| College and university rankings (432) |  |
| Higher education institution (236) | |
| Open university (33) | |
| University (6155) | |
| Virtual university (1) | |
| College and university rankings (432) | |
| Higher education institution (236) | |
| Open university (33) | |
| University (6155) | |
| Virtual university (1) | |
The provision of Innovation Vouchers that enable businesses to collaborate with higher education‘knowledge providers'to obtain an innovative solution to an enterprise need these vouchers offer SMES the opportunity to forge new relationships with higher education institutions and, ultimately,
and facilitating partnerships and projects between businesses, higher education institutions and graduates. Innovation in Ireland 9 Innovation in Ireland 2008 10 Initiatives stimulating research by industry We are encouraging the exploitation of research by industry through several other initiatives:
Serial innovators may draw on higher education institutions for intellectual property and talent, on the financial resources of venture capitalists and angel investors and on the capacities and facilities of other companies, consultants,
Enterprise Ireland pays each of the Higher education institutions to host Technology Transfer Offices that are charged with increasing the flow of commercialisation from academic research.
Higher education institutions ICT: Information and Communications technology IIA: Irish Internet Association IP: Intellectual Property IRC: Irish Research Council ISA:
Meeting the entrepreneurial development needs of higher education institutions. In Universities in Change (pp. 9-45. Springer New york. Greene, F. J.,Mole, K,
An Enterprise and Entrepreneurial Learning Module has been adopted by 17 different higher education institutions and in June 2014 ACE rebranded itself as CEEN (Campus Entrepreneurship Enterprise Network), marking its transition to a national network.
EI, LEOS, DES, Únag) Map relevant entrepreneurship activities in higher education institutions as part of the overall strategy for higher education engagement with enterprise and embed entrepreneurship support within the HEI System Performance Framework.
Employment and Investment Incentive scheme GEDI Global Entrepreneurship Development Index GEM Global Entrepreneurship Monitor HEA Higher education Authority HEI Higher education institutions HBAP Halo Business
Aligning the supply of graduates with the demand of the regional labour market necessitates actions that target the improvement of the curricula, the services and the research capacities of the relevant higher education institutions.
Policy support contributed to higher education institutions'capacity upgrading and has intensified their linkage building with industrial companies.
which necessitates the continuous improvement of the relevant higher education institutions'curricula as well as their student services. Higher education institutions'research capacities needs to be improved further
and research undertakings should be incorporated better in institutions'educational curricula. At the same time well-devised incentives should be elaborated to channel additional students to these faculties.
3) development of higher education institutions'infrastructural, organisational and R&d capacities; 4) innovation collaboration. A large number of beneficiaries (251) 17 received support from a measure that facilitated business enterprises'investment in new technology:‘
)‘ Support to regional and sectoral collaboration of higher education institutions'(number of regional beneficiaries: 3);‘)‘ Support to the development of higher education institutions'curricula in mathematics, engineering,
natural sciences and information technology'(number of regional beneficiaries: 3). Several other innovation-specific support measures were incorporated in the Enterprise Development Programme of the New Széchenyi Plan.
and the Human resources Development OP contains the priority of investment in higher education institutions'infrastructure and human resources development).
The presence of higher education institutions and the substantial development of their research infrastructure; the intensifying industry-university linkages and the availability of dedicated support to innovation collaboration have led to the emergence of foreign investors'strategic asset seeking motivations in the 2000s.
Regional Innovation Monitor Plus 27 Regional higher education institutions are important actors from the point of view of AM.
and mechatronics-oriented consortium (with several regional higher education institutions) and to Széchenyi University that formed a consortium with its automotive partners.
alternative fuels and drive systems (sponsored also by the Social Renewal Operational Programme (incorporated in New Széchenyi Plan's Science and Innovation Programme) and a collaboration project among automotive industry related higher education institutions
Policy support contributed to regional higher education institutions'significant capacity upgrading and has intensified their linkage building with industrial companies.
and investment in higher education institutions-based R&d. The key messages of the report were as follows. Between 2007 and August, 2012, the total amount of support allocated to higher education institutions was HUF250B (€0. 9b.
The number of professors and lecturers who received training was 2, 400 until 2011; the number of implemented R&d projects was 180.
long term strategic agreements between the government and the higher education institutions can provide better incentives for and control of these activities than contracts between these institutions and the National Development Agency.
including the development of a strong network of engaged Higher education institutions and 2015 ACTION PLAN FOR JOBS 29 further education providers
and achieve a step change in enterprise engagement in higher education institutions. HEA) 3 Through strengthened collaboration between Government, the education system and industry and as part of the goal of making Ireland the most attractive location in the world for ICT skills and ability, implement the key actions from the ICT
Higher education institutions to continue to support Coder Dojo in provision of space, administrative supports and mentoring.
The success criteria for this action include supporting a specified number of annual summer camps at a range of higher education institutions and offering ICT-related courses.
Únag) 47 ETBS and higher education institutions to target provision to meet local and regional employer needs,
SFI) 185 Map relevant entrepreneurship activities in higher education institutions as part of the overall strategy for higher education engagement with enterprise and embed entrepreneurship support within the HEI System Performance Framework.
Gross domestic product GNP Gross national product H2020 Horizon 2020 HAP Housing Assistance Payment HEA Higher education Authority HEI Higher education institutions HOOW Harnessing Our Ocean Wealth HRB Health
However while there are over 17,000 higher education institutions worldwide, rankings concentrate interest only in the world's top 100.
the term‘university'refers to all higher education institutions (HEIS), irrespective of the name and status in national law. 10 diverse and complex organisations on the basis of aggregated scores.
a project studying the feasibility of a sustainable European system of data collection on the activities and performance of the European higher education institutions in the areas of education, research and innovation.
The European Association for Quality assurance in Higher education (ENQA) was established to disseminate information, experiences and good practices in the field of quality assurance (QA) in higher education to European QA agencies, public authorities and higher education institutions.
Rankings compare higher education institutions (HEIS) using a range of indicators, which are weighted differently by each ranking system.
devoted only to research are as important as higher education institutions. Not only do they conduct research but they are also the primary professional academic body responsible for the‘accreditation'and valorisation of scientific quality. 28 Individuals Graduate students,
and determine which foreign higher education institutions are applicable. Casual Users Public opinion 29 The media is both a producer and an omnipresent communicator and transmitter of ranking-type information.
quality and competence Peer esteem indicators MINISTRIES OF HIGHER EDUCATION IN DEVELOPING COUNTRIES To help determine which foreign higher education institutions are applicable for overseas scholarships studies.
The growing complexity of knowledge and society has corresponded with blurring boundaries between vocational and classical higher education institutions,
Case studies of the Research Assessment Experience 84 10.1 AUSTRALIA Executive Summary Australia's Excellence in Research for Australia (ERA) will assess research quality within higher education institutions using a combination of indicators
The organisations (National Committee of the CNRS and the National Council of Universities for Higher education institutions) which used to be responsible for the evaluation have not been disbanded.
Quality incentives and strategic independence for higher education institutions.‘‘The higher education sector has experienced great changes during the past 10-15 years.
and colleges represent the basis for the activities of higher education institutions. These resources should provide the higher education institutions with possibilities to act independently
and make strategic decisions concerning long-term directions and priorities of research and research education.'('Res.
for the whole four-year period 2009-2012 for each higher education institution, were published already in the Government bill.
although not explicitly stated, that the incentives and resources generated will initiate processes leading to a restructuring of the Swedish higher education system (including possible mergers or alliances between higher education institutions),
And as the system is intended to change the behaviour of Swedish higher education institutions, their allocations between science fields and the publication and external orientation within science fields may change as a consequence of the differences in terms of the ways the model rewards performance within different fields.
The fifth exercise in 2001 considered the work of almost 50,000 researchers in 2, 598 submissions from 173 higher education institutions.
The RAE is a peer review exercise to evaluate the quality of research in UK higher education institutions.
The primary purpose of the RAE 2008 is to produce quality profiles for each submission of research activity made by higher education institutions.
The four higher education funding bodies in the UK intend to use the quality profiles to determine the grant for research for each higher education institution with effect from 2009-10.
RAE 2008-Peer review with panels meeting to determine a collective view on the quality of research for each submitted unit of assessment in each higher education institution.
131‘This ranking has the largest coverage with more than 16,000 Higher education institutions worldwide listed in the Directory.'‘
The press started publishing rankings of higher education institutions in order to enable potential clients or customers to make informed choices.
League tables and the impact on higher education institutions in England, Circular 2008/14, Bristol: Higher education Funding Council for England.
they tend to focus on only the world's top 100 out of the estimated 17,000 higher education institutions.
I23, O38 1. Introduction According to the EU Agenda for the modernization of Europe's higher education institutions, linking universities,
research and business for excellence and regional development is a key issue for Member States and higher education institutions.
Finally, in The netherlands, there is a legal requirement for higher education institutions to engage regionally. In this respect, the Ministry of Economic Affairs, Agriculture and Innovation is shaping the regional policy for universities,
and higher education institutions are seen as nodes in the regions. For example, in the Pid East (NL22-Gelderland), the‘peaks'are formed by innovative clusters around three universities,
The engagement of higher education institutions in regional development: an overview of the opportunities and challenges. Higher education Management and Policy 20 (2): 3-33.
Traditionally the need for higher education in society has been handled by higher education institutions such as universities offering courses in specific geographical locations with access only to a limited number of admitted students.
or give participants opportunities to earn an official certificate from a higher education institution (Yuan 2013). ) Finally, quality assurance of the courses is primarily left to reflections and informal evaluations of course participants during and after the courses,
Coursera is enabling social innovation by offering a platform from where higher education institutions and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.
the fact that it hosts the majority of higher education institutions and public and private research organisations also account for its above average ability to capture national and European resources designated to support innovation. 12 1. 3 Identified challenges Though the preconditions
Human resources The regional innovation policy mix does not target human resources in terms of supporting higher education institutions'education activity.
as well as higher education institutions-(HEIS) or public research organisations-(PROS) based R&d activities; Innovation performers'purchase of research and technology services;
The austerity measures had major impact on the institutional funding of the higher education institutions that decreased by one-third between 2009 and 2013.
and deepening cooperation with foreign higher education institutions and achieving knowledge exchange by means of student mobility. Launched in 2012,
II. 5.)on national higher education excellence, for the rating period between 2013 and 2016, three institutions were awarded the title of priority higher education institution,
The Hungarian Government announced a new grant scheme called Stipendium Hungaricum in July 2013 to attract foreign students to Hungarian higher education institutions.
business and high-tech centres or higher education institutions that drive economic development in the territories where they are located
U Multirank194, a new performance-based ranking and information tool for profiling higher education institutions, moving away from a mono-dimensional research focused approach to university rankings
the first private higher education institution in South africa to offer a virtually free business degree to students from disadvantaged backgrounds. 5 These individual stories are always inspiring, energizing, and impressive.
and higher education institutions (HEIS) have traditionally been the main sources of R&d spending, whilst the private sector lags behind
Industry-university relationships With its nine public universities, 17 000 teaching and research staff and 250 000 students, higher education institutions (HEIS) take the lion‘s share in the R&d system (Fig
Perspectives that start from first and second generation innovation models frequently misapprehend the nature of the linkages between the training and research activities of higher education institutions and regional firms
These observations derived from the OECD-LEED Study Mission to Andalusia are consistent with other recent evaluations of the role of the higher education institutions in the region.
in order to identify the institutional background of an applicant (higher education institution, public sector research institution, private firm, individuals) or the sector affiliation.
there are 45 higher education institutions, 76 special training agencies, over 120 research institutions, 47 national and provincial key labs, 46 academies and 340,000 technological staff. 101 In terms of specialised equipment available to firms in the cluster
and many higher education institutions are prepared not to offer curricula that meet the specific demands of KETS.
The Forum recognises that a critical element to the success of the Southeast developing as an entrepreneurial region is to have cooperation, dialogue and common regional goals with and between the Regional Authority, Enterprise Support Agencies, Higher education institutions, Primary
Enterprise Support Agencies, Higher education institutions, Primary and Post-Primary Teaching, Research Organisations, Entrepreneurs, Industry Representatives (indigenous and multinational), Local government, Research Centres and the WIT Centre
Successful innovation at regional level is based on the effective interaction between the elements and engagement by firms, Higher education institutions, Government departments and Development Agencies.
The higher education institutions in the region provide a ready availability of skills, particularly in ICT, pharma and natural resource sectors and in services that can served to underpin future enterprise development.
it will be for the higher education institutions in the region to work collaboratively towards the achievement of this status. 70 8. Local Governance The ability of a region to realise its economic potential hinges very much on the ability of key regional stakeholders to act cohesively-in support of key enterprise
including the South East Regional Authority, Enterprise Support Agencies, Higher education institutions, Primary and Post-Primary Teaching, Research Organisations, Entrepreneurs, Industry Representatives (indigenous and multinational), Local government
higher education institutions, public research institutes, independent innovators; whoever is placed best to discover the domains of R&d
and are part of national academic systems that are targeted not 71 The term'university'includes all higher education institutions,
Innovation policy focuses on interaction between firms and with the institu 20 tional infrastructure, such as R&d and higher education institutions.
and almost every further and higher education institution makes use of open source software. The promise of open source is better quality, higher reliability, more flexibility, lower cost,
which could be provided by vocational and higher education institutions or professional educational programme vendors (private operators). The picture that emerges from the survey is that ICT skills are a decisive issue, especially among SMES, notably at the managerial level,
In the 2014-15 Budget, the Government announced the expansion of the demand driven system to all accredited bachelor and sub-bachelor courses at all approved higher education institutions,
The former is responsible for research and education policies, the financing and evaluation of research institutes and higher education institutions also coordination of international cooperation in research;
and Cost Barriers Knowledge base Innovation Road show (Push) Better Interactions between the SME's and Higher education institutions (User Friendly) Reduce the Local authority cost burden from SME The Global Innovation Scoreboard (GIS) The Global Innovation Leaders
and higher education institutions and the business sector than can be found today. This is the means through which new knowledge will be embraced by enterprise,
and Innovation Communities (KIC) bringing together higher education institutions, research organisations and enterprises, and the cooperating partners.
as it sees China as the key future robotics market as it moves from human to automated production lines. irobot key lessons irobot first demonstrates the role of research within an excellent higher education institution.
E Ink, irobot are other examples where US start-ups depended to a greater or lesser extent on links with excellent higher education institutions in these cases, MIT.
which does not allow us to cover the entire population of the European higher education institutions. 5. 2 FP7 database by EC DG Connect The Framework Programmes for Research and Technological Development,
Academy of Sciences, higher education institutions and research institutes, national and regional organisations and market players with an RDI involvement.
In 2013 the Alliance managed a yearlong‘Innovation Dublin Festival'to promote open innovation by businesses, Higher education institutions and communities.
and filled by the higher education institutions. We received a response from 28 higher education institutions relevant to S3.
So we have a virtually complete view of the projects in the higher education sector which are significant from our perspective.
Here, the R&d expenditure of the higher education institutions precedes that of the corporate sector. In the case of Csongrád and Fejér counties, the performance of the government sector is also important,
The higher education institutions engaged in basic research, as well as the research centres of the has performed well compared to rivals in the region in the European union Research and Technological Development Demonstration Framework Programme (FP7).
Grouping of the RDI actors involved in the design Quadruple helix elements Groups Organisation Science Higher education institutions Universities Colleges Research institutes Academic and sectoral (public
The RDI performance in the knowledge regions is determined by the academic sector (higher education institutions and HAS research institutes),
and higher education institutions and undertakings at Union level, increasing the social capital of the national institutions and exploitation of opportunities for cooperation with internationally renowned institutions.
KTIA CCHOP Increasing knowledge capital In the framework of smart specialization, specializing the profiles of the research institutes, higher education institutions, clinics, health care research institutions and research hospitals, building of the knowledge triangle,
supports the strengthening of the interfaces be education-research-industry (knowledge triangle) and the (public services and higher education institutions, the basic research related to the domestic key technologies and main economic sectors as well as the expansion
research and development centres and the higher education sector open innovation HRDOP In the framework of smart specialization, specializing the profiles of the research institutes, higher education institutions, clinics, health care research institutions and research hospitals
supports the strengthening of the interfaces be education-research-industry (knowledge triangle) and the (public services and higher education institutions, the basic research related to the domestic key technologies and main economic sectors as well as the expansion
and supporting the collaboration of the companies and the academic and higher education institutions increasing the number of researchers by providing supplies,
encouraging international and inter-sectoral mobility of researchers promoting the interfaces of education-research-industry (knowledge triangle) and the (public services and higher education institutions, expansion of junior researchers,
and supporting the collaboration of the companies and the academic and higher education institutions Purchase of instruments and devices related to smart specialisation and supporting the interventions ensuring a new research generation in higher education RDP Increasing the R&d activity and adaptation,
and partnering between higher education institutions, academic research organisations, public nonprofit research organisations, other public research organisations, research and technological centres, large enterprises and micro-,small-and medium
higher education institutions, academic research centres and state-owned nonprofit research centres 79 doctoral students carrying out their research there.
Several higher education institutions, research institutes, many large companies and small and medium-sized enterprises are involved in the collaboration along the"quadruple helix".
which is the system for evaluating the quality of research in UK higher education institutions 7. Open innovation university To respond to global open innovation challenges universities need to open up their business models
In the following I shall concentrate into the main elements of the Act on the University Inventions 2 made at Higher education institutions (369/2006)
One is titled‘Act on the Right in Inventions made at Higher education institutions'and uses slightly different translations in comparison to this text.
He has recently coordinated a large project for the publication of microdata from all European higher education institutions.
We also present some regional aspects of the Accredited Innovation Cluster to key RDI stakeholders, e g. higher education institutions.
Regional distribution of higher education institutions in 2011, according to their main seat (pcs. Source: The National Innovation Office RDI Observatory's own calculations based on HCSO data.
p. 16). 3. 3 Higher education In 2011 there was a total of 69 higher education institutions in Hungary, 39
public sphere organisation, research institute or secondary/higher education institution. Commercial, profit-oriented research institutes are included also in this category. 44 The regional context of RDI in light of the RDI Observatory's complex indicators 5 The idea of this chapter was suggested by the EU's Regional
works in close cooperation with other government agencies, ministries, bureaus, the Hungarian Academy of Sciences, higher education institutions and research institutes,
establishes a new performance framework for public Irish Higher education institutions within which publiclyfunded higher education institutions are being held accountable to Government for their performance against defined national priorities.
This is monitored and advanced by way of the 8 Strategic Dialogue process now in place between the HEA and the higher education institutions.
This is the central means through which the institutions will develop their future performance in accordance with national economic and societal objectives.
infrastructure and associated facilities to build the science base across many areas of scientific research in both our higher education institutions and other public research organisations;
and in achieving closer synchronisation between research endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population
establishes a new performance framework for public Irish Higher education institutions within which publiclyfunded higher education institutions are being held accountable to Government for their performance against defined national priorities.
This is monitored and advanced by way of the 8 Strategic Dialogue process now in place between the HEA and the higher education institutions.
This is the central means through which the institutions will develop their future performance in accordance with national economic and societal objectives.
infrastructure and associated facilities to build the science base across many areas of scientific research in both our higher education institutions and other public research organisations;
and in achieving closer synchronisation between research endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population
higher education institutions, public research institutes, independent innovators; whoever is placed best to discover the domains of R&d
but not'of'the region where they are located. 71 The term'university'includes all higher education institutions,
Specialization areas of these higher education institutions vary but the region is particularly strong in natural sciences, mathematics, computer science, food engineering, agriculture, medical and veterinary sciences.
iii) developing and strengthening the partnerships between higher education institutions, business environment and research institutes. 181. The second investment priority under this priority axis is to invest in education, skills and lifelong learning by developing education and training infrastructure.
and consolidate multiple‘entrepreneurial'knowledge sets currently dispersed through a range of actors, such as firms, higher education institutions, independent inventors and innovators (Foray et al, 2012;
Higher education institutions are increasingly providing entrepreneurship education. This works best when entrepreneurship support is embedded within teaching,
Options include support for attraction of students and researchers into higher education institutions; promoting cooperation between industry
and higher education institutions by smartly scaling-up, shifting the emphasis from business management to growth-oriented entrepreneurship,
of which 48 projects at 64 higher education institutions were approved. The total amount of grants in the year 2008 was over EUR 39.8 million.
Technology Packages, to support higher education institutions and public research centres in the integration of technology packages that are feasible to license or commercialise;
Offices of Technology Transfer, to boost the creation of such offices in higher education institutions and public research centres;
most often in collaboration with other actors such as higher education institutions. For research projects the SME is supposed to contribute an equal sum itself.
Firms and the Technology and Human resources for Industry Programme invest jointly in research projects where project leaders are on the academic staff of South african higher education institutions.
and higher education institutions can play an important supporting function through the transfer of knowledge. Collaborative research programmes that focus on pre-competitive research
Universities and higher education institutions Entrepreneurship teaching OECD work shows that third-level (higher education) entrepreneurship teaching activities are increasing (Potter, 2008.
Entrepreneurship support frameworks A recent OECD study in eastern Germany revealed that higher education institutions in the six eastern German regions (länder) are engaged actively in supporting entrepreneurship not just through entrepreneurship teaching but also through support for enterprise
Policy recommendations Build up entrepreneurship education in universities and higher education institutions. Scale up, smartly. Increase the number of entrepreneurship courses
and higher education institutions by smartly scalingup, shifting the teaching emphasis from business management to growth-oriented entrepreneurship,
From the lack of access to digital equipment in schools and higher education institutions to the lack of access to open education resources and effective e-skills, the European commission has identified a number of priorities for the coming years through its‘Opening up Education'strategy.
b1) Inside the European union (b2) In non-EU countries (c) R&d outsourced to higher education institutions or public research organisations:(
The new partnership with DG Regio/JRC Smart Specialisation Platform has been followed up through a special workshop session on Higher education institutions
Universities and higher education institutions have a central role to play in furthering Smart Specialisation Strategies and in the process, building bridges between Horizon 2020 and the Structural Funds in both directions.
strong partnership of higher education institutions supported by the local authority and built on a high level of trust among partners.
and Cities) held in Brussels on 9 october 2013 on Higher education institutions and Smart Specialisation Strategy involving key participants from the Seville workshop (organised by EUA,
and two other higher education institutions and seven research institutes in the Warsaw area. General observations from experience of working with the EU Structural Funds were as follows.
the first private higher education institution in South africa to offer a virtually free business degree to students from disadvantaged backgrounds,
but also parents and other stakeholders, to make informed choices between different higher education institutions and their programmes.
In a first phase running until the end of 2009 the consortium would design a multidimensional ranking system for higher education institutions in consultation with stakeholders.
recognising that higher education institutions serve multiple purposes and perform a range of different activities; it is a ranking of university performances
pilot study Multirank pilot studymultirank pilot studymultirank pilot study Multirank pilot studymultirank pilot study U multirank was tested in a pilot study involving 159 higher education institutions drawn from 57 countries:
This organisation would be independent both from higher education institutions (and their associations) and from higher education governance and funding bodies.
to define explicitly our conceptual framework regarding the different functions of higher education institutions, and in turn to derive sets of indicators from this framework.
The Berlin Principles on Ranking of Higher education institutions (International Ranking Expert Group, 2006), which define sixteen standards
estimated to be no more than 1%of the total number of higher education institutions worldwide. The criteria used to establish a threshold generally concern the research output of the institution;
From our overview of the indicators used in the main global university rankings (summarised in Table 1-2) we concluded that they focus indeed heavily on research aspects of the higher education institutions (research output,
U-Map, has tested‘pre-filling'higher education institutions'questionnaires, i e. data available in national public sources are entered into 3 The beginnings of European data collection as in the EUMIDA project may help to overcome this problem for the European region in years to come. 33 the questionnaires sent to higher education institutions for data
gathering. This should reduce the effort required from higher education institutions and give them the opportunity to verify the‘pre-filled'data as well.
The U-Map test with‘pre-filling'from national data sources in Norway appeared to be resulted successful
and in a substantial decrease of the burden of gathering data at the level of higher education institutions. 1. 4 Impacts of current rankings According to many commentators,
Rankings strongly impact on the management in higher education institutions. The majority of higher education leaders report that they use potential improvement in rank to justify claims on resources (Espeland & Saunder, 2007;
In Hazelkorn's survey of higher education institutions, 3%were ranked first in their country, but 19%wanted to get to that position (Hazelkorn, 2011).
for others, e g. university leaders and national policy-makers, information about the higher education institution as a whole has priority (related to the strategic orientation of institutions;
With very few exceptions, higher education institutions are combinations of faculties, departments and programs of varying strength.
which a higher education institution operates. In reality these‘audiences'are combined of course often in the various activities of higher education
and performance indicators of higher education institutions and the programs they offer. Rankings must be designed in a balanced way
When characterizing, e g. the internationality of a higher education institution, the percentage of international students is a valid indicator
describes(‘maps')higher education institutions on a number of dimensions, each representing an aspect of their activities.
U-Map can prepare the ground for U multirank in the sense that it helps identify those higher education institutions that are comparable and for which,
U multirank shows how well the higher education institutions are performing in the context of their institutional profile.
Various categories of stakeholders (student organizations, employer organizations, associations and consortia of higher education institutions, government representatives, international organizations) have been involved in an iterative process of consultation to come to a stakeholder-based assessment of the relevance
some quality assurance procedures focus on programs, others on entire higher education institutions; they have different foci, use different data,
Overall judgment of program Overall satisfaction of students with their program and the situation at their higher education institution Refers to single question to give an‘overall'assessment;
In engineering, adherence to the Washington Accord depends on national-level agencies, not on individual higher education institutions'59 strategies.
Given the increasing complexity of the research function of higher education institutions and its extension beyond Phd awarding institutions, U multirank adopts a broad definition of research,
Given that in most disciplines publications are seen often as the single most important research output of higher education institutions,
The process by which the knowledge, expertise and intellectually linked assets of Higher education institutions are applied constructively beyond Higher education for the wider benefit of the economy and society, through two-way engagement with business, the public sector, cultural and community partners.
How well a higher education and research institution is engaged in the region is considered increasingly to be an important part of the mission of higher education institutions.
'‘Co-patents with regional firms'reflect cooperative research activities between higher education institutions and regional firms. While data may be found in international patent databases,
The same holds for measures of the regional economic impact of a higher education institution, such as the number of jobs generated by the university.
www. eumida. org) seeks to develop the foundations of a coherent data infrastructure (and database) at the level of individual higher education institutions.
The findings of EUMIDA point to the fact that for the more research intensive higher education institutions, data for the dimensions of Education and Research are covered relatively well
the U-Map questionnaire is an instrument for identifying similar subsets of higher education institutions within the U multirank sample.
The existing set of higher education institutions in the U-Map database was included. This offered a clear indication of a broad variety of institutional profiles. 98 Some universities applied through the U multirank website to participate in the feasibility study.
In most countries‘national correspondents'(a network created by the research team) were asked to suggest institutions that would reflect the diversity of higher education institutions in their country.
Since the exact number of higher education institutions in the world is known not we use a rough estimate of 15,000 institutions worldwide.
In that case the top 500 comprises only 3%of all higher education institutions. In our sample 29%of the participating institutions are in the top 500,
Note that this set includes four new performance indicators that have never been used before in any international ranking of higher education institutions.
efforts should be made to enhance the data situation on cultural research outputs of higher education institutions. This cannot be done by 126 producers of rankings alone;
which caused some problems in non-European higher education institutions. But even within Europe NUTS regions are seen as problematic by some institutions,
and knowledge of local higher education institutions to be utilized in a regional context, in particular in small-and medium-sized enterprises.
which brought about a dysfunctional shortsightedness on‘world-class research universities'a tool to create transparency regarding the diversity of higher education institutions.
An intuitive, appealing visual presentation of the main results will introduce users to the performance ranking of higher education institutions.
Context variables affecting the performance of higher education institutions. Context factors that may affect decision-making processes of users of rankings (e g. students, researchers) although not linked to the performance of institutions.
this includes legal regulations (e g. concerning access) as well as the existence of legal/official‘classifications'of institutions (e g. in binary systems, the distinction between universities and other forms of non-university higher education institutions.
A particular issue with regard to the context of higher education refers to the definition of the unit of analysis. The vast majority of rankings in higher education are comparing higher education institutions.
serving the information needs of different groups of users and taking into account their level of knowledge about higher education and higher education institutions.
Clearly, with participation in U multirank on a voluntary basis higher education institutions will have to be convinced of the benefits of participation.
We would argue that U multirank should aim to achieve a relatively wide coverage of European higher education institutions as quickly as possible during the next project Phase in Europe the feasibility
An authoritative ranking could be produced by a specific association of higher education institutions. For instance international associations or consortia of universities (such as CESEAR, LERU or ELIA) might be interested in benchmarking
or two international associations of higher education institutions and by conceptualizing one or more authoritative rankings with interested public and/or private partners.
Roll out of U multirank across EU+countries 5. Invitation of EU+higher education institutions and data collection. Within the next two years all identifiable European higher education institutions should be invited to 159 participate in the institutional as well as in the three selected field-based rankings.
The objective would be to achieve full coverage of institutional profiles and have a sufficient number of comparable institutions.
If we take into account the response rate of institutions in the pilot phase the inclusion of 700 institutions in the institutional and 500 in each field-based ranking appears realistic. 6. Targeted recruitment of higher education institutions outside Europe.
and alliances of higher education institutions willing to establish internal benchmarking processes and publish rankings of their membership.
The ranking must be recognized open to higher education institutions of all types and from all participating countries, irrespective of their membership in associations, networks or conferences.
The ranking tool must be administered independent of the interests of higher education institutions or representative organizations in the higher education and research sector.
In this model, governments would use their authority over higher education to organize the rankings of higher education institutions.
i e. student organizations and associations of higher education institutions, would be responsible for the operation of the transparency instrument.
It is independent both from higher education institutions (and their associations) and from higher education funding bodies/politics.
Once the extent of participation of higher education institutions is known, this option could be considered. The assumption is
After two more years, the roll out of the system should include about 700 European higher education institutions and about 500 institutions in the field-based ranking for each of three fields.
either for the public or for associations of higher education institutions, should be developed because of their market potential.
Brandenburg, U & Federkeil, G. 2007) How to measure internationality and internationalisation of higher education institutions! Indicators and key figures, CHE Working paper No. 92 Brown, R. M,
Reputation indicators in rankings of higher education institutions. In B. Kehm & B. Stensaker (Eds. University rankings, Diversity,
) Berlin Principles on Ranking of Higher education institutions. Retrieved 24.6,2006, from http://www. che. de/downloads/Berlin principles ireg 534. pdf 179 Ischinger, B. and Puukka, J. 2009), Universities for Cities and Regions:
The European Classification of Higher education institutions. Enschede: CHEPS. Waltman, L.,R. J. W. Tijssen, and N. J van Eck (2011) Globalisation of science in kilometres, Journal of Informetrics Westerheijden, D. F.,Beerkens, E.,Cremonini, L.,Huisman, J.,Kehm
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