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1 – 10 of over 3000Núria Bautista-Puig, Enrique Orduña-Malea and Carmen Perez-Esparrells
This study aims to analyse and evaluate the methodology followed by the Times Higher Education Impact Rankings (THE-IR), as well as the coverage obtained and the data offered by…
Abstract
Purpose
This study aims to analyse and evaluate the methodology followed by the Times Higher Education Impact Rankings (THE-IR), as well as the coverage obtained and the data offered by this ranking, to determine if its methodology reflects the degree of sustainability of universities, and whether their results are accurate enough to be used as a data source for research and strategic decision-making.
Design/methodology/approach
A summative content analysis of the THE-IR methodology was conducted, paying special attention to the macro-structure (university score) and micro-structure (sustainable development goals [SDG] score) levels of the research-related metrics. Then, the data published by THE-IR in the 2019, 2020 and 2021 edition was collected via web scraping. After that, all the data was statistically analysed to find out performance rates, SDGs’ success rates and geographic distributions. Finally, a pairwise comparison of the THE-IR against the Times Higher Education World University Rankings (THE-WUR) was conducted to calculate overlap measures.
Findings
Severe inconsistencies in the THE-IR methodology have been found, offering a distorted view of sustainability in higher education institutions, allowing different strategic actions to participate in the ranking (interested, strategic, committed and outperformer universities). The observed growing number of universities from developing countries and the absence of world-class universities reflect an opportunity for less-esteemed institutions, which might have a chance to gain reputation based on their efforts towards sustainability, but from a flawed ranking which should be avoided for decision-making.
Practical implications
University managers can be aware of the THE-IR validity when demanding informed decisions. University ranking researchers and practitioners can access a detailed analysis of the THE-IR to determine its properties as a ranking and use raw data from THE-IR in other studies or reports. Policy makers can use the main findings of this work to avoid misinterpretations when developing public policies related to the evaluation of the contribution of universities to the SDGs. Otherwise, these results can help the ranking publisher to improve some of the inconsistencies found in this study.
Social implications
Given the global audience of the THE-IR, this work contributes to minimising the distorted vision that the THE-IR projects about sustainability in higher education institutions, and alerts governments, higher education bodies and policy makers to take precautions when making decisions based on this ranking.
Originality/value
To the best of the authors’ knowledge, this contribution is the first providing an analysis of the THE-IR’s methodology. The faults in the methodology, the coverage at the country-level and the overlap between THE-IR and THE-WUR have unveiled the existence of specific strategies in the participation of universities, of interest both for experts in university rankings and SDGs.
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Using organizational theory as a lens, in this chapter, the author critiques the neoliberal rationality in which the national and international ranking systems take precedence…
Abstract
Using organizational theory as a lens, in this chapter, the author critiques the neoliberal rationality in which the national and international ranking systems take precedence over the institutional missions and visions in institutional operations. The author argues that these essentialized ranking systems overlook the necessary diversity and uniqueness of institutions in the higher education system. The author outlines the potential role of mission statements in setting the institutional priorities, and the unnecessary pressure caused neoliberalism against such priorities. The implications of such imperatives for quality in various academic practices are identified and the unfairness of coercive isomorphism in higher education is illustrated. The author then proposes a spatial approach in which universities, nationally and internationally, can appreciate diversity in identity and work together, drawing from each other’s strengths to strengthen the higher education system that will support students and promote national economies.
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Andrew Ebekozien and Clinton Aigbavboa
The built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills, services, and…
Abstract
Purpose
The built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills, services, and integration of major disciplines in the built environment. Sustainability of the major disciplines' standards regarding the appropriateness of the built environment tertiary education cannot be over-emphasised in Nigeria. Studies concerning Nigeria's built environment programmes accreditation (BEPA) in the 21st-century education system are scarce. Thus, the study investigated the relevance and perceived factors hindering Nigeria's BEPA in the 21st-century education system. Also, the study proffered measures to improve Nigerian built environment tertiary education accreditation ranking.
Design/methodology/approach
Data were sourced from elite virtual interviews across Nigeria. The interviewees were knowledgeable about Nigeria's built environment programmes accreditation, and many of them have been directly or indirectly involved. The investigators utilised a thematic analysis for the collated data and enhanced it with secondary sources.
Findings
The study revealed that several Nigerian academia in the built environment lack fame in research, publication, and citations due to barriers in their workplace. It has hindered their global institution's accreditation and ranking standards. Findings identified inadequate basic infrastructure, obsolete curricula, lack of research novelty, lack of higher education institutions funding, inadequate staffing and lax upskilling and reskilling, and unethical practices “systematic corruption” as major factors hindering BEPA. Also, findings proffered measures to improve Nigeria's BEPA global ranking.
Research limitations/implications
The study is limited to the perceived barriers and measures to improve BEPA in the 21st-century in Nigeria via semi-structured virtual interviews. Future study is needed to validate the findings as highlighted in the thematic network.
Practical implications
The paper confirms that the BEPA requires innovative and multidisciplinary measures to improve the global ranking of these programmes and, by extension, the higher education institutions ranking globally. The paper would stir major stakeholders and advance the built environment programmes quality accreditation regarding international best practices and maintain the minimum standards.
Originality/value
The paper comprehensively analyses the perceived factors and proffered measures to improve Nigeria's BEPA in the 21st-century via a thematic network. The outcome intends to improve the global ranking and stir stakeholders to reposition and showcase Nigeria's built environment programmes to the world.
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Cinzia Daraio, Gianpaolo Iazzolino, Domenico Laise, Ilda Maria Coniglio and Simone Di Leo
The purpose of this paper is to address the issue of knowledge visualization and its connection with performance measurement from an epistemological point of view, considering…
Abstract
Purpose
The purpose of this paper is to address the issue of knowledge visualization and its connection with performance measurement from an epistemological point of view, considering quantification and measurement not just as technical questions but showing their relevant implications on the management decision-making of knowledge-based organizations.
Design/methodology/approach
This study proposes a theoretical contribution that combines two lines of research for identifying the three main meta-choices problems that arise in the multidimensional benchmarking of knowledge-based organizations. The first is the meta-choice problem related to the choice of the algorithm used (Iazzolino et al., 2012; Laise et al., 2015; Daraio, 2017a). The second refers to the choice of the variables to be included in the model (Daraio, 2017a). The third concerns the choice of the data on which the analyses are carried out (Daraio, 2017a).
Findings
The authors show the interplay existing among the three meta-choices in multidimensional benchmarking, considering as key performance indicators intellectual capital, including Human Capital, Structural Capital and Relational Capital, and performances, evaluated in financial and non-financial terms. This study provides an empirical analysis on Italian Universities, comparing the ranking distributions obtained by several efficiency and multi-criteria methods.
Originality/value
This study demonstrates the difficulties of the “implementation problem” in performance measurement, related to the subjectivity of results of the evaluation process when there are many evaluation criteria, and proposes the adoption of the technologies of humility related to the awareness that we can only achieve “satisficing” results.
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This article addresses the relationship of universities to their changing regulatory environments internationally.
Abstract
Purpose
This article addresses the relationship of universities to their changing regulatory environments internationally.
Design/methodology/approach
This article updates analysis published in 2004 exploring the contrasting modes of, and key trends in, regulation of higher education across eight OECD (Organisation for Economic Co-operation and Development) states. The article offers a wider analysis of the changing patterns of regulation rooted in mutuality, oversight, competition and design, and the implications for the management of higher education institutions.
Findings
Since 2004, higher education has seen more growth in oversight-based and competition-based regulation, but also some decentralization of regulation as an increasing cast of actors, many international and transnational in character, have asserted themselves in key aspects of the regulatory environment. This article explores the implications of these changes in the regulatory mix over higher education for the ways that universities manage their regulatory environment, arguing first, that there is significant evidence of meta-regulatory approaches to regulating universities, and second, that such a meta-regulatory approach is consistent with an emphasis on university autonomy, raising a challenge for universities in how to use the autonomy (variable by country) they do have to manage their environment.
Originality/value
This article offers an original analysis of how universities might most appropriately respond, deploying their autonomy, however variable, to address their external regulatory environment. The author suggests we might increasingly see the external regulatory environment as meta-regulatory in character and universities making more use of reflexive governance processes.
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Siti Hajar Hussein, Suhal Kusairi and Fathilah Ismail
This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism…
Abstract
Purpose
This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism has been identified as a new tourism sub-sector with high potential, and is thus expected to boost economic growth and sustainability.
Design/methodology/approach
This study reviews the literature on the determinants of educational tourism demand. Even though the existing literature is intensively discussed, mostly focusing on the educational tourism demand from an individual consumer's perspective, this study makes an innovation in line with the aggregate demand view. The study uses data that consist of the enrolment of international students from 47 home countries who studied in Malaysia from 2008 to 2017. The study utilised the dynamic panel method of analysis.
Findings
This study affirms that income per capita, educational tourism price, price of competitor countries and quality of universities based on accredited programmes and world university ranking are the determinants of educational tourism demand in both the short and the long term. Also, a dynamic effect exists in educational tourism demand.
Research limitations/implications
The results imply that government should take the quality of services for existing students, price decisions and QU into account to promote the country as a tertiary education hub and achieve sustainable development.
Originality/value
Research on the determinants of the demand for educational tourism is rare in terms of macro data, and this study includes the roles of QU, competitor countries and dynamic effects.
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This study investigates whether corporate executives, who are university alumni, influence each other's firm corporate social responsibility (CSR) performance.
Abstract
Purpose
This study investigates whether corporate executives, who are university alumni, influence each other's firm corporate social responsibility (CSR) performance.
Design/methodology/approach
Drawing on social network theory, the authors hypothesise that a firm's CSR performance is positively associated with its peer firms' average CSR performance when the executives of the firm and its peer firms are university alumni. The study employs data from 1,685 listed firms and 4,906 executives who graduated from 585 different universities in China and runs multivariate regressions.
Findings
The results reveal a sizeable university peer influence on CSR performance. Such influence is even stronger for executives who graduated from elite universities (e.g. 985 or 211 universities), and universities or programmes that provide more opportunities for alumni reunions or networking (e.g. MBAs/EMBAs). Executives who are more influential in making firm decisions (e.g. CEOs/CFOs), as well as firms that are more likely to mimic the behaviour of others, also show higher degrees of university peer influence.
Practical implications
The results highlight the role of education in ethical decision-making.
Originality/value
This study documents evidence on a new determinant of firm CSR performance. The study sheds light on the impact of non-institutionalised personal ties, for example, university alumni networks, on CSR performance.
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This paper examines the socio-political affordances of metrics in research evaluation and the consequences of epistemic injustice in research practices and recorded knowledge.
Abstract
Purpose
This paper examines the socio-political affordances of metrics in research evaluation and the consequences of epistemic injustice in research practices and recorded knowledge.
Design/methodology/approach
First, the use of metrics is examined as a mechanism that promotes competition and social acceleration. Second, it is argued that the use of metrics in a competitive research culture reproduces systemic inequalities and leads to epistemic injustice. The conceptual analysis draws on works of Hartmut Rosa and Miranda Fricker, amongst others.
Findings
The use of metrics is largely driven by competition such as university rankings and league tables. Not only that metrics are not designed to enrich academic and research culture, they also suppress the visibility and credibility of works by minorities. As such, metrics perpetuate epistemic injustice in knowledge practices; at the same time, the reliability of metrics for bibliometric and scientometric studies is put into question.
Social implications
As metrics leverage who can speak and who will be heard, epistemic injustice is reflected in recorded knowledge and what we consider to be information.
Originality/value
This paper contributes to the discussion of metrics beyond bibliometric studies and research evaluation. It argues that metrics-induced competition is antithetical to equality and diversity in research practices.
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Lisa-Maria Gerhardt, Jan Goldenstein, Simon Oertel, Philipp Poschmann and Peter Walgenbach
Higher education institutions have undergone a transformation over the past few decades, from loosely coupled systems to more centrally managed organizations. Central to this…
Abstract
Higher education institutions have undergone a transformation over the past few decades, from loosely coupled systems to more centrally managed organizations. Central to this ongoing development is the increasing competition for resources and reputation, driving higher education institutions to rationalize their structures and practices. In our study, we focused on changes in job advertisements for professorships in Germany from 1990 to 2010. Findings showed that the requirements stipulated by universities for professorial positions have become increasingly differentiated (and measurable) over time. In this context, competitive aspects, such as third-party funding, international orientation, or publications, have particularly come to the fore and grown significantly in importance. We discuss these findings in light of an increasing managerialization of higher education institutions, which has a direct effect on collegiality. We argue that the differentiation of professorial job profiles leads to even more formalized appointment processes and may push collegial governance into the background.
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The purpose of this paper is to examine the role of Association of Southeast Asian Nations’ (ASEAN) flagship universities in moving the agenda of regional integration forward…
Abstract
Purpose
The purpose of this paper is to examine the role of Association of Southeast Asian Nations’ (ASEAN) flagship universities in moving the agenda of regional integration forward through academic/research collaboration and cooperation.
Design/methodology/approach
Flagship universities are leading universities in the national higher education systems of countries that make up the ASEAN. This study on the ASEAN’s flagship universities is based on a three-pronged strategy, namely, a literature review, analysis of websites contents, and citation of supporting pieces of evidence from other relevant studies to support arguments. Using the QS top universities in Asia 2016 listing, top 70 public universities in ASEAN were selected for investigation. In instances where public universities in a particular ASEAN country were not listed in the QS listing, a premier public university of that country was then selected for investigation.
Findings
There is a tendency for ASEAN’s flagship universities to look beyond ASEAN, primarily to establish vertical collaboration, which is important to their efforts in creating their image and enhancing their reputation. As a result, academic/research collaboration among flagship universities and collaboration between these universities and other universities in ASEAN is glaringly on the low side. Interestingly, to move the regional integration agenda in ASEAN, other intermediary agencies outside of ASEAN, such as in the European Union, are very active in providing a platform for both flagship and non-flagship universities to collaborate.
Originality/value
While regional collaboration and cooperation within ASEAN and East Asia have been discussed elsewhere, this paper has utilised and expanded Douglass’ (2016) idea of flagship universities to include regional relevance for the purpose of regional integration of ASEAN.
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