تأثیرگذارترین شاخص‌های نظام‌های رتبه‌بندی دانشگاه‌ها بر رتبۀ دانشگاه‌های ایران

چکیده

هدف پژوهش حاضر شناخت فضای مشترک حاکم بر نظام­های رتبه­بندی دانشگاه­ها و ارائۀ تصویری قابل‌قبول از شاخص­های به‌کاررفته در آن‌هاست. شاخص­های به­کارگرفته­شده در نظام­های رتبه­بندی دانشگاه­ها و وزن شاخص­ها با مراجعه به تارنمای رسمی آن‌ها استخراج و وزن نسبی نظام­های رتبه­بندی مختلف نیز از طریق نظرسنجی از صاحب‌نظران به دست آمد. اهمیت هر شاخص از حاصل‌ضرب وزن شاخص در وزن نظام رتبه‌بندی مربوطه محاسبه شد. شاخص­ها به کمک کلید واژه­هایی دسته­بندی شدند. میزان تعیین­کنندگی شاخص­های هر دسته بر اساس سهم اهمیت شاخص­های آن دسته از جمع کل اهمیت تمامی شاخص­ها برآورد شد. بیشترین تعیین­کنندگی شاخص­ها مربوط به شاخص­های ناظر بر پژوهش و در میان آن‌ها نیز به شاخص­های گروه «برون­داد-استناد» مربوط می­شود. همچنین، تأثیرگذاری شاخص­های ناظر بر کیفیت استنادی بروندادها بیش از سه برابر شاخص­های ناظر بر کمیت بروندادها است. استفادۀ آگاهانه، هدفمند و هوشمندانه از نظام­های رتبه­بندی دانشگاه­ها می­تواند برای ذینفعان مختلف آموزش عالی (سیاست­گذاران، دانشگاه­ها و دانشجویان) فوایدی به همراه داشته باشد. در مقابل، تلاش برای هم­راستا کردن فعالیت‌های دانشگاهی با تأثیرگذارترین شاخص­های مربوطه احتمالاً به ‌غفلت بیش‌ از پیش از رسالت­های اصلی دانشگاه (به‌ویژه آموزش) و تشدید روند رشد کاریکاتوری و ناپایدار بروندادهای بی­کیفیت منجر خواهد شد.

کلیدواژه‌ها


عنوان مقاله [English]

The most effective indicators of university ranking systems in determining the ranking of Iran universities

چکیده [English]

The purpose of the study is to recognize the common atmosphere of university ranking systems and provide an acceptable picture of their indicators. The indicators and their weights were extracted via university ranking systems' official web sites. The relative weights of different ranking systems were also obtained through a survey of experts. The importance of each extracted indicator was calculated by multiplying the indicator weight by related ranking system weight. The indicators categorized into several groups using some researcher-made keywords. The level of effectiveness of each category of indicators estimated based on its indicators' importance share from the total sum of the importance of all indicators. Research indicators, and among them the "output-citation" group, had the most level of effectiveness. Moreover, in this group, the effectiveness of quality-related indicators was three times more than the effectiveness of quantity related ones. The deliberate, purposeful, and clever use of university ranking systems can have many benefits for higher education stakeholders (policymakers, universities, and students). In contrast, attempts to align academic activities with the most influential indicators are likely to lead to neglecting the core missions of universities (especially education) more than before and exacerbating the trend of caricature and unsustainable growth of inefficient outcomes.

کلیدواژه‌ها [English]

  • Higher education appraisal
  • University Ranking Systems
  • Science and Technology Policymaking
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