Unit 1 Education
Lesson One World's Best Universities: The Methodology
By Robert Mor
Posted September 21, 2010
/education/worlds-best-universities
1. U.S.News & World Report's 2010 World's Best Universities rankings are bad on data from the QS World University Rankings. The new rankings are produced in association with QS Quacquarelli Symonds, one of the world's leading networks for top careers and education.
2. The new 2010 World's Best Universities rankings were developed to prent a multifaceted view of the relative strengths of the world's leading universities. Weightings are bad on the importance of the measured criteria balanced against the effectiveness
of the indicator to evaluate the intended measure. The overall Top 400 Universities worldwide, the Top 50 Asian Universities, the Top 50 European Universities, the Top 20 Canadian Universities, the Top 20 Australian and New Zealand Universities, and the Top 10 Latin American Universities rankings are compiled bad on five distinct indicators. This table provides the weights that were ud and a brief explanation of each of the ranking indicators.
Ranking Indicator我的一家人 | Explanation of Ranking Indicator | Weighting of Ranking Indicator |
Academic Peer Review | Composite score drawn from peer review survey (which is divided into five subject areas). Total three-year 2008-2010 respons ud in 2010 rankings were 15,050. | 40% |
Employer Review | Score bad on respons to employer survey. Total three-year 2008-2010 respons ud in 2010 rankings were 5007. | 10% |
Student-to-Faculty Ratio | Score bad on student-to-faculty ratio | 20% |
Citations per Faculty Member | Score bad on rearch performance factored against the size of the rearch body | 20% |
International Faculty | Score bad on the proportion of international faculty at the schools | 5% |
International Students | Score bad on the proportion of international students at the school | 5% |
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美国女歌手Academic Peer Review
3. The academic peer review is the centerpiece of the U.S. News World's Best Universities rankings and is bad on an online survey distributed to academics worldwide. Results are compiled bad on three years' worth of respons totaling 15,050 in 2010 from academics with an average of 19.6 years in academia. This includes more than 500 university leaders. Respondents are not permitted to submit their own institution or to respond more than once (their latest respon is counted). Weightings are applied both geographically and by discipline to ensure as fair a reprentative spread as possible.
Employer Review
4. Similar to the academic peer review, this indicator is bad on a global online survey, this time distributed to employers. Results are again bad on three years' worth of "latest respon" data, from a total of 5,007 employers in 2010 from 94 different countries. Geographical weightings are again applied to ensure fair reprentation from t
he different regions of the world.
Student-to-Faculty Ratio
销售个人工作计划
5. Faculty-student ratio is ud in many ranking systems and evaluations in the world. While it may not be a perfect measure of teaching quality, it is the most globally available and accessible measure of commitment to teaching. The ratio is an indicator to determine whether a given institution has sufficient staff to teach its students.
Citations per Faculty Member
6. Citations are a widely ud conventional measure of rearch strength. A citation is a reference to one academic publication in the text of another. The more citations a publication receives, the better it is perceived to be, and the more highly cited papers a university publishes, the stronger it can be considered to be. As a measure, this criterion is somewhat geared toward scientific and technical subjects, which is the reason it doesn't carry more weight in the rankings. The source ud in this evaluation is Scopus,
the world's largest abstract and citation databa of rearch literature. The latest five complete years of data are ud. The total citation count is factored against the number of faculty members in order to take into account the size of the institution.
International Factors
7. In today's increasingly global marketplace, the most successful universities have to attract the world's best students and faculty from countries other than their own. Simple evaluations of the proportion of international students and the proportion of international faculty members rve as two parate indicators of an institution's international attractiveness.
长沙必去的地方Lesson Two The ladder of fame
Aug 24th 2006 | WASHINGTON, DC
From The Economist print edition
ON AUGUST 18th US News & World Report r________① its 2007 rankings of America's
top colleges. The survey began in 1983 as a simple straw poll, when the magazine asked 662 college presidents to identify the country's best places of learning. It has since mutated into an annual ordeal[1] for reputable universities. （1）A strong showing in the rankings spurs student interest and alumni giving; a slip has grave conquences.
University administrators deeply dislike the survey. （2）Many reject the idea that schools can be stacked[2] up against one another in any meaningful way. And the survey's methodology is s________②. The rankings are still bad partly on peer evaluations. They compare rates of alumni giving, which has little to do with the transmission of knowledge. Besides, the magazine's data are supplied by the schools and uncorroborated[3].
（3）But whether the rankings are fair is beside the point, becau they are wildly influential. In the 1983 survey barely half of the presidents approached bothered to respond. Today, only a handful dare 儿童气球abstain[4].
黔南旅游
Most, in fact, do more than simply fill out the survey. Competition between colleges for top students is increasing, partly becau of the very p________③ of rankings. Colin Diver, the president of Reed College in Oregon, considers that（4）“rankings create powerful incentives to manipulate data and distort institutional behaviour.”生命无常 事在人为的意思
