The pursuit to construct “world-class” universities is an ongoing global obsession across the world, which lays emphasis on the development of competitive higher education and research systems as core national economic approach.
The portrayal “world-class” is more contextual rather than absolute, the expression “world-class university” has an irrefutable cachet. There is no solo, clear-cut definition of what organizes a world-class university (WCU), but there are few common attributes that majority of the experts point towards. The three attributes stated by Philip Altbach and Jamil Salmi that focus on a high concentration of talent, abundant resources and favourable governance have been widely discussed in writings and practice. Both in developing and developed countries, policymakers and higher education leaders are attempting to identify and outline their desires and plans aimed at achieving global ranking for their universities/university.
Despite condemnation of the methodology, the choice of indicators and weightings, the reliability and quality of data used for comparing performance, the obsession for constructing world-class universities has increased over the period of time. But how much do we really discern or comprehend regarding rankings? What do the rankings really measure? Do rankings measure the quality and help in attaining the broad assignment of higher education? Does the competition as outcome of ranking raise standards? Is rankings apposite instrument to frame higher education policies?
This edited volume tries to look at the concept of World-Class Universities in milieu of different countries of the world and explore their experiences either in existing WCUs or constructing WCU or attempting to create WCU. The country chapters show differentiated paths of achievements and their look towards the concept of WCU.
Marcelo Rabossi, Professor, Torcuato Di Tella University, Buenos Aires, Argentina
K.M. Joshi, Professor of Economics of Higher Education, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, India
Saeed Paivandi, Professor, University of Lorraine, and Director of the Research Centre—LISEC (Inter-regional Laboratory of Science of Education and Communication) Lorraine, Nancy, France
1. Cooperating for World Class: Examples from the Netherlands
Leon Cremonini and Harry de Boer
2. World Class Universities in Flanders (Belgium)
Kurt De Wit
3. Where Does France Stand in World University Rankings?
4. The Awaited Rise of the Sleeping Elephant: Trajectories of Creating World Class Universities in India
K.M.Joshi, Kinjal V. Ahir and Bhumi S. Desai
5. The Weight of Tradition: Conditions that Foster and Deter the Growth of World Class Universities in Argentina
Marcelo Rabossi and Dante Salto
6. Through the Looking Glass of World Class Universities: The Spanish Experience
José Beltrán Llavador, Alejandra Montané López and Daniel Gabaldón-Estevan
7. From the Bologna Process toward a World Class University: The Case of Hungary
Tamas Kozma and István Polónyi
8. Quality and Excellence in the Portuguese Higher Education
Elisa Chaleta, João Pissarra and Jorge Correia Jesuíno
9. The Challenges of the National Autonomous University of Mexico to Become a World-Class Research University
Jorge Gamaliel Arenas Basurto
10. In the Pursuit of World Class University – The Analysis of Proposed Changes in Higher Education Regulations in Poland
11. World-Leading Research and Education for All – A Swedish Challenge
Petros Gougoulakis and Ulf Fredriksson
12. Can World-Class Universities Really Exist in Turkey?: A Question of Autonomy and Academic Freedom
13 “Canada doesn’t have a Harvard and that’s a good thing…” World Class Universities and the Shifting Canadian Higher Education Policy Terrain
Roopa Desai Trilokekar, Amira El Masri and Sheila Embleton