These days students, academics, and researchers often seek
opportunities in institutes of higher education in countries other than
their own. They are in search of educational excellence , career
progression or they may wish to specialize in a specific subject area.
In this process, indicators of the quality of universities and research
centers are points of reference for a suitable choice. On the other
hand, universities are affected by having their reputation made
available for all to see and may even be quizzed about the ranking they
have received.
The first ranking of North – American universities dates from 1983,
and owes its origins to studies which began in 1870, when bodies with
connections to the university system of that country began to evaluate
their institutes of higher education. The first international ranking of
institutes of higher education was carried out by the Shanghai Jiao
Tong University, located in Shanghai, China and was known as The
Academic Ranking of World Universities’ (ARWU). Its publication caused a
certain amount of disquiet, especially in Europe, because institutions
in the United States and the United Kingdom were dominant in the
listings for both the 20 and 100 best universities. 2004 saw the
creation of the European response to the ARWU in the form of The Times
Higher Education Supplement World University Ranking, known thereafter
simply as Times Higher Education (THE).
Since then, new international rankings have appeared on the scene
instigated at the initiative of private companies, organized by great
vehicles of communication or institutes of higher education and
research, but differing both in the methodology and indicators used as
well as in the way the results are presented. People are particularly
predisposed to viewing results in the form of tables which arrange
institutions according to “indicators of excellence”. These are known as
League Tables analogous with the classification of teams in sporting
championships. There are other ways of presenting the results gleaned by
the various indicators which do not, however, classify institutions in
order of excellence. Results can be derived from an overall scoring
based on questions such as the quality of the teaching body and the
number of publications appearing in high-end journals as well as the
infrastructure of the particular institution and the presence of foreign
students.
The following is a presentation and discussion of the indicators used
to evaluate the academic output of institutions appearing in the major
international rankings of universities.
Academic Ranking of World Universities
The
first international ranking of universities was created in 2003 at the
initiative of the Shanghai Jiao Tong University, located in Shanghai,
China. It is known as the Academic Ranking of World Universities (ARWU)
and is updated annually. The indicators used to measure academic output
include the number of articles published in the high-end journals
Nature and Science (representing 20% of the total) and The Social
Science Citation Index (SCCI), Thomson Reuters (20%) and the number of
researchers most cited by Thomson Scientific (also 20%). In this system
of ranking, however, academic output is responsible for around 60% of
the weighting of the indicators used in the evaluation process.
In addition to world ranking statistics, ARWU also publishes evaluations arranged by country and area of knowledge.
Times Higher Education
The second international ranking, Times Higher Education (THE) was
published in 2004, as a counterpart to the ARWU which had been created
the previous year. Between 2004 and 2009, it used Quacquarelly-Symonds
(QS) to harvest and process the data. After 2009, The THE began to use
data from Thomson Reuters. The number of articles published in journals
which are indexed by this data base are standardized by the number of
researchers and by subject and provides data on how proficient the
institution is in getting the results of its research output published
in high-end peer reviewed journals. This indicator represents 6% of the
total.
The citations measure the impact of institutions’ research, and in
the THE ranking they represent 30% of the evaluation points. This
concerns the single most significant indicator of all, the citations,
evaluated by means of the 12 thousand journals which make up part of
the Thomson Reuters database, assessed over a period of five years to
also take into account subject areas whose citation half life is
greater, as in the case of the social sciences and humanities.
Adjustments are also made so as not to favor institutions which
specialize in subject areas which are known to generate a high number of
citations, such as the health sciences, physics and mathematics.
QS World University Rankings
The
multinational company Quacquarelli-Symonds, headquartered in London,
England, which originally provided the data for the THE ranking, has
since 2004, been publishing the Guide TopUniversities which lists the
best institutions world wide. The indicators of academic output include
article level citations (with adjustments made for those disciplines
which attract a small number of citations), worth 4% of the points
available, and the number of articles published per researcher which is
also worth 4% of the available points. Both sets of statistics are
collected by the Scopus database, a company affiliated to the
multinational publisher Elsevier.
The ranking also provides lists arranged by region and the category
QS Stars, in which institutions are evaluated not only by their
proficiency in research and teaching, but also by their facilites,
innovation and engagement with the region in which they are situated.
This allows newer universities or those in developing countries, which
according to the criteria used by the majority of rankings, would
probably not appear in the top 500 institutions, to be highlighted.
Leiden Ranking
The
Centre for Science and Technology Studies (CWTS) of the University of
Leiden , Holland has developed its own methodology for measuring, from
2008 onwards, academic impact and other indicators, with the objective
of selecting the 500 best institutions in the world.
The bibliometric data is provided by the Web of Science database
which collects together the number of publications produced by a
particular institution over the previous five years. The citations are
calculated using an algorithm which takes into consideration the
citations received over a previous five year period and is standardized
according to different fields of knowledge and number of journals.
Author self – citations are excluded.
The CWTS also provides information on cooperation between
universities and industry and makes available maps showing the
collaboration between universities which form part of the ranking.
U-Map
This
initiative owes its origin to a project developed on the part of The
European Classification of Higher Education Institutions which was
conceived in 2005 as an alternative to rankings which are based on
research productivity, and which offers a “multidimensional “ ranking of
institutions and European universities (excluding however, the United
Kingdom), grounded in a wide range of indicators.
The principal products of the ranking, which provides a panorama of
the diverse nature of European institutions , include the
ProfileFinder, a list of Institutes of Higher Education which can be
compared according to predetermined characteristics, and ProfileViewer
which provides an institutional activity profile which can be used to
compare institutions.
The indicators of academic productivity are the annual number of
academic publications which are submitted for peer review relative to
the number of researchers working in the institution in question, plus
other types of publications which are the products of research. There
is also an indicator relative to the number of academics, which do not
form part of the previous category.
U-Multirank
This
new university ranking, created with financing from the European Union,
was launched in January of 2013 and will have its first ranking list
published at the beginning of 2014. The focus of this project is to
initially evaluate institutions in Europe, United Kingdom, United
States, Asia and Australia.
Its approach, which differs from other rankings that are focused
primarily on research excellence, includes indicators such as the
reputation in research, quality of education and learning, international
perspective, knowledge transfer, and contribution to regional growth.
The European Commission and those responsible for the project have
yet to define the sources for the indicators on research productivity,
but state that they will use the databases of Thomson Reuters (Web of
Science) and Elsevier (Scopus).
Webometrics
The
Webometrics Ranking of World Universities was launched in 2004 as an
initiative of the Cybernetics Laboratory of the National Research
Council of Spain (Consejo Superior de Investigaciones Científicas
(CSIC)). The project was conceived to promote dissemination through the
open access publication on the Web of articles and other documents.
Web indicators are tools used for evaluations in general, however
Webometrics does not use the number of accesses or the navigability of
sites as an indicator of the performance and visibility of institutions,
instead it uses the volume, visibility and impact of the institutions
on the Web with emphasis on research results.
Like other rankings, this one also has as its major focus the impact
of the research production of institutions. What differentiates it,
however, is that there are other forms of publication available on the
Web such as repositories, online only journals, as well as informal
media in scholarly communication such as blogs, wikis among others. In
the final analysis, the ranking seeks to motivate academics to put
themselves out on the Web, attracting the attention of the research
community and of society as whole.
The ranking includes institutions of higher education, hospitals, and
research centers in all continents as well as the BRIC and CIVET
country groupings, in addition to analyses by knowledge areas and a
world ranking of repositories.
As of 2005, data are updated online every six months. The
Web Impact Factor
is how the institutions are ranked. The ranking is based on the
log-normalization of the groups of indicators activities/presence and
visibility/impact on the Web in a one-to-one relation.
SCImago Institutions Ranking
In
2012, SCImago created SCImago Institutions Ranking (SIR) using the
Scopus database, an integral part of the multinational publisher
Elsevier. The SRI publishes two reports per year, one dealing with the
Ibero-American Institutions and the other report is global in nature.
The SIR has different characteristics to other university rankings.
It does not produce institution lists ordered by their prestige, called
league tables, but instead a comprehensive compendium that presents the
analysis of the results of research in Ibero-America and the world. The
way in which results are presented consists of tables that contain a
richness of information including the position of an institution
according to the established criteria, the total of documents published
in a period of five years, normalized citation indicators, number of
articles in high impact journals, and the excellence rate percentage ,
derived from the number of articles in proportion to the 10% most cited
articles in the respective field.
The SIR presents an innovative methodology to rank universities that
are located outside of the USA-UK axis, and which would not be included
in the league table rankings, thus allowing for a fair and appropriate
analysis of the profiles of these institutions.
University Ranking of Folha
As
a result of the large increase over the past few years in the number of
institutions of higher education in Brazil, a demand for a national
ranking of universities appropriate to the realities of the Brazilian
context emerged.
On the initiative of the newspaper Folha de São Paulo, Datafolha,
under the supervision of the SciELO researcher and expert in the
analysis of academic output Rogério Meneghini, developed the Folha
University Ranking (RUF). The first edition was published in 2012.
The academic output indicators used in the ranking and that count for
55% of the total points were extracted from the Web of Science (Thomson
Reuters), and include the total number of publications, citations
received, and articles with international cooperation. These data are
normalized by the number of lecturers at the institution. Articles in
the database SciELO are also tabulated which endows the RUF with a
broader approach in the context of Brazilian academic ouput.
Final Considerations
University rankings that had their beginnings in the 2000’s came to
fill an existing gap to guide the choice of students and academics in
search of quality teaching and research around the world.
Quantitative assessments tend to be more easily understood and used
compared to qualitative ones, just as research impact indicators rank
journals, university rankings list institutions. This parallel, however,
includes an alert about the trustworthiness of these indicators, as
well as recent controversies about the indiscriminate use of the Impact
Factor
1 .
There are a countless number of problems pointed out by academic
output indicators in the rankings, such as: articles disadvantaged in
citations because they are published in a language other than English;
the a priori reputation of institutions in North America, the UK and
Europe which makes them subject to better evaluations; the inherent
differences between results in the life sciences and social sciences;
the use of the Impact Factor of journals in which the academic output of
the institution is disseminated; the different forms of the peer review
process used by different journals, and so on.
The researcher Ellen Hazelhorn of the Dublin Institute of Technology,
in her book Rankings and the Reshaping of Higher Education: The Battle
for World-Class Excellence makes sharp criticism of the frequent use of
rankings by decision makers and research funding agencies which she also
presented at a conference organized by UNESCO in 2011 titled
Rankings and Accountability in Higher Education: Uses and Misuses.
Ellen states that rankings take into account less than 1% of the
existing institutions in the world, thus giving the false impression
that cultural, economic and health development depends on the
universities at the head of the list.
On the same occasion, the Vice-Rector of Malaysia’s National
University, Sharifah Shahabudin, declared that more important than the
position of a university in a ranking is its principal function “to
constantly anticipate and lead through innovation, creating new values,
as well as a new social, environmental and financial order for the
university, the nation and the region.” In her vision, the indicators
should measure the impact of the university, which must still be created
and perfected, on the society in which it finds itself.
Notes
1 Declaração recomenda eliminar o uso do Fator de Impacto na Avaliação de Pesquisa. SciELO em Perspectiva. [viewed 16 August 2013]. Available from:
http://blog.scielo.org/blog/2013/07/16/declaracao-recomenda-eliminar-o-uso-do-fator-de-impacto-na-avaliacao-de-pesquisa/
References
HAZELHORN, E.
Rankings and the Reshaping of Higher Education: the battle for World-Class Excellence. London: MacMillan Publishers Ltd., 2011.
RAUHVARGERS, A.
Global University Rankings and their Impact. Brussels: European University Association, 2011. [viewed 16 August 2013]. Available from:
http://www.google.com.br/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CEQQFjAA&url=http%3A%2F%2F
www.eua.be%2Fpubs%2FGlobal_University_Rankings_and_Their_Impact.pdf&ei=ZLoMUu6BF9L
RiALJxYHICQ&usg=AFQjCNGVKgtKX1TQP811f-Eblozz0T_b2A&sig2=Olv15o64Or
D7Bp-DZl3znw&bvm=bv.50768961,d.cGE&cad=rja
UNESCO Global Forum: Rankings and Accountability in Higher Education:
Uses and Misuses, Paris, 16-17 May 2011. UNESCO. [viewed 16 August
2013]. Available from:
http://www.unesco.org/new/en/education/themes/strengthening-education-systems/higher-education/quality-assurance/rankings-forum/
WALTMAN, L.,
et al.
The Leiden Ranking 2011/2012: Data collection, indicators, and interpretation. 2012. [viewed 16 August 2013]. Available from: arXiv:1202.3941.
http://arxiv.org/abs/1202.3941
About Lilian Nassi-Calò
Lilian Nassi-Calò studied chemistry at
Instituto de Química –
USP, holds a doctorate in Biochemistry by the same institution and a
post-doctorate as an Alexander von Humboldt fellow in Wuerzburg,
Germany. After her studies, she was a professor and researcher at
IQ-USP. She also worked as an industrial chemist and presently she is
Coordinator of Scientific Communication at BIREME/PAHO/WHO and a
collaborator of SciELO.
Translated from the original in
Portuguese by
Nicholas Cop Consulting.
NASSI-CALÒ, L. Indicators of academic productivity in University rankings: criteria and methodologies [online]. SciELO in Perspective, 2013 [viewed
02 November 2019]. Available from:
https://blog.scielo.org/en/2013/08/15/indicators-of-academic-productivity-in-university-rankings-criteria-and-methodologies/
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