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6>tax|;r&><;9n"kbcONT.E?ӝL>|:M91-Xt;Uk<;Q8L_-`cZ(w.OT.{Bl|LDHu~z?]MO|wOBi,wquZ6>OfSi$ ǴDvj }{Anܢvx"NT.3Sٜ CAi'S!6>e_;j'f|Wbcn;Uy]5]w 1-͠L;9 ^:1߫ɩ$p@i'.%aAiSɧj,:ǴZ/`^w OA܄Ft?+:ǧ2ΠbTƽ|`0ޡVYmcm}ǎwc޲&J4(ǩ|"\!\Ε~Dxh 5q/;--S-ֽ ==qܣ>uoiR3|L~R.|oNu[X\^72j!qG&C w@+lwHws8p0R 'c?J{u~kݐZnF# |}1G_mH!O7 ?Ǹ"͟Ul+eEњ#xc7Ob@*Z19 ߛ´| zG G%s* 1]%c8ZbZcc ZHN)|{wbZ{tj<#֥uķ1:LE[S~AJ}byyw%<#juK l˨Xg p"K9})1 \.5-c{v7ڷ63Z|b|w#kk#3>Y'/Y<: ZGҨߚXg*]w9='sXzNaZNs  X\7cUNk9VBZ EIK=AE <3>X_ルU^ %!+zw}5X)l_%>¿Oajy;˱A 0;o4 3]=1ץ`'N#?cK|oXoa_L+|o޾I{y}}#R OfgQg Zx{0b& +*.I;LILI LILI 63LI  208es  8       (23:;<>EFGHIJKLMNOPQ RYZ[\]^_`abcdefghijklm_$$b$ sd(?b$'pр3$$b$j(&޽A q4 $R$.Kb|M$$$$$$$$$$$"$8܊Lh1o$a 0AAPf333f@8}~?O ʚ;nÂ&ʚ;g4KdKd0 0ppp@ <4dddd@k 0t0 <4BdBd@l 0tg49d9dh0 0Xp@ ppF___PPT10DTimes New Romantt 0DArialNew Romantt 0 ppf___PPT9H@(? %O  =SMImpact of League Tables and Ranking Systems on Institutional Decision-making NM&&M Ellen Hazelkorn Higher Education Policy Research Unit (HEPRU) @ CSER Director and Dean, Faculty of Applied Arts Dublin Institute of Technology, Ireland Universities and their Markets Reseau d Etude sur l Enseignement Superieur (RESUP) Paris, February 20070PJ4 S  M &'The University itself is ranked among the top UK universities for the quality of its teaching' `Top of the & Student Satisfaction table'  Our position is clearly the second Finnish University in international rankings  The number one destination for international students studying in Australia  Institution accredited by FIMPES, Excelencia acadmica SEP, x Place in academic program of... 0xThemes& 1. Rankings: A Challenge to HEIs? 2. Position and Reputation 3. Responding to Rankings 4. Global Competitiveness of Higher EducationB%  !1. Rankings: A Challenge to HEIs?""&! Global and Policy Context&  Globalisation and knowledge society Knowledge is key  factor in international competitiveness Desire to increase presence in knowledge marketplace Battle for  world class excellence Competition between HEIs for students, faculty, finance, researchers Internationalisation of higher education Trend towards market-steering governance mechanisms Increased emphasis on accountability/quality assurance Increasing desire for comparative or benchmarking data  Consumer information for students, parents and other key stakeholders$E)477H$E)477  G( W  Rise in Popularity and Notoriety!!&  \Rankings part of US academic system for 100 yrs, but today increasing popularity worldwide Near-obsession with rankings Cue to consumers re: conversion potential for occupational & graduate school attainment Cue to employers what they can expect from graduates Cue to government/policymakers regarding international standards & economic credibility"]\\ What do Indicators Measure?&&&   Beginning Characteristics /Student Ability  entry scores Learning Inputs/Staff  qualifications; teaching ratios Learning Inputs/Resources  expenditure on infrastructure Learning Outputs  graduation & retention rates Final Outcomes  employment rates, further education Research  publications/citations, awards, budgets, patents Reputation  peer appraisal; opinions of other stakeholders" <Three Difficulties with LTRS & & How they are aggregated: Technical and Methodological Difficulties Indicators as proxies for quality? Ability to compare complex institutions Usefulness of the results as  consumer , comparative or benchmarking information. Interpretation that may be ascribed to the results  the uses, decisions and actions that may follow.fndw@PndwH IChallenges for HE and HEIs"&  Are League Tables and Ranking Systems influencing and informing institutional decision-making? strategy and mission institutional priorities  academic and research resource allocation recruitment and marketing Do HEIs monitor the performance of peer institutions? Do League Tables and Ranking Systems influence collaboration or partnerships? Do League Tables and Ranking Systems influence the views or decisions of key stakeholders? Are League Tables and Ranking Systems influencing broader higher education objectives and priorities? Who should undertake ranking and which metrics should be used?`nynn!;y9!-!6!^ JInternational Study"&$Conducted in association with IMHE (OECD) and IAU  using their membership lists. Email questionnaires sent to leaders/senior administrators in June-September 2006. 639 questionnaires sent, with some unquantifiable  snowballing 202 replies received 31.6% response rate FjjD  Q    ZRespondent Profile (N=202)"& Age: 36% post 1970 24% 1945-1969 40% pre 1945 83% publicly funded Institutional type 30% teaching intensive 19% research informed 29% research intensivel)'D)'C `'Global Distribution 41 countries, N=155(&' N 2. Position and Reputation  h!Popularity and Purpose of Ranking""&!  Use of national rankings on the rise, but worldwide rankings have wider penetration. Over 70% respondents identified  providing comparative information as the primary purpose of LTRS However, there is a differentiation between the target audience and user of such surveys& Target audience: students and public opinion User: public opinion, government, parents and industry<feV & "Ranking Status&Significant gap between current and preferred rank 93% and 82%, respectively, want to improve their national or international ranking. 58% respondents not happy with current institutional ranking Current ranking: 3% of all respondents are nationally ranked 1st in their country, but 12% want to be so ranked; No respondents are internationally ranked 1st, but 3% want to be so ranked 70% of all respondents wish to be in top 10% nationally, and 71% want to be in top 25% internationally.>h>- }h@4 R ? h d#Maintaining Position and Reputation$$## bRankings play a critical role in enabling/facilitating HEIs to maintain and build institutional position and reputation. While answers dependent upon  happiness with position , almost 50% use their institutional position for publicity purposes: press releases, official presentations, website. 56% have a formal internal mechanism for reviewing their 56% by the Vice Chancellor, President or Rector 14% by the Governing Authority`):0(:O c N VPeer-benchmarking&4 Over 40% of respondents said they considered an HEI s rank prior to entering into discussions about: international collaborations academic programmes research student exchanges 57% said they thought LTRS were influencing willingness of other HEIs to partner with them. 34% said LTRS were influencing willingness of other HEIs to support their institution s members of academic/professional organisations. RgLgL<hJ ^  uInfluence on Key Stakeholders&  3. Responding to Rankings,  mActions Arising (1)& 63% respondents have taken strategic, organisational, managerial or academic actions in response to the results Of those, Overwhelming majority took either strategic or academic decisions and actions Only 8% respondents indicated they had taken no action pp q  lActions Arising (2)&  Impact on Higher Education& *Ideal  League Tables &Should give fair and unbiased picture of strengths and weaknesses Provide student choice for a programme and institution Provide accountability and enhance quality Ideal metrics are: Teaching quality Employment Student-staff ratio Research, e.g. publications and income Should be developed by independent research organisations, accreditation agencies or international organisations Favour institutional reviews (41%) rather than at programme (29%) or departmental level (30%) BdWBdW  ;  . 3. Global Competitiveness of Higher Education4... Enhancing Reputation"& Respondents strongly perceive benefits/advantages flow from high ranking. This view is borne out by: Influence on  traditional audience: students and public opinion  Change of use : growing influence on government and industry Influence on policymaking, e.g. classification of institutions, allocation of research funding, accreditation LTRS have helped rather than hindered, but depends on  ranking  Institutional  reputation can be enhanced depending upon position  Matthew Effect ?lff  'Informing Institutional Decision-making ('&&' Despite criticisms of methodology or concept, HEIs taking results very seriously, and making changes: Embedding LTRS within strategic decision-making and SWOT analysis Making structural and organisational changes Integrating recruitment with strategy Ensuring senior staff are well briefed on significance of improving performance Publicising  rank information to students, parents and key stakeholders Peer-benchmarking informing strategic planning, and collaboration and other partnerships Jg.Zg.Z   Impact on Higher Education"& VRegardless of institutional type or rank, respondents are concerned about wider impact on higher education and higher education policy: Can  one-size fit all? What impact on institutional mission? Rankings can have positive impact if highly rated, but potentially harmful if the reverse is true. While there may be a distinction between perception and reality of the impact of LTRS, the  perception is very powerfully felt. H>>  !Possible Implications& Institutions behaving rationally  effectively becoming what is being what is measured. Worldwide comparisons likely to become even more significant for particular institutions in the future. 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