Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe
Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe
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排名排名：对标欧洲二十五个高等教育排名系统
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发表时间：
2010
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影响因子：
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通讯作者：
Aaron S. Horn
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作者：
Ingo Stolz;D. Hendel;Aaron S. Horn
本研究的目的是评估25个欧洲高等教育排名系统（HERS）的排名实践。排名的做法进行了评估，14个定量措施来自柏林原则对高等教育机构（BP）的排名。然后根据与BP的一致程度对HERS进行排名。此外，方法，透明度和消费者友好的三个领域提出了基础的BP，和措施也适用于评估HERS关于这些领域。结果表明，CHE（德国）、AQA（奥地利）和swissUp（瑞士）的合作HERS与BP的一致性最高。然而，没有欧洲HERS表现出良好的整体一致性与BP，主要是由于方法上的缺陷。结果进一步表明，由非营利研究实体编制和出版的HERS似乎比营利新闻机构出版的大多数HERS表现更好。国际比较表明，在德语国家和荷兰出版的HERS往往表现出更高的一致性与BP。总的来说，本研究希望通过与现有的示范性模型的基准测试，刺激排名的做法的改进。定量评估工具进一步承诺是有用的解释相对稳定或变化的高等教育机构在高等教育机构，以及在帮助解释高等教育机构内的资源分配压力。
The purpose of this study is to evaluate the ranking practices of 25 European higher education ranking systems (HERSs). Ranking practices were assessed with 14 quantitative measures derived from the Berlin Principles on Ranking of Higher Education Institutions (BPs). HERSs were then ranked according to their degree of congruence with the BPs. Additionally, the three domains of methodology, transparency, and consumer-friendliness were proposed to underlie the BPs, and the measures were also applied for assessing HERSs regarding these domains. Results indicate that the cooperating HERSs by CHE (Germany), AQA (Austria) and swissUp (Switzerland) exhibit the highest congruence with the BPs. However, no European HERS demonstrates good overall congruence with the BPs, mainly due to methodological shortcomings. Results further show that HERSs compiled and published by non-profit research entities seem to perform better than the majority of HERSs published by for-profit news outlets. International comparisons indicate that HERSs published in German-speaking countries and the Netherlands tend to exhibit a higher congruence with the BPs. Overall, this study hopes to stimulate the improvement of ranking practices through benchmarking with existing exemplary models. The quantitative assessment tool further promises to be useful in explaining relative stability or change of higher education institutions in HERSs, as well as in helping to explain resource allocation pressures within higher education institutions.