Edited by Heather Eggins
Edited by Jane Knight
A serious approach towards university rankings implies that rankings should be analysed properly, including the methods used and the indicators chosen, and investigate the objectives claimed. If university rankings are considered as consumer information then everyone should have an interest in basing such guidance on valid and reliable data and methodology. A serious analysis should also discuss the wider implications of rankings as an emerging phenomenon in higher education.
Consequently, the contributions to this book investigate and analyse how different rankings work, how they reach their conclusions, and on what data and methodology they are built. Furthermore it provides a critical reflection about the impact of rankings on higher education, how and in what way rankings influence policy-making, the structure of the sector, or the internal life of the sector.
Globalization, Market Competition, Public Goods and the Future of the University
Edited by Simon Marginson
The future is open and the 22 authors in Prospects of Higher Education explore it from three perspectives: the world as a whole, the Americas, and particular localities and regions. Moving beyond nation-centered analysis of states and markets, Prospects uses concepts of public and private goods to map the potentials for global trade and university rankings, common knowledge benefits and multilateral policy action, national stratification and the wash-back effects in systems and institutions. Broad and imaginative, methodologically innovative and policy sharp, this book has much for government and university leaders, scholars of higher education and anyone interested in public policy.
Edited by Hans de Wit, Pawan Agarwal, Mohsen Elmahdy Said, Molatlhegi T. Sehoole and Muhammad Sirozi
William F. Massy
Education for innovation is shown to be synergistic with education quality defined broadly. Such education includes both general and specific approaches. The general approach draws on Derek Bok’s core purposes of an undergraduate education: learning to communicate, learning to think, building character, preparation for citizenship, living with diversity, preparing for a global society, acquiring broader interests, and preparing for a career. The specific approach, education about innovation and entrepreneurship, describes the process of innovation and presents role models to motivate students and help immunize them from the fear of failure. Topics include creative destruction, entrepreneurs, the adoption process for innovations, effects on productivity, and change agency. They are relevant to the education of informed citizens as well as training for would-be entrepreneurs
The idea of change agency extends to the challenge of furthering education for innovation in universities. The topics here represent “academic quality work” and “academic audit.” Academic quality work refers to efforts by departments and individual faculty members to set educational goals, map the goals into curricular design, design appropriate teaching and learning methods (including active learning), assess student and teacher performance, and assure quality. Academic audit refers to a methodology for ascertaining the maturity of a department’s academic quality work and encouraging improvement. Examples of how academic quality work and academic audit can be adapted to include factors important in education for innovation are provided. Explicit answers to the five guiding questions that motivate this volume are given in the last section of the chapter.
Katherine Punteney and Yilin Wei
teaching methodologies ( Yang, 2008 ), limited research resources, and the traditional educational structures in both recruitment and curriculum ( Pan, 2010 ). Li (2010) mentions that, since 1994, the number of Chinese students in foreign graduate programs was one-third of those enrolled in Chinese
Anne M. D’Angelo and Lili Dong
importantly, and critical to the success of advancing from a foundational to a relational and ultimately transformational methodology, is a focus on professionals – the significance of faculty, staff and community member roles, and their preparedness with the necessary knowledge and experience to create
The Singapore University of Technology and Design
Thomas L. Magnanti
-wide centers that are developed as top down. As exemplified by the SUTD-MIT International Design Center (IDC), research has both an application dimension and a dimension that is more generic and methodological. The IDC focuses on three grand challenges: a sustainably-built environment, design with the
Masdar Institute of Science and Technology
independent education: Public subsidies and private colleges (Policy Analysis No. 278). Washington, DC : Cato Institute . World Bank . ( 2008 ). Global economic prospects: Technology diffusion in the developing world . Washington, DC : World Bank . World University Rankings 2013–2014 Methodology