The center East and North Africa (MENA) region has been slower than some others to jump on the rankings train but it {appears to be} {creating|getting back together} for lost time. {Besides the|As well as the|Beyond the} standard world rankings {nowadays there are|these day there are} VETA (or Arab world or region) university rankings from Quacquarelli Symonds (QS), {Occasions|Instances|Moments} Higher Education (THE), ALL OF US News (USN) and Webometrics.
Taking methodologies developed to rank elite western {educational institutions|colleges|schools} and applying them to regions with different {customs|practices}, resources and priorities is no easy task. {Intended for|To get|Pertaining to} most Arab universities, studies of little significance and attaining international prominence is something that only a few places can {fairly|moderately|realistically} {wish for|expect|optimism}. But there is still a purpose to differentiate among those {organizations|establishments|corporations} that are focussed {mainly|generally|typically} on teaching.
Alex Jason derulo of HESA has {voiced|used|talked} of the difficulty of using metrics based on research, expenditure, and {college student|pupil|scholar} quality. I agree that institutional data is not very helpful here. {Nevertheless|On the other hand|Even so}, measures of social {impact|effect|affect} such as those in the Webometrics and QS Arab rankings, and expert and employer surveys, {employed by} USN and QS, might be useful in {evaluating|examining|determining} the teaching quality, at least the perceived quality, {of those|of such|of the} universities.
If {ratings|ranks|search positions} {should be|have to be|need to be} of any use in the MENA region, then they {will need to|must} find ways of comparing selectivity, student quality and {interpersonal|sociable|cultural} impact. There is little {justification in|reason for} forcing regional {educational institutions|colleges|schools} {in to the|in the} Procrustean bed of global indicators designed to make fine distinctions within the Russell Group or the Ivy League.
{This really is|This is certainly|This can be} pretty much what THE have done with the 2018 edition with their Arab World Rankings, which is simply extracted from their world rankings {released|posted|printed} in 2017. These {ratings are incredibly|ranks are incredibly|search positions are incredibly} research orientated and include measures of income, doctoral degrees and internationalisation. They also give a disproportionate weighting to {details|info|references}, supposedly a measure of research impact or research quality.
{Listed below are|Allow me to share} the top five in the recent editions of {the different|the many} Arabic Region/MENA rankings.
THE
{you|one particular}. King Abdulaziz University, Saudi Arabia
2. Khalifa {University or college|College or university|School}, UAE
3. Qatar {University or college|College or university|School}
4. Jordan University of Science and Technology
5. United Arab Emirates {University or college|College or university|School} (UAEU)
QS
1. American University of Beirut, Lebanon
2. King Fahd {University or college|College or university|School} of Petroleum and {Nutrients|Mineral deposits}, Saudi Arabia
3. {Ruler|California king|Full} Saud University, Saudi Persia
4. King Abdulaziz {University or college|College or university|School}
5. United Arab Emirates University
USN
1. {Ruler|California king|Full} Saud {University or college|College or university|School}
2. {Ruler|California king|Full} Abdulaziz {University or college|College or university|School}
3. {Ruler|California king|Full} Abdullah University of {Technology|Research|Scientific research} and Technology (KAUST), Saudi Arabia
4. Cairo {University or college|College or university|School}, Egypt
5. American {University or college|College or university|School} of Beirut
Webometrics
{you|one particular}. King Saud {University or college|College or university|School}
2. King Abdulaziz {University or college|College or university|School}
3. King Abdullah University of Science and Technology
4. Cairo University
5. North american University of Beirut
Webometrics and USN are {similar|the same} for the first {6|half a dozen} places. It {is merely} when we reach seventh place that they diverge: UAEU in Webometrics and Ain Shams, Egypt, in the USN rankings. Webometrics {steps|actions|procedures} web activity with {a considerable|a strong|an amazing} research output indicator while USN is mainly about research with some weighting for reputation.
The {set of} top universities in QS, which uses Webometrics data as one indicator, is quite similar. QS {will|does indeed|may} not count research {educational institutions|colleges|schools} such as KAUST, third place in the WEbometrics and USN rankings but otherwise it is not too different from the other two.
The THE rankings have {an extraordinary|an excessive} weighting for research impact supposedly measured by field and year normalised {details|info|references}. Officially, it is {thirty per cent|30 percent} but in fact it {is a lot|is significantly} higher {due to} {local|territorial} modification that gives {a huge|a major} bonus to universities in countries with a low citation impact score.
{Intended for|To get|Pertaining to} example, KAU's score for citations amounts to {practically} 60% of its total score. Other universities in THE's top twenty have citation scores higher, sometimes much higher, than their research scores.
In {impact|result}, the THE Arab {ranks are|positioning are} mostly about {details|info|references}, very often in {a restricted|a small} range of disciplines. {They will|That they} can be easily, sometimes accidentally, gamed and can lead to perverse {effects|outcomes|implications}, such as recruiting highly cited researchers or looking for citation-rich projects {which may have|that contain} little relevance to the region or country.
Taking methodologies developed to rank elite western {educational institutions|colleges|schools} and applying them to regions with different {customs|practices}, resources and priorities is no easy task. {Intended for|To get|Pertaining to} most Arab universities, studies of little significance and attaining international prominence is something that only a few places can {fairly|moderately|realistically} {wish for|expect|optimism}. But there is still a purpose to differentiate among those {organizations|establishments|corporations} that are focussed {mainly|generally|typically} on teaching.
Alex Jason derulo of HESA has {voiced|used|talked} of the difficulty of using metrics based on research, expenditure, and {college student|pupil|scholar} quality. I agree that institutional data is not very helpful here. {Nevertheless|On the other hand|Even so}, measures of social {impact|effect|affect} such as those in the Webometrics and QS Arab rankings, and expert and employer surveys, {employed by} USN and QS, might be useful in {evaluating|examining|determining} the teaching quality, at least the perceived quality, {of those|of such|of the} universities.
If {ratings|ranks|search positions} {should be|have to be|need to be} of any use in the MENA region, then they {will need to|must} find ways of comparing selectivity, student quality and {interpersonal|sociable|cultural} impact. There is little {justification in|reason for} forcing regional {educational institutions|colleges|schools} {in to the|in the} Procrustean bed of global indicators designed to make fine distinctions within the Russell Group or the Ivy League.
{This really is|This is certainly|This can be} pretty much what THE have done with the 2018 edition with their Arab World Rankings, which is simply extracted from their world rankings {released|posted|printed} in 2017. These {ratings are incredibly|ranks are incredibly|search positions are incredibly} research orientated and include measures of income, doctoral degrees and internationalisation. They also give a disproportionate weighting to {details|info|references}, supposedly a measure of research impact or research quality.
{Listed below are|Allow me to share} the top five in the recent editions of {the different|the many} Arabic Region/MENA rankings.
THE
{you|one particular}. King Abdulaziz University, Saudi Arabia
2. Khalifa {University or college|College or university|School}, UAE
3. Qatar {University or college|College or university|School}
4. Jordan University of Science and Technology
5. United Arab Emirates {University or college|College or university|School} (UAEU)
QS
1. American University of Beirut, Lebanon
2. King Fahd {University or college|College or university|School} of Petroleum and {Nutrients|Mineral deposits}, Saudi Arabia
3. {Ruler|California king|Full} Saud University, Saudi Persia
4. King Abdulaziz {University or college|College or university|School}
5. United Arab Emirates University
USN
1. {Ruler|California king|Full} Saud {University or college|College or university|School}
2. {Ruler|California king|Full} Abdulaziz {University or college|College or university|School}
3. {Ruler|California king|Full} Abdullah University of {Technology|Research|Scientific research} and Technology (KAUST), Saudi Arabia
4. Cairo {University or college|College or university|School}, Egypt
5. American {University or college|College or university|School} of Beirut
Webometrics
{you|one particular}. King Saud {University or college|College or university|School}
2. King Abdulaziz {University or college|College or university|School}
3. King Abdullah University of Science and Technology
4. Cairo University
5. North american University of Beirut
Webometrics and USN are {similar|the same} for the first {6|half a dozen} places. It {is merely} when we reach seventh place that they diverge: UAEU in Webometrics and Ain Shams, Egypt, in the USN rankings. Webometrics {steps|actions|procedures} web activity with {a considerable|a strong|an amazing} research output indicator while USN is mainly about research with some weighting for reputation.
The {set of} top universities in QS, which uses Webometrics data as one indicator, is quite similar. QS {will|does indeed|may} not count research {educational institutions|colleges|schools} such as KAUST, third place in the WEbometrics and USN rankings but otherwise it is not too different from the other two.
The THE rankings have {an extraordinary|an excessive} weighting for research impact supposedly measured by field and year normalised {details|info|references}. Officially, it is {thirty per cent|30 percent} but in fact it {is a lot|is significantly} higher {due to} {local|territorial} modification that gives {a huge|a major} bonus to universities in countries with a low citation impact score.
{Intended for|To get|Pertaining to} example, KAU's score for citations amounts to {practically} 60% of its total score. Other universities in THE's top twenty have citation scores higher, sometimes much higher, than their research scores.
In {impact|result}, the THE Arab {ranks are|positioning are} mostly about {details|info|references}, very often in {a restricted|a small} range of disciplines. {They will|That they} can be easily, sometimes accidentally, gamed and can lead to perverse {effects|outcomes|implications}, such as recruiting highly cited researchers or looking for citation-rich projects {which may have|that contain} little relevance to the region or country.
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