In light of the upcoming Re-imagine Education Awards, the innovative global competition launched last year by QS and the Wharton School of the University of Pennsylvania to find the world’s top higher education pedagogical innovation. I started reminiscing about my own university experience, and one particular course came to mind when I looked closely at Hybrid Learning. At QSIU, we are proud to have a team with a diverse skill set, a range of over 12 languages, and have come from various different universities from around the world. Below is an account of a few QSIU team members who share their own memorable experience of past pedagogical methods that have been particularly effective.
Despite the improved methodology described elsewhere in this issue of Higher Education World, the 2015/16 QS World University Ranking agree with last year’s on one thing: the Massachusetts Institute of Technology is the world’s top university. It has near-perfect scores on five of our six measures, and comes 62nd in the world on the other, its percentage of international students.
The stability of these rankings is also evident from the fact that the same institutions fill the top eight places in the Ranking as last year, although MIT is the only one in the same position. The most spectacular move affects Imperial College, London. It is down from second to eighth place, largely because of a 59-place fall in its citation per faculty member count. This is likely to be due mainly to the reduced emphasis that we now place upon excellence in biomedicine.
Dr. Christina Yan Zhang, China Director, QS Intelligence Unit is invited to give a speech to a network of top recruiters in the UK on the latest trends of Masters Students Recruitment trends globally.
Here are more information. Please do feel free to contact Graduate Recruiters Network directly for more information.
Join us for a fascinating insight into recruiting Masters graduates in a global market. Learn what makes them different to Undergraduates. How you can position your firm to attract them and the channels to use for maximum impact for your budget.
Please reserve your FREE place to avoid disappointment. (One ticket per organisation).
The Association of Graduate Recruiters(AGR) is an employer-led membership organisation, whose goal is to ensure that all member organisations can recruit and develop the best student talent for their needs and the needs of the UK economy.
With a diverse network of over 700 members, they work closely with employers, the education sector, and supplier partners to represent big employers in the UK.
They invited me to contribute to a special piece on their magazine on the latest IT used in the world of graduate recruitment: Graduate Recruiter. This magazine is published every two months, and is considered as “an essential guide to the latest developments and innovations in graduate recruitment”.The article is published in the October issue of 2014. Here is the original article submit.
You can read the online version of the magazine here. It is on page 22-23. There is a scanned version of the page.
According to the latest research from QS, out of 4897 employers 71% said they were not familiar with MOOCS That the QS Global Employer Survey covers nearly 28, 000 employers from 24 major industries within 134 countries the world over, the findings point to a challenging scenario and signal that the growth curve of MOOCS within the mind of industry is yet to occur. More detailed on the survey responses can be obtained by emailing Dr. Christina Yan Zhang, China Director, QS Intelligence Unit at Christina@qs.com.
The findings further revealed that:
1. On average, currently only 29% (less than 1/3) of employers surveyed are aware of or familiar with MOOCs.
2. Employers consider MOOCS as a valid form for professional development.
Indeed, here the figures yield more promise in that 82% of the 884 employers surveyed globally view MOOCs to be a valid platform of professional development(Figure 2).
Figure 2: detailed breakdown of different regions of the world where employers consider
3. Most employers would encourage their staff to take MOOCs.
84% of 722 employers surveyed would encourage their staff to take MMOCs. (Figure 3).
Figure 3: Employers who support or encourage staff to take MOOCs
4. MOOCs completion on a CV is widely considered by employers as a positive factor in recruiting.
As shown in Figure 4, 71% of 875 surveyed employers consider MOOCs completion on a CV as a positive factor in recruiting
Figure 4: Employers who consider MOOCs completion on a CV as a positive factor when recruiting.
5. Of 887 respondents who answered the question “What are the main areas you would like to see MOOCs developed?” the breakdown was as follows (figure 5):
Figure 5: employers who consider the main areas where they would like to see MOOCs
Developed in line with the needs of respective corporate scenarios:
Of those selecting ‘other’ – a significant proportion cited areas related to human resources.
Last month, over 8,500 international higher education professionals made their way to Houston for the annual NAFSA’s Conference & Expo. QS has been a regular exhibitor and this year was no exception with representatives from our offices in Singapore, Stuttgart, New York City, and London congregating in the hot but friendly city. Read more
A second round of global comparisons of universities and specialist institutions in 29 subjects will begin to be published on Friday, 29th of June.
The new QS World University Rankings by Subject will be released in four tranches, beginning with the social sciences. They will feature improvements to the methodology introduced last year in the first ever international rankings of individual subjects, as well as an extension into new academic areas. Universities will continue to be ranked by academic reputation, employer reputation and research citations, with weightings tailored to each subject.
Last year’s exercise highlighted areas of excellence in universities that may not compete at the top level across all subjects, as well as confirming the status of the leaders in the overall QS World University Rankings.
The first 26 subject rankings attracted huge interest in 2011. Although dominated by Harvard and the Massachusetts Institute of Technology, the results allowed more than 550 universities to demonstrate their strength in particular fields. Among the new subjects to be ranked will be Education and Communication and Media Studies, both of which attract large numbers of international students.
QS started looking into the age of institutions when we took on a fascinating research project with the Australian Technology Network at the beginning of 2011. See this earlier post on the subject: – http://www.iu.qs.com/2011/02/07/influence-of-age-on-university-performance/
In September 2011, we added an age component to our QS Classifications enabling users to easily see some of the different characteristics of institutions featured in the rankings.
A natural step perhaps to produce a table of the strongest “young” institutions. This is not a new ranking, so much as a slice of our world rankings table using age <= 50 as a filter to put the spotlight on some of the rising stars.
Obviously, nothing is ever simple and the exact establishment date of some universities can be difficult to identify – we have marked cases where some form of institution existed prior to the establishment date and separately those that have undergone a merger or split more recently.
We fully expect a few institutions to come forward and let us know that they feel they ought to be included and have not been – we will evaluate each case carefully and make amendments as need be.
Unsurprisingly the results feature many Asian universities and, in just a few years, may feature many more as institutions in the UK and Australia begin to age beyond the scope of the table.
The results can be viewed here: QS Top 50 under 50
The first global ranking of student cities will be published by QS during February, in response to worldwide demand for more independent information on the locations of the leading universities.
Surveys of international students, in particular, have shown that location is second only to the perceived quality of a university and its courses as an influence on study choices. Until now, however, there has been no specialist global comparison of university cities.
The new QS ranking will compare the major international study locations – those with more than one world-ranked university – from a student’s perspective. Among the 11 indicators will be affordability and employer activity, as well as independent assessments of the quality of living. Read more