Jiao Tong University) Simon Marginson (Melbourne University) Jamil Salmi (World bank) Alex Usher (IREG) Marijk van der Wende (OECD/AHELO) Cun-Mei Zhao (
Its aims were to look into the feasibility of making a multidimensional ranking of universities in Europe,
"and ignore the performance of universities in areas like humanities and social sciences, teaching quality and community outreach.
Education and Culture but other experts drawn from student organisations, employer organisations, the OECD, the Bologna Follow-up Group and a number of Associations of Universities.
Stakeholder workshops were held four times during the project with an average attendance of 35 representatives drawn from a wide range of organisations including student bodies, employer organisations, rectors'conferences, national university associations and national representatives.
and tend to focus on a single dimension of university performance research. The new tool will promote the development of diverse institutional profiles.
it is a ranking of university performances (although not in the sense of an aggregated league table like other global rankings);
what is‘the best university'.'But different to sports, there are no officially recognised bodies that are accepted as authorities that may define the rules of the game.
although the current transparency tools especially university league tables are controversial, they seem to be here to stay,
and that especially global university league tables have a great impact on decision-makers at all levels in all countries,
including in universities (Hazelkorn, 2011). They reflect a growing international competition among universities for talent and resources;
at the same time they reinforce competition by their very results. On the positive side they 1 http://en. wikipedia. org/wiki/Three points for a win 25 urge decision-makers to think bigger and set the bar higher,
especially in the research universities that are the main subjects of the current global league tables.
Classifications and rankings considered in U multirank Type Name Classifications Carnegie classification (USA) U-Map (Europe) Global League tables and Rankings Shanghai Jiao Tong University's (SJTU
) Academic ranking of world universities (ARWU) Times Higher education (Supplement)( THE) QS (Quacquarelli Symonds Ltd) Top Universities Leiden Ranking National League tables and Rankings US News & World Report (USN≀
user-oriented manner enabling custom-made rankings rather than dictating a single one Focused institutional rankings, in particular the Leiden ranking of university research, also with a clear focus,
Recent reports on rankings such as the report of the Assessment of University-Based Research Expert Group (AUBR Expert Group, 2009) which defined a number of principles for sustainable collection of research data,
The global rankings that we studied limit their interest to several hundred preselected universities, estimated to be no more than 1%of the total number of higher education institutions worldwide.
Although it could be argued that world-class universities may act as role models (Salmi, 2009), the evidence that strong institutions inspire better performance across whole higher education systems is so far mainly found in the area of research rather than that of teaching (Sadlak & Liu,
as they focus mainly on indicators related to the research function of universities (Rauhvargers, 2011). 30 Table 1-2:
and alternative calculation MNCS2) Size-dependent'brute force'impact indicator (multiplication of P with the university's field-normalized average impact):
In nations across the globe, global rankings have prompted the desire for‘world-class universities'both as symbols of national achievement and prestige and supposedly as engines of the knowledge economy (Marginson, 2006.
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;
It makes no sense to compare the research performance of a major metropolitan research university with that of a remotely located University of Applied science;
and preserve its unique national language with an internationally orientated European university with branch campuses in Asia.
The design choices made here are in accordance with both the Berlin Principles and the recommendations by the Expert Group on the Assessment of University-based Research.
Based on our design context, in the following chapters we report on the construction of U multirank. 5 Expert Group on Assessment of University-Based Research (2010),
Assessing Europe's University-Based Research, European commission, DG Research, EUR 24187 EN, Brussels 3 Constructing U Constructing U Constructing U Constructing U multirank:
Nevertheless we should remain vigilant to uncover signs of university efforts to manipulate their students'responses;
The attractiveness of the university's exchange programs and the partner universities; availability of exchange places;
transfer of credits from exchange university; integration of the stay abroad into studies (no time loss caused by stay abroad) and support in finding internships abroad. 26 Student satisfaction:
University webpage Quality of information for students on the website. Index of several items including general information on institution and admissions, information about the program, information about classes/lectures;
There is a growing diversity of research missions across the classical research universities and the more vocational oriented institutions (university colleges, institutes of technology, universities of applied sciences, Fachhochschulen, etc.
The Expert Group on Assessment of University Based Research12 defines research output as referring to individual journal articles, conference publications, book chapters, artistic performances, films, etc.
http://www. kowi. de/Portaldata/2/Resources/fp/assessing-europe-university-based-research. pdf 61 Table 3-2:
Expert Group on Assessment of University-Based Research (2010) Apart from using existing bibliometric databases,
Recommended by Expert Group on University-based Research. Difficult to separate teaching and research expenditure in a uniform way. 2 Research income from competitive sources Income from European research programs+income from other international competitive research programs+income from research councils+income
Traditionally TT is concerned primarily with the management of intellectual property (IP) produced by universities and other higher education and research institutions.
such as the one carried out by the US-based Association of University Technology Managers (AUTM) for its Annual Licensing survey.
and used as a source of information to inform the funding allocations to reward the UK universities'third stream activities.
2008) aims to create a ranking methodology for measuring university third mission activities along three subdimensions:
is regarded as relevant indicator by EGKTM. 3 University-industry joint publications Relative number of research publications that list an author affiliate address referring to a business enterprise or a private sector R&d unit;
Used in CWTS University-Industry Research Cooperation Scoreboard. 16 See also the brief section on the EUMIDA project,
which the university acts as an applicant related to number of academic staff Widely used in KT surveys.
CPD difficult to describe uniformly. 7 Co-patents Percentage of university patents for which at least one co-applicant is a firm,
HEIS not doing research in natural sciences/engineering/medical sciences hardly covered. 11 Co-patents Percentage of university patents for
Number of licences more robust than licensing income. 14 Patents awarded The number of patents awarded to the university related to number of academic staff Widely used KT indicator.
Not relevant for all fields. 15 University-industry joint publications Number of research publications that list an author affiliate address referring to a business enterprise or a private sector R&d unit,
The number of collaborative research projects (university-industry) is another example of a knowledge transfer indicator that was selected not for the Focused Institutional Ranking.
but bias towards certain disciplines and languages. 5 Number of joint degree programs The number of students in joint degree programs with foreign university (including integrated period at foreign university) as a percentage of total
Internationalization of programs Index including the attractiveness of the university's exchange programs, the attractiveness of the partner universities, the sufficiency of the number of exchange places;
the transfer of credits from exchange university; the integration of Addresses quality of the curriculum.
and provision of institutional resources for regional and community use, benefitting both university and the regional community.
such as the number of jobs generated by the university. Assessing what the higher education and research institution‘delivers'to the region (in economic terms) is seen as most relevant
which mainly refer to discovery-oriented‘basic'research of the kind that is conducted at universities and research institutes.
1. total publication output 2. university-industry joint publications 3. international joint publications 4. field-normalized citation rate 5. share of the world
and by DG Research. 25 This version is held by the K. U. Leuven (Catholic University Leuven)
or only for (some) research universities) The list of EUMIDA countries with abbreviations: Austria (AT), Belgium (BE),
AU, CA, SA, ZA incentives for knowledge exchange AR AR, AU, CA, SA CPD courses offered AU, CA, SA, ZA university-industry
university hospital; students: enrolments; programme information: bachelor/master programmes offered; CPD courses; graduates: graduation rates;
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.
an Institute for Water and Environment, an agricultural university, a School of Petroleum and Minerals, a military academy, several music academies and art schools, universities of applied sciences and a number of technical universities.
Our national correspondents explained that Chinese universities are reluctant to participate in rankings when they cannot predict the outcomes of participation
all universities had clear communication partners in the U multirank team. The main part of the verification process consisted of the data cleaning procedures after receiving the data.
University-industry joint research publications; Regional joint research publications; Highly cited research publications. Further information on each of the six bibliometric indicators used in the pilot study is presented below. 1) Total publication output Frequency count of research publications with at least one author address referring to the selected main organization.
This is an indicator of research collaboration with partners located in other countries. 3) University-industry joint research publications Frequency count of publications with at least one author address referring to the selected main organization
Statistical information on 500 universities worldwide is freely available at the CWTS website: www. socialsciences. leiden. edu/cwts/products-services/scoreboard. html 4) Regional joint research publications Frequency count of publications with at least one author address referring to the selected main organization
The development of patent indicators on the micro-level of specific entities such as universities is complicated by the heterogeneity of patentee names that appear in patent documents within and across patent systems.
was developed by ECOOM (Centre for R&d Monitoring, Leuven University; partner in CHERPA), in partnership with Sogeti29, in the framework of the EUROSTAT work on Harmonized Patent Statistics.
Several mostly European studies have compared the volumes of such‘university-invented'patents (invented by an academic scientist)
versus‘university-owned'(with the university registered as applicant). Evidence from studies in France 0%10%20%30%40%50%60%01234567891213141518192021222631404547596071454459%of institutes from pilot (N=165) Annual average patent volume (2000
2007) suggests that about 60%of university-invented patents are owned not university. The available evidence from some US studies indicates much smaller percentages (approximately 20%)of university-invented patents that are owned not university (Thursby et al.
2007). ) Moreover, national and institutional differences in culture and legislation regarding intellectual property rights on university-created knowledge will cause the size of the consequential‘bias'to vary between countries.
Institutional and national differences may concern the autonomy of institutions, the control they exercise over their academic staff,
academic patents in Europe (i e. patents invented by academic scientists) are much less likely to be owned'by universities
(i e. the university is registered as applicant) than in the USA, as European universities have lower incentives to patent
or generally have less control over their scientists'activities (Lissoni et al.,2008). ) This does not mean that European academic scientists do not effectively contribute to the inventive activity taking place in their countries,
as one might presume from considering only the statistics on university-owned patents. On the contrary, the data provided
where universities own the majority of academic patents, Europe witnesses the dominance of business companies,
one should at all times bear in mind the relatively sizable volume of university-invented patents that is not retrieved by the institution-level search strategy and institutional and national variations in the size of the consequential limitation bias.
transfer A a Patents awarded**A b University-industry joint research publications*A a CPD courses offered per fte academic staff B b Start-ups per fte academic staff
Robustness Availability Preliminary rating Feasibility score Data availability Conceptual clarity Data consistency Recommendation University-industry joint research publications*A a Academic
and institutions do not record numbers of students with self-organized stays at foreign universities.
and could assess the support provided by their university. The indicator‘international orientation of programs'is a composite indicator referring to several data elements;
Some universities had difficulties to identify their international staff based on this definition. Regional engagement 6. 2. 5up to now the regional engagement role of universities has not been included in rankings.
There are a number of studies on the regional economic impact of higher education and research institutions,
To assess the feasibility of our bibliometric data collection we studied the potential effects of a bottom-up verification process via a special case study of six French universities.
For example, even a seemingly universal name such as‘university'may not describe the same institutional reality in different systems in England or in the US
some so-called‘universities'could be in fact umbrella organizations covering several autonomous universities, while in France many universities are thematic and issue from one comprehensive‘root'university.
Second, most of the national research systems tend to become more complex under the pressure of the‘funding on project'policies that induce the setup of various networklike institutions such as consortia, platforms and‘poles'.
For communication purposes, authors may prefer to replace the name of the university with the name of a 137 network.
In addition, in some countries like France, universities, schools and research institutions can be interwoven by many joint labs,
Several studies have shown that the volume of such university-invented patents is sizable (Azagra Caro et al.
internationally-oriented research universities. U multirank has a much broader scope and intends to include a wider variety of institutional profiles.
which brought about a dysfunctional shortsightedness on‘world-class research universities'a tool to create transparency regarding the diversity of higher education institutions.
for prospective students intending to choose a university or a study program, low student satisfaction scores regarding the support by teaching staff in a specific university or program is relevant information,
although the indicator itself cannot explain the reasons behind this judgment. Rankings also have to be sensitive to context variables that may lead to methodological biases.
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.
While in most countries research is integrated largely in universities, in some countries like France or Germany non-university research institutions undertake a major part of the national research effort.
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.
either based on genuine data on higher education systems, e g. the University Systems Ranking published by the Lisbon Council31,
Both the Shanghai ranking and the QS rankings for instance are including universities only. The fact that they do not include non-university research institutions,
which are particularly important in some countries (e g. in France, Germany), produces a bias when their results are interpreted as a comparative assessment of the performance or quality of national higher education and research systems.
There are institutions all over the world interested in benchmarking with European universities; the markets and peer institutions for European universities are increasingly becoming global;
and the impression that the U multirank instrument is 154 only there to serve European interest should be avoided.
international universities scoring high in traditional rankings. When this strategy leads to a substantial database within the next two years
For instance international associations or consortia of universities (such as CESEAR, LERU or ELIA) might be interested in benchmarking
For instance, an international public organization might be interested in using the database to promote a ranking of the international, research-intensive universities in order to compare a sample of comparable universities worldwide.
and rank comparable universities. Developing a European data system and connecting it to similar systems worldwide will strongly increase the potential for multidimensional global mapping and ranking.
The combined U-Map/U multirank approach should be tested further by developing the means to produce the first authoritative ranking lists for universities with selected profiles.
for instance the profile of research orientation and a high degree of internationalization (international research intensive universities) and the profile of a strong focus on teaching
Products for universities could be created, but the pricing policy mustn't destroy the willingness to participate.
if universities have no e-mail-addresses of their students, requiring students to be addressed by letters.
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Vincenzo Morabito Department of Management and Technology Bocconi University Milan Italy ISBN 978-3-319-04306-7 ISBN 978-3-319-04307
Vincenzo Perrone at Bocconi University, Prof. Vallabh Sambamurthy, Eli Broad Professor at Michigan State university, and Prof.
Franco Fontana at LUISS University as main inspiration and mentors. Moreover, I acknowledge Prof. Giuseppe Soda
Head of the Department of Management and Technology at Bocconi University, and all the other colleagues at the Department, in particular Prof.
Giuseppe Airoldi, all formerly at the Institute of Organization and Information systems at Bocconi University, who have created a rich and rigorous research environment where
I acknowledge also some colleagues from other universities with whom I've had the pleasure to work,
Anindya Ghose at New york University's Leonard N. Stern School of business, Prof. Vijay Gurbaxani at University of California Irvine, Prof.
Saby Mitra at Georgia Institute of technology, Prof. Ravi Bapna at University of Minnesota Carlson School of management, George Westerman at MIT Center for Digital Business, Prof.
Ritu Agarwal at Robert H. Smith School of business, Prof. Lynda Applegate at Harvard Business school, Prof. Marco de Marco at Unversità Cattolica del Sacro Cuore di Milano, Tobias Kretschmer, Head of Institute for Strategy, Technology and Organization of Ludwig Maximilians University, Prof.
Marinos Themistocleous at the Department of Digital Systems at University of Piraeus Prof. Chiara Francalanci at Politecnico di Milano, Wolfgang König at Goethe University, Adriano Solidoro at University of Milano-Bicocca, Luca Giustiniano at LUISS University, Prof.
Zahir Irani at Brunel Business school, Prof. Sinan Aral at NYU Stern School of business, and Ken and Jane Laudon.
Furthermore, I want to gratefully acknowledge all the companies that have participated to the research interviews, case studies, and surveys.
has cooperated with Carnegie mellon University, in a report entitled‘Mobility and Security'that addresses the consumerization related problems 12.
computer scientists at Carnegie mellon University have created a project called recaptcha, which uses humans'abilities and intelligence to identify distorted words on websites.
This project is initiated by computer scientists from Carnegie mellon University in which people are collaboratively using their humans'thinking,
presented in 2012 by an international team of scientists led by the University of Cambridge, the cost of protection against cybercrime often exceed the cost of the threat itself 10.
University of Adelaide Press, Adelaide 14. Beynon-Davies P (2011) The enactment of personal identity.
, universities, research centers, industrial companies, but also suppliers, manufacturers of complementary products as well as end users. The ideas and projects developed internally are only a part of the value that can be generated by the company;
The founding team includes MIT and Columbia University Professors in computer science, who were fascinated by the prospect to understand human behavior through the analysis of location data over time.
Strategic Analyst Villanova University: Noah Barsky, Professor Endeavor: Linda Rottenberg, Cofounder and Chief executive officer Rhett Morris, Director of Endeavor Insight Purpose:
a university, or a large corporation. It is interconnected this nature that makes entrepreneurship such a fascinating endeavor.
For example, Frontier industries will have high requirements on R&d infrastructure (such as universities) and need capital providers with a high risk appetite to finance the early life stages.
Frontier companies need a strong external ecosystem of universities, R&d labs, educated workforce to thrive Silicon valley being the most prominent example of such a setup.
He holds a Phd in Mathematics from the University of Oxford and an MSC in Electronic Engineering from the Technical University at Munich.
She holds an MBA from INSEAD, an MA in International Studies, Economics and Middle east Studies from The Johns hopkins university and a BA in International Studies and Business Administration from the University of South carolina-Columbia.
Economics and Anthropology from Ludwig Maximilian University in Munich. About the Authors and Acknowledgments ERNST & YOUNG Maria Pinelli Maria Pinelli is Global Vice-Chair for Strategic Growth Markets at Ernst & young (EY) Global,
She holds a degree in Commerce and French (Hons) from Mcmaster University, Canada, and completed executive education at Harvard and Kellogg School of management.
She holds a Master's degree in Financial Econometrics from the University of New south wales Australia, and has undergraduate degrees in International Business and International Relations from the University of South australia.
VILLANOVA UNIVERSITY Dr. Noah Barsky Dr. Barsky is a professor at the Villanova University School of business, USA.
His research and teaching focus on performance measurement, business planning, risk assessment, and contemporary financial reporting issues.
Other academic experience includes positions as a visiting MBA professor at INSEAD (Europe) and a visiting research scholar at the University of Melbourne (Australia.
Dr. Barsky has received multiple university teaching excellence awards and has been recognized internationally for his scholarly writing and curriculum innovation.
USA and his Ph d. from the University of Connecticut, USA. He holds active licenses as a Certified public accountant and Certified Global Management Accountant.
Morris earned a Master of business administration from Vanderbilt University, Tennessee, USA in 2007 and a bachelor's degree in History from Louisiana State university in 2003.
and the University of Sydney and is a citizen of Australia and The netherlands. Kevin Steinberg Kevin is the President & Head of Client Services at Purpose.
and is currently an adjunct professor at Brandeis University's International Business school. 40 The Bold Ones High-impact Entrepreneurs Who Transform Industries 41 This report draws on data from the participants of the EY 2013
Entrepreneurship schools and universities Possessing the skills to found and operate a business is an important complement to the attitude of risktaking and perseverance that successful entrepreneurs display.
and by influencing policy. 23 Publicprivate Public-platforms to connect private actors with schools and private universities to set up education programmes,
Achievements include numerous projects with universities and non-governmental organizations to improve entrepreneurship education, and the European SME Week with 1,
universities and research organizations Finland is a leading country in innovation cooperation between companies and the research sector.
of Finland António Pires de Lima Minister of Economy of Portugal David Willetts Minister of state for Universities and Science of the United kingdom Figure 19:
poor links between universities and the labour market don't help. We should be giving tax incentives to start-ups.
e g. university professors. The improvement of commercialization activities by academic spinoffs or of the situation for seed and early-stage financing for technology-intensive ventures,
e g. for academic spin-offs. 42 Enhancing Europe's Competitiveness David Willetts Minister of state for Universities and Science of the United kingdom The role of innovation-driven entrepreneurship in the economy:
including representatives of schools, civil society, universities, business angels, accelerators, incubators, venture capitalists and corporate intrapreneurs.
Potential to improve collaboration between entrepreneurs, universities, large companies and academic institutions within your country(%)Connect:
Fully 80%of project survey participants see significant potential to improve the level and impact of collaboration between entrepreneurs, universities, large companies and academic institutions (Figure 23.
and universities to focus on the skills that entrepreneurs require. 55%said it is very important to provide more opportunities for potential entrepreneurs to obtain practical experience in an innovative business or start-up.
and universities, celebrate peer-level success stories to create awareness, initiate programmes to improve skills,
A key opportunity to create awareness of opportunities exists in entrepreneurship schools and universities. Strengthening this connection has an effect for both the next generation labour force and the education system.
Starting with local networks between schools, universities and entrepreneurs, this type of intervention could scale up to influence the culture among entire populations.
and universities to focus on the skills that entrepreneurs require, and 46%say they would be willing to provide more opportunities for potential entrepreneurs to obtain practical experience in an innovative business or start-up.
or start-up Tailoring the education curricula in schools and universities to focus on the skills that entrepreneurs require Raising awareness of entrepreneurial success stories
and high school/university professors or students to ensure we progress towards decreasing the gap between education and the marketplace.
How to Thrive in the New Innovation Landscape, Harvard Business school Press Cornell University, INSEAD, World Intellectual Property Organization (2013), The Global Innovation Index European commission (2012), Entrepreneurship
for Universities and Science of the United kingdom Karen E. Wilson, Senior Fellow, Bruegel and OECD, Switzerland Björn Woltermann, Vice-president, Emerging Technologies, Deutsche telekom, Germany Werner Wutscher
Global Agenda Council on Fostering Entrepreneurship Virginia Cha, Chief, Research and Innovation, Institute of Systems science, National University of Singapore, Singapore Hongbo Chen, Vice-Dean
, Tuspark Research Institute for Innovation, Tsinghua University, People's republic of china Esther Dyson, Chairman, EDVENTURE Holdings Inc.,USA George Foster, Konosuke Matsushita Professor of Management
, Singapore Jonathan Teklu, Cofounder and Managing Partner, Springstar Gmbh, Germany Marc Ventresca, Fellow and University Lecturer, Saïd Business school, University of Oxford, United kingdom Global
-General, Directorate-General for Enterprise and Industry, European commission, Brussels Ding Chun, Dean, Centre for European Studies, Fudan University, People's republic of china M. Willem van Eeghen
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