The Use of Evaluative and Comparative Information In the Management of Tertiary Education Systems' B

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The Use of Evaluative and Comparative
Information In the Management of Tertiary
Education Systems.Bratislava, June 16 17, 2005
QA and Rankingis there any correlation ?
Ferdinand DevínskyARRA Slovakia
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• The Bologna Process The Bergen Communiqué 20th
  May 2005
• We (the ministers) urge higher education
  institutions to continue their efforts to enhance
  the quality of their activities through the
  systematic introduction of internal mechanisms
  and their direct correlation to external quality
  assurance

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• US News and World Report,
• The Times Higher Education Supplement,
• The Times,
• Sunday Times,
• Financial Times,
• Guardian,
• McLeans,
• Asahi Shimbun,
• Asia Report,
• Der Stern,
• Der Spiegel,
• Perspektywy,
• Wprost, etc.

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• QUESTIONS
• Why to rank
• The Audience
• Whom to rank
• The Process
• The Outcomes

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• All accredited institutions are equal simply
  because they are accredited. All ranked schools
  are different because they have been ranked.
• Filinov N. B., Ruchkina S. HE in Europe, 27, 408
  (2002)

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• Why Ranking
• Provide information
• Provide Some Transparency in the University
  Jungle
• Impact on Quality promoting competition

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• The Audience
• School leavers - University entrants their
  parents
• General public
• HEIs
• Government
• Employers

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• The Data and The Approach
• All the data must come from publicly accessible
  resources and from officially published materials
• The cluster approach - ranking the individual
  schools (or programmes)

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• The Criteria
• Reputation
• 1. Quality of graduates (employers' view)
• 2. Peer review
• Research
• 1. SCI articles/creative head
• 2. SCI citations/creative head
• 3. No. of papers influencing the research field
• 4. No. of PhD students/(profs ass.profs)
• 5. No. of graduated PhDs in 5 years/(profs
  ass.profs)
• 6. Share of PhD students
• 7. Dropout rate of PhD students
• 8. Financial volume of grants/creative head

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• The Criteria
• Students comfort
• 1. Share of students with access to internet in
  school
• 2. Share of students with access to internet in
  dorm
• 3. Share of students accommodated in dorm (out
  of those who applied for)
• 4. Share of students who are entitled to
  scholarships provided by the school
• 5. Sports and cultural facilities in the area of
  the university
• 6. Share of subjects based on internet sources
• 7. Share of students who fill out students
  questionnaires
• 8. Consequences of the questionnaire's outcomes

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• The Criteria
• Teachers and teaching
• 1. Students/teacher ratio
• 2. Students/(profs and ass. profs) ratio
• 3. Share of teachers with PhD. or equivalent
• 4. Share of profs. and ass. profs/teachers
• 5. Average age of the teaching staff (profs and
  ass. profs)
• 6. Production of unemployment
• 7. Entrance exams - applicants/capacity ratio
• 8. Entrance exams - enrolment/accepted ratio
• 9. Share of students with at least one month
  spent in foreign HEI
• 10. Share of international students

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• The Criteria
• Financing
• 1. Running costs/student
• 2. Share of non-public resources in overall
  school's budget
• 3. Share of research grants on overall running
  costs

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TECH - Summ Grants/Creative Head (thousands of Sk)
EnvirTech. TUZV
Elektr STUBA
ChemTechn. STUBA
PriemTech TUAD
Stroj U
Stroj TUKE
Stav STUBA
Ban TUKE
Stroj STUBA
Hutn TUKE
VýrTech TUKE
Elektr TUKE
Inform STUBA
MechTron TUAD
Stav TUKE
MatTechn STUBA
Mech SPU
Archit STUBA
Elektr U
Stav U
pecIn U
pecTechn TUAD
0
20
40
60
80
100
120
140
160
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• Churchills Paraphrase
• Just as democracy, according to Winston
  Churchill, is the worst form of government except
  for all others, so quality rankings are the worst
  device for comparing quality of colleges and
  universities, except for all the others.
• Webster, D.S., Academic Quality Rankings of
  American Colleges and Universities, Springfield,
  CH. C. Thomas, p. 6, 1986.

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