Educational Rankings Annual is useful for students, parents and school faculty. Also administrators of libraries and educational institutions use rankings to defend budgets, justify new positions, obtain government funding and attract philanthropic support. The annually updated resource presents more than 4,000 national, regional and international lists and rankings compiled from hundreds of respected sources. The entries in Rankings include a description of the ranking, background information on criteria for establishing the hierarchy, additional remarks about the ranking, the complete or partial (if extensive) ranking and source citations if necessary.
This up-to-date resource presents more than 4,000 national, regional, local and international lists and rankings compiled from hundreds of respected sources. Entries typically include a description of the ranking; background information on criteria for establishing the hierarchy; additional remarks about the ranking; the complete or partial (if extensive) ranking; and a complete source citation for locating additional information if necessary.
Examines how higher education has contributed to widening inequalities and might contribute to change. By exploring questions of access, finance and pedagogy, it considers global higher education as a space for understanding the promises and pressures associated with competing demands for economic growth, equity, sustainability and democracy.
Universities have been propelled into the center of the global political economy of knowledge production by a number of factors: mass education, academic capitalism, the globalization of knowledge, the democratization of communication in the era of the Internet, and the emergence of the knowledge and innovation economy. The latest book in the International Studies in Higher Education series, Universities and the Public Sphere addresses the vital role of research universities as global public spheres, sites where public interaction, conversation and deliberation take place, where the nature of the State and private interests can be openly debated and contested. At a time of increased privatization, open markets, and government involvement in higher education, the book also addresses the challenges facing the university in its role as a global public sphere. In this volume, international contributors challenge prevalent views of the global marketplace to create a deeper understanding of higher education's role in knowledge creation and nation building. In nearly every national context the pressures of globalization, neo-liberal economic restructuring, and new managerial imperatives challenge traditional norms of autonomy, academic freedom, access and affordability. The authors in Universities and the Public Sphere argue that universities are uniquely suited to have transformative democratic potential as global public spheres.
This book discusses the new challenges facing Business Schools around the world with potential scenarios that may be envisioned for 2030 and strategies for stakeholders. Based on documented descriptions of competitive dynamics in the ‘business’ of business schools in a variety of countries, the authors highlight the fact that the ‘industry’ of management education is going through major changes such as new governance and business models, mergers and acquisitions, internationalization of faculty and students coexisting with entrenchment in local markets, ever more needs for financial resources, development of distant and blended learning, and increasing pressure for research output to boost rankings. With concerns surrounding the sustainability of current trends in faculty salary inflation, social acceptability of higher fees, cost of distance learning and the risk of an academic-industry divide around knowledge produced by management research, The Future of Management Education develops an analysis of business models and institution regulation. The two volumes cover the context of Business Schools in ten countries and grapples with the challenges they currently face. They specifically discuss foresight scenarios and strategic implications for stakeholders (Deans, faculty, students, prospective students, alumni, local businesses, corporations, government, accreditation bodies).
As cities continue to play an increasingly significant role in driving economic growth in many countries, competition among cities have shifted from the national level to the global arena. In this context, international benchmarks for cities are vital for businesses and individuals to make informed decisions. In particular, cost of living, wages and purchasing power are of great interest to employees, employers, multinational corporations and policy-makers as basic indicators tracking urban living standards. This publication by the Asia Competitiveness Institute (ACI) provides annual indices and rankings for cost of living for expatriates as well as indices and rankings for cost of living, wages and purchasing power for ordinary residents in 103 global cities since 2005. The ACI's study reflects salient differences in costs of living for expatriate and ordinary urban dwellers which arise from variations in their lifestyles and consumption preferences. This is of critical significance as cost of living for the former is usually conflated as that for the latter by the general public. In this book, we also delve into the analysis of the nexus between liveability, cost of living and purchasing power. We outline the trends and patterns of these benchmarks and explore if there are trade-offs between liveability and affordability. The ACI's study has received considerable interest from reputable media outlets such as the British Broadcasting Corporation (BBC) and the Edge Malaysia. Contents: Understanding and Tracking Cost of Living, Wages and Purchasing Power for Expatriates and Ordinary ResidentsMethodology on Cost of Living for ExpatriatesMethodology on Cost of Living, Wages and Purchasing Power for Ordinary ResidentsFindings on Cost of Living for ExpatriatesFindings on Cost of Living, Wages and Purchasing Power for Ordinary ResidentsConcluding Remarks: Are Liveable Cities Expensive and Unaffordable? Readership: Students; professionals; researchers; think-tanks; and, policy makers interested in developmental economics and surveys on cost of living, wages and purchasing power between residents and expatriates. Keywords: Cost of Living;Purchasing Power;Residents;Expatriates;Wages IndexReview: "The Worldwide Cost of Living Index by the Economist Intelligence Unit was designed for human resources departments to figure out the cost of sending employees on business trips or to work overseas, often in a high-paying job. A group of academics at the National University of Singapore's (NUS) Lee Kuan Yew School for Public Policy made their own index, which distinguished between expats and locals. It found that for expats, Singapore was about the fourth most expensive city in the world. But for the 'ordinary residents', it was 48th, wedged between Lisbon and Pittsburgh." Timothy McDonald Journalist, BBC News "The main contribution of the research done by ACI was that it can contribute to public policy as one cannot use expatriates for ordinary residents if public policy is the focus. In addition, though it is important to look at cost, the bigger concern is purchasing power. It does not matter if things are expensive as long as you can afford them. This is another point that I took away from the research and I was very happy to see that the team did purchasing power and not just cost of living." Nicholas Khaw Vice President, Khazanah Research & Investment Strategy, Malaysia Key Features: The ACI's pioneering attempt is the first ever comprehensive study on ordinary residents available todayAs for expatriates, cost of living researches are widely available but these are conducted in a much less ri
This book, written by three generations of rankings academics with considerable experience from three very different regions of the globe, lifts the lid on the real impact of higher education ranking systems (HERS) on universities and their stakeholders. It critically analyses the criteria that make up the ‘Big Three’ global ranking systems and, using interviews with senior administrators, academics and managers, discusses their impact on universities from four very different continents. Higher education continues to be dominated by a reputational hierarchy of institutions that sustains and is reinforced by HERS. Despite all the opinions and arguments about the legitimacy of the rankings as a construct, it seems experts agree that they are here to stay. The question, therefore, seems to be less about whether or not universities should be compared and ranked, but the manner in which this is undertaken. Delivering a fresh perspective on global rankings, this book summarizes the development of HERS and provides a critical evaluation of the effects of HERS on four different major regions – South Africa, the Arab region, South East Asia, and Australia. It will appeal to any academic, student, university administrator or governing body interested in or affected by global higher education ranking systems.
During the last decades ranking has become one of the most controversial issues in higher education and research. It is widely recognized now that, although some of the current rankings can be severely criticized, they seem to be here to stay. In addition, rankings appear to have a great impact on decision-makers at all levels of higher education and research systems worldwide, including in universities. Rankings reflect a growing international competition among universities for talent and resources; at the same time they reinforce competition by their very results. Yet major concerns remain as to the rankings' methodological underpinnings and to their various impacts. This new book presents a comprehensive overview of the current ‘state of the art’ of ranking in higher education and research, and introduces a completely new approach called ‘multidimensional ranking’. In part 1 rankings are discussed in the broader context of quality assurance and transparency in higher education and research. In addition the many current ranking methodologies are analyzed and critized, and their impacts are explored. In part 2 a new approach to ranking is introduced, based on the basic idea that higher education and research institutions have different profiles and missions and that the performances of these institutions should reflect these differences. This multidimensional approach is operationalized in a new multidimensional and user-driven ranking tool, called U-Multirank. U-Multirank is the outcome of a pilot project, sponsored by the European Commission, in which the new ranking instrument was designed and tested at a global scale.
Over the last decade the structure of higher education in most countries has undergone significant change brought about by social demands for expanded access, technological developments, and market forces. In this period of change the traditional concerns with access and cost have been supplemented by a new concern with academic quality. As a consequence, new public policies on academic quality and new forms of academic quality assurance have rapidly emerged and swiftly migrated across continents and around the globe. The growing public debate about academic quality assurance within and across countries however has not always been well informed by analyses of the strengths and weaknesses of these new policy instruments. The Public Policy for Academic Quality Research Program (PPAQ) was designed to provide systematic analyses of innovative external quality assurance policies around the world. This volume presents the fourteen analyses of national policies on academic quality assurance conducted as part of the PPAQ Research Program utilizing the knowledge of informed international scholars. Each policy analysis examines the policy goals, implementation problems, and impacts of these newly developed national quality assurance instruments. The book concludes with an assessment of the lessons learned from these collected policy analyses and outlines the framework conditions that appear essential for assuring academic standards in the university sector.
