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VR(N)
DVC(R)
The impact of university rankings on
scientifically peripheral countries
Shanghai, 19 October 2010
Arnold van (Research), Stellenbosch University J. Christoff Pauw, Coordinator: South-South Networks, Stellenbosch
University
Location
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Tertiary Education
© Copyright 2006 SASI Group (University of Sheffield) and Mark Newman (University of Michigan)
Key statistics University of Stellenbosch
• 36% Postgraduates• 130 Postdoctoral Fellows• 850 Academic Staff• 3 National Centers of Excellence• 14 Endowed Research Chairs• 30 % of university income from
research• Highest National research productivity• 12 % of all accredited R&D papers in
SA
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Summary
• Concept of a 21st century university in Africa
• Global league tables – the only indicator of quality?
• Universities in a developing context
• Conclusions
a 21st century University in Africa
• College ?
• Institute ?
• School ?
Universities in a developing context
8Ref. Mayur Amin Elsevier
Universities in a developing context - quesQQ
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Questions from a peripheral university
• Rankings• Provision of information to the users?• Brand benefit to highly ranked
providers?
• Useful comparative information
• Damaging pathologies encouraged?
• Other options to playing the “ranking game”?
Useful Information
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Useful Information SU competency map
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African Collaboration database
Damaging pathologies – mission drift
Poverty/education correlation *
13*Armstrong, Lekezwa and Siebrits, Poverty in South Africa: a profile based on recent household surveys
UKWANDARural health platform
Other options
• Peer reviewed: - Shanghai, THE, etc
• Bibliometric: - Leiden listsCitation impact* # 415 Internationally# 2 in SA
*CWTS field-normalized citation impact indicator
• No ranking holistically reflects TeachingDistinct Competencies in ResearchCommunity Engagement – Local relevance
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Conclusions
• Differentiated fine structured information
• One size does not fit all• Reflect all aspects of the
knowledge business
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