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2 Nombre de collaborations par région ou par organisme  

2 Nombre de collaborations par région ou par organisme  

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For middle-income and developing countries as well as some industrial nations a major challenge for building and sustaining successful research universities is determining the mechanisms that allow those universities to participate effectively in the global knowledge network on an equal basis with the top academic institutions in the world. These r...

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In response to a low fertility rate, a number of municipalities in South Korea have been providing family benefits in the form of childbirth grants and child allowances. Using panel data for 230 municipalities that spans the years 2001–2014, this paper examines the impacts of family benefits on the fertility rate in Korea. I use the fact that diffe...

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... However, that is not true. For instance, exams cannot distinguish between the intelligent one and the one that studies hard (Altbach& Salmi, 2011). Or, the SAT, which is a metric exam designed entirely based on cognitive ability and was not affected by educational disadvantages and high school grades at the beginning, did not deliver what was expected. ...
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Today, in order for a student to enter a university, he/she must go through many admission stages. The exam hollowed out the education and expelled the non-cognitive and human values that were not measured by the exam. Exams that completely swallowed the students' 6-18 age period caused disaster in the education system, contrary to their purpose of existence. It has already been observed that standardized exams do not predict university success. The high school GPA is much more related to a student's academic achievement in the university. However, the inconsistency of high school GPAs between schools restricts their direct use of it at the university entrance. Our suggestion is to make random selection based on high school GPA. A lottery coefficient will be given to each student by using the student's high school GPA, class GPA, and class ranking. Thus, students will enter random selection with a lottery coefficient based on school success. Those with high success will have a higher coefficient and those with low success will have a lower coefficient. We hope that the random selection method will provide students with opportunities for their non-cognitive development and contribute to social peace.
... Research universities are central institutions in any knowledge-and technology-intensive society because they are key to a world-class higher education system. Their future is reasonably bright [10]. Universities in developing countries are building institutional competence by pursuing to build research-intensive universities [11]. ...
... The results of the education internationalization policies in the BRICS countries have enhanced international research collaboration directly. As Altbach [10] mentioned, excellence initiatives as an essential strategy in higher education can increase international collaborations by highlighting the importance of research universities in developing countries and the number of publications in journals cited in international indexes. For example, the rapid growth of R&D inputs and outputs allowed China to increase its presence in the global arena with the status of a new "scientific superpower" from 2000 to 2018. ...
... They used to compare themselves with their prominent Western peers and chase after their peers in the "centers," mainly in North America and Europe. Altbach and Salmi [10] informed that there are exceptional fast movers who achieve excellence in a relatively short time-they clearly define themselves as centers of excellence. ...
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This study explored the international research collaboration in BRICS’s leading universities and their performance in the past decade. Based on the literature on the international educational policies in BRICS countries and the world university rankings, we select the top research universities of each BRICS country. We use the Scopes database, and the timespan of our research covers 2012–2021 years, which allows us to identify the critical points in international research collaborations in terms of research scale, quantity, impact, collaborative networks, and subject areas. We find that all BRICS countries have increased their international collaboration and production of international collaborative publications at varying degrees of growth. The research quality and impact of international cooperation in scientific publications in China and India have rapidly improved and enhanced. The other three countries are improving their research impact, yet their research quality has been limited or declined worldwide. Meanwhile, geopolitical factors, disciplinary advantages, and scientific and technological development need to influence the paths of international research collaborations in developing countries. As they integrate within global higher education, BRICS countries are beginning to establish their own distinctive academic and scientific development paths by actively participating in the international academic discourse.
... Fimyar (2010) suggests that there was a widespread narrative to align existing Ukrainian norms, capacities and ethical standards with those in Europe and the rest of the world by moving from the 'old' (post-Soviet) to the 'new' (European) model. This narrative manifested itself in Ukraine's joining the Bologna Process in 2005 and its introduction of the idea of a research university as an ideal model of the Western university that prioritises research in its mission (Altbach & Salmi, 2011). The research university model was initially introduced into the Ukrainian context by the pro-European government that came to power after the Orange Revolution of 2004. ...
... Fimyar (2010) suggests that there was a widespread narrative to align existing Ukrainian norms, capacities and ethical standards with those in Europe and the rest of the world by moving from the 'old' (post-Soviet) to the 'new' (European) model. This narrative manifested itself in Ukraine's joining the Bologna Process in 2005 and its introduction of the idea of a research university as an ideal model of the Western university that prioritises research in its mission (Altbach & Salmi, 2011). The research university model was initially introduced into the Ukrainian context by the pro-European government that came to power after the Orange Revolution of 2004. ...
Chapter
This chapter explores how public universities in Ukraine have internalised their research mission over the three decades of post-Soviet transformation. To tackle the posed research question, this chapter delves into two conceptualisations rooted in the new institutional theory—policy transfer logic and organisational identity. Our findings show that the research university discourse has been transferred into the Ukrainian higher education context through three main policy approaches: vertical system differentiation, competitive research funding, and research evaluation framework. As external concepts, these policy logics acquired noteworthy variations in Ukraine due to its historical legacies and broader socio-economic transformations. While a new law on higher education requires all public universities to conduct research, this chapter shows that diverse levels of research capacity, organisational traditions, and culture shape the range of strategies undertaken by Ukrainian universities to internalise research mission.
... Thus, the scientific community has formulated four principal features of WCUs: advanced research, high-quality education, links with society through research projects, and flexible research and innovation management [Altbach, Salmi, 2011;Cazorla, Stratta, 2017]. The key role is attributed to scientific studies, which results in research universities being considered as the gold standard of the quality of higher education and the main contenders for the WCU title [Lavalle, de Nicolas, 2017]. ...
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The geopolitical turbulence dictates the need to transform the science and education sphere and reconsider the role of universities in today’s world. The article deals with the issue of defining and identifying world-class universities (WCU) and their connection with the technological development of the countries, where they are located. In particular, the research considers the problem of the validity (adequacy) of the WCU rankings. Methodologically, the study relies on the global and subject rankings of universities compiled by leading rating agencies. The paper proposes a modified algorithm to increase the accuracy of the WCU identification. For the applied calculations, the paper uses data from five ranking products: Quacquarelli Symonds (QS), Times Higher Education (THE), Academic Ranking of World Universities (ARWU), Center for World University Rankings (CWUR) and National Taiwan University Ranking (NTU). According to the results, Russia has only one WCU, which is at the stage of losing this status. In order to check the validity of the list of WCU, the research suggests the validity index that takes into account the completeness of the representation of universities of the Nuclear Club countries in the above list. Calculations demonstrate that this index amounts to 43.3 %, which indicates that modern rating sources of information perform extremely poorly for Russia and Asian countries. The research concludes that the existing ideas about WCU, as well as the methods for their identification, no longer correspond to the new realities, and insists that the central property of WCU should be direct participation in real high-tech projects of the highest (world) level and a significant contribution made due to this to the development of the national economy.
... The Sustainability Accounting Standards Board (SASB), a credible independent nonprofit organization, identifies Leadership as the factor affecting the organization's performance on ESG issues [33]. Leadership involves managing issues inherent to the business model and common practice in the organization, an essential feature in the initiation step of effective governance and important to becoming a successful world-class university [34,35]. Any organization needs strategies to achieve performance. ...
... [10] Funding is crucial to becoming a successful world-class university. [35] Funding planning ISt3 ...
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Most research states that implementing environmental, social, and governance (ESG) has positive impacts. However, fewer studies have discussed ESG implementation in higher education. This study aimed to develop instruments to assess the ESG atmosphere in higher education institutions. A modified Delphi approach was employed. Experts were invited from a private higher education institution in Indonesia. A deductive study, discussion, and two stages of getting consensus from panelists were conducted. The instrument was distinguished into four types for four groups of higher education stakeholders: Students, Staff, Faculty Members, and Community Members. The I-CVIs ranged from 0.80–1.00, while the minimum values of S-CVI/Ave and S-CVI/UA were 0.98 and 0.91, respectively, meaning the content validity was excellent. The final version instrument has been tested and declared valid, reliable, and ready to be used for empirical research for universities to assess their contribution to the Sustainability Development Goals (SDGs). There are also opportunities to conduct further research on the existence of recursive and non-recursive models between factors.
... In the first case, great value is attributed to academic supervision, which is treated as an extremely relevant professional act, both for the professor/researcher and for the prestige of their home institution Minayo, 2019). In the second, the success of graduates as professors, researchers or managers feeds the institutional reputation (Dysthe;Samara;Westrheim, 2006;Walker et al., 2009;EUA, 2008;Kamler, 2008;Halse;Malfroy, 2010;Brass et al., 2010;Altbach;Salmi, 2011;Morrison et al., 2011;Gemme;Gingras, 2012;Kemp;Newnham;Chapman, 2012;OECD, 2013). ...
... In the first case, great value is attributed to academic supervision, which is treated as an extremely relevant professional act, both for the professor/researcher and for the prestige of their home institution Minayo, 2019). In the second, the success of graduates as professors, researchers or managers feeds the institutional reputation (Dysthe;Samara;Westrheim, 2006;Walker et al., 2009;EUA, 2008;Kamler, 2008;Halse;Malfroy, 2010;Brass et al., 2010;Altbach;Salmi, 2011;Morrison et al., 2011;Gemme;Gingras, 2012;Kemp;Newnham;Chapman, 2012;OECD, 2013). ...
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This essay asks whether and to what extent the stricto sensu postgraduate programs in public health contribute to the development of the Brazilian National Health System (SUS). The hypothesis is positive, although an obvious and spontaneous movement is not stated, since scientific evidence is never mechanically adopted; implementation is a political act of management and not a result of academic studies. The argument is that these programs balance between two commitments: they obey the educational logic of the highest level of higher education and the development of science and technology, but they aim at knowledge and qualification of the health sector. The bases that support this text are articles and reports that deal with the significance of science, technology and innovation for world and national development; articles dealing with the job market of postgraduate students; and testimonies of 16 program coordinators whose relevance is highlighted in the analysis of the work. It is concluded that there is an effect, sometimes diffuse, sometimes concrete, of postgraduate courses on the performance of SUS and other national institutions. The contributions of doctoral, academic master’s and professional master’s programs differ, each in its own way is fundamental for the qualification of SUS.
... No primeiro caso, grande valor é atribuído à orientação acadêmica, que é tratada como um ato profissional de extrema relevância, tanto para o docente/ pesquisador como para o prestígio de sua instituição de origem Minayo, 2019). No segundo, o sucesso dos egressos como professores, pesquisadores ou gestores alimenta a reputação institucional (Dysthe;Samara;Westrheim, 2006;Walker et al., 2009;EUA, 2008;Kamler, 2008;Halse;Malfroy, 2010;Brass et al., 2010;Altbach;Salmi, 2011;Morrison et al., 2011;Gemme;Gingras, 2012;Kemp;Newnham;Chapman, 2012;OECD, 2013). ...
... No primeiro caso, grande valor é atribuído à orientação acadêmica, que é tratada como um ato profissional de extrema relevância, tanto para o docente/ pesquisador como para o prestígio de sua instituição de origem Minayo, 2019). No segundo, o sucesso dos egressos como professores, pesquisadores ou gestores alimenta a reputação institucional (Dysthe;Samara;Westrheim, 2006;Walker et al., 2009;EUA, 2008;Kamler, 2008;Halse;Malfroy, 2010;Brass et al., 2010;Altbach;Salmi, 2011;Morrison et al., 2011;Gemme;Gingras, 2012;Kemp;Newnham;Chapman, 2012;OECD, 2013). ...
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Resumo Este ensaio questiona se e até que ponto os programas de pós-graduação stricto sensu em saúde coletiva contribuem para o desenvolvimento do Sistema Único de Saúde (SUS). A hipótese é positiva, ainda que não se afirme um movimento óbvio e espontâneo, pois evidências científicas nunca são mecanicamente adotadas; a implementação é um ato político de gestão e não uma decorrência de estudos acadêmicos. O argumento é que esses programas se equilibram entre dois compromissos: obedecem à lógica educacional do mais alto nível do ensino superior e ao desenvolvimento da ciência e tecnologia, mas objetivam conhecimento e qualificação do setor saúde. As bases que fundamentam este texto são artigos e relatórios que tratam da significância da ciência, tecnologia e inovação para o desenvolvimento mundial e nacional; artigos que tratam do mercado de trabalho dos ex-alunos da pós-graduação; e depoimentos de 16 coordenadores de programas cuja relevância está assinalada na análise do trabalho. Conclui-se que há um efeito, por vezes difuso, por vezes concreto, dos cursos de pós-graduação no desempenho do SUS e de outras instituições nacionais. Diferenciam-se as contribuições dos doutorados, dos mestrados acadêmicos e dos mestrados profissionais, cada um a seu modo é fundamental para a qualificação do SUS.
... This type of interaction is of course not a new phenomenon in higher education and science, yet we are now witnessing it also specifically in relation to rankings. Organizations such as the UNESCO, OECD, World Bank, and the European University Association have repeatedly contributed to the discussion on rankings over the past two decades (examples include Hazelkorn 2007;Altbach and Salmi 2011;Rauhvargers 2011;Marope, Wells and Hazelkorn 2013). Organizations producing rankings too have become regular convenors of the many 'voices' (see also Lim 2018). ...
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The dramatic salience of university rankings is usually attributed to a number of macro-level trends, such as neoliberal ideology, the spread of audit culture, and globalization in the broadest sense. We propose that the institutionalization of university rankings cannot be fully accounted for without a better understanding of the meso-level processes that enable it. To explore these, we zoom in on an organization called IREG Observatory (whereby IREG stands for 'International Ranking Expert Group'). Since it first emerged, in 2002, IREG has acted as a carrier of a kind of rationalized 'faith in rankings'-a faith it has laboured to justify, diffuse, and solidify through boundary work at the intersection of technocratic, managerial, academic, and commercial spheres. Drawing on the insights gained from this particular case, the article argues that the institutionalization of university rankings is not solely a matter of universities being impelled by them, but also a matter of how actors in and around the university sector collectively partake in the legitimation of the practice of ranking universities. At a more general level, our analysis potentially provides a blueprint for understanding boundary work as a meso-level process that plays an important role in the institutionalization of rankings, and other devices of evaluation.
... Profesörler arasından bir rektör seçimi artık yeterli gelmemektedir (P. G. Altbach & Salmi, 2011). Bu sebeple rektörlük akademik bir unvan değil profesyonel bir unvan olarak kullanılacaktır. ...
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Oktar, S. (2022). Madrasity: A new model of Islamic higher education integrating religion and science inspired by madrasah and university.. Katre Uluslararası İnsan Araştırmaları Dergisi , (13) , 32-62. Retrieved from https://dergipark.org.tr/tr/pub/katre/issue/70565/1089699 (Yukarıda kaynak gösterilen orijinal makalenin Türkçe versiyonudur) Abstract The science and technology of Islamic countries are not developed relative to Western and other civilized countries. It is understood that the leading Muslim countries are still far behind the West despite all their progress. If Muslims want to reach the West in science and technology, they need to change higher education institutions. We have an important question: shall we reform current institutions? Or shall we establish a brand-new model of higher education? To find the answer to this question, the studies in the literature were examined by document analysis method. The most significant feature of madrasahs, which were the basic educational institutions of Muslims in the past, is that they are higher education institutions where religious sciences are taught, and science is excluded. Consequently, today's leading Islamic countries have abandoned the madrasah system, which they consider impossible to enhance, and have chosen the Western-based secular university model as a higher education model. As a result of globalization, the nation-state lost its power. Thus, the importance of the university, the ideological tool of the nation-state, for the state decreased. The modern university has become an institution where only the knowledge of the past is taught, and no guidance is provided for the future. The modern secular Western University has accepted understanding with the mind only and deemed the instinctive, intuitive, poetic, or heart-knowing styles to be illegitimate. However, the displacement of religion from university has not eradicated the search for meaning and truth. As a result, the secular modern university, which has become ineffective all over the world, is in a poorer position in the Islamic World and this model is not a cure for the backwardness of Islamic civilization. Moreover, the secular university model contradicts the Islamic belief, therefore, is not sufficiently adopted by Muslim societies. It does not seem feasible to transform the intellectually and philosophically finished university or to resurrect the vegetative madrasah. What needs to be done today is to establish a new higher education model. When the Islamic Golden Age is evaluated, it is seen that Muslims reached advanced levels in science. The Islamic Golden Age scholars were simultaneously engaged in religion and science. This experience inspired us to propose a new