research and citation weighting scores in the ranking parameters. However, challenges such as a lack of incentives, inadequate recruitment policies, limited research funding, minimal collaboration, a scarcity of international students and faculty and limited local journal publications hinder the university’s ranking.Research limitations/implicationsDue to the limited number of responses, the findings may not accurately represent the entire faculty. The findings of this study can guide Dhaka University and other universities to design policies for overall improvement of university ranking.Originality/valueThis is the first time an attempt has been made to measure the awareness of university ranking by collecting primary data in the context of a public university in Bangladesh.

Integrity at stake: confronting "publish or perish" in the developing world and emerging economies.

The scientific community faces significant ethical challenges due to the "publish or perish" culture, particularly in developing and emerging economies. This paper explores the widespread unethical practices in scientific publishing, including the sale of authorships, the proliferation of "paper mills," and the misuse of artificial intelligence to produce fraudulent research. These practices undermine the integrity of scientific research, skew publication metrics, and distort academic rankings. This study examines various instances of academic fraud, emphasizing the impact on low-income countries, with specific cases from Latin America. Recommendations include stricter verification of authorship, disciplinary measures for scientific fraud, and policies promoting transparency and accountability in research. Addressing these challenges is crucial for maintaining the integrity and credibility of scientific endeavors globally.

A streamlined and adaptive approach for accrediting a French education system program by ABET-EAC

IntroductionIn recent times, there has been a notable increase in the demand for accreditations, driven by their essential role in recognizing diplomas, elevating the quality of higher education, facilitating student mobility, enabling the pursuit of multiple degrees, and influencing university rankings. This surge in demand reflects the evolving landscape of higher education in a world that is becoming progressively interconnected and competitive.MethodsThis paper presents a comprehensive methodology for accrediting study programs in French higher education institutions worldwide that are seeking the Accreditation Board for Engineering and Technology (ABET) accreditation. ABET accreditation is a globally recognized organism of quality for education programs in engineering, computer science, and related fields. The methodology proposed in this paper focuses on aligning ABET’s requirements and standards with the specific context of the French Education System (FES). It provides clear guidelines and practical steps for higher education institutions to effectively navigate the accreditation process. The methodology covers the verification of existing study programs, identification of areas for improvement, implementation of corrective actions, and continuous progress monitoring. It emphasizes the importance of continuous improvement and aligning programs with the Program Educational Objectives (POEs). Concrete examples and best practices are shared to illustrate successful implementation of the methodology developed based on the example of the engineering college programs at our university.Results and discussionThe results obtained in this case study demonstrate the applicability and effectiveness of this approach within a specific educational context. The approach presented in this contribution can serve as a model for other countries seeking to adapt ABET accreditation requirements to their own higher education systems, further promoting diversity and openness. This reinforces the credibility of the methodology and paves the way for its use in other institutions and programs that operate within similar systems.