By Jung Cheol Shin, Robert K. Toutkoushian, Ulrich Teichler
This ground-breaking and exhaustive research of college score surveys scrutinizes their theoretical bases, methodological matters, societal impression, and coverage implications, supplying readers with a deep realizing of those arguable comparators. The authors suggest that college scores are misused through policymakers and institutional leaders alike. They assert that those events fail to remember the hugely tricky inner common sense of rating methodologies whilst they obsess over the surveys’ overview in their prestige. the result's that associations be afflicted by short-termism, realigning their assets to maximise their relative scores. whereas ratings are prevalent in coverage and educational discussions, this can be the 1st ebook to discover the theoretical and methodological problems with rating itself. it's a welcome contribution to a regularly hugely charged debate. faraway from displaying the way to control the procedure, this number of paintings through key researchers goals to enlighten parties.
“This is the easiest ebook happening collage ratings. It offers a competent, readable, wide-ranging consultant for the coverage maker, college chief, pupil and will be doctoral scholar who desires to make feel of the mass of rating facts now to be had. Shin, Toutkoushian and Teichler let us know the right way to type the great, the undesirable and the grotesque in collage comparability. A power of the e-book, person who promises its huge relevance, is the inclusion of contributions from all the world’s significant zones of upper education.”
Simon Marginson, Professor, college of Melbourne
"This booklet deals a finished and extremely well timed research of an issue of crucial value to modern larger schooling: collage scores. participants to the publication supply a key to the knowledge of the theoretical foundation and methodological foundations of scores and their effect on better schooling structures and associations. Illuminating the superb acclaim for scores, wide and clean mirrored image at the drivers and effects of scores are offered.”
Jürgen Enders, Professor, collage of Twente
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Extra info for University Rankings: Theoretical Basis, Methodology and Impacts on Global Higher Education
As Ministries divest responsibilities for governance, particularly with regard to the detailed institutional control and administration, they take on other responsibilities in terms of policy steering, and evaluation and accountability. To some extent, different forms of quality assurance reflect different purposes. Indeed, Sachs (1994) has shown that, broadly speaking, quality assurance procedures can serve two major purposes: accountability and improvement. In this chapter, accountability is viewed as one purpose of quality assurance, although it is important to recognise that accountability often takes other forms, particularly related to legal and financial requirements.
F. Westerheijden, B. Stansaker, & M. J. ), Quality assurance in higher education: Trends in regulation, translation and transformation (pp. 181–208). Dordrecht: Springer. Schmid, H. (1992). Relationship between decentralized authority and other structural properties in human service organizations: Implications for service effectiveness. Administration in Social Work, 16(1), 25–39. Shin, J. C. (2010). S. Higher Education, 60(1), 47–68. Smart, J. C. (2003). Organizational effectiveness of 2-year colleges: The centrality of cultural and leadership complexity.
Education statistics providers), or university associations might provide more comprehensive and reliable information to students and parents, as well as for academic researchers. What changes does ranking bring to higher education institutions? A considera tion of the impact of ranking on institutional quality leads to the question of whether we need ranking given that it may have possible negative effects. As higher education scholars, our task is to scrutinize theoretical and practical issues such as whether rankings have any impact on institutional quality—teaching, research, and service.