Crime Data in the USA

University fined for misreporting crime data.

The Chronicle of Higher Education has a piece about the University of Texas at Arlington being fined for improperly classifying and reporting a number of crimes which took place on its campus:

For misclassifying crimes and underreporting disciplinary actions, the U.S. Department of Education has fined the University of Texas at Arlington $82,500, a penalty the institution is appealing.

The department imposed the fine last month under the federal campus-crime reporting law known as the Clery Act, each violation of which can cost an institution $27,500. According to a review by the department in 2011, the Arlington campus had improperly classified a forcible sex offense as an assault and an aggravated assault as an assault of a family member. Both crimes occurred in 2008.

Also that year, the department found, the university excluded 27 liquor, drug, and weapons violations—classified as “disciplinary actions”—from crime statistics that by law must be submitted to federal officials and distributed publicly each year. On that count, the department imposed a third $27,500 fine.

Similar fines have just been levied against Yale:

Yale failed to report a total of four forcible sex offenses in its campus crime statistics for 2001 and 2002, according to an April 19 letter from Mary E. Gust, director of administrative actions and appeals service group at the DOE. As a result, the department is fining the university $27,500 for each offense, the letter said. The Connecticut Ivy League university also received a $27,500 fine for failing to include seven required policy statements in its annual crime reports, and another $27,500 for not including crime statistics from Yale-New Haven Hospital in its annual campus crime data.

It always surprises me that there is such a strict federal requirement on crime reporting at US universities. Given the potentially negative consequences though it is perhaps hardly surprising that there are occasional errors in classification. And the crimes on US campuses do tend to be significantly worse than those here, especially given the availability of guns at some institutions (as noted in this previous post).

How long before HESA start collecting this data in the UK?

Eight minutes to choose a degree course

A report on the use made of Unistats

HEFCE has published an evaluation of the Unistats website after its first period of operation. It suggests that the huge demands made of institutions in providing the necessary data have paid off as Unistats has already become “one of the most widely used higher education course comparison websites”.

Since its launch in September 2012, the Unistats web-site has received over 3.8 million page views and over 175,000 unique visitors – an average of 984 new visitors per day. The site is used extensively by prospective higher education students, their parents, careers advisers, teachers and higher education staff.

The research, commissioned by the Higher Education Funding Councils, looks at the site’s position in the market and how it is perceived and used, as well as issues such as navigation, search, filter and comparison functions, and data presentation. A separate report by the Higher Education Statistics Agency (HESA) focuses on the experiences and views of higher education institutions.

Key findings include:

The average length of visit to the site is over eight minutes (a long time compared with use of other web-sites).

Many users regarded the independent and authoritative nature of the site as one of its key strengths.

Prospective students, current students and parents were more positive about the site than careers advisers, teachers and higher education staff, and more likely to describe the site as ’useful’ and ‘easy to get around’.

All very gratifying for Unistats fans. But as an earlier post noted there really is no shortage of information on HE opportunities. The most worrying element of this report though is the eight minute visit. Whilst this is undoubtedly a comparatively long time for a website visit it really is a frighteningly short time to spend looking at possible course choices.

Is London the new UAE?

More branch campuses opening in the city

But most of them belong to UK universities, not overseas institutions. According to last year’s OBHE report there are six international branch campuses in London (four from US universities and one each from Malaysia and Iran). There are many more offices and outposts too. However, the growth seems to be coming from UK institutions opening offshoots to offer courses, primarily professional and postgraduate, in the major market of the metropolis.

The latest arrival, according to Universities News, the University of Liverpool:

Liverpool University will open a campus in London for students attracted by studying in the capital.

It is the first of Britain’s leading universities to open a campus in London and may prompt other institutions to follow suit.

Many Liverpool undergraduates want to continue studying for master’s degrees but want to do so in London. Opening a campus in the capital is a way to “keep them in the family” according to Professor Sir Howard Newby, vice-chancellor of Liverpool.

The university has leased a former bank building on the edge of the City of London and about 150 students will enrol on the first courses there in September.

At full capacity the campus will hold up to 1,500 students, mostly postgraduates studying courses such as business and law. Many of them are expected to be mid-career professionals who need a master’s degree to progress in their field.

But Liverpool are far from first to open a London branch. Coventry, Sunderland, GCU, Glyndwr, Ulster, Anglia Ruskin, Bangor and Cumbria universities all have outposts in the capital.

So there is some way to go before London catches up with UAE’s 37 branch campuses but it is still an interesting trend.

Another dumb ranking

The universities which will make you a millionaire!

Mail Online publishes this insightful piece on the “graduate rich list” which shows you “where to study to make your millions”:

It’s not a real note

A new graduate ‘rich list’ has revealed the universities where students are most likely to become multi-millionaires.

Oxford comes top after producing 401 alumni worth £20million or more, and Cambridge is in second place with 361 – but Cambridge has the most billionaires.

The average super-rich graduate from Cambridge has a fortune of £169million, more than twice as much as Oxford’s ultra-wealthy ex-students.

The full list with some tasty examples is as follows:

1) Oxford - 401 super-rich graduates worth an average £83m each – alumni include Monty Python comedian Michael Palin

2) Cambridge - 361, £169m – including Borat actor Sacha Baron Cohen

3) LSE - 273, £84m – including Rolling Stones singer Sir Mick Jagger

4) Imperial - 127, £67m – including Queen guitarist Brian May

5) London Business School - 106, £99m – including Tata Sons chairman Cyrus Mistry

6) Manchester - 102, £22m – including former Tesco boss Sir Terry Leahy

7) UCL - 99, £29m – including comic and actor Ricky Gervais

8) Nottingham - 92, £22m – including head of MI5 Sir John Sawers

9) Edinburgh - 80, £52m – including Olympic cyclist Sir Chris Hoy

10) Birmingham - 68, £69m – including Manchester United CEO David Gill

Well, it’s one way to help with that UCAS application.

Exam stress? Head for the puppy room

It’s furry therapy apparently.

Indeed. A puppy room

Last year we heard that Dalhousie University in Canada had provided a puppy room to help students deal with exam stress. Now it seems that another university has joined in and, according to the Huffington Post, Aberdeen Students are also getting a puppy room to help them relax during revision:

Stressed out students at Aberdeen University in Scotland are going to be given a special room on campus to calm down with puppies during the exam period.

Aberdeen University’s Exam Welfare Initiative is teaming up with Guide Dogs For The Blind Association to offer the furry therapy after receiving positive feedback from students.

Emma Carlen, Aberdeen University’s president of societies and student activities, said in a statement: “We got a really positive reaction to that from both the guide dogs and the students, it really chilled them out, so that encouraged us to get this set up for the exam period.”

They are setting up a rooms on campus between the 13th and 23rd May. The university is also offering smoothie and apple give aways to calm stressed out students as well as onsite-massage at the library, yoga taster sessions a health walk on the beach.

Last October, researchers at Hiroshima University in Japan found that photos of kittens, puppies and the like don’t just make people feel better – they also help them to concentrate.

Don’t know what it will do for NSS scores but wouldn’t be surprised if this turns out to be an entry in this year’s Times Higher Education awards.

A not entirely new university ranking

A rather citation heavy ranking from URAP (NB not UKIP).

Apologies for the lateness of this but for some reason I failed to notice this league table which was published last autumn. The University Ranking by Academic Performance website has all the details but the background is as follows:

University Ranking by Academic Performance (URAP) Research Laboratory was established at Informatics Institute of Middle East Technical University in 2009. Main objective of URAP is to develop a ranking system for the world universities based on academic performances which determined by quality and quantity of scholarly publications. In line with this objective yearly World Ranking of 2000 Higher Education Institutions have been released since 2010.

And the methodology:

URAP ranking system is completely based on objective data obtained from reliable open sources. The system ranks the universities according to multiple criteria. Most of the currently available ranking systems are both size and subject dependent. The URAP research team is currently working on a new methodology which will minimize the impact of size and subject dependency.

The goal of the URAP ranking system is not to label world universities as best or worst. Our intention is to help universities identify potential areas of progress with respect to specific academic performance indicators. Similar to other ranking systems, the URAP system is neither exhaustive nor definitive, and is open to new ideas and improvements. The current ranking system will be continuously upgraded based on our ongoing research and the constructive feedback of our colleagues.

Whilst they don’t want to label universities as best or worst this is a rather inevitable by-product of a ranking I fear. Still, on the positive side, they have sent us a lovely certificate (dated last year but only arrived in my office this week):

A certificate! for the whole University!

I’m sure other rankings will be following suit.

Anyway, here is the list of the top 20 UK universities from URAP:

Country Ranking	University Name	World Ranking	Category	Article	Citation	Total Document	JIT	JCIT	Collaboration	Total
1	University of Oxford	7	A++	91.74	92.72	43.25	73.26	65.72	78.75	445.43
2	University of Cambridge	11	A++	90.07	91.16	42.34	71.63	65.68	75.32	436.20
3	Imperial College	14	A++	87.11	87.38	41.91	69.80	60.16	73.23	419.58
4	University College London	18	A++	85.47	85.05	41.61	69.38	58.96	70.59	411.07
5	University of Manchester	38	A++	81.52	79.31	39.67	64.23	54.54	65.21	384.47
6	University of Edinburgh	49	A++	77.64	77.27	37.39	63.42	54.84	65.05	375.62
7	Kings College London	69	A++	76.74	75.82	37.76	62.70	53.24	58.89	365.15
8	University of Bristol	85	A++	74.71	74.33	36.00	61.36	51.53	59.04	356.98
9	University of Glasgow	102	A++	72.45	72.79	35.24	60.31	51.04	59.07	350.89
10	University of Birmingham	108	A+	73.37	71.68	35.78	60.18	49.75	56.81	347.56
11	University of Nottingham	110	A+	74.25	71.61	35.79	59.64	49.43	56.31	347.03
12	University of Sheffield	115	A+	73.53	71.74	35.45	59.59	49.75	55.92	345.96
13	University of Leeds	123	A+	73.56	71.29	35.28	59.23	49.46	56.25	345.08
14	University of Southampton	128	A+	73.58	70.73	35.06	59.11	49.06	56.65	344.18
15	University of Liverpool	145	A+	71.64	69.98	34.50	58.98	48.98	55.95	340.03
16	Cardiff University	152	A+	70.89	69.54	33.86	58.35	49.22	56.25	338.11
17	University of Newcastle upon Tyne	161	A+	70.08	70.26	33.94	58.83	49.55	53.95	336.61
18	University of Warwick	212	A+	70.09	67.90	33.24	57.21	47.74	52.63	328.82
19	University of Leicester	231	A+	68.26	68.30	32.61	57.40	48.89	51.25	326.70
20	University of Aberdeen	234	A+	68.00	67.76	32.73	56.79	47.42	53.36	326.05

The Imperfect University: The End of Internationalisation?

Is it the end for internationalization?

No. It’s not a bubble. It’s not bursting.

A recent Chronicle blog suggested that, in common with some other higher education activities, internationalization was a bubble and about to burst. It isn’t. International student recruitment patterns continue to evolve, some branch campuses are less successful than others and the global economic downturn is having an impact on everyone. This doesn’t mean international higher education is finished.

Unfortunately though it does seem that with all of the hype around MOOCs and the talk of the havoc that this disruptive innovation will wreak on higher education it is beginning to feel that internationalization is last year’s topic for university leaders. Leaving aside the fact that online learning, in whatever form, can largely be offered freely across national borders, the key issue here is the challenge presented by MOOCs to the traditional campus experience, especially when it is on an offshore campus.

The argument goes that if students can access university courses wherever they are why would they need to travel to a campus overseas (or a branch campus in their own country) to do so. At a stroke therefore transnational education and student mobility are eliminated and branch campuses, of which there are now in excess of 200 with at least another 37 on the way (according to the latest OBHE survey from January 2012), will inevitably wither and die.

First, I really don’t think all the MOOC hype sounds the death knell for internationalization of higher education. It remains a huge and growing market across the world with over 3.5m (in 2009) of the world’s higher education students studying in countries other than their own and growth rates in tertiary education and student mobility only expected to slow a little over the next period (according to the British Council’s Shape of Things to Come report).

Second, the campus offer remains a hugely attractive one. Whether it is a UK, US or Australian university or the Chinese, Malaysian or UAE campus of a western institution, the nature of the experience, the quality of delivery and the employment prospects offered by successful completion of a degree all still look like a pretty good option, wherever you are in the world.

University of Nottingham Malaysia Campus

Third, in terms of promoting the home institution overseas, whilst a couple of snappy MOOCs might look like they have some decent enrolments, there really isn’t a substitute for a substantive in-country presence for raising profile.

Fourth, when western governments start getting sniffy about visas then the branch campus option nearer home (which is usually cheaper too) looks increasingly like a sensible option.

Fifth, universities are, of course, about much more than just content delivery. Developing a comprehensive branch campus offer doesn’t just mean offering courses, it’s also about engaging with students in a different cultural context, establishing new research and knowledge transfer activity (including bilateral investment opportunities) and playing an active part in a community in another country.

Sixth, as the OBHE report shows, branch campus numbers continue to grow as universities realize the long term benefits of establishing a physical presence overseas. And whilst NYU seems to have run into some difficulties at home in persuading its faculty of the merits of its international ambitions, more and more universities are following its lead and that of Nottingham in building overseas campuses.

Seventh, and this is the key reason that internationalisation will not disappear, it is an intrinsic part of higher education and it is fundamentally a long game. You don’t build a branch campus overnight and it is a huge long term commitment. Not quite the same as a 10 hour MOOC. Demonstrating commitment to a branch campus is hugely important to show that the university is there for the long term and not merely pursuing temporary opportunistic goals. This kind of genuine internationalization is serious, inevitably risky and extremely challenging. But it’s worth it.

Not over yet

So has disruptive innovation displaced internationalization? Will MOOCs kill branch campuses? No. Undoubtedly the challenges in maintaining the quality of campus delivery and the need to blend online and face-to-face will become more sharply focused but the future of higher education remains most firmly international.

The narrative around disruptive innovation is very short termist, its evangelists preach the language of overnight revolution, of avalanches and tsunami. Seductive as this hype might be from those who think that the physical campus is sure to die, they are profoundly mistaken. There will remain a fundamental place for the campus in the high quality higher education experience for many years to come. Steady long term pursuit of international development remains sound strategy. Investment, partnership, relationship building, putting down roots, long term commitment, shared learning, indeed all of the things that run counter to the disruptive innovation discourse, are at the heart of internationalization.

Internationalisation of higher education may have been displaced by MOOCs in the headlines but it is still very much at the heart of strategy of leading universities. It is therefore perhaps a bit early to be writing off internationalization of HE and branch campus developments.

2014 Complete University Guide League Table

It’s spring and it’s time for the first league table of the season.

The Complete University Guide and league table for 2014 is now out. The details can be found on the Guide website together with lots of other analysis (including by subject, region and mission group)  and information on careers, fees etc.

The main table uses nine indicators: Student Satisfaction, Research Assessment, Entry Standards, Student:Staff Ratio; Spending on Academic Services; Spending on Student Facilities; Good Honours degrees achieved; Graduate Prospects and Completion. The Subject tables are based on four: Student Satisfaction, Research Assessment; Entry Standards and Graduate Prospects. The results tend to be fairly consistent year on year and there is not huge volatility in this table.

Rank 2014	Rank 2013
1	(1)	Cambridge
2	(3)	Oxford
3	(2)	LSE
4	(4)	Imperial
5	(5)	Durham
6	(6)	St Andrews
7	(8)	UCL
8	(6)	Warwick
9	(10)	Bath
10	(13)	Exeter
11	(9)	Lancaster
12	(12)	York
13	(22)	Surrey
14	(14)	Loughborough
15	(11)	Bristol
16	(20)	Leicester
17	(23)	Birmingham
18	(16)	Edinburgh
19	(18)	King’s
20	(27)	UEA
20	(15)	Southampton

So, little movement in the top 10 apart from the slight rejig to ensure Oxbridge dominance in the first two places. Glasgow and Nottingham slip out of the top 20 to be replaced by UEA, Birmingham and this year’s start performer at 13, the University of Surrey.

Communicating science. Though improv.

A surprising source of help with communicating science.

A great story in The Chronicle of Higher Education on an accolade for Alan Alda for his contribution to helping scientists communicate

In New York City this week, Mr. Alda is being honored at the university’s celebrity fund-raising gala for his central role in creating Stony Brook’s Center for Communicating Science. Its program, based on improvisational theater techniques, has trained people at about 60 universities across the country, and some of those people are using the techniques to train others at their own institutions. The idea “just caught fire,” Mr. Alda says.

Best known as the star of the M*A*S*H television series, Mr. Alda later was host of a science interview program on PBS for 13 years. Many of his guests, he observed, had trouble explaining their ideas to a general audience.

A solution, he thought, might be to teach scientists some basic improvisational skills. Though improv is commonly associated with comedy theater, it is, more fundamentally, the skill of listening to an audience and making corresponding adjustments in the delivery of a message.

During the film festival, Mr. Alda was seated next to Shirley Strum Kenny, then president of Stony Brook. As he had done at other universities across the country, he brought up his idea. Ms. Kenny, an English scholar, was immediately receptive. She says she had long wanted the institution to do more to prepare its students to explain scientific concepts to people who know less than they do, a skill they would surely need once they entered the work force.

It’s a really fascinating development and terrific to see how the approach is spreading across the US. This video about the Centre explains a bit more about its work:

Suspect we could learn a thing or two in the UK about the technique.

Quidditch World Cup 2013 update

Pottering in the sun

The Huffington Post carries a top sports story on the recent Quidditch World Cup held in Florida:

the majority of teams competing at this level have official uniforms names paying homage to the book series, like the Silicon Valley Skrewts and the Melbourne Manticores.

Spectators will find many of the same features from the books. Players throw balls or “quaffles” through ringed hoops for points and even can chase and capture the “snitch” to end matches.

And in case any Harry Potter diehards are wondering, yes, all the players also must maneuver around on broomsticks during gameplay. Much like the ability to dunk a basketball is restricted to a gifted few, however, real-life quidditch players have yet to take flight.

A previous post noted the popularity of quidditch in UK universities and its value as a recruitment tool. It seems though that the US, as host to the ‘world cup’ is leading the way in international quidditch competition. Or were there British teams there?

2013 International Leadership Conference: Managing Global Universities

A reminder about this forthcoming conference taking place at the University of Nottingham Ningbo China.

The 2013 event, which takes place from Monday 4 – Thursday 7 November 2013 will mark the third anniversary of the International Leadership Conference. The conference has previously welcomed delegates from the UK, Denmark, China, Colombia, Australia, Singapore, Malaysia, the US and Belgium. The event is designed for senior leaders to discuss and share best practice on important topics around the internationalisation of higher education.

Full details about the International Leadership Conference can be found here.

Defining ‘education hubs’

A helpful approach to definition in this rather vague area.

An earlier post noted that there were rather a lot of ‘education hubs’ around the world. This Inside Higher Ed report on the recent Going Global event highlights comments from Jane Knight of the University of Toronto who has sought to define education hubs a little more precisely. Knight studied six hubs closely to assess their characteristics and proposed a simple schema for classifying hubs:

While all may aim to attract foreign students and foreign branch campuses, they strive to be three main things, she said:

Student hubs, which seek to attract local and foreign students.

Talent hubs, which seek to develop the skilled people who will stay in the country.

Knowledge hubs, which seek to build research infrastructure.

Knight classifies her six hubs as follows:

Knight said that the goals for the hub influence who the players are — and that educators may not be the key players when a country is focused, for example, on becoming a knowledge hub. Rather, businesses or government officials who deal with immigration policy may become key players. She also said that thinking about goals also shifts away from simply counting the number of branch campuses — a figure that may be less important in some hubs.

While education hubs will continue to evolve, they represent an important “third stage” in transnational education, she said. The first was student mobility, with students leaving their homes for a postsecondary education. The second was institutional mobility, when colleges set up dual degrees or branch campuses in other countries. Hubs involve the first two stages, but take them to a new level, she said.

It’s a helpful approach, especially when you consider how many places do claim to be an education hub.

Latest campus craze? Humans v Zombies

And some have tried to stop this innocent fun…

According to The Chronicle of Higher Education , the craze that is the Humans versus Zombies game does continue on campuses, despite the efforts of “killjoys” to prevent it:

Napa Valley College officials are the latest to interfere with a popular campus-based game of tag called Humans vs. Zombies. More than 600 campuses in the United States play some version of the game, which originated at Goucher College.

To win, zombie players try to “infect” or tag the humans, thereby turning them into zombies, and the humans must protect one another from being tagged. Sometimes the teams also have missions to complete. In some iterations, the tags are tracked with person-specific ID cards, and then uploaded to a Web site. In others, as soon as you get hit with a Nerf dart, you’re dead. Well, undead. A game can last days or weeks, or merely until there are no “humans” left.

Must say it all sounds very exciting indeed. It also offers an entertaining analogy for the state of higher education more generally.

University league tables: buying success?

Australian universities are paying big salaries for rankers
 

Inside Higher Ed has a report on at least a couple of Australian institutions appointing league table specialists:
 

Some Australian universities are paying about $100,000 a year each to employ full-time managers dedicated to working with ranking agencies and developing strategies aimed at climbing league tables.

The University of New South Wales recently advertised for a manager of strategic reputation, while La Trobe University was seeking a manager of institutional rankings. For $100,000, responsibilities included maintaining relationships with ranking agencies to “maximize” or “optimize” their positions in rankings.

Observers say such positions highlight the growing importance of rankings in influencing research and teaching plans. But there are concerns that the professionalized management of rankings risks warping university strategies and may prove more a marketing effort than an effort to boost the substance of an institution’s performance.

 

 

 

The deputy vice chancellor at New South Wales, Les Field, said the position wasn’t new and was part of a team that ensured the information sent to annual data collections and the ranking agencies was accurate.
“It’s essential to have a team dedicated to getting our numbers right as well as providing the analysis on which we can direct the research effort into the future,” Field said. (Several American universities have been ensnared in controversies over their flawed — and in some cases seemingly gamed — reporting of data to rankings organizations. So far Australian universities have not been similarly besmirched.)

Whilst the work to be undertaken by these people in terms of data collection and analysis will undoubtedly be beneficial it is hard to get away from the idea that these appointments sound like an attempt to achieve a quick fix in terms of institutional league table performance. Will it pay off? Given the time lags involved with the data used it will be quite a few years before we find out.

Broadcasting university performance

Very public reports on institutional performance.

Accessible university performance data.

 

Rather impressed by this Performance Tracker which is concerned with reporting in a very accessible way on the progress of Michigan’s public universities:

The achievement of Michigan’s public universities is a critical factor as we look to participate in the knowledge economy of tomorrow. A well-educated, skilled talent base will help our state develop and attract new business opportunities. Universities also drive research and development, bring thousands of new faces into our state, and build lasting partnerships that advance our communities.

These goals matter to all of us, and so does the performance of Michigan’s higher education system. This website offers an overview of Michigan’s higher education achievement nationally, and shows how our universities are acting as incubators of future economic growth and change.

There is a great deal of very interesting data in here from graduation rates to tuition fees and SSRs to salary costs. Sensibly, the bench marking is against peer institutions. Will we see others adopting a similar approach? And might it catch on in the UK?