Hans de Wit, Professor of Internationalisation of Higher Education, Centre for Applied Research in Economics and Management, Amsterdam University of Applied Sciences
Higher education can – and should – be a dynamo to economies. In the UK the HE ‘business’ is estimated to be worth around £59bn and employs more than 1% of the entire workforce, contributing more to GDP than the pharmaceutical and advertising industries combined. But so far its only been rankings of the top institutions which get attention – much less for how national systems of HE are doing, the environment and support they provide to fuel this potential mechanism for growth.
HE is increasingly a global market, and it’s important for governments to be able to benchmark how they’re doing within this global context.
Besides strong resourcing and outputs, a quality higher education system is one that is well connected internationally, facilitates new ideas and fosters links with foreign countries and institutions, through the movement of students and researchers across national frontiers.
Competition between individual institutions on regional and international levels is intense. It’s therefore crucial for nations and the appreciation of the global higher education sector as a whole, that attention is not bogged down in rivalries between single ‘name’ players, capable of attracting an elite. Whole country systems matter more than a number of top universities.
This week sees the publication of a new ranking of national higher education systems, based on research at the Melbourne Institute of Applied Economic and Social Research (University of Melbourne) under the leadership of professor Simon Marginson, into data from 48 countries with a developed higher education offering. The ranking is organised by Universitas 21, a global network of research universities (see www.universitas21.com/link/U21Rankings).
The ranking is based on 20 different measures critical to what makes a ‘good’ higher education system, grouped under four umbrella headings:
- Resources (investment by government and private sector).
- Output (research and its impact, as well as the production of an educated workforce which meets labour market needs).
- Connectivity (international networks and collaboration which protects a system against insularity).
- Environment (government policy and regulation, diversity and participation opportunities).
Population size is accounted for in the calculations. An overall ranking is obtained by weighting the four broad areas as follows: Resources 25%; Environment 25%; Connectivity 10%; and Output 40%. The reason for the low percentage for connectivity is explained by the lack of adequate data on joint activity between higher education institutions and the rest of society.
So which countries and governments provide the best environment?
There’s no surprises in United States coming out on top, followed by Sweden, Canada, Finland, Denmark, Switzerland, Norway, Australia, the Netherlands and the UK. There are substantial differences per heading and measure, and some regional concentrations in the ranking — such as Scandinavia (top 7), East Asia (around 20), Central and Eastern Europe (between 25 and 35), and Latin America (around 40) — which shows how countries want to compete with neighbours rather than necessarily be world leaders.
Government funding of higher education as a percentage of GDP is highest in Finland, Norway and Denmark, but when private expenditure is added in, funding is highest in the United States, Korea, Canada and Chile. Investment in Research and Development is highest in Denmark, Sweden and Switzerland. The United States dominates the total output of research journal articles, but Sweden is the biggest producer of articles per head of population. The nations whose research has the greatest impact are Switzerland, the Netherlands, the United States, United Kingdom and Denmark. While the United States and United Kingdom have the world’s top institutions in rankings, the depth of world class higher education institutions per head of population is best in Switzerland, Sweden, Israel and Denmark.
As with all ranking systems, you can discuss some of the methodological choices made, and the ranking authors themselves point out some of these limitations. A more detailed empirical analysis of what works in higher education requires, as they correctly say, tracing how systems develop over time with changes in inputs and the state variables. Keeping those limitations in mind, this kind of ranking is a valuable addition to the ranking of global higher education, and an important reference point for policy-makers.








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