Living with rankings

In this article, we will answer the following questions:

• Who are university rankings for and why?
• What are the ranking practices like in some developed countries?
• How are universities ranked?
• Does Vietnam have a university ranking system yet?
• What are the challenges facing Vietnam's university rankings?
• Why do people say, "We have to live with rankings"?
• What direction is university ranking in Vietnam heading?

1. Who are university rankings for and why?

University rankings primarily serve the following purposes:

• University rankingsto improve qualityUniversities and university rankings have become a global trend.
• Some governments and universities use rankings.to decide the amount of wagesfor each educational institution. For example, the Malaysian government has established a national commission to review how the country's public universities are building their position in the world.
• International rankings used forStudents and parents choose schools.According to Robert J. Coelen, rankings are becoming increasingly popular globally in an era where universities are competing for students worldwide as a resource.
• University rankingsSchools plan their own operational strategies.

2. What are the ranking practices in some developed countries?

American news magazine ((US News)The annual ranking of colleges and universities in the United States was initiated in 1983. The Princeton Review published its annual ranking of the best universities, with the first edition first published in 1991. This center assessed the performance of universities. The German university exchange service and the German weekly news magazine Stern published rankings of the best performing universities in Germany from 1998 onwards.University rankings in CanadaBased on perceived quality and value, Canada's annual university rankings are conducted by Maclean's and The Globe and Mail. Canadian universities also feature prominently in rankings by international publications such as The Princeton Review (USA), The Times Higher Education Supplement (UK), and the Academic Ranking of World Universities (China). Advantages of the education system.AustraliaThe key is the high and consistent quality of education. Each Australian university has its own strengths and meets the stringent regulations of the Australian Government regarding educational standards. Currently, there is no official government ranking of Australian universities. However, Ross Williams and Nina Van Dyke of the Melbourne Institute of Applied Economics and Social Sciences published an international ranking of Australian universities in 2004. The Sunday Times of the UK first published a ranking of British universities in 2001.Thus, it can be said that the United States is the birthplace of university rankings, and these rankings have since spread globally.MagazineAsia WeekIt also published a list of the best universities in the Asian region from 1997 to 2000. The magazine ceased publication in 2001.In ChinaAttempts were made to answer two questions: 1/ What constitutes a world-class university? 2/ How far is the gap between China's top universities and world-class universities? Shanghai Jiao Tong University (SJTU) conducted a survey, evaluation, and ranking of the world's leading universities. According to SJTU, a world-class university is one in the top 100. China currently has only 2 top universities in the top 200, 6 in the top 300, 15 in the top 400, and 18 in the top 500. Below is the ranking of the top 20 universities in China in 2010:

1. Peking University
2. Tsinghua University
3. Zhejiang University
4. Fudan University
5. Nanjing University
6. Wuhan University
7. Shanghai Jiao Tong University
8. Beijing Normal University
9. Sun Yat-sen University
10. Renmin University of China
11. Nankai University
12. Central China University of Science and Technology
13. Sichuan University
14. Jilin University
15. University of Science and Technology of China
16. Harbin Institute of Technology
17. Shandong University
18. Xi'an Jiaotong University
19. Xiamen University
20. Beijing University of Aeronautics and Astronautics

3. How are universities ranked?

University rankings are a difficult and complex task. The question is how to evaluate and compare two universities. Currently, there are two types of rankings:

• University rankings by position
• University rankings, but without a positional table.

3.1. Ranking of universities by positionUniversity rankings are lists of specific groups of universities (within a country), ranked relatively according to a number of common criteria in descending order. University rankings are often presented as a “ranking table,” listed from best to worst. Ranking tables are compiled by publishers. In some respects, university rankings share some characteristics with “consumer guides.” University rankings, ultimately, are an assessment intended to inform society. University rankings, at different levels, come in two forms: university ranking systems and faculty ranking systems on an international or national scale. National ranking systems are those in which all or most universities are evaluated against each other. This is the first form of university ranking, for example, the one initiated by US News and adopted by other countries. In most cases, all universities in a country are compared to select the best. Of course, the universities being compared have similar characteristics, resulting in rankings for a group of universities. Department (or faculty) rankings are based on comparing departments at specific universities with similar departments at other universities. This ranking is usually national in scale and involves professional training institutions such as business, law, and medicine. There are many forms of these ranking systems, and they often go into great detail. Some criteria used by various ranking organizations are described below:US News and World Report

• Academic excellence as assessed by the principal and dean: weighting 25%
• Student dropout rate and graduation rate: weighted 20%.
• Facilities (class size, professor salaries, professor qualifications, percentage of full-time professors): weighting 20%
• Student selection score: weighted 15%
• School spending per student: weighted 10%
• Percentage of alumni contributing to the school's fund: weighting of 5%.
• Graduation rate after adjustment for expenses and admission scores: weighted 5%

Times Higher Education Supplement (THES)

• Faculty evaluations from other schools: weighting 40%
• Number of graduates working in global companies: weighting 10%
• Percentage of foreign professors: weighting 5%
• Percentage of international students: weighting 5%
• Student-to-faculty ratio: weighted 20%
• Number of citations per professor: weighted 20%

Shanghai Jiao Tong University (China)

• Number of alumni who have won Nobel and Fields Prizes: weighted 10%
• Number of Nobel and Fields Prize winners: weighting 20%
• Number of scientific articles cited multiple times: weighting 20%
• Number of scientific articles in journalsNatureandScience: weight 20%
• Number of scientific articles in journals listed in SCIE and SSCI directories: weighting 20%.
• Professor and faculty achievements: 10% weighting

3.2. Ranking without position tables: CHE's methodThere is another ranking methodology. The Centre for Higher Education Development (CHE) in Germany uses this method. CHE publishes rankings annually in conjunction with several of its media counterparts. CHE conducts regular surveys of approximately 130,000 students and 16,000 teachers across nearly 250 universities. These student surveys are extensive and ask a number of questions about both student experiences and their satisfaction with the universities they have attended. Faculty surveys are often conducted to aggregate data for a specific criterion. This criterion is known as “insider choice” (for example, in a survey, professors might be asked to name the three best universities in their teaching and research field). The rankings have several criteria that utilize independent data sources. Approximately two-thirds of the criteria are based on survey results, while the remaining data is sourced from third-party sources. The CHE ranking does not use data sourced from the universities being evaluated. The CHE ranking of German university faculties differs from other ranking tables in two notable ways. Firstly, as mentioned above, it does not scale or combine the scores of individual criteria. The data for each faculty in each criterion is presented separately, and faculties are not ranked in any particular order. CHE does this because it believes that broadly combining different types of criteria into a single system is meaningless. Instead of a simple ranking, all criteria must be presented for all universities. This means that using these "rankings" is difficult to use and difficult to read. A significant advantage of this approach is that all "rankings" are displayed on a single website. The unique aspect of this ranking system is that, because CHE does not calculate ratios for rankings, it allows users to create their own ratios and rankings by selecting certain criteria based on the website's data and information about the university. Thus, the assessment of university quality rests with the users of the ranking system. A second unique feature of CHE is that, within each criterion, they do not attempt to rank the universities in any particular order.

4. Does Vietnam have a university ranking system yet?

Although there isn't an official ranking system yet, Vietnam has begun to develop unique forms of "university ranking." There are two main ways universities are ranked in Vietnam:4.1. Ranking of "folk" - non-formal according to input standardsCurrently in Vietnam, although not publicly announced, it is implicitly understood that Vietnamese universities fall into three categories:

Type	Criteria
Type 1	24 points (8 points x 3 subjects)
Type 2	Average score between category 1 and the minimum passing score
Type 3	Minimum score

This "popular" ranking is based on input criteria. While this criterion is also used in many global rankings, it's not comprehensive. Evaluating a university cannot be based solely on input standards. A comprehensive ranking must assess "input," "training process," and "output."4.2. XRankings are based on standards and perspectives from several universities.For example, Hanoi National University advocates that "- To rank universities, ... universities will be divided into three groups based on the highest academic degree they are permitted to offer by the Ministry of Education and Training. Accordingly, there will be three groups: those offering postgraduate training up to the doctoral level, those offering training up to the master's level, and those offering training up to the undergraduate level. The ranking of universities needs to reflect the two main activities of the institution: teaching and scientific research. Scientific research must include technology transfer to serve the needs of socio-economic development. Universities are ranked within the same group according to their teaching and scientific research fields." (Nguyen Phuong Nga)Vietnamese university rankings: Are they objective and reliable?Currently, no Vietnamese university is ranked among the top universities in Asia or the world. Below is the ranking of 7 Vietnamese universities that have been reported by various media outlets.

No.	School name	Ranking
		ASEAN	World
1	University of Science, Ho Chi Minh City	28	1920
2	Ho Chi Minh City University of Technology	36	2190
3	Can Tho University	47	2532
4	Hanoi National University	54	2850
5	Hanoi University of Science and Technology	62	3156
6	University of Technology - Vietnam National University, Hanoi	90	4217
7	Ho Chi Minh City National University	96	4462

5. What are the challenges facing Vietnam's university rankings?

Below, we present some cultural aspects as one of the reasons hindering the development of universities in general and the ranking of Vietnamese universities in particular.5.1. Traditional cultural traits: We study to become officials, we study to become rich, but we lack a culture of "studying to do science."In reality, the Vietnamese university system stems from a viewpoint that has become ingrained in the culture of the vast majority of us: “We train a large number of scientists and engineers. But in a country with a low level of economic development and insufficient resources to utilize them, engineers are not professionals but rather officials, living off their degrees and titles… Young people and their parents are focused on a secure path: studying to obtain a degree, joining the civil service, and relying on the state for benefits and salaries. They prepare for life by cultivating their ‘character’ (assessed on ethics and political experience) and their degrees, rather than through independent professional development.” (Tran Dinh Huou).5.2.The cultural trait is "show off the good and hide the bad."Where will the ranking authorities get accurate data when the vast majority of us have been taught by our elders to "show off the good and hide the bad"? This approach makes the data sources unreliable in many cases: "Since 2007, the Ministry of Education and Training has conducted surveys on the current state of universities with 53 criteria."5.3.cultural characteristics""Nine out of ten times is acceptable."It is a hindrance when we evaluate each other.Vietnam is a nation that values ​​relationships; people prefer a certain way of doing things."Nine out of ten times is acceptable."Instead of a proper method, the fact that external evaluation teams bring this traditional cultural approach to evaluating other universities makes the evaluation data, even from these external evaluation teams, less objective, and consequently, even the most objective evaluations become distorted. Stemming from this context and condition, Vietnam's ranking still faces many difficulties, first and foremost...The accuracy of the data provided is one factor, and the ranking criteria are another.Which criteria should we use to rank Vietnamese universities? Assuming we choose the criteria of Shanghai Jiao Tong University as the criteria for evaluating Vietnamese universities, the first two criteria, each accounting for 30% of the weight, would result in a score of 0. The number of alumni who have won Nobel and Fields Prizes accounts for 10% of the weight; the number of professors who have won Nobel and Fields Prizes accounts for 20%. The next criterion is the number of frequently cited scientific papers, accounting for 20% of the weight. These criteria are too difficult for Vietnamese universities; how many papers are published in journals?NatureandScience(weighted 20%), etc.? So what criteria should be used to measure Vietnamese universities?

6. Why do we say, "We have to live with rankings"?

6.1. University rankings are not only a challenge for Vietnamese universities but also for universities worldwide.The fierce competition among universities for top professors and students is forcing them to re-evaluate their position and "know who they are" in the international arena. Pierre de Maret, former Rector of the Université Libre de Bruxelles (Belgium) and a member of the European University Association, stated: "Releasing rankings has become a part of education, whether we like it or not." He affirmed that rankings "have a direct influence on government levels and are truly a wake-up call." Globally, university rankings are a way to improve the quality of universities and have become a worldwide trend.Therefore, it can be said that, at the national level, whether we like it or not, we are forced to live with rankings.As Professor Nguyen Van Tuan rightly observed:"In recent years, a university ranking syndrome has emerged in many countries around the world. Despite warnings from experts that this is merely a "playing field" for the elite universities, the desire to be on par with them has become a global obsession.6.2. Top and bottom shots in the Vietnamese playground Let's assume that each of us sitting here is studying or working in a low-ranking organization. It means being in an "inferior" position.In the Vietnamese ranking system, a ranking table gives us a certain feeling."Inferior to others"And of course, we wouldn't want any rankings to appear. That's why,Given that the ranking process would also disadvantage lower-ranked institutions, it's understandable that many colleges and universities are hesitant to participate. This reluctance isn't limited to administrators and faculty; it's also present among students at lower-ranked universities. From their perspective, ranking is like "living with the flood."Perhaps this is why, "while students are enthusiastic about being ranked, most university rectors are equally worried." Whether they like it or not, universities in Vietnam are forced to participate in the "ranking" game. In July 2007, the Prime Minister issued a decision on the planning of the network of colleges and universities for the period 2006-2020. Accordingly, Vietnam aims to have 10 universities by 2010, each with at least one faculty or field of study meeting international quality standards; 20 universities meeting these standards by 2015; and one university in the top 200 in the world by 2020. Thus, Vietnamese universities not only need to be present in the Vietnamese arena to determine their ranking but also need to "reach out" to a broader regional playing field. "Asia" and "International".

7. Some recommendations (What direction should university rankings in Vietnam take?)

7.1. Use strategy "Repel them step by step," "Overthrow them piece by piece."In university rankings, we used this strategy during wartime to achieve complete victory, and it seems this is also a strategy that should be applied in our country's current university rankings. This is also a ranking trend in Europe. This trend presents a university ranking system that only includes rankings of faculties and departments (for example, history, economics, biology, etc.), as in the case of the CHE rankings in Germany, the Guardian rankings in the UK, and La Repubblica in Italy.7.2. Rankings should not attempt to be in any particular order.We can learn from CHE's ranking method, which means that for each criterion, they don't attempt to divide the rankings into order. Universities and colleges are simply divided into three groups: good, average, and poor. This ranking method is particularly suitable for our country because it aligns with the Vietnamese mentality and culture.7.3. University rankings require data from multiple sources.Due to the "achievement" mentality and the cultural traits analyzed above, the published data of schools in some cases does not objectively reflect their results; therefore, it is necessary to collect information from various sources to ensure the accuracy of the data.7.4.Need to be attachedrankingwithstandard. “Ranking” not only has the meaning as presented above, but it also helps people find “standard” schools on which other schools can conduct benchmarking. The concept of “standard” is understood as (1) “The chosen basis for comparison, to guide and ensure correctness.” or (2) “The object is chosen as a model to represent a unit of measurement.”, and (3) “What is recognized as correct according to regulations or social custom?"Benchmarking is an evaluation activity.In fact, benchmarking is the process of evaluating an organization's internal operating methods and then identifying, discovering, and emulating the best practices among other similar organizations. One of the biggest mistakes organizations often make is limiting their evaluation to within their own internal workings. Internal evaluation is necessary, but pushing oneself to go outside the box and surpass oneself in comparison with other units is a good way to achieve success.Why is benchmarking necessary?The literature review shows that benchmarking is necessary for several reasons, including: (1) Benchmarking provides a systematic approach; (2) Benchmarking defines the scope of required improvements; (3) Benchmarking brings external benchmarks into the evaluation of internal activities; (4) Benchmarking identifies new ideas and innovative approaches; (5) Benchmarking clarifies, encourages, and provides a framework for change; (6) Benchmarking allows the incorporation of “best practices” into the organization of the benchmarked entity; (7) Benchmarking reduces subjectivity in decision-making based on accurate and transparent data; (8) Benchmarking helps organizations learn from each other; (9) Benchmarking promotes connections and creates networks. By highlighting problem areas and potential areas for improvement, benchmarking provides encouragement for change and establishes goals for improvement. Furthermore, emphasizing the awareness of a "model unit" creates a tool for defining and strategizing to achieve those goals. Thus, benchmarking is a comprehensive method for practical organizational improvement. It highlights areas requiring improvement. It provides objective data to illustrate the requirements in problem areas and, on that basis, helps units build models and implement improvements in their problematic areas. Therefore, it can be said that "ranking" helps identify units at the "higher tier," while "benchmarking" provides units at the "lower tier" with a "model" for comparison and improvement to progress together. To date, the understanding of university accreditation, evaluation, benchmarking, and ranking in Vietnam remains a new issue. This leads to ambiguity in the perceptions of many people. Some argue that accreditation in general, and ranking in particular, are purely for showcasing achievements, rather than for seeking areas for improvement. The practice of referencing the accreditation results of other institutions to identify strengths and learn from them is still largely neglected. Referencing other universities is not a regular practice for universities. Perhaps "accreditation," "ranking," and "benchmarking" are simply urgent tasks for universities.

References

1. Antony Stella & Da vid Woodhous,Benchmarking in Australian Higher Education: A thematic Analysis of AUQA Audit Reports; Australian Universities Quality Agency
2. Kauko Hamalainen;Kimo Hamalainen; Minna Kaartinen-Kaoutaniemi;Dorte Kristofferen-Benchmarking in Improvement of Higher Education;European Network for Quality Assurance in Higher Education. Helsinki
3. Nguyen Van Tuan,University rankings: the methodology needs to be more transparent.http://tuanvannguyen.blogspot.com/2008/11/xp-hng-i-hc.html
4. Nguyen Phuong Nga;Vietnamese university rankings: Are they objective and reliable?(Tuoi Tre newspaper)
5. Pham Do Nhat Tien (PhD)University rankings and new approaches to university rankings.Communist Magazine, June 28, 2009
6. The world is obsessed with university rankings.http://vietnamnet.vn/giaoduc/2008/10/808854