Shanghai Jiao Tong World Ranking 2009

2009 Shanghai Jiao Tong University League Table just published….

The latest SJTU rankings for 2009 have now been published.

Harvard is again top as in 2007 and 2008, and Cambridge remains in 4th position and top from the UK. Top 20 as follows:

1 Harvard University
2 Stanford University
3 University of California – Berkeley
4 University of Cambridge
5 Massachusetts Institute of Technology (MIT)
6 California Institute of Technology
7 Columbia University
8 Princeton University
9 University of Chicago
10 University of Oxford
11 Yale University
12 Cornell University
13 University of California – Los Angeles
14 University of California – San Diego
15 University of Pennsylvania
16 University of Washington – Seattle
17 Univ Wisconsin – Madison
18 University of California – San Francisco
19 Johns Hopkins University
20  Tokyo University

Note that the Top 18 are identical to 2008.

UK universities appear in the top 100 as follows (change from last year in brackets):

4 Cambridge (no change)
10 Oxford (no change)
21 UCL (up 1)
26 Imperial (down 1)
41 Manchester (down 1)
53 Edinburgh (up 2)
61 Bristol (no change)
65 King’s London (up 16)
81 Sheffield (down 4)
83 Nottingham (down 1)
94= Birmingham (down 3)

No other UK institutions feature in the Shanghai Jiao Tong world 100.

Higher ambitions…

New HE Framework

Follow up to earlier post on HE as food-labelling:

Lord Mandelson has launched Higher Ambitions. There’s a lot in here and much of it yet to be fully fleshed out. And the much trailed element on improved consumer information still requires some work:

All universities should publish a standard set of information setting out what students can expect in terms of the nature and quality of their programme.

This should set out how and what students will learn, what that knowledge will qualify them to do, whether they will have access to external expertise or experience, how much direct contact there will be with academic staff, what their own study responsibilities will be, what facilities they will have access to, and any opportunities for international experience. It should also offer information about what students on individual courses have done after graduation. The Unistats website will continue to bring together information in a comparable way so that students can make well-informed informed [sic] choices, based on an understanding of the nature of the teaching programme they can expect, and the long-term employment prospects it offers. We will invite HEFCE, the Quality Assurance Agency for Higher Education (QAA) and UKCES to work with the sector and advise on how these goals should be achieved.

Hmmm. Should be an interesting consultation.

Higher education as food labelling

Food labelling for university courses

From the BBC website:

School leavers applying to English universities will get more data about courses under government plans to treat them more like consumers. A food labelling-style system will flag up teaching hours, career prospects and seminar frequency, says the Department of Business, Innovation and Skills.

On Tuesday, it will announce a new framework for higher education. The plan aims to set out priorities for universities ahead of a review of the way students fund their education. Tuition fees were introduced in 1998 and Business Secretary Lord Mandelson believes this entitles students to act more like consumers.

He has said government and industry must scrutinise and monitor courses on behalf of students, encouraging “a greater degree of competition between institutions” to drive improvement in courses. His department already publishes statistics on employability after six months and three-and-a-half years, but the latest plans would put information in one place. This could include graduates’ typical future earnings, contact hours with tutors, assessment methods and frequency of tests.

So instead of detailed descriptions of each course in prospectuses, via ucas, on university websites and the detail of league table subject comparisons, we are going to have something like this:

It really isn’t at all clear how this is going to be in any way an improvement or of real value to prospective students. Consolidating small pieces of information into one place in this way suggests that a much more superficial assessment of quality is the aim here. And how is it going to be decided what is red and what is green?

Let’s hope that the real proposals are a bit better than this implies.

Europe’s “best universities”

CHE Excellence Ranking 2009

A league table that isn’t actually a league table: via “European best universities” – ZEIT ONLINE

The CHE Excellence Ranking compares a selected group of European universities for each subject. Find the most interesting places in Europe for doing your master’s or doctoral degree!

For seven different subjects a group of 20 to 60 European universities were selected by their results in research and (for Political Science, Economics and Psychology) internationalisation indicators. This selected group of universities is called the “Excellence Group” of the respective subject. For this Excellence Groups, an institutional survey as well as a student survey was conducted. For outstanding results in any one indicator, a “star” was awarded.

Interesting approach this. Not sure that it will take off but it is a serious effort and worth watching. Also. gratifying that the University of Nottingham appears in both the Economics and Politics lists but unfortunately they seem to have failed to notice psychology.

“Old-fashioned universities letting students down”

Moaners not Maoists

According to the Guardian, David Willetts has said that old-fashioned universities are letting students down:

Universities are badly failing students with unfit teaching and old-fashioned methods and will have to radically modernise lectures and facilities if they want to raise fees, according to the Conservatives’ spokesman on higher education. David Willetts told the Guardian that vice-chancellors are not prepared for the pressure their students will put them under if fees go up and that many have failed to prove students are getting value for money.

It is really not at all clear from the article what “old-fashioned” methods large numbers of universities are employing…

“There are still too many horror stories I hear when I’m talking to students ‑ issues like academic work not coming back, not being able to contact tutors,” he said.

And such anecdotes, however horrific late return of work might seem, are really not a solid base for policy development.

“It’s amazing the change in this generation of students. The issue is not fomenting Maoist revolutionaries somewhere. They are much more likely to complain about how crowded seminars are or how slow the response to their dissertation was. Those are the kind of things that young people register.” Students in England, Wales and Northern Ireland currently pay up to £3,225 a year in tuition fees but many universities want a rise in the cap or even its removal. Willetts signalled the Tories were prepared to look at increasing fees, but with strings attached.

It will be interesting to see what these conditions for a fee rise turn out to be.

Special Collections as Laboratories

Special Collections as Laboratories

Interesting post from the Chronicle of Higher Education

It’s a report on a recent forum which looked at the opportunities for using special collections to teach students about the possibilities and principles of research: “Such collections should be put to use as laboratories where students work hands-on with primary documents, incorporate them into original research projects, and even publish the results in institutional repositories.”

Panelists at a session on “An Age of Discovery: Special Collections in the Digital Age” — part of the Coalition for Networked Information’s fall forum, held in tandem with the membership meeting of the Association of Research Libraries — laid out case studies of what can happen when you turn undergraduates loose in special collections. Barbara Rockenbach, director of undergraduate and library education at Yale University Library, described how students in an urban-studies course, “The Mediated City,” created annotated digital city guides as part of their class work. In a history class, “Otherwise Engaged: Intellectuals, Politics, Education,” undergraduates created online narrative exhibits that illustrated specific moments in time.

“What we discovered is that you set high expectations, and the students tend to live up to them,” Ms. Rockenbach said. She also pointed out that it’s easier to justify the resources your special collections eat up if those collections aren’t just sitting there gathering dust.

At the University of Illinois at Urbana-Champaign, students take part in the Ethnography of the University Initiative, creating research projects that investigate campus history and culture. Sarah L. Shreeves, coordinator of Illinois’s Digital Environment for Access to Learning and Scholarship (Ideals), talked about how the student ethnographers work through the full circle of scholarly communication, beginning with original research and ending with the chance to deposit their work in the Ideals institutional repository alongside the work of other students and faculty members.

Interesting ideas.

Economist MBA league table

Full-time MBA ranking from The Economist.

The latest FT MBA league table has been published and it includes very strong representation from European Schools:

1 IESE Business School – University of Navarra Spain
2 IMD – International Institute for Management Development Switzerland
3 California at Berkeley, University of – Haas School of Business United States
4 Chicago, University of – Booth School of Business United States
5 Harvard Business School United States
6 Dartmouth College – Tuck School of Business United States
7 Stanford Graduate School of Business United States
8 London Business School Britain
9 Pennsylvania, University of – Wharton School United States
10 Vlerick Leuven Gent Management School Belgium
11 Cambridge, University of – Judge Business School Britain
12 York University – Schulich School of Business Canada
13 New York University – Leonard N Stern School of Business United States
14 HEC School of Management, Paris France
15 Northwestern University – Kellogg School of Management United States
16 IE Business School Spain
17 Melbourne Business School – University of Melbourne Australia
18 Cranfield School of Management Britain
19 Massachusetts Institute of Technology – MIT Sloan School of Management United States
20 Columbia Business School United States
21 Henley Business School Britain
22 Warwick Business School Britain
23 INSEAD France / Singapore
24 Virginia, University of – Darden Graduate School of Business Administration United States
25 Michigan, University of – Stephen M. Ross School of Business United States

The Economist methodology is a bit different from the mainstream league tables and includes a significant student and graduate survey component:

Business school rankings are not perfect. What makes a good MBA programme will vary for each individual. Our ethos is to look at business schools from the students’ perspective. Indeed, over the past 21 years we have asked close to 150,000 of them why they decided to sign up for an MBA. It is their responses that inform the criteria we measure and the weightings we apply.

Over that time, four factors have consistently emerged: to open new career opportunities and/or further current career; personal development and educational experience; to increase salary; the potential to network. The Economist ranks full-time programmes on their ability to deliver to students the things that they themselves cite as most important. It weights each element according to the average importance given to it by students surveyed over the past five years.

Robert Southey on university life

Letters of Robert Southey

Interesting news item about the publication of the letters of Robert Southey, one time poet laureate.

Letter 60 includes a couple of interesting observations on higher education:

I know nothing so unpleasant as leaving the friends we love & — yet such is the state of society that life is hardly any thing than continual parting. you are an exception — but observe the general tenour of life — school & college occupy what ought to be <the> happiest ages — then comes business & perhaps the opportunity of happiness when the relish is gone. Universities might certainly be made useful institutions but at present they are pernicious to individuals & to the nation at large. the morality of Oxford you know how to estimate but with respect to the polishing which I know I want but fear I shall never attain — is it to be found there? steel receives its last polish from a womans hand I believe — & my rugged ore requires the same management — this I shall never meet with. three years must be spent in studies which lead to nothing — & the remainder of my life in forming theories of happiness which I never can practises. Edmund Seward says very truly that a man who indulges himself in literature merely for self amusement deserves no more respect from the public than the glutton or the voluptuary. this is very true but selfishness is deeply implanted in the human heart so deeply that even the strong hand of Philosophy cannot root it up. you & I may indulge ourselves in theories of reforming the taste & morals of a corrupt age & perhaps our theories are not wholly visionary — but is our disinterestedness such as might prompt us to this against our inclination?

And further critique:

To me the radical defect of the universities appears this — the association of men with only men. the total absence of that sex from whom only we can receive the last polish. the intercourse in this country is much too distant & of course Man becomes more brutal when the tablecloth is removed the women retire with the dishes they have dressed…

On the OpenCourseWare Consortium

Interesting development: the OpenCourseWare Consortium

It’s not entirely unique but the approach is a bit different and extremely worthwhile:

An OpenCourseWare is a free and open digital publication of high quality educational materials, organized as courses. The OpenCourseWare Consortium is a collaboration of more than 200 higher education institutions and associated organizations from around the world creating a broad and deep body of open educational content using a shared model. The mission of the OpenCourseWare Consortium is to advance education and empower people worldwide through opencourseware.

The goals of the Consortium are expressed as follows:

* Extend the reach and impact of opencourseware by encouraging the adoption and adaptation of open educational materials around the world.
* Foster the development of additional opencourseware projects.
* Ensure the long-term sustainability of opencourseware projects by identifying ways to improve effectiveness and reduce costs.

The Consortium is also referenced in a recent THE article on this topic. The University of Nottingham is one of a few UK members. Let’s hope it thrives.

(With thanks to John Horton for alerting me to this one.)

Most Cited Institutions: 1999-2009

A league table of the most cited institutions 1999-2009 has been published by ScienceWatch.com

The list is dominated by US universities with 14 entries and only three UK entries and one each from Germany, Canada and Japan. Harvard is, inevitably, top:

These institutions all produce a high volume of papers resulting in extremely high citation counts—the top six institutions have over one million citations to their credit, and cite counts for the remaining 14 are all well over a half-million.

Perhaps not that startling a table but nevertheless interesting

1 HARVARD UNIV
2 MAX PLANCK SOCIETY
3 JOHNS HOPKINS UNIV
4 UNIV WASHINGTON
5 STANFORD UNIV
6 UNIV CALIF LOS ANGELES
7 UNIV MICHIGAN
8 UNIV CALIF BERKELEY
9 UNIV CALIF SAN FRANCISCO
10 UNIV PENN
11 UNIV TOKYO
12 UNIV CALIF SAN DIEGO
13 UNIV TORONTO
14 UCL
15 COLUMBIA UNIV
16 YALE UNIV
17 MIT
18 UNIV CAMBRIDGE
19 UNIV OXFORD
20 UNIV WISCONSIN

The listing of the top 20 institutions which attracted the highest total citations to their papers published in Thomson Reuters-indexed journals over all 22 fields in the database. These institutions are the top 20 out of a pool of 4,050 institutions comprising the top 1% ranked by total citation count over all fields.

More details are on the website.