معیارها و شاخصهای موثر بر واگرایی نتایج نظام رتبه بندی ملی ایران و نظامهای رتبه بندی جهانی دانشگاه ها

هدف: هدف از پژوهش، شناسایی معیارها و شاخص‌های موثر بر واگرایی نتایج رتبه‌بندی ملی ایران و رتبه‏ بندی‏ های جهانی تایمز، شانگهای، یورپ و آی‌اس‌سی است. روش‌شناسی: پژوهش از نوع توصیفی علم‌سنجی است که با روش کتابخانه‌ای انجام شده است. نمونه‌ای هدفمند از دانشگاه‌های مشترک میان رتبه‌بندی ملی ایران و رتبه‌بندی‌های جهانی تایمز، شانگهای، یورپ و آی‌اس‌سی 2020 انتخاب و با تحلیل هم‌بستگی نیمه‏جزئی، هم‌بستگی میان نمرات کل دانشگاه‌ها در این دو گروه از نظام‌ها با کنترل معیارها و شاخص‌های آنها بررسی شد. یافته‌ها: یافته‌ها نشان داد که معیار آموزش و شاخص‌هایی مانند اشتغال دانش‌آموختگان، انتشارات علمی و بودجه دانشگاه در رتبه‌بندی ملی ایران به واگرایی نتایج این نظام با رتبه‌بندی تایمز منجر شده‌اند. معیار اثرگذاری اقتصادی و شاخص اشتغال دانش‌آموختگان نیز به‌ترتیب به واگرایی نتایج رتبه‌بندی ملی ایران با رتبه‌بندی شانگهای و یورپ انجامیده‌اند. نتیجه‌گیری: نتایج نشان داد که برخی معیارها و شاخص‌های نوآورانه رتبه‌بندی ملی ایران به واگرایی نتایج منجر شده‌اند؛ اما برخی معیارها و شاخص‌ها عملکردی مغایر با انتظار ایفا کرده‌اند. درمجموع، رویکرد به‌کاررفته در روش‌شناسی رتبه‌بندی ملی ایران، تفاوت‌هایی در نتایج رتبه‌بندی با نظام‌های جهانی را به همراه دارد. بااین‌حال، تفاوت‌ها را نمی‌توان لزوماً به‌عنوان دستیابی به ارزیابی واقعی‌تر تفسیر کرد.

the criteria and indicators affecting the divergence between the iranian national ranking system and global university ranking systems

purpose: alongside research and educational indicators, national ranking systems evaluate the performance of universities in terms of such indicators as social responsibilities, facilities, entrepreneurship, commercialization of technology, university infrastructure, economic impact, technological developments, and quality of education. these indicators are typically not utilized in global rianking systems because of the difficulties associated with collecting data on a global level. the iranian national university ranking system, which evaluates the performance of iranian universities, differs from global university ranking systems. these differences may result from its methodology. while it incorporates some criteria and indicators from the global university ranking systems, it has added some new ones to compensate for the shortcomings of the global university ranking systems and, thereby, achieve a more realistic picture of the performance of universities. these innovations necessitate comparing the two approaches in order to understand how they affect the results of the university ranking systems. this research aimed to identify the criteria and indicators leading to the divergence of the results of the iranian national university ranking system­ (as a national university ranking) and several well-known global university ranking systems. the latter included times higher education (the), shanghai academic ranking of world universities (arwu), university ranking by academic performance (urap), and islamic world science citation (isc wur). methodology: the present study was a descriptive scientometric research based on a library method. it examined a sample of top iranian universities commonly ranked by the iranian system and each of the aforementioned global systems in 2020. using semi-partial correlation analysis in spss 23, we analyzed the correlations between the universities’ total scores reported by the iranian and global systems through controlling the criteria and indicators (un)common between these systems. findings: the findings showed that some criteria and indicators of the iranian system account for the divergence of its results from those of the the system. these include education, faculty member hierarchy, employment of graduates, effectiveness of research outputs, scientific publications, international mobility of students and faculty members, university budget, university income, and facilities. in addition, the citation criterion in the contributes to the difference between the results of the two systems. besides, it has been found that the criterion of economic impact partially contributes to the divergence of results between the iranian national ranking system and the arwu system. moreover, graduates’ employment is an indicator that contributes to the divergence between the results of the iranian system of ranking universities and the results of the urap system. on the other hand, none of the indicators of the iranian national ranking system lead to a divergence of its results from those of the isc wur system. conclusion: the results showed that some innovative criteria and indicators used in the iranian national university ranking system play a role in the divergence of its results and those of the global university ranking systems. this implies that methodological innovations have enriched this national system, enabling it to measure different dimensions of a university’s performance. however, there are inconsistencies. some innovative criteria and indicators led to the convergence of the results or showed no effect on the correlations, while some similar factors unexpectedly contributed to the divergence. the divergence in the ranking results caused by similar criteria and indicators is likely to stem from differences in the calculation method, periods, and data sources. overall, it appears that the methodology used in the iranian national university ranking system leads to variations in the ranking outcomes. however, the differences cannot necessarily be interpreted as conductive to a more realistic evaluation. consequently, there is a need for further investigations, particularly qualitative ones, to assess the conformity of the results with a gold standard benchmark.