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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