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Imploring the Gap Between Top Ranked Global Universities and Jiangsu University & the University of Nairobi with the Aim of De-gaping Through Addressing These Disparities

Received: 4 July 2021     Accepted: 22 July 2021     Published: 5 August 2021
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Abstract

Higher education institutions (HEIs) employ varying parameters to increase their assessment and consideration as institutions of choice for learners and competitiveness in comparison to other institutions offering similar content output. All institutions of higher Education gear towards growing their capacity in both qualitative and quantitative domains as they seek to change positively the society within and without the HEIs jurisdiction. The growing need for visibility and demand for higher education has left many higher education institutions with a mirage of challenges on how to improve access while maintaining quality. This research focused broadly on; ranking determinants and development of Higher Education Institutions (HEIs), and the impact and inter-relational effects the determinants of academic quality postulates on academic quality development, while comparatively critiquing the academic dynamics for University of Nairobi (UON) & Jiangsu University (UJS). Specifically, and regarding the ranking systems, academic quality of UJS and UON, certain contemporary study design guided current study. The depth, quality and reliability of ranking determinants as the nature of HEIs internal quality assessment and external visibility is investigated as it largely underscores on the nature and weight of ranking variances implored by the various ranking systems of HEIs a midst their developmental antecedents under higher academia to underscore the comparative significance, directions and (inter)-correlational characteristics amid UJS & UON’s contemporary higher education variances in their process of academic developmental antecedents and process. The research then delves at the impact of key parameters (teaching, research, attitude, performance and internationalization) on changing the academic quality of UON and UJS and on a comparative domain, finally the study tackles the effects of inter-relational associations of key parameters to the academic quality at both vertical and cross-section analogy in a bid to address their relevance and effects of academic quality and collaboration amid UON and UJS. The methodological underpinning implied to actuate the objectives is mixed in approach. Its qualitatively intensive where the quality and reliability of ranking systems is delved from a review process of the relevant literature concerning HEI’s, while an intensive-descriptive to qualitative review technique is implied resulting to a critical analysis of relevant literature. The study compares and contrasts the ranking variances for UON & UJS higher academia being quantitative intensive and integrated in approach while using primary data to quantify the fact that there exist variances and impacts amid the higher academia of UON & UJS.

Published in American Journal of Management Science and Engineering (Volume 6, Issue 4)
DOI 10.11648/j.ajmse.20210604.13
Page(s) 95-102
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Research Methodology, Higher Education, Qualitative, Quantitative, Variances, Comparative Ranking

References
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[2] Calitz, A. P., Cullen, M. D., & Kanyutu, T. W. (2021). A Ranking Framework for Higher Education Institutions: A Students' Perspective University-Industry Collaboration Strategies in the Digital Era (pp. 40-61): IGI Global.
[3] Camilleri, M. A. (2021b). Using the balanced scorecard as a performance management tool in higher education. Management in Education, 35 (1), 10-21.
[4] Cave, M. et al. 1997. The Use of Performance Indicators in Higher Education. The Challenge of the Quality Movement. 3rd edition. London: Jessica Kingsley Publishers.
[5] Chowdhury, A. R. (2021). Global Ranking framework & Indicators of Higher Educational Institutions: A Comparative Study.
[6] Clarke, M. 2002. “Some Guidelines for Academic Quality Rankings”. Higher Education in Europe (27), 443–459.
[7] Dill, D. D. and Soo, M. 2004. Is There a Global Definition of Academic Quality? A Cross-National Analysis of University Ranking Systems. Chapel Hill, NC: Public Policy for Academic Quality Background Paper, University of North Carolina.
[8] Henry, C., Ghani, N. A. M., Hamid, U. M. A., & Bakar, A. N. (2020). Factors Contributing towards Research Productivity in Higher Education. International Journal of Evaluation and Research in Education, 9 (1), 203-211.
[9] Holstein, J., Starkey, K., & Wright, M. (2018). Strategy and narrative in higher education. Strategic Organization, 16 (1), 61-91.
[10] Hsieh, M. Y. (2020). The most sustainable niche principles of social media education in a higher education contracting era. Sustainability, 12 (1), 399.
[11] Merisotis, J. 2002. “On the Ranking of Higher Education Institutions”. Higher Education in Europe 27 (4), 361–363.
[12] Salmi, J. 2007. Recent Developments in Rankings: Implications for Developing Countries? Presentation given at the 3rd meeting of the International Rankings Expert Group, Shanghai, October 29, 2007.
[13] THE (www.timeshighereducation.com/; QS (www.topuniversities.com; WRWU www.webometrics.info/en.
[14] Tosun, H. (2019). A Performance Assessment Model Recommended for Higher Education System in Turkey and a Case Study. Psychology Research, October, 9 (10), 420-431.
[15] Trinidad, J. E., & Leviste, E. N. P. (2021). Toward greater access and impact: Directions for a sociological understanding of Philippine higher education. Industry and Higher Education, 35 (3), 201-210.
[16] Trinidad, J. E., Raz, M. D., & Magsalin, I. M. (2021). “More than professional skills:” student perspectives on higher education’s purpose. Teaching in Higher Education, 1-15.
[17] Trostyanskaya, I. B., & Polikhina, N. A. (2018). The impact of changes in the world ranking methodologies on university positions. Sotsiologicheskie issledovaniya (9), 71-79.
[18] Ubaka, A. U., Baharudin, K., & Sentosa, I. (2018). Webometrics ranking: a less commercialised (and more objective) measure of ranking for institutions of higher learning. International Journal of Continuing Engineering Education and Life Long Learning, 28 (2), 169-184.
[19] Usher, A., & Savino, M. (2006). A World of Difference: A Global Survey of University League Tables. Canadian Education Report Series. Online Submission. 67-70.
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  • APA Style

    Joseph Muiruri Thige, Li Hongbo, Ssali Max William, Duncan Omenda Hongo, Flavian Athiambo Othiambo, et al. (2021). Imploring the Gap Between Top Ranked Global Universities and Jiangsu University & the University of Nairobi with the Aim of De-gaping Through Addressing These Disparities. American Journal of Management Science and Engineering, 6(4), 95-102. https://doi.org/10.11648/j.ajmse.20210604.13

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    ACS Style

    Joseph Muiruri Thige; Li Hongbo; Ssali Max William; Duncan Omenda Hongo; Flavian Athiambo Othiambo, et al. Imploring the Gap Between Top Ranked Global Universities and Jiangsu University & the University of Nairobi with the Aim of De-gaping Through Addressing These Disparities. Am. J. Manag. Sci. Eng. 2021, 6(4), 95-102. doi: 10.11648/j.ajmse.20210604.13

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    AMA Style

    Joseph Muiruri Thige, Li Hongbo, Ssali Max William, Duncan Omenda Hongo, Flavian Athiambo Othiambo, et al. Imploring the Gap Between Top Ranked Global Universities and Jiangsu University & the University of Nairobi with the Aim of De-gaping Through Addressing These Disparities. Am J Manag Sci Eng. 2021;6(4):95-102. doi: 10.11648/j.ajmse.20210604.13

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  • @article{10.11648/j.ajmse.20210604.13,
      author = {Joseph Muiruri Thige and Li Hongbo and Ssali Max William and Duncan Omenda Hongo and Flavian Athiambo Othiambo and Consolata Wairimu Nderitu and Joice Meshi Foku},
      title = {Imploring the Gap Between Top Ranked Global Universities and Jiangsu University & the University of Nairobi with the Aim of De-gaping Through Addressing These Disparities},
      journal = {American Journal of Management Science and Engineering},
      volume = {6},
      number = {4},
      pages = {95-102},
      doi = {10.11648/j.ajmse.20210604.13},
      url = {https://doi.org/10.11648/j.ajmse.20210604.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajmse.20210604.13},
      abstract = {Higher education institutions (HEIs) employ varying parameters to increase their assessment and consideration as institutions of choice for learners and competitiveness in comparison to other institutions offering similar content output. All institutions of higher Education gear towards growing their capacity in both qualitative and quantitative domains as they seek to change positively the society within and without the HEIs jurisdiction. The growing need for visibility and demand for higher education has left many higher education institutions with a mirage of challenges on how to improve access while maintaining quality. This research focused broadly on; ranking determinants and development of Higher Education Institutions (HEIs), and the impact and inter-relational effects the determinants of academic quality postulates on academic quality development, while comparatively critiquing the academic dynamics for University of Nairobi (UON) & Jiangsu University (UJS). Specifically, and regarding the ranking systems, academic quality of UJS and UON, certain contemporary study design guided current study. The depth, quality and reliability of ranking determinants as the nature of HEIs internal quality assessment and external visibility is investigated as it largely underscores on the nature and weight of ranking variances implored by the various ranking systems of HEIs a midst their developmental antecedents under higher academia to underscore the comparative significance, directions and (inter)-correlational characteristics amid UJS & UON’s contemporary higher education variances in their process of academic developmental antecedents and process. The research then delves at the impact of key parameters (teaching, research, attitude, performance and internationalization) on changing the academic quality of UON and UJS and on a comparative domain, finally the study tackles the effects of inter-relational associations of key parameters to the academic quality at both vertical and cross-section analogy in a bid to address their relevance and effects of academic quality and collaboration amid UON and UJS. The methodological underpinning implied to actuate the objectives is mixed in approach. Its qualitatively intensive where the quality and reliability of ranking systems is delved from a review process of the relevant literature concerning HEI’s, while an intensive-descriptive to qualitative review technique is implied resulting to a critical analysis of relevant literature. The study compares and contrasts the ranking variances for UON & UJS higher academia being quantitative intensive and integrated in approach while using primary data to quantify the fact that there exist variances and impacts amid the higher academia of UON & UJS.},
     year = {2021}
    }
    

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    T1  - Imploring the Gap Between Top Ranked Global Universities and Jiangsu University & the University of Nairobi with the Aim of De-gaping Through Addressing These Disparities
    AU  - Joseph Muiruri Thige
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    AU  - Ssali Max William
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    AU  - Flavian Athiambo Othiambo
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    AU  - Joice Meshi Foku
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    JF  - American Journal of Management Science and Engineering
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    VL  - 6
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Author Information
  • School of Management, Management Science and Engineering, Jiangsu University, Zhenjiang, China

  • School of Management, Management Science and Engineering, Jiangsu University, Zhenjiang, China

  • School of Management, Management Science and Engineering, Jiangsu University, Zhenjiang, China

  • School of Management, Management Science and Engineering, Jiangsu University, Zhenjiang, China

  • School of Management, Management Science and Engineering, Jiangsu University, Zhenjiang, China

  • School of Management, Management Science and Engineering, Jiangsu University, Zhenjiang, China

  • School of Management, Management Science and Engineering, Jiangsu University, Zhenjiang, China

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