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Additional resources for Global University Rankings: Challenges for European Higher Education
Teichler, U. (2011) ‘Social Contexts and Systemic Consequences of University Rankings: A Meta-Analysis of the Ranking Literature’ in J. C. Shin, R. K. Toutkoushian and U. Teichler (eds) University Rankings: Theoretical Basis, Methodology and Impacts on Global Higher Education (Dordrecht: Springer), 55–69. Usher, A. and J. Medow (2009) ‘A Global Survey of University Rankings and League Tables’ in B. M. Kehm and B. Stensaker (eds) University Rankings, Diversity and the New Landscape of Higher Education (Rotterdam: Sense Publishers), 3–18.
The results classify a study program in a given higher education institution as belonging either to the top, the middle or the bottom group. The CHE also publishes a research ranking. Furthermore, the 28 • • • • • • History, Concepts and International Developments effects of the Excellence Initiative have led to a steeper stratification of the German university landscape. The Irish newspaper The Sunday Times ranks Irish universities according to a mix of criteria ranging from secondary school examination scores to graduation rates as well as athletics and sports facilities.
This leads to a gradual concentration of research which can currently be observed more clearly at the national level. Whether we will end up with what a colleague once called ‘research free zones’ must remain an open question for now. Many experts have argued that concentration is better because of economies of scale, that is, more efficient and cost effective and achieving critical mass more easily. But will concentration of research in a few universities while most of the others might evolve into teaching-only institutions also improve overall systems performance?