and equipment involving heavy fixed costs and commensurately expanded scales of production, induced a high rate of capital accumulation.
which they presume reflects the presence of large accumulations of intangible assets. 13 relationship between marketed output
David, Paul A.,Invention and Accumulation in America's Economic growth: A Nineteenth Century Parable, in International organization, National Policies and Economic Development, a supplement to the Journal of Monetary Economics,(K. Brunner and A. H. Meltzer, eds.
UNESCO, as the coordinator of Education for All (EFA), has made the promotion of education as a fundamental right, the improvement of the quality of education and the stimulation of innovation and the sharing of knowledge and best practices one of its priorities.
The accumulation of knowledge is important early in the life cycle of firms as it can establish sustainability through its characteristics (West and Noel 2009),
Asset stock accumulation and sustainability of competitive advantage. Management Science, 35,1504 1511. Dubini, P, & Aldrich, H. 1991).
and a more rapid accumulation of new knowledge (Parida et al, 2012; Van de Vrande et al, 2009.
and business partners both at the level of technological development, new skills development through innovation hubs and other new modes such as collaborative doctoral programmes.
Improving and developing study programmes (new curricula and modules), teaching quality, training of teaching staff at university, e-education (e-courses, study aids etc..
increasing the choice of study programmes, or including a mobility element in joint regional short-term study programmes,
are also direct benefits from crossborder cooperation. However a restraint for regional cooperation lies in the diversity of approaches
and delivery of undergraduate and postgraduate programmes that are deemed to be in areas of high importance nationally;
and research institutions located in the region leading to new partnerships in teaching, research and common use of infrastructure and accumulation of human capital.
Homeshare International aims to sustain good codes of practice and influence policy in housing and the social sector.
More than 450 Harvard courses and over 2, 250 courses worldwide have incorporated Innovations in American Government case studies including Milano Graduate school, University of West indies
including peer reviews and real time evaluation methods to promote cross-pollination such as NESTA's evaluation of Health Launchpad. 5 106 THE OPEN BOOK OF SOCIAL INNOVATION End notes 1. See for example,
including Milano Graduate school, University of West indies, and the Hong kong Polytechnic University. The Ford Foundation is a founding donor of the Innovations in American Government Awards.
so that individuals can be transferred from failures to successes. 398) Accreditation, search and recruitment of public innovators by commercial headhunters or government agencies.
For example, there is now a Health Information Accreditation Scheme in the UK which gives kite marks to organisations that produce information and moderate websites and forums.
technical and vocational qualifications are often more important with this respect (Gray, 2006). Over 58 percent of the entrepreneurs participating in this study had not been educated beyond elementary school.
Appropriateness of knowledge accumulation across growth studies, Entrepreneurship Theory & Practice, Vol. 33 No. 1, pp. 105-23.
questionnaire 89 Student survey 90 4. 3. 2 Pretesting the instruments 91 4. 3. 3 Supporting instruments 94 4. 3. 4 4. 4 A concluding
Feasibility of data collection 133 Self-reported institutional data 133 6. 3. 1 Student survey data 135 6. 3. 2 Bibliometric
The conceptual frameworks behind sports league tables are accepted usually well: rules of the game define who the winner is
of being guided by a (nonexistent) theory of the quality of higher education. We do not accept that position.
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,
especially in the research universities that are the main subjects of the current global league tables.
Yet major concerns remain as to league tables'methodological underpinnings and to their policy impact on stratification rather than on diversification of mission.
Quality assurance, evaluation or accreditation, also produces information to stakeholders (review reports, accreditation status) and in that sense helps to achieve transparency.
As the information function of quality assurance is not very elaborate (usually only informing if basic quality,
e g. the accreditation threshold, has been reached) and as quality assurance is too ubiquitous to allow for an overview on a global scale in this report,
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≀
The netherlands) Specialized League tables and Rankings Financial times ranking of business schools and programmes (FT; global) Businessweek (business schools, USA+global) The Economist (business schools;
global) The major dimensions along which we analysed the classifications, rankings and league tables included: Level: e g. institutional vs. field-based Scope:
implying but often not explicating different conceptions of quality of higher education and research. Most are presented as league tables;
especially the most influential ones, the global university rankings are all league tables. The relationship of indicators collected
and their weights in calculating the league table rank of an institution are not based on explicit let alone scientifically justifiable conceptual frameworks.
ignoring that they are about different dimensions and sometimes use different scales The problem of league tables:
most rankings are presented as league tables, assigning each institution at least those in the top-50, unique places, suggesting that all differences in indicators are valid and of equal weight (equidistant positions).
and with a transparent methodology Qualifications frameworks and Tuning Educational Structures, showing that at least qualitatively it is possible to define performances regarding student learning
thus strengthening the potential information base for other dimensions than fundamental research Comparative assessment of higher education student's learning outcomes (AHELO):
this feasibility project of the OECD to develop a methodology extends the focus on student learning introduced by Tuning and by national qualifications frameworks into an international comparative assessment of undergraduate students,
P*CPP/FCSM Citations-per-publication indicator (CPP) Quality of education Alumni of an institution winning Nobel prizes and Fields Medals (10%)Phds awarded per staff (6%)Undergraduates admitted per staff
and enrolment in study programmes rises after positive statements in national, student-oriented rankings. Both in the US and Europe rankings are used not equally by all types of students (Hazelkorn, 2011:
'The reputation race (van Vught, 2008) implies the existence of an ever-increasing search by higher education and research institutions and their funders for higher positions in the league tables.
Quality of higher education and research institutions. Rankings'incomplete conceptual and indicator frameworks tend to get rooted as definitions of quality (Tijssen, 2003.
'Institutional leaders are under great pressure to improve their institution's position in the league tables.
Similarly, rankings may provide useful stimuli to students to search for the best-fitting study programmes
but that the current rankings and league tables seem to invite overreactions on too few dimensions
Rankings should not use league tables from 1 to n but should differentiate between clear and robust differences in levels of performance.
the production of league tables and the denial of contextuality. In addition it should minimise the incentives for strategic behaviour on the part of institutions to‘game the results'.
One of the reasons why there is so much criticism of league tables is exactly the point that from similar sets of inputs,
An important factor in the argument against rankings and league tables is the fact that often their selection of indicators is guided primarily by the (easy) availability of data rather than by relevance.
and processes and the dissatisfaction among users of most current league tables and rankings is because they often are interested more in institutional performance
Compared to existing league tables we see this as one of the advantages of our approach.
Grouping 2. 4. 4u-Multirank does not calculate league tables. As has been argued in chapter 1, league table rankings have severe flaws
Students'learning outcomes after graduation would be a good measure of outcomes. However measures of learning outcomes that are internationally comparable are only now being developed in the AHELO project (see chapter 1) 9. At this moment such measures do not exist,
but if the AHELO project succeeds they would be a perfect complementary element in our indicator set.
00. html. 53 Another approach to get close to learning outcomes lies in assessing the quality of study programs.
The qualifications frameworks currently being developed in the Bologna process and in the EU may come to play a harmonising role with regard to educational standards in Europe,
but they are not yet effective (Westerheijden et al.,2010) and of course they do not apply in the rest of the world.
however, that student surveys can give valid and reliable information in a European context. One of the questions that we will return to later on in this report is whether a student survey about 10 http://www. eurostudent. eu:
8080/index html. 54 their own program/institution can produce valid and reliable information on a global scale.
But sensitive to regulatory (accreditation) and disciplinary context. Data collection and availability problematic. 4 Relative rate of graduate (un) employment The rate of unemployment of graduates 18 months after graduation as a percentage of the national rate of unemployment
But indicator of social context, not of educational quality. Student satisfaction indicators Indicators reflecting students'appreciation of several items related to the teaching & learning process.
For our field-based rankings, subject-level approaches to quality and educational standards do exist. In business studies, the‘triple crown'of specialized
voluntary accreditation by AACSB (USA), AMBA (UK) and EQUIS (Europe) creates a build up of expectations on study programs in the field.
or more of these international accreditations presents an overall, distant proxy to their educational quality. However, the freedom to opt for international accreditation in business studies may differ across countries,
which makes an accreditation indicator less suitable for international comparative ranking. In engineering, adherence to the Washington Accord depends on national-level agencies, not on individual higher education institutions'59 strategies.
These considerations have contributed to our decision not to include accreditation-related indicators in our list of Teaching & Learning performance indicators.
Instead, the quality of the learning experience is reflected in the student satisfaction indicators included in Table 3-1. These indicators can be based on a student survey carried out among a sample of students from Business studies and Engineering.
As shown in the bottom half of Table 3-1, this survey focuses on provision of courses, organization of programs and examinations, interaction with teachers, facilities, etc.
works within academic standards. 12 See: http://www. kowi. de/Portaldata/2/Resources/fp/assessing-europe-university-based-research. pdf 61 Table 3-2:
of which have an option of accreditation. 67 Money flows are an important interaction channel, next to texts and people.
U-Map questionnaire institutional questionnaire field-based questionnaire student survey. In designing the questionnaires, emphasis was placed on the way in
accreditation of department; profile with regard to teaching & learning, profile with regard to research. A second part of the questionnaire asks for details of the individual study programmes to be included in the ranking.
In particular the following information was collected: basic information about the programme (e g. degree, length; interdisciplinary characteristics;
joint study programme; credits earned for achievements abroad; number of exchange students from abroad; courses held in foreign language;
Student survey 4. 3. 2for measuring student satisfaction (see section 3. 3. 1), the main instrument is an online student survey.
In order to assure that students are pressured not by their institution/teachers to rate their own institution favorably,
In relation to the student survey, the delimitation of the sample is important. As students were asked to rate their own institution and programme,
Questions about student numbers and study programmes seem to be unproblematic in most cases. Problems emerge however with some output-related 92 data elements such as graduate employment,
Problems with regard to the availability of data were reported mainly on issues of academic staff (e g. fte data, international staff), links to business (in education/internships and research) and the use of credits (ECTS.
The student survey was pretested on a sample of over 80 students. In general, their comments were very positive.
but not to participate in the student survey as they did not want it to compete with their own surveys or effect participation in national surveys.
the collection of self-reported data from the institutions involved in the study (including the student survey) and the collection of data on these same institutions from existing international databases on publications/citations and patents.
o U multirank field-based questionnaires o U multirank Student survey 104 Figure 5-1: U multirank data collection process The institutions were given seven weeks to collect the data,
There are some international student surveys (such as‘Eurostudent) 'but these usually focus on general aspects of student life and their socioeconomic situation.
In Chapter 8 (8. 2) we will discuss the flexibility of our approach to a global scale student survey.
The data collection through the student survey was organized by the participating institutions. They were asked to send invitation letters to their students,
No institution indicated that it did not participate in the student survey because of the cost of inviting the students.
Field questionnaire Mechanical engineering 14 1. 0 20 6. 0 Organization of student survey 18 0. 2 21 4. 4 The analysis also showed that European institutions
5 Field questionnaire Mechanical engineering 4. 6 7 7. 0 4 Organization of student survey 4. 1 7 7. 9 7 107 Figure
The student survey For the student survey, after data checks we omitted the following elements from the gross student sample:
& LEARNING Rating of indicators (pre-pilot) Feasibility score (post-pilot) Field-based ranking Student survey Relevance Concept/construct validity Face validity Robustness Availability Preliminary
problems with regard to the feasibility of individual indicators from the student survey. General aspects of feasibility of a global student survey are discussed in section 6. 3. Research 6. 2. 2indicators on research include bibliometric indicators (institutional
and field-based) as well as indicators derived from institutional and field-based surveys. In general the feasibility of the research indicators,
In some countries the U multirank student survey conflicted with existing national surveys, which in some cases are highly relevant for institutions.
the time window to organize a student survey across all institutions has to be at least six months
and data quality this problem will be mitigated. 135 Student survey data 6. 3. 2one of the major challenges regarding the feasibility of our global student survey is
and thus that the feasibility of the data collection through a global-level student survey is sufficiently feasible.
An example is a detailed view on the results of a department (the following screenshot shows a sample business administration study program at bachelor and masters level.
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,
The implementation has to separate ranking from higher education policy issues such as higher education funding or accreditation.
for instance a student survey is much more expensive if universities have no e-mail-addresses of their students,
Academic quality, League tables, and Public Policy: A Cross-National Analysis of University ranking Systems. Higher education, 49,495-533.178 Dulleck, U. and R. Kerschbamer (2006."
A global survey of university league tables. Toronto: Educational Policy Institute. Van dyke, N. 2005. Twenty Years of University Report cards.
requiring code of conducts, rules, and right, likewise 3. Generation Z represents the source and the target for
and methods for augmenting the awareness in the users and code of conducts, leading to habits suitable to preserve an organization as well as individuals digital identity.
He 38 The Bold Ones holds a Master of business administration from University of virginia's Darden Graduate school of Business,
Professor of Business Administration, Harvard Graduate school of Business Administration It's time for a fundamental change of thinking in Europe.
From Fortress Firms to Cambrian Corporations Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France,
HULT International Business school, USA Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France,
Young Global Leader Calvin Chin, Founder, Transist, People's republic of china Clayton Christensen, Professor of Business Administration, Harvard Graduate school of Business Administration, USA Jim O'connor
and Dhirubhai Ambani Fellow in Entrepreneurship, Stanford Graduate school of Business USA Habib Haddad, Chief executive officer, Wamda, United arab emirates Jian Han, Associate professor of Management;
a public code of conduct was released by the Executive council of Dubai in 2009 which aims at setting the standards for social ethics
however, measures such as the code of conduct are being taken to limit this effect. The risk of a real estate bubble remains real.
The Mexican Ministry of Public education ranked Nuevo León as the state with the fourth-highest number of students enrolled in graduate and postgraduate programmes in the academic year 2012-2013.
Papageorgiou, Head of Socioeconomic and Academic Research Czech republic CMC Graduate school of Business Tomá Janca, Executive director Czech Management Association Ivo Gajdo, Executive director University of Economics
, Team Manager Ecuador ESPAE Graduate school of Management, Escuela Superior Politécnica del Litoral (ESPOL) Virginia Lasio, Director Andrea Samaniego Díaz, Project Assistant
Professor, Graduate school of Media Design Heizo Takenaka, Director, Global security Research Institute Jiro Tamura, Professor of Law, Keio University In cooperation with Keizai Doyukai (Japan
Kathleen Fon Ha Tchong Goncalves, Vice-president Trinidad and tobago Arthur Lok Jack Graduate school of Business Miguel Carillo, Executive director and Professor of Strategy Nirmala Harrylal, Director
and Project Coordinator Mubiana Macwan'gi, Director and Professor Zimbabwe Graduate school of Management, University of Zimbabwe A m. Hawkins, Professor Bolivia, Costa rica, Dominican republic, Ecuador
This pillar measures secondary and tertiary enrollment rates as well as the quality of education as evaluated by business leaders.
and raising the quality of education (40th) and innovation capacity (37th) to support the economic transformation of the country.
Another concern is the mediocre quality of education at all levels (87th, down nine) and the still low level of technological readiness pillar (65th),
and thus diversify its economy toward more productive activities will require raising the quality of education (134th),
Saudi arabia (24th) loses four positions in this year's edition, based on a less positive assessment of its quality of education and level of domestic competition.
Business leaders consider that the quality of education could be improved especially with respect to training in management (78th) and math and science (73rd.
for example, the quality of education seems to be improving. A major overhaul of the institutional framework and increased focus on the efficiency of the goods, labor,
and its overall score in the quality of education has been improving, other countries are moving even faster.
Economic growth and Capital Accumulation. Economic Record 32 (2): 334 61. Trajtenberg, M. 2005. Innovation Policy for Development:
and the part of that growth rate that could not be accounted for by the accumulation of physical capital and human capital.
33%5. 01 Secondary education enrollment rate*5. 02 Tertiary education enrollment rate*B. Quality of education...33%5. 03 Quality of the education system 5. 04 Quality of math and science education 5. 05 Quality of management schools 5. 06 Internet access in schools
, Samuel Curtis Johnson Graduate school of Management, Cornell University Bruno Lanvin, Executive director, European Competitiveness Initiative, INSEAD GLOBAL COMPETITIVENESS AND BENCHMARKING NETWORK Jennifer Blanke, Chief Economist,
We also wish to thank the editors of the Report Soumitra Dutta at the Samuel Curtis Johnson Graduate school of Management at Cornell University, Bruno Lanvin at INSEAD,
The skills pillar (four variables) gauges the ability of a society to make effective use of ICTS thanks to the existence of basic educational skills captured by the quality of the educational system, the level of adult literacy,
such as the quality of the educational system and the accessibility of digital content; into ICT usage, such as capacity to innovate and the importance of government vision for ICTS;
and in the quality of education in important areas for innovation, such as mathematics and science (39th), could help Austria leverage its digital potential better
improving the quality of the educational systems and of the scientific and technological base in the country, and supporting interactions between research institutions and local companies will be
despite some concerns about the quality of education (56th), that coupled with favorable conditions for innovation and entrepreneurship (14th) and a high capacity of companies to innovate (4th) result in very high technological capacity,
Self-regulation is the best way to achieve a commonly accepted code of conduct for a specific industry.
285 5. 01 Quality of the educational system*..*286 5. 02 Quality of math and science education*..*287 5. 03 Secondary education enrollment rate...
1. 9 5. 01 Quality of the educational system*How well does the educational system in your country meet the needs of a competitive economy?
Skills 5. 01 Quality of the educational system*How well does the educational system in your country meet the needs of a competitive economy?
at the Samuel Curtis Johnson Graduate school of Management at Cornell University, New york. Prior to July 2012,
Research Fellow Cyprus The European University Bambos Papageorgiou, Head of Socioeconomic and Academic Research Czech republic CMC Graduate school of Business Tomas Janca, Executive director In collaboration with Czech Management
Ecuador ESPAE Graduate school of Management, Escuela Superior Politécnica del Litoral (ESPOL) Virginia Lasio, Director Andrea Samaniego, Project Assistant Sara Wong, Professor
Professor, Graduate school of Media Design Heizo Takenaka, Director, Global security Research Institute Jiro Tamura, Professor of Law, Keio University In cooperation with Keizai Doyukai (Japan
of Commerce and Industry of Timor-Leste Kathleen Fon Ha Tchong Goncalves, Vice-president Trinidad and tobago Arthur Lok Jack Graduate school of Business Miguel Carillo, Executive director and Professor
Jolly Kamwanga, Senior Research Fellow and Project Coordinator Mubiana Macwan'gi, Director and Professor Zimbabwe Graduate school of Management, University of Zimbabwe A m. Hawkins, Professor
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