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1.
We investigate the impact of information about student satisfaction on university choice, using data from the UK's National Student Survey (NSS) and on applications to undergraduate degrees. We show that NSS scores have a small statistically significant effect on applications at the university-subject level. This effect operates via the influence of the NSS on a university's position in separately published, subject-specific league tables, suggesting that information contained in the league table rankings is more salient. The impact of rankings is greater for more able students, for universities with entry standards in the upper-middle tier, and for subject-departments facing more competition.  相似文献   

2.
UK media coverage of global university league tables shows systematic bias towards the Russell Group, although also highlighting tensions within its membership. Coverage positions UK ‘elite’ institutions between US superiority and Asian ascent. Coverage claims that league table results warrant UK university funding reform. However, league table data for all years to 2012 (when major funding reforms were implemented – most radically in England) do not show either US superiority or Asian ascent. Citation bias defines media content. Text itself is structured by three discursive ‘ratchets’: highlighting US successes but never failures, rising Asian institutions but never falls, and claiming that UK results warrant the same policy irrespective of whether results improve or worsen. These combine with selective doubt by ‘elites’ who question but are not questioned. These four discursive mechanisms fabricate an illusory threat of global competition. This threat is then used to warrant neo-liberal policies at home.  相似文献   

3.
The results of the 1996 Research Assessment Exercise were presented in several places, notably in The Higher, in the form of a league table. The article discusses how this table was compiled and points to a number of fundamental problems in the way in which the data were handled. It goes on to discuss some more general issues in the calculation of league tables and shows the extreme sensitivity of the RAE data to certain arbitrary assumptions that have to be made. It concludes by urging caution on any who may be tempted to draw conclusions from such tables as well as on those who might compile such tables in the future.  相似文献   

4.
The increasing use of league tables to summarise the relative performance of universities suggests an explicit analogy with association football. The extent to which this analogy is useful is explored through a comparison between the operation of the Premier and Nationwide Football Leagues and Universities and Colleges in England and Wales. This comparison considers issues such as what the league tables actually measure, how performance is linked to rewards or penalties, what mechanisms are available for improving performance, and what similarities there are between the locations of more or less successful football clubs and universities.  相似文献   

5.
League tables are weighted combinations of scores on performance indicators. The Times newspaper publishes an annual league table of British universities and the focus of this article is the 1994 table. The scores of ninety-six universities on fourteen performance indicators are ranked using weights which 'reflect the interests of students'. The league table is intended as a resource which allows students to compare universities and therefore it is important for both students and universities that valid inferences can be drawn from its use. The table fails to meet any of the technical requirements which would assure its internal construct validity. The educational measurement literature requires that validity inquiry must include consideration of social consequences and it is demonstrated that the technical shortcomings of the Times table could have significant adverse impact, even in the top ten universities. It is argued that universities should forsake their current stance of non-co-operation and develop a shortlist of demanding technical standards, linked to the educational measurement literature, which could be referenced in effective attacks upon poorly constructed league tables.  相似文献   

6.
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7.
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US.  相似文献   

8.
The Times has been a pioneer in the publication of university league tables in the United Kingdom as an aid to the application process for young people seeking to select the most appropriate course programmes and institutions. It published its unified league table for the first time in 1993. The Times Higher Education Supplement, a weekly newspaper under the same ownership, has complemented The Times operation by publishing simultaneously the data on which The Times ranking is based. These data are intended specifically for consumption by a readership drawn from among academics and administrators in the universities and other higher education institutions of the country. The underlying philosophy of The Times/The Times Higher Education Supplement operation is to reflect the greatest degree of objectivity using publicly available and verifiable data as proxies for measures of performance across a range of criteria. The methodology is subject to continuous review in consultation with the universities.  相似文献   

9.
This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often appear in the context of relating scores on computerized adaptive and paper‐and‐pencil versions of the same test. When such a table is presented in a complete point‐by‐point fashion, relating each reported score on the scale of the new version of the test to a reported score on the scale of the old version of the test, test score users will typically treat the table as if it represented an equating of scores between the two versions, and directly replace scores on the new version of the test by scores on the old version. This clearly represents a misuse of the test scores. Suggestions for avoiding this misuse of test scores from concordance tables are provided.  相似文献   

10.
In 1992 the binary divide between universities and polytechnics was dismantled to create a nominally unitary system of higher education for the UK. Just a year later, the first UK university league table was published, and the year after that saw the formation of the Russell Group of self-proclaimed ‘leading’ universities. This paper asks whether there are distinctive clusters of higher and lower status universities in the UK, and, in particular, whether the Russell Group institutions can be said to constitute a distinctive elite tier. Cluster analysis of publicly available data on the research activity, teaching quality, economic resources, academic selectivity, and socioeconomic student mix of UK universities demonstrates that the former binary divide persists with Old (pre-1992) universities characterised by higher levels of research activity, greater wealth, more academically successful and socioeconomically advantaged student intakes, but similar levels of teaching quality, compared to New (post-1992) institutions. Among the Old universities, Oxford and Cambridge emerge as an elite tier, whereas the remaining 22 Russell Group universities appear to be undifferentiated from the majority of other Old universities. A division among the New universities is also evident, with around a quarter of New universities forming a distinctive lower tier.  相似文献   

11.
This study examines the impact of universities’ reputation on teaching income and demonstrates how strongly reputation may affect the fees that they can charge. Higher Education is increasingly competitive and international, and institutions are preoccupied with national and international prestige. Research output is demonstrably central to reputation and, specifically, to global rankings, but less has been written about the benefits of high prestige for teaching income and the ability to charge high fees. This article uses English data to show the impact when fees are partially deregulated. Public universities with high rankings in global league tables and on domestic measures can command teaching income per student which is very much higher (in this case typically more than a third) than lower‐prestige institutions. This financial return to prestige further increases universities’ incentives to seek high positions in league tables and establish a reputational brand.  相似文献   

12.
University league tables and rankings are produced annually in the United Kingdom by the leading "quality" newspapers using statistical data on universities and colleges published each year. The newspapers claim that the up-to-date independent measures which they provide annually on the changing quality of universities are necessary to guide students in choosing universities in which to enroll. Many, however, are skeptical about the accuracy (as opposed to the precision) of the data, where year-to-year movements in the rankings of institutions are as much artifacts of the data and their manipulation as real changes. Prospective students seem not to be strongly influenced by the annual changes in the league table position of a given institution but are influenced more strongly by competition for places and the quality of the learning environment offered by the university.  相似文献   

13.
The paper reflects on the use by the UK central government of statistical evidence in educational policy matters. Particular attention is given to school league tables. The paper is generally critical of government attitudes, but suggests that progress towards rational decision‐making does occur.  相似文献   

14.
数据库设计技巧   总被引：1，自引：0，他引：1  
数据库设计的科学性和合理性对于提高数据库运行效率和数据库安全是至关重要的.文章从数据表的划分、表间关联、数据冗余处理、中间表技术及视图技术应用等方面论述了数据库设计的一些技巧.  相似文献   

15.
Which are the best and worst universities in the UK for getting a job when you graduate? This question attracts readers of the employability rankings in national league tables. This study critically reviews the employability measure used in the rankings and its subsequent reporting in public news and commentary sources, such as national and local media, student and advisory websites as well as universities and the publishers themselves. A debate that is constrained by a reproduction of the content and apparent neutrality of the employability measure in the tables is revealed. Universities themselves are the most frequent commentators, and echo the content of the tables fairly uncritically. Analysis leads to a consideration that participants in higher education may not be served well by a proliferation of information that can lead to simultaneous over-simplification and obfuscation that does not result in clarity or trust. I will argue that prospective students and their advisers need to review information that is available critically, and that universities individually and collectively should facilitate the production of a more nuanced narrative about graduate career pathways that is not controlled by marketing and metrics.  相似文献   

16.
Since 1992, the UK Government has published so‐called ‘school league tables’ summarising the average General Certificate of Secondary Education (GCSE) ‘attainment’ and ‘progress’ made by pupils in each state‐funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from ‘value‐added’ (2002–2005) to ‘contextual value‐added’ (2006–2010) to ‘expected progress’ (2011–2015) to ‘progress 8’ (2016–). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value‐added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value‐added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date.  相似文献   

17.
This paper illustrates how critical use of Basil Bernstein's theory illuminates the mechanisms by which university knowledge, curriculum and pedagogy both reproduce and interrupt social inequalities. To this end, empirical examples are selected from the findings of the ESRC-funded project ‘Pedagogic Quality and Inequality in University First Degrees' (RES-062-23-1438, November 2008–January 2012). The project investigated sociology-related social science degrees in four social science departments in universities in different positions in influential UK higher education league tables. A Bernsteinian lens throws fresh light on how university education might contribute to a more egalitarian society.  相似文献   

18.
This paper explores the complex ways in which the marketisation of education and the associated publication of performance data have contributed to the emergence of a new politics of recognition which has paradoxically served further to naturalise educational inequalities. Of all the reforms associated with subjecting education to market forces, it is the publication of ‘league tables’ of raw performance data which has sparked the most controversy. These tables have provoked a range of criticisms from educational professionals and practitioners concerning their reductionist nature, their misleading attribution of outcomes to institutional processes rather than intake variables and their potentially damaging side‐effects. These league tables can be said to constitute a form of cultural injustice. In order to counter this injustice, a new politics of recognition has emerged which seeks to valorise the performance of disadvantaged schools and which can be seen in the development of alternative and ‘value‐added’ league tables. This paper argues that there are a number of difficulties and dangers inherent within this new politics of recognition. These relate to the impossibility of separating a school from its context, the displacement of a politics of redistribution and the increasing naturalisation of inequalities.  相似文献   

19.
Like its 2008 predecessor, the, 2014 Research Excellence Framework was a high-stakes exercise. For universities and their constituent departments, it had zero-sum implications for league table position in a way that the 2001 exercise did not, and post facto it is having a significant effect on investment and disinvestment as departments vie with each other internally for dwindling estate and staffing resources. Yet there has never been an analysis of how different Units of Assessment compare with each other in terms of their competitiveness, and how the percentage of staff submitted in each discipline affects the competition space. The purpose of this paper is twofold: to introduce the Herfindahl Index, currently used as the basis for antitrust regulation in the US, to an educational setting; and to apply the Index to the 2008 and 2014 research assessment exercises to gauge the competitiveness of individual disciplines. It finds that competition in the UK research sector is exceptionally tough, but that competitiveness in some subjects, especially Education, is hugely increased when the metric used as base is the total number of staff eligible, rather than the total number of staff submitted, which suggests a very concentrated market in terms of quality.  相似文献   

20.
In the UK, interest in measuring the performance of higher education institutions has developed as part of an increasing performance culture in the public sector. This paper looks at development of national systems of indicators in both the University and former Polytechnic section in the light of this trend. The pressures leading up to the development of each system are examined together with an outline of the indicators chosen and forthcoming critical reaction. The use of performance indicators to compare institutional performance is explored. Regression methods that have been developed to try to enable meaningful comparison of indicators to be made between different insititutional types and environments are critically examined. A number of case studies of the use of performance indicators in both the University and former Polytechnic sector are presented. In each case the benefit and drawbacks of the application are commented on. The paper concludes by recommending a change from the league table approach to one based on adopting indicators for each institution which are consistent with its mission. The role of peer review in complementing the use of performance indicators is covered.  相似文献   

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