Ranking Meets Distance Education
University ranking systems are being implemented with the aim of assessing and comparing higher education institutions at a global level. Despite their being increasingly used, rankings are often strongly criticized for their social and economic implications, as well as for limitations in their tech...
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Athabasca University Press
2019
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| Acceso en línea: | https://doaj.org/article/b491ccc249ab43c89958c539bc9374c7 |
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oai:doaj.org-article:b491ccc249ab43c89958c539bc9374c72021-12-02T19:25:48ZRanking Meets Distance Education10.19173/irrodl.v20i5.43911492-3831https://doaj.org/article/b491ccc249ab43c89958c539bc9374c72019-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4391https://doaj.org/toc/1492-3831University ranking systems are being implemented with the aim of assessing and comparing higher education institutions at a global level. Despite their being increasingly used, rankings are often strongly criticized for their social and economic implications, as well as for limitations in their technical implementation. One of these limitations is that they do not consider the specific characteristics of online education. This study used a participatory approach to define a set of criteria and indicators suitable to reflect the specific nature of distance education. This endeavour will help evaluate and rank online higher education institutions more appropriately than in current practice, where indicators are devised for traditional universities. To this end, several stakeholders and informants were involved in a Delphi study in an attempt to reach the broader higher education institutions (HEI) community. According to the study participants, apart from students’ achievements and general quantitative measures of HEI performance, which are quite common in traditional ranking systems, teaching and student learning experience turned out to be the most important criteria. Student support, teacher support, technological infrastructure, research and organization were deemed middle ground criteria, while sustainability and reputation were regarded as the least important criteria. Francesca PozziFlavio ManganelloMarcello PassarelliDonatella PersicoAndrew BrasherWayne HolmesDenise WhitelockAlbert SangràAthabasca University Pressarticleuniversity rankingonline educationquality in higher educationinstitutional reputationDelphi studyperformance indicatorsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 5 (2019) |
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DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
university ranking online education quality in higher education institutional reputation Delphi study performance indicators Special aspects of education LC8-6691 |
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university ranking online education quality in higher education institutional reputation Delphi study performance indicators Special aspects of education LC8-6691 Francesca Pozzi Flavio Manganello Marcello Passarelli Donatella Persico Andrew Brasher Wayne Holmes Denise Whitelock Albert Sangrà Ranking Meets Distance Education |
| description |
University ranking systems are being implemented with the aim of assessing and comparing higher education institutions at a global level. Despite their being increasingly used, rankings are often strongly criticized for their social and economic implications, as well as for limitations in their technical implementation. One of these limitations is that they do not consider the specific characteristics of online education. This study used a participatory approach to define a set of criteria and indicators suitable to reflect the specific nature of distance education. This endeavour will help evaluate and rank online higher education institutions more appropriately than in current practice, where indicators are devised for traditional universities. To this end, several stakeholders and informants were involved in a Delphi study in an attempt to reach the broader higher education institutions (HEI) community. According to the study participants, apart from students’ achievements and general quantitative measures of HEI performance, which are quite common in traditional ranking systems, teaching and student learning experience turned out to be the most important criteria. Student support, teacher support, technological infrastructure, research and organization were deemed middle ground criteria, while sustainability and reputation were regarded as the least important criteria.
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| format |
article |
| author |
Francesca Pozzi Flavio Manganello Marcello Passarelli Donatella Persico Andrew Brasher Wayne Holmes Denise Whitelock Albert Sangrà |
| author_facet |
Francesca Pozzi Flavio Manganello Marcello Passarelli Donatella Persico Andrew Brasher Wayne Holmes Denise Whitelock Albert Sangrà |
| author_sort |
Francesca Pozzi |
| title |
Ranking Meets Distance Education |
| title_short |
Ranking Meets Distance Education |
| title_full |
Ranking Meets Distance Education |
| title_fullStr |
Ranking Meets Distance Education |
| title_full_unstemmed |
Ranking Meets Distance Education |
| title_sort |
ranking meets distance education |
| publisher |
Athabasca University Press |
| publishDate |
2019 |
| url |
https://doaj.org/article/b491ccc249ab43c89958c539bc9374c7 |
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AT francescapozzi rankingmeetsdistanceeducation AT flaviomanganello rankingmeetsdistanceeducation AT marcellopassarelli rankingmeetsdistanceeducation AT donatellapersico rankingmeetsdistanceeducation AT andrewbrasher rankingmeetsdistanceeducation AT wayneholmes rankingmeetsdistanceeducation AT denisewhitelock rankingmeetsdistanceeducation AT albertsangra rankingmeetsdistanceeducation |
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