10 December 2019
The Programme for International Student Assessment (PISA) is published every three years by the OECD and has received a large amount of media attention. It administers tests of reading, mathematics and science to representative groups of 15-year olds. Performance in these rankings is often used to evaluate national educational policies and could have serious implications for university admission policies. The top performer in the tests administered in 2018 was China, or more correctly Beijing, Shanghai, Jiangsu, and Zhejiang, which was first in all three rankings, replacing Singapore which is now in second place. The Chinese Special Administrative Region of Macau was third in all three categories, a notable improvement over 2006 when it was eighth for maths, and 20th for reading.
06 December 2019
The GreenMetric World University Ranking has been produced since 2010 by Universitas Indonesia. Its objective is to evaluate the commitment and contribution of world universities to a sustainable environment. Wageningen University and Research in the Netherlands is in first place, unchanged since last year, followed by the University of Oxford and the University of California Davis. The upper levels of the ranking generally show little change although there a few surprises. For example, Leiden university has risen from 24th to 7th.
5 December 2019
The new law on higher education and the Excellence Initiative – Research University, opened a fresh path for the most ambitious universities in Poland. Last October, an independent international panel selected ten universities. These universities over the next six years will receive additional funding. Another tier of ten institutions will receive but lesser extra funding. The additional financing plus changes in the way they are managed, it is hoped, will help these universities transform into true research universities. Both the Ministry of Science and Higher Education and the university rectors realize that the process will not be easy.
28 November 2019
There has been a significant expansion in online learning over the last few years although perhaps not as much as was hoped or feared. There are now 70 million people taking MOOC (massive open online course) courses with Coursera, edX and FutureLearn. MoocLab, a site dedicated to online learning, has published the World University Rankings by MOOC Performance. It rates universities according to the number of MOOCS provided, the provision of learning pathways, micro-credentials, and degrees. In addition, there is an indicator that combines the scores for the THE and QS World University rankings and the Shanghai rankings. First place goes to Delft University of Technology followed by the University of Pennsylvania and the University of Illinois at Urbana-Champaign.
25 November 2019
TOP500 is a ranking of computer systems that is published twice a year by experts at the NERSC/ Lawrence Berkeley National Laboratory, USA, the University of Tennessee Knoxville, USA, and the University of Mannheim, Germany. The benchmark for ranking is Linpack, and ranks systems by their ability to solve linear equations. The recently published 54th edition shows that world of supercomputing is still dominated by China and the USA. The number of Top 500 systems located in China is now 227, eight more than six months ago. Although the number of US systems is only 118, American computers are significantly more powerful and account for over a third of aggregate performance with China in second place.
23 October 2019
The US News has published its Best Global Universities rankings. These are entirely research based and do not include metrics related to teaching or third missions.
The overall rankings this year contain few surprises at the very top with the first place going to Harvard. However, a glance at the indicator and subject ranks suggest that there are signs that Harvard’s dominance is in danger. Although the university takes first place for global and regional research reputation, publications, total citations and papers among the top 10% and 1 % most cited, it does relatively poorly for conferences and international collaboration and scores below several Asian universities for engineering disciplines. The top twenty includes three British universities, Oxford, Cambridge and Imperial College London, and one Canadian, the University of Toronto. The other 16 are all from the USA.
21 November 2019
Times Higher Education (THE) has published the latest edition of the Global University Employability Rankings which are produced by Emerging, a French human resource consulting company. The ranking of 250 universities is based on a survey of recruiters at leading global companies. The United States and Western Europe continue to lead for employability. The top one hundred institutions include 23 from the United States, nine each from Germany and France and seven from the United Kingdom.
The purpose of "IREG Inventory of International Rankings" is to collect and make available on the IREG Observatory on Academic Ranking and Excellence website information on the current state and scope of this important group of rankings.
National and international academic rankings play ever increasing role as a barometer of quality of higher education institutions. The purpose of "IREG Inventory of National Rankings" is to collect and make available on the IREG Observatory website information on the current state and scope of this important group of rankings.
With the fast development of science and technology, as well as the internationalization of scientific activities, international academic awards have been more and more popular and influential. Numerous international academic awards have been established to provide individuals with incentives and motivation for new academic work and to reward past excellent academic accomplishments.
The purpose of the IREG Ranking Audit, conducted by independent experts, is to verify and attest that ranking under review is done professionally, with a transparent methodology, observes good practices and responds to a need for relevant information of various stakeholders, in particular students, higher education institutions, employers and policy makers.
The purpose of the IREG Guidelines for Stakeholders of Academic Rankings is to provide recommendations for appropriate interpretations, uses and applications of rankings by potential interested parties, including students and parents, institutions of higher education, policymakers, quality assurance and funding organizations, employers and the media. Specific recommendations have been formulated for each group of stakeholders.
© 2018 IREG Observatory on Academic Ranking and Excellence