The University in the Age of Globalization: Rankings, by Wojciech Bienkowski, W. Bienkowski, J. Brada, G. Stanley

By Wojciech Bienkowski, W. Bienkowski, J. Brada, G. Stanley

An educated dialogue of the worldwide schooling industry, analysing the ratings process, and the determinants which support universities to enhance. The authors study attainable advancements within the merchandising and commercialization of collage study, and the function of universities within the social and financial improvement of transition economies.

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Extra resources for The University in the Age of Globalization: Rankings, Resources and Reforms

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External measurement of outcome standards In a review of the assessment of higher education learning outcomes for the OECD, Nusche (2008) reports that: Brazil is currently the only country where testing is mandatory for students from all HEIs [Higher Education Institutions] and takes place on the national level. But large-scale direct assessments also exist in Australia, Mexico and the USA. In Australia and Mexico, institutions may voluntarily subscribe to nation-wide standardized tests for graduating students.

It is clear to education authorities and to universities that disregarding competition for a high position in the global rankings could push Polish education to one side. So – even if only on a declarative level – rankings are an important signpost of developing strategies for raising the values that determine the ranking position. These opinions on Polish education confirm the general observations of Van Vught (2008). Using the concepts of normative isomorphism, he puts forward the thesis that the greater the influence of academic standards and values, in higher education institutions, the lower is the level of diversification in the education system.

3. The relationship between university rankings and institutional diversification. The problem of isomorphism Some authors notice the negative results of rankings, which restrict diversity within higher education (see Wende and Westerheijden, 2009). Existing global rankings suggest that there is only one university model of global significance: that of a large comprehensive research university. This approach has a negative effect on the diversity of education systems, because it stimulates the intensification of academic drift, and, instead of horizontal diversification, it strengthens the vertical stratification of universities with different quality levels (Wende and Westerheijden, 2009).

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