Ranking universities: The CHE Approach Gero Federkeil CHE – Centre for Higher Education...
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Ranking universities:The CHE Approach
Gero FederkeilCHE – Centre for Higher Education Development
International Colloquium “Ranking and Research Assessment in Higher Education”
12 & 13 December 2007, Bruxelles
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Presentation
I. The CHE – Centre for Higher Education Development
II. Rankings – Aims and methodology
III. The CHE ranking approach Basic Approach Indicators and data base Publication Impacts
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I. CHE – Center of Higher Education Development
private, not-profit organisation
founded in 1994 by Bertelsmann Foundation and German Rectors Conference
purpose: promotion of reforms in German higher education
Ranking of German universities among founding tasks of CHE
activities:HE policy issues
consulting
ranking, since 1998
staff: ~ 30 people
more information: www.che.de
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First ranking published in 1998 after two years of preparation
Published in co-operation with media partner: since 2005 weekly newspaper „Die Zeit“
responsibility for concept & data exclusively at CHE
„Zeit“: publication / distribution
High international reputation (Usher & Savino, Tavenas, OECD)
Internationalisation:since 2004: Austrian universities
2005: Swiss universities
2006/07: EU-funded pilot project with Dutch/ Belgian (Flemish) universities
2008: Dutch universities, University Bozen/Bolzano (I)
I. The CHE: ranking tradition
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II. Rankings: Aims and Methodology
Ranking refers to a method:
comprehensive comparison of HEIs by quantitative indicators
made by external/independant institutions/actors
Ranking is different from benchmarking / evaluation:external vs. internal target groups
publication of all results vs. confidentiality
focus on indicators vs. processes
no causal analysis in rankings !
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II. Rankings
rankings differ by target groups, particular goalsinformation for prospective students (US News, CHE)
information about global positioning (Shanghai Jiatong, THES)
Information for HE community (Germany: National Science Foundation Ranking of Research Grants, CHE Research Ranking)
even: basis for accreditation (e.g.Nigeria)
Rankings vary in aims and target groups as well as „in terms of what they measure, how they measure it and how they implicitly define quality“ (Usher & Savino)
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II. Rankings: Aims and Methodology
Main target group of (most) rankings is least informed group on higher education need for reduction of complexity of information
Higher education institutions themeselves use data for comparison need for detailed & sophisticated information
Rankings have to find a balance in order to both reach target group & get acceptance within HE
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II. The most popular ranking ...
clear, unequivocal
rank positions clear, uncontested rules for calculation
of overall scoreone rank can make
a difference
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Exampe: THES World Rankings
Can we rank universities like this? – Some Do!
compositeoverall score
weights of indicators ?
is Johns Hopkins 92,9 % as good as
Harvard?
league table with clear rank positions
ranking of whole universities
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No individual ranks inleague tables
No overall score fromweighted indicators
No ranking of wholeuniversities
Multidimensionalranking
Ranking of single fields / programmes
Rank groups top intermediate bottom
III. THE CHE approach – an alternative
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CHE rankings
CHE ranking data
target group:prospective students
target group:HE sector
CHE University Ranking CHE Research Ranking
Indicators on: teaching resources research
Detailed analysis of data/ indicators on research
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labour market,employability
city, university
studentsstudy
outcome
teaching ressources
research
overall assessment(students,
professors)
internatio-nalisation
III. The CHE-Ranking: Indicators
20 – 25 indicators ...
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III. The CHE-Ranking: Indicators
... from different data sources…
research
publications /citations (bibliometric analysis)
research grants (faculties/departments)
research reputation (professors survey)
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III. The CHE-Ranking:Indicators
... facts as well as judgements
teaching student-staff-ratio (fact)
student assessment of contact between students and professors
student assessment of course organisation
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III. The CHE ranking: Data sources
Survey among universities / departments Student survey Professor survey Bibliometric analysis Patent analysis Official higher education statistics
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III. Publication
analysis
DIE ZEIT
overview
5 indicators; „Study Guide“
all data + Interactive ranking
www.das-ranking.de
densificationdifferentiation
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University Heidelberg, Medicine
2. Detailed results
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3. Personal Ranking
Selection of (up to ) 5 indicators
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3. Personal Ranking
... giving personal „weights“ to indicators:
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3. Personal Ranking
... and the result – a personal ranking:
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3. Personal Ranking
... taht looks different with different indicators:
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III. Impacts: Individual
2/3 of students use ranking as one source of information
differences by fields /types of students:law, medicine, engineeringhumanities
studies show: ranking covers needs of information of prospective students (indicators)
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III. Impacts: Institutional
Ranking not used for funding decisions /allocation of money !!!
Institutions use data (published data & additional analysis)
as a starting point for analysis of strengths and weaknesses
for internal comparison / benchmarking between faculties, incl. contracts between president - faculties
for external comparison / benchmarking with other institutions
But ranking helps to identify deficits & asking questions, but does not give all answers
Thank you very much!
More information:www.che-ranking.de
Mailto: [email protected]
International Colloquium “Ranking and Research Assessment in Higher Education”
12 & 13 December 2007, Bruxelles