Saturday, February 17, 2018

It's happened: China overtakes USA in scientific research

Last November I noted that the USA was barely managing to hold onto its lead over China in scientific research as measured by articles in the Scopus database. At the time, there were 346,425 articles with a Chinese affiliation and 352,275 with a US affiliation for 2017.

As of today, there are 395,597 Chinese and 406,200 US articles dated 2017.

For 2018 so far, the numbers are 53,941 Chinese and 49,428 US.

There are other document types listed in Scopus and perhaps the situation may change over the course of the year.

Also, the United States still has a smaller population so it maintains its lead in per capita research production. For the moment.

Sunday, February 11, 2018

Influence of Rankings on State Policy: India

In case you are wondering why the Indian media get so excited about the THE and QS rankings and not about those that are just as good or better such as Leiden Ranking, RUR or Nature Index, see this from the University Grants Commission.

Note that it says "any time" and that only the Big Three rankings count for getting Assistant Professor jobs.


"NEW DELHI:  University Grants Commission (UGC) has come up with, UGC Regulations 2018, which exempts PhD candidates from having NET qualification for direct recruitment to Assistant Professor post. This new draft regulation is known as Minimum Qualifications for Appointment of Teachers and Other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education. Further the Commission has also listed 'Ph.D degree from a university/ institution with a ranking in top 500 in the World University ranking (at any time) by Quacquarelli Symonds (QS), the Times Higher Education (THE) and Academic Ranking of World Universities (ARWU) of the Shanghai Jiao Tong University (Shanghai),' as one of the criteria for Assistant Professor appointment."


Friday, February 09, 2018

Playing the Rankings Game in Pakistan

This article by Pervez Hoodbhoy from October 2016 is worth reading:

"A recently released report by Thomson-Reuters, a Canada based multinational media firm, says, “In the last decade, Pakistan’s scientific research productivity has increased by more than 4 times, from approximately 2000 articles per year in 2006 to more than 9000 articles in 2015. During this time, the number of Highly Cited Papers (HCPs) featuring Pakistan based authors increased tenfold from 9 articles in 2006 to 98 in 2015.”
This puts Pakistan well ahead of Brazil, Russia, India, and China in terms of HCPs. As the reader surely knows, every citation is an acknowledgement by other researchers of important research or useful new findings. The more citations a researcher earns, the more impact he/she is supposed to have had upon that field. Research evaluations, through multiple pathways, count for 50-70 percent of a university’s ranking (if not more).
If Thomson-Reuters has it right, then Pakistanis should be overjoyed. India has been beaten hollow. Better still, two of the world’s supposedly most advanced countries–Russia and China–are way behind. This steroid propelled growth means Pakistan will overtake America in just a decade or two.
But just a little analysis shows something is amiss. Surely a four-fold increase in scientific productivity must have some obvious manifestations. Does one see science laboratories in Pakistani universities four times busier? Are there four times as many seminars presenting new results? Does one hear animated discussions on scientific topics four times more frequently?
Nothing’s visible. Academic activity on Pakistani campuses might be unchanged or perhaps even less today, but is certainly not higher than ten years ago. So where–and why–are the authors of the HCP’s hiding? Could it be that these hugely prolific researchers are too bashful to present their results in departmental seminars or public lectures? The answer is not too difficult to guess."




Thursday, February 08, 2018

The Secret of Quaid-i-Azam University's Success

In the previous post I noted that the latest THE Asian rankings showed that a number of universities seemed to have stellar research impact but very low scores for the research cluster of indicators. That means, if we are to trust THE's indicator, that these universities have exerted a substantial influence on global research despite having a poor reputation for research, receiving minimal funding and producing few papers.

The most extreme case is Quaid-i-Azam University (QAU) in Pakistan which is ranked 7th for research impact as measured by citations (with a score of 81.2) and 79th overall but has a score of 1.3 for research, which is the lowest of all 350 universities in the rankings.


The research score is so low that I cannot help but wonder if we have an "innocent error" of somebody forgetting the zeroes when submitting data on research income. But even if that were the case the extraordinarily high score for citations, better than Peking University, KAIST or Tel Aviv University, requires explanation.


THE isn't very helpful. According to Phil Baty


"It is a fantastic achievement that Pakistan now has 10 universities in the Asia rankings and that its two leading universities have risen up the table. But the country’s poor research environment, not helped by a lack of funding, is preventing the nation from fulfilling its higher education potential."


If we are to believe the THE rankings then lack of funding doesn't seem to have been a problem for QAU. So what is the secret of its success?


The answer is simple. First, QAU has been a participant in the Large Hadron Collider project which produces a series of highly cited multi - "author' papers. In 2015-16 THE did not count papers with more than a thousand authors but now each participating institution is credited with at least five per cent of the citations. So a 2012 paper in Physics Letters Section B with 4094 total citations would now give QAU the equivalent of 205 citations.


Second, there is a researcher in mathematics, Tawasar Hayat, affiliated with QAU and King Abdulaziz University in Saudi Arabia, who is the author, according to Scopus, of 657 documents between 2012 and 2016, many of them very highly cited.


Altogether, he is credited by Scopus with 1,658 documents, cited 29,107 times in 8,279 documents. He has 150 co-authors. In 2017 alone he was the author of 384 documents. His CV is 103 pages long.


I know that natural scientists and mathematicians routinely produce many more papers than scholars in the humanities and social scientists and I am not qualified to judge the quality of these papers but I  wonder why somebody capable of producing a paper a day hasn't been head-hunted by the Ivy League or the Group of Eight.


Anyway, that is the secret of QAU's remarkable achievement: participation in a physics mega-project and a hyper productive  mathematician.


This is not sustainable. If nothing else, the value of those highly cited papers will dwindle if the total number of papers increases. THE need to do something about their methodology, especially the citations indicator. It is misleading to suggest to Asian universities that success in the THE rankings is a sign of the emergence of a genuine research culture.


Wednesday, February 07, 2018

Rising Stars of Asian research

Times Higher Education (THE) has just announced the latest edition of its Asian rankings. Since the indicators are the same as the world rankings with adjusted weightings there was absolutely no suspense about who would be top. In case anybody still doesn't know it was the National University of Singapore.

The really interesting part of the rankings is the citations indicator, field- and year-normalised, based on Scopus, with fractional counting only for papers with more than 1,000 authors.

Here are some of the superstars of Asian research. On the left is the citations rank and the score for citations. On the right in brackets is the score for Research comprising research reputation, publications per faculty, and research income. To achieve a score in the seventies, eighties or nineties  for citations with minimal research reputation, very few publications and limited funding is remarkable.

1st. 99.1. Babol Noshirvani University of Technology (15.3)
2nd. 92.0 King Abdulaziz University (92.3)
3rd.  93.1. Ulsan National Institute of Science and Technology (37.8)
7th. 81.2. Quaid-i-Azam University (1.3)
13th. 74.5. Fujita Health University (9.4)
16th.72.5.  Central China Normal University (11.3)






Tuesday, February 06, 2018

Free speech rankings from Spiked

The magazine Spiked is descended from Living Marxism although some think it is now more libertarian than socialist. It has just published the latest edition of its free speech university rankings.

These are not actually rankings but a classification or a rating, since they just divide UK universities into three groups. They have been subjected to mockery from sections of the academic blogosphere, including WONKHE, that might be justified on technical grounds. This is, however, such an important topic that any sort of publicity has to be welcomed.

Universities are divided into three categories: 

RED; "A students’ union, university or institution that is hostile to free speech and free expression, mandating explicit restrictions on speech, including, but not limited to, bans on specific ideologies, political affiliations, beliefs, books, speakers or words."

AMBER; "A students’ union, university or institution that chills free speech and free expression through restricting vague and subjective types of speech, such as ‘offensive’ or ‘insulting’ speech, or requiring burdensome vetting procedures for events, speakers, posters or publications. Many policies in this category might not explicitly limit speech, but have the potential to be used to that end, due to purposefully vague or careless wording."

GREEN; "A students’ union, university or institution that, as far as we are aware, places no significant restrictions on free speech and expression – other than where such speech or expression is unlawful."

The roll of honour in the green category includes exactly seven universities, none of them in the Russell Group: Anglia Ruskin, Buckingham, Hertfordshire, Robert Gordon, Trinity St David, West of Scotland, and Winchester.


Interesting data from Webometrics

The Webometrics rankings perform the invaluable function of ranking 27,000 plus universities or entities claiming to be universities around the world. Also, their Excellence indicator identifies those  institutions, 5,776 this year, with any claim to involvement in research.

Consequently, it has often been used in unofficial national rankings in countries, especially in Africa, where very few places can make it into the top 500 or 1,000 universities included in the better known international rankings.

However, there seems to be a universal law that when a ranking becomes significant it will have unintended and perverse consequences. In the UK we have seen massive inflation in the number of first and upper second class degrees partly because this is a n element in popular national rankings. Sophisticated campaigns can also produce  significant gains in the QS academic opinion survey which has a 40% weighting  and a few hundred strategic citations can boost the most unlikely universities in the research impact indicator of THE world and regional rankings.

Webometrics also has indicator that seems to be susceptible to bad practices. This is "Presence", the number of pages in the main webdomain including subdomains and file types such as rich files, with a 5% weighting. Apparently this can be easily manipulated. Unlike other rankings, Webometrics does not attempt to ignore this but has highlighted it in several recent tweets, which is helpful since it indicates who might be manipulating the variable. It is  possible that there might have been a misunderstanding of the Webometrics guidelines, an error somewhere, or perhaps some totally valid and innocent explanation. If the latter is the case iIwill be happy to publish a statement.

Here is a selection of universities with their world rank in the Webometrics Presence indicator. The overall rank is in brackets.

4.  University of Nairobi, Kenya (874)

5.  Masaryk University in Brno, Czechia (433)

9.  Federal university of Santa Catarina, Brazil  (439)

15.  Charles University in Prague (203)

17.  University of Costa Rica (885)

20.  University of the West Indies St Augustine (1792)

32.  National University of Honduras (3777)

40.  Mahidol University, Thailand (548)

55.  Universitas Muhammadiyah Surakarta, Indonesia  (6394)




Wednesday, January 24, 2018

Fake Rankings from Nigeria?

Although the Webometrics rankings, based mainly on web activities, receive little attention from the good and the great among the world 's university administrators they do serve the important function of providing some sort of assessment of over 20,000 universities or entities that claim to be universities. They get to places where the market leaders, Shanghai Ranking, THE and QS, cannot go.

As a result, the media in several African countries have from time to time published local rankings based on Webometrics that do not appear all that different from what would be expected from a ranking based on research or reputation.

For example, the current top five in Webometrics are:

1. University of Ibadan
2. Covenant University
3. Obafemi Awolowo University
4. University of Nigeria
5. University of Lagos.

The Nigerian press have in the last few years announced the results of rankings supposedly produced by the country's national university commission. In 2016 Nigerian Scholars reported that the NUC had produced a ranking with the top five being:

1. University of Ibadan
2. University of Lagos
3. University of Benin
4. Obafemi Awolowo University
5. Ahmadu Bello University.

Now we have this published in The Nation .Professor Adamu Abubakar Abdulrasheed, Executive Secretary of the NUC, has announced that the rankings attributed to the NUC were fake and that the commission had not published any ranking for several years.

This is  a bit strange. Does that mean that nobody on the commission noticed that fake rankings were being published in its name until now? There may be more to the story.

For the moment, it looks as though Nigeria and other countries in Africa may have to continue relying on Webometrics.





Saturday, January 20, 2018

What use is a big endowment?






Quite a lot. But not as much as you might expect.

The website THEBESTSCHOOLS has just published a list of the world's 100 wealthiest universities, as measured by the value of their endowments. As expected, it is dominated by US institutions with Harvard in first place. There are also three universities from Canada and two each  from the UK, Australia, Japan, Singapore and Saudi Arabia

There are of course other elements in university funding but it worth looking at how this ranking compares with others. The top five are familiar to any rankings observer, Harvard with an endowment of 34.5 US$ followed by Yale, the University of Texas system, Stanford and Princeton. Then there is a surprise, King Abdullah University of Science and Technology in Saudi Arabia in sixth place with an endowment of 20 billion.

Some of the wealthy universities also do well in other rankings. Stanford, in fourth place here, is second in the overall Shanghai rankings and seventh for publications, and fifth in the  Leiden Ranking default publications indicator. It does even better in the QS employer survey indicator, where it is ranked second.

There are, however, several places that are very wealthy but just don't get anywhere in the global rankings. Williams College, the University of Richmond, Pomona College, Wellesley College, Smith College, and Grinnell College are not even given a value in the QS employment indicator, or the Leiden or Shanghai publication indicators. They may of course do well in some other respects: the University of Richmond is reported by the Princeton Review to be second in the US for internships.

On the other hand, some less affluent universities do surprisingly well. Some California schools seem to among the best high-performers.  Caltech is 47th here but 9th in the Shanghai rankings where it has always been first in the productivity per capita indicator. Berkeley is 65th here and fifth in Shanghai. The University of California San Francisco, a medical school, is 90th here and 21st in Shanghai.

Overall there is an association between endowment value and research output or reputation among employers that is definitely positive but rather modest. The correlation  between endowment and Shanghai publication score is 0.38, between endowment and number of publications 2012-15 (in the Leiden Ranking) 0.46, and between endowment and the QS employer survey score 0.40. The relationship would certainly be higher if we corrected for restriction of range.

Having a lot of money helps a university produce research and build up a reputation for excellence but it is certainly not the only factor involved.

Here is the top ten in a a ranking of the 100 universities by papers (Leiden Ranking) per billion dollars of endowment.

1. University of Toronto
2. University of British Columbia
3. McGill University
4. University of California San Francisco
5. University of Melbourne
6. Rutgers University
7. UCLA
8. University of Florida
9. University of California Berkeley
10. University of Sydney.

When it comes to research value for money it looks as though Australian and Canadian universities and US state institutions are doing rather better than the Ivy League or Oxbridge.














Ranking News: Chinese Think Tank Ranking

From the China Daily

The Global Think Tank Research Center affiliated with Zhejiang University of Technology has released a ranking of domestic university think tanks.

The first three places go to the National Academy of Development and Strategy at Renmin University of China, the national School of Development at Peking University, and the National Conditions Institute at Tsinghua University.

Thursday, January 18, 2018

Ranking News: US State K-12 Rankings

Education Week has produced a ranking of states according to three criteria: Chance for Success, School Finance and K-12 Achievement. Overall, the top state is Massachusetts, which is also first for Chance for Success and K-12 Achievement. Pennsylvania is top for school finance. Overall the worse performing state is Nevada while New Mexico is worst for Chance for Success, Idaho for School Finance, and Mississippi for K-12 achievement.

California is an interesting case. Overall it is below average and gets a grade of C-. For K-12 its grade is D+. The state has some of the best universities in the world. Typically three or four of them will be found in the top ten of any global ranking. So why is the performance of primary and secondary schools so poor? Could it be that Education Week has identified the future of California's tertiary sector?






Thursday, January 11, 2018

Ranking News: US News online program rankings

U.S. News Releases 2018 Best Online Programs Rankings

Ranking news: Jordan cancels classification of universities

The Higher Education Accreditation Commission of Jordan has cancelled its proposed  classification of universities. Apparently, academics were  opposed because it was based on international rankings and ignored "“the reality of the universities and the damage to their reputation”.


Source

Jordan Times

Friday, December 29, 2017

Getting ready for next year's university rankings


Getting ready for next year's university rankings.




More on Japan and the Rankings

The Japan Times recently published an article by Takamitsu Sawa, President and Distinguished Professor at Shiga University, discussing the apparent decline of Japan's universities in the global rankings.

He notes that in 2014 there were five Japanese universities in the top 200 of the Times Higher Education (THE) world rankings but only two in 2016. He attributes Japan's poor performance to the bias of the citations indicator towards English language publications and the inability or reluctance of Japanese academics to write in English. Professor Sawa seems to be under the impression that THE does not count research papers not written in English, which is incorrect. It is, however, true that the failure of Japanese scholars to write in English prevents their universities doing better in the rankings. He also blames lack of funding from the government and the Euro-American bias of the THE reputation survey.

The most noticeable thing about this article is that the author talks about exactly one table, the THE World University Rankings. This is unfortunately very common especially among Asian academics, There are now over a dozen global rankings of varying quality and some of them tell a different, and perhaps more accurate, story than THE's. For example, there are several well known international rankings in which there are more Japanese universities in the world top 200 than there are in THE's.

There are currently two in the THE top 200 but seven in the Shanghai Academic Ranking of World Universities (ARWU), ten in the QS World University Rankings, ten in the Russian Round University Rankings, seven in the CWTS Leiden Ranking total publications indicator and ten in the Nature Index.

Let's now take a look at the University of Tokyo (Todai), the country's best known university, and it's position in these rankings. Currently it is 46th in the world in THE but in ARWU it is 23rd, in QS 28th, in Leiden Ranking tenth for publications and tenth in the Nature Index. RUR put the university in 43rd place, still a little better than THE. It is very odd that Professor Sawa should focus on the rankings that puts Japanese universities in the worst possible light and ignore the others.

As noted in an earlier post, Tokyo's tumble in the THE rankings came suddenly in 2015 when THE made some drastic changes in its methodology, including switching to Scopus as data supplier, excluding papers with large numbers of authors such as those derived from the CERN projects, and applying a country adjustment to half instead of all the citations indicator. Then in 2016 THE made further changes for its Asian rankings that further lowered the scores of Japanese universities.

It is true that scores of leading Japanese universities in most rankings have drifted downwards over the last few years but this is a relative trend caused mainly by the rise of a few Chinese and Korean universities. Japan's weakest point, as indicated by the RUR and THE rankings, is internationalisation. These rankings show that the major Japanese universities still have strong reputations for postgraduate teaching and research while the Nature Index and the Leiden Ranking point to an excellent performance in research in the natural science at the highest levels.

Nobody should rely on a single ranking and changes caused mainly by methodological tweaking should be taken with a large bucket of salt.




Tuesday, December 19, 2017

Rankings Calendar

The US News Online Program Rankings will be published on January 9th, 2018


Sunday, December 17, 2017

Rankings in Hong Kong

My previous post on the City University of Hong Kong has been republished in the Hong Kong Standard.

So far I can find no reference to anyone asking about the City University of Hong Kong's submission of student data to THE or data about faculty numbers for any Hong Kong university.

I also noticed that the Hong Kong University of Science and Technology is not on the list of 500 universities in the QS Employability Rankings although it is 12th in the one published in THE. Is there a dot here? 



Saturday, December 16, 2017

Measuring graduate employability; two rankings

Global university rankings are now well into their second decade. Since 2003, when the first Shanghai rankings appeared, there has been a steady growth of global and regional rankings. At the moment most global rankings are of two kinds, those that focus entirely or almost entirely on research and those such as the Russian Round Rankings, Times Higher Education (THE) and Quacquarelli Symonds (QS) that claim to also measure teaching, learning or graduate quality in some way, although even those are biased towards research when you scratch the surface a little.

The ranking industry has become adept at measuring research productivity and quality in various ways. But the assessment of undergraduate teaching and learning is another matter.

Several ranking organisations use faculty student ratio as a proxy for quality of teaching which in turn is assumed to have some connection with something that happens to students during their programmes. THE also count institutional income, research income and income from industry, again assuming that there is a significant association with academic excellence. Indicators like this are usually based on those supplied by institutions. For examples of problems here see an article by Alex Usher and a reply by Phil Baty.

An attempt to get at student quality is provided by the CWUR rankings now based in UAE, counting alumni who win international awards or who are CEOs of major companies. But obviously this is relevant only for a very small number of universities. A new pilot ranking from Moscow also counts international awards.

The only attempt to measure student quality  by the well known rankers that is relevant to most institutions is the survey of employers in the QS world and regional rankings. There are some obvious difficulties here. QS gets respondents from a variety of channels and this may allow some universities to influence the survey. In recent years some Latin American universities have done much better on this indicator than on any other.

THE now publish a global employability ranking which is conducted by two European firms, Trendence and Emerging. This is based on two surveys of recruiters in Argentina, Australia, Austria, Brazil, Canada, China, Germany, France, India, Israel, Italy, Japan, Mexico, Netherlands, Singapore, Spain, South Africa, South Korea, Turkey, UAE, UK, and USA. There were two panels with a total of over 6,000 respondents.

A global survey that does not include Chile, Sweden, Egypt, Nigeria, Saudi Arabia, Russia, Pakistan, Indonesia, Bangladesh, Poland, Malaysia or Taiwan can hardly claim to be representative of international employers. This limited representation may explain some oddities of the rankings such as the high places of the American University of Dubai and and the National Autonomous University of Mexico.

The first five places in these rankings are quite similar to the THE world rankings: Caltech, Harvard, Columbia, MIT, Cambridge.  But there some significant differences after that and some substantial changes since last year. Here Columbia, 14th in the world rankings, is in third place, up from 12th last year. Boston University is 6th here but 70th in the world rankings. Tokyo Institute of Technology in 19th place is in the 251-300 band in the world rankings. CentraleSupelec, is 41st,  but in the world  401-500 group.

These rankings are useful only for a small minority of universities, stakeholders and students. Only 150 schools are ranked and only a small proportion of the world's employers consulted.

QS have also released their global employability rankings with 500 universities. These combine the employer reputation survey, used in their world rankings with  other indicators: alumni outcomes, based on lists of high achievers, partnership with employers, that is research collaboration noted in the Scopus database, employer-student connections, that is employers actively present on campus, and graduate employment rate. There seems to be a close association, at least at the top, between overall scores, employer reputation and alumni outcomes. Overall the top three are Stanford, UCLA, Harvard. For employer reputation they are Cambridge, Oxford, Harvard and for alumni outcomes Harvard, Stanford Oxford.

The other  indicators are a different matter. For employer-student connections the top three are Huazhong University of Science and Technology, Arizona State University, and New York University. In fact seven out of the top ten on this measure  are Chinese. For graduate employment rate they are Politecnico di Torino, Moscow State Institute of International Relations, and Sungkyunkwan University and for partnership with employers Stanford, Surrey and Politecnico Milano. When the front runners in indicators are so different one has to wonder about their validity.

There are some very substantial differences in the ranks given to various universities in these rankings. Caltech is first in the Emerging-Trendence rankings and 73rd in QS. Hong Kong University of Science and Technology is 12th in Emerging-Trendence but not ranked at all by QS. The University of Sydney is 4th in QS and 48th in Emerging-Trendence. The American University of Dubai is in QS's 301-500 band but 138th for Emerging-Trendence

The  rankings published by THE could be some value to those students contemplating careers with the leading companies in the richest countries.

The QS rankings may be more helpful for those students or stakeholders looking at universities outside the very top of the global elite. Even so QS have ranked only a fraction of the world's universities.

It still seems that the way forward in the assessment of graduate outcomes and employability is through standardised testing along the lines of AHELO or the Collegiate Learning Assessment.




Monday, December 11, 2017

Rankings Calendar

The Times Higher Education (THE) Asian Universities Summit will be held at the Southern University of Science and Technology, Shenzen, China, 5th-7th February, 2018. The 2018 THE Asian universities rankings will be announced.



Tuesday, November 28, 2017

Rankings Uproar in Hong Kong


There is a controversy brewing in Hong Kong about the submission of data to the QS World University Rankings. It seems that the City University of Hong Kong (CityU) has submitted a smaller figure for the total number of its students than that presented by the SAR's University Grants Committee (UGC). The objective of this was presumably to boost the score for faculty student ratio, which accounts for 20% of the total score in the QS rankings. The complaints apparently began with two other local universities and were reported in the Chinese language Apple Daily.

There is nothing new about this sort of thing. Back in 2006 I commented on the difference between the number of students at "Beijing University" on the university web site and that declared by QS. Ong Kian Ming has noted discrepancies between the number of students at Malaysian universities reported on web sites and that published by QS and there have been questions about the number of international students at Singapore universities

The first thing that strikes an outside observer about the affair is that the complaint seems to be just about QS and does not mention the THE rankings although exactly the same number of students, 9,240, appears on both the QS and THE pages. The original article in Chinese apparently makes no mention of THE.

This suggests that there might be a bit of politics going on here. THE seems to have a good relationship with some of the leading universities in Hong Kong such as the University of Hong Kong (UHK) and the Hong Kong University of Science and Technology (HKUST). In 2015 THE held a prestigious summit at HKUST where it announced after "feedback from the region" that it was introducing methodological changes that would dethrone the University of Tokyo from the number one spot in the Asian rankings and send it down to seventh place behind HKUST and UHK. It looks as though whoever is complaining about CityU is diverting their eyes from THE.

There is certainly a noticeable difference between the number of students submitted to QS and THE by CityU and that published by the UGC. This is not, however, necessarily nefarious. There are many ways in which a university could massage or trim data in ways compliant with the rankers' guidelines: using a specific definition of Full Time Equivalent, omitting or including branch campuses, research centres, affiliated institutions, counting students at the beginning or the end of the semester, counting or not counting exchange students or those in certificate, diploma, transitional or preparatory programmes. It is also not totally impossible that the government data may not be 100% accurate.

Other Hong Kong universities have also submitted student data that differs from that available at the UGC site but to a lesser extent. 

The UGC's data refers to 13,725 full time equivalent students in 2014-15. It is possible that City University has found legitimate ways of whittling down this number. If nothing else, they could claim that they had to use data from earlier years because of uncertainty about the validity of current data.

The real problem here is that it is possible that some universities have learned that success in the rankings is sometimes as much a matter of careful reading of statistics and guidelines as it is of improved teaching or research.

Another thing that has so far gone unnoticed is that CityU has also been reducing the number of faculty. The UGC reports a total of 2,380 full time equivalent faculty while QS reports 1,349. If the university had just used the raw UGC figures it would have a faculty student ratio of 5.77. The QS figure is 6.85. So by modifying the UGC data, if that is where the university started, CityU actually got a worse result on this indicator. They would, however, have done a bit better on the citations per faculty indicator.

This leads on to what the  Hong Kong  universities did with their faculty numbers.

For the University of Hong Kong the UGC reports a total of 5,093 FTE  staff but the QS site has 3,012. THE does not give a figure for the number of faculty but it is possible to calculate this from the number of students and the faculty student ratio, which are provided.  The current THE profile of UHK has 18,364 students and 18 students per staff, which gives us 1,020 staff.

For HKUST the UGC number of staff is 2,398. The number calculated from THE data is 442. QS has a total of 1,150. 

For the Chinese University of Hong Kong (CUHK) we have these numbers: UGC 5,070, QS 2,208, THE 1,044.

For the Polytechnic University of Hong Kong (PUHK): UGC, 3,356, QS 2,447, THE 809.

The UGC gives 2,380 FTE staff for CityU, QS 1,349, and THE 825.

The UGC also provides the number of  faculty wholly funded by the UGC and this number is  always much lower than the total faculty. The QS faculty numbers are generally quite similar to these although I do not know if there was a decision to exclude non-funded faculty. The calculated THE faculty numbers are much lower than those provided by the UGC and lower than the QS numbers.

I suspect that what is going on is that the leading Hong Kong universities have adopted the strategy of aiming for the THE rankings where their income, resources and international connections can yield maximum advantage. They presumably know that the weighting of the staff/student indicator, where it is better to have more faculty, is only 4.5% but the indicators where fewer total staff are better (international faculty, research income, research productivity, industry income, doctorates awarded, institutional income) have a combined weighting of 25.25%.

CityU in contrast has focussed on the QS rankings and looked for ways of reducing the number of students submitted.

It is possible that HKUST and UHK could justify the data the submitted to the rankers while CityU might not, It does, however, seem rather strange and unfair that City University's student data has come under such intense scrutiny while the faculty data of the other universities is so far unquestioned.

Ranking organisations should heed the suggestion by the International Rankings Experts Group (IREG) that indicators measure outcomes rather than inputs such as staff, facilities or income. They also should think about how much they should use data submitted by institutions. This may have been a good idea when they were ranking 200 or 300 places mainly in North America and Western Europe but now they are approaching 1,000 universities, sometimes very decentralised, and data collection is becoming more complicated and difficult.

QS used to talk about its "validation hierarchy" with central agencies such as HESA and NCES at the top, followed by direct contact with institutions, websites, and ending with "smart" averages. Perhaps this could be revived but with institutional data further down the hierarchy. The lesson of the latest arguments in Hong Kong and elsewhere is that data submitted by universities can often be problematical and unreliable.














Friday, November 17, 2017

Another global ranking?

In response to  suggestion by Hee Kim Poh of Nanyang Technological University, I have had a look at the Worldwide Professional University Rankings which appear to be linked to "Global World Communicator" and the "International Council of Scientists" and may be based in Latvia.

There is a methodology page but it does not include essential information. One indicator is "number of publications to number of academic staff" but there is nothing about how either of these are calculated or where the data comes from. There is a reference to a survey of members of the International Council of Scientists but nothing about the wording of the survey, date of survey, distribution of respondents or the response rate.

Anyway, here is the introduction to the methodology:

"The methodology of the professional ranking of universities is based on comparing universities and professional evaluation by level of proposed training programs (degrees), availability and completeness of information on activities of a university, its capacity and reputation on a national and international levels. Main task is to determine parameters and ratios needed to assess quality of the learning process and obtained specialist knowledge. Professional formalized ranking system based on a mathematical calculation of the relation of parameters of the learning process characterizing quality of education and learning environment. Professional evaluation criteria are developed and ranking is carried out by experts of the highest professional qualification in relevant fields - professors of universities, specialists of the highest level of education, who have enough experience in teaching and scientific activities. Professional rating of universities consists of three components.. "

The top five universities are 1. Caltech,  2. Harvard,  3. MIT,  4. Stanford,  5. ETH Zurich.

Without further information, I do not think that this ranking is worth further attention.









http://www.cicerobook.com/en/ranks

Wednesday, November 15, 2017

Rankings Calendar: QS BRICS University Rankings

The QS BRICS (Brazil, Russia, India, China, South Africa) university rankings will be announced on November 23 at the QS-APPLE conference in Taiwan.


China overtakes USA in supercomputing

The website TOP500 keeps track of the world's most powerful computers. Six months ago the USA had 169 supercomputers in the top 500 and China 160. Now China has 202 and the USA 143.

They are followed by Japan with 35, Germany 20, France 18 and the UK 15.

There are four supercomputers in India, four in the Middle East (all in Saudi Arabia), one in Latin America (Mexico), one in Africa (South Africa), 



Tuesday, November 14, 2017

The closing gap: When will China overtake the USA in research output?

According to the Scopus database, China produced 387,475 articles in 2016 and the USA 409,364, a gap of 21,889.

To be precise, there were 387,475 articles with at least one author affiliated to a Chinese university or research center and 409,364 with at least one author affiliated to an American university or research center.

So far this year there have been 346,425 articles with Chinese affiliations and 352,275 with US affiliations.

The gap is now 5,850 articles.

I think it safe to say that at some point early next year the gap will close and that China will then pull ahead of the USA.

Some caveats. A lot of those articles are just routine stuff and not very significant. For a while, the US may do better in high impact research as measured by citations. Also, US universities contribute more heads of research projects.

On the other hand, I suspect that many of the researchers listed as having American affiliations did their undergraduate degrees or secondary education in China.

And if we counted Hong Kong as part of China, then the gap would already have been closed.

Sunday, November 05, 2017

Ranking debate: What should Malaysia do about the rankings?


A complicated relationship

Malaysia has had a complicated relationship with global university rankings. There was a moment back in 2004 when the first Times Higher Education Supplement- Quacquarelli Symonds (THES-QS) world rankings put the country's flagship, Universiti Malaya (UM), in the top 100. That was the result of an error, one of several QS made in its early days. Over the next few years UM has gone down and up in the rankings, but generally trending upwards with other Malaysian universities following behind. This year it is 114th in the QS world rankings and the top 100 seems in sight once again.

There has been a lot of debate about the quality of the various ranking systems, but it does seem that UM and some other universities have been steadily improving, especially with regard to research, although, as the recent Universitas 21 report shows, output and quality are still lagging behind the provision of resources.  

There is, however, an unfortunate tendency in many places, including Malaysia, for university rankings to get mixed up with local politics. A good ranking performance is proclaimed a triumph by the government and a poor one is deemed by the opposition to be punishment for failed policies.

QS rankings criticised

Recently Ong Kian Ming, a Malaysian opposition MP, said that it was a mistake for the government to use the QS world rankings as a benchmark to measure the quality of Malaysian universities and that the ranking performance of UM and other universities is not a valid measure of quality.

"Serdang MP Ong Kian Ming today slammed the higher education ministry for using the QS World University Rankings as a benchmark for Malaysian universities.
In a statement today, the DAP leader called the decision “short-sighted” and “faulty”, pointing out that the QS rankings do not put much emphasis on the criteria of research output.

According to the QS World University Rankings  for 2018, released on June 8, five Malaysian varsities were ranked in the top 300, with Universiti Malaya (UM) occupying 114th position."

The article went on to say that:


"However, Ong pointed to the Times Higher Education (THE) World University Rankings for 2018, which he said painted Malaysian universities in a different light.

According to the THE rankings, which were released earlier this week, none of Malaysia’s universities made it into the top 300.



Ong suggests that they should rely on locally developed measures.

“Instead of being “obsessed” with the ranking game, he added, the ministry should work to improve the existing academic indicators and measures which have been developed locally by the ministry and the Malaysian Qualifications Agency to assess the quality of local public and private universities”

Multiplication of rankings

It is certainly not a good idea for anyone to rely on any single ranking. There are now over a dozen global rankings and several regional ones that assess universities according to a variety of criteria. Universities in Malaysia and elsewhere could make more use of these rankings some of which are technically much better than the well known big three or four, QS, THE, The Shanghai Academic Ranking of World Universities (ARWU) and sometimes the US News Best Global Universities.

Dr. Ong is also quite right to point out the QS rankings have methodological flaws.  However, the THE rankings are not really any better, and they are certainly not superior in the measurement of research quality. They also have the distinctive attribute that 11 of their 13 indicators are not presented separately but bundled into three groups of indicators so that the public cannot, for example, tell whether a good score for research is the result of an increase in research income, more publications, an improvement in reputation for research, or a reduction in the number of faculty.

The important difference between the QS and THE rankings is not that the latter are focussed on research. QS's academic survey is specifically about research and its faculty student ratio, unlike THE's, includes research-only staff. The salient difference is that the THE academic survey is restricted to published researchers while QS's  allows universities to nominate potential respondents, something that gives an advantage to upwardly mobile institutions in Asia and Latin America.


Ranking vulnerabilities
All of the three well known rankings, THE, QS and ARWU now have  vulnerabilities, metrics that can be influenced by institutions and where a modest investment of resources can produce a disproportionate and implausible rise in the rankings.

In the Shanghai rankings the loss or gain of a single highly cited researcher can make a university go up or down dozens of places in the top 500. In addition the recruitment of scientists whose work is frequently cited, even for adjunct positions, can help universities excel in ARWU’s publications and Nature and Science indicators.

The THE citations indicator has allowed a succession of institutions to over-perform  in the world or regional rankings:  Alexandria University, Anglia Ruskin University in Cambridge, Moscow Engineering Physics Institute, Federico Santa Maria Technical University in Chile, Middle East Technical University, Tokyo Metropolitan University, Veltech University in India, Universiti Tunku Abdul Rahman (UTAR) in Malaysia. The indicator officially has a 30% weighting but in reality it is even greater because of THE’s “regional modification” that gives a boost to every university except those in the top scoring country. The modification used to apply to all of the citations but now covers half.

The vulnerability of the QS rankings is the two survey indicators accounting for  50% of the total weighting which allows universities to propose their own respondents. In recent years some Asian and Latin American universities such as Kyoto University, Nanyang Technological University (NTU), the University of Buenos Aires, the Pontifical Catholic University of Chile and the National University of Colombia have received scores for research and employer reputation that are out of line with their performance on any other indicator.

QS may have discovered a future high flyer in NTU but I have my doubts about the Latin American places. It is also most unlikely that Anglia Ruskin, UTAR and  Veltech will do so well in the THE rankings if they lose their highly cited researchers.

Consequently, there are limits to the reliability of the popular rankings and none of them should be considered the only sign of excellence. Ong is quite correct to point out the problems of the QS rankings but the other well known ones also have defects.


Beyond the Big Four


Ong points out that if we look at "the big four" then the high position of UM in the QS rankings is anomalous.  It is in 114th place in the QS world rankings (24th in the Asian rankings), 351-400 in THE, 356 in US News global rankings and 401-500  in ARWU.

The situation looks a little different when you consider all of the global rankings. Below is UM's position in 14 global rankings. The QS world  rankings are still where UM does best but here it is at the end of a curve. UM is 135th  for publications in the Leiden Ranking, generally considered by experts to be the best technically, although it is lower for high quality publications, 168th in the Scimago Institution Rankings, which combine research and innovation and 201-250 in the QS graduate employability rankings.

The worst performance is in the Unirank rankings (formerly ic4u), based on web activity, where UM is 697th.

The Shanghai rankings are probably a better guide to research prowess than either QS or THE since they deal only with research and, with one important exception, have a generally stable methodology. UM is 402nd overall, having fallen from 353rd in 2015 because of changes in the list of highly cited researchers used by the Shanghai rankers.  UM does better for publications, 143rd this year and 142nd in 2015.

QS World University Rankings: 114 [general, mainly research]
CWTS Leiden Ranking:  publications 135,  top 10% of journals 195 [research]
Scimago Institutions Rankings:  168 [research and innovation]
QS Graduate Employability Rankings: 201-250 [graduate outcomes]
Round University Ranking: 268 [general]
THE World University Rankings: 351-400 [general, mainly research]
US News Best Global Universities: 356 [research]
Shanghai ARWU: 402 [research]
Webometrics: overall 418 (excellence 228) [mainly web activity]
Center for World University Rankings: 539 [general, quality of graduates]
Nature Index: below 500 [high impact research]
uniRank: 697 [web activity]


The QS rankings are not such an outlier. Looking at indicators in other rankings devoted to research gives us results that are fairly similar. Malaysian universities would, however, be wise to avoid concentrating on any single ranking and  they should look at the specific indicators that measure features that are considered important.


Universities with an interest in technology and innovation could look at the Scimago rankings which include patents. Those with strengths in global medical studies might find it beneficial to go for the THE rankings but should always watch out for changes in methodology. 

Using local benchmarks is not a bad idea and it can be valuable for those institutions that are not so concerned with research but many Malaysian institutions are now competing on the global stage and are subject to international assessment and that, whether they like it or not, means assessment by rankings. It would be an improvement if benchmarks and targets were expressed as reaching a certain level in two or three rankings, not just one. Also, they should focus on specific indicators rather than the overall score and different rankings and indicators should be used to assess and compare different places.


For example, the Round University Rankings from Russia, which include five of the six metrics in the QS rankings plus others but with sensible weightings, could be used to supplement the QS world rankings.


For measuring research output and quality universities the Leiden Ranking might be a better alternative to either the QS or the THE rankings. Those universities with an innovation mission could refer to the innovation knowledge metric in the Scimago Institutions Rankings

When we come to measuring teaching and the quality of graduates there is little of value from the current range of global rankings. There have been some interesting initiatives such as the OECD's AHELO project and U-Multirank but these have yet to be widely accepted. The only international metric that even attempts to directly assess graduate quality is QS's employer survey.

So, universities, governments and stakeholders need to stop thinking about using one ranking as a benchmark for everyone and also to stop looking at the overall rankings.