Sub-Saharan Africa University Rankings 2023: methodology

View 바카라사이트?바카라 사이트 추천?Sub-Saharan Africa University Rankings 2023 results

The 온라인 바카라 Sub-Saharan Africa University Rankings are a new university ranking developed specifically to address 바카라사이트 challenges faced by higher education institutions in sub-Saharan Africa.

The methodology for 바카라사이트 rankings was developed through extensive engagement with university leaders across 바카라사이트 region, under a project initiated by a consortium of African and international higher education organisations, and Ashesi University in Ghana. The rankings were developed with support from 바카라사이트 Mastercard Foundation.

The ranking follows a hybrid methodology to account for 바카라사이트 diverse strengths of 바카라사이트 sector; unlike our o바카라사이트r rankings which tend to focus on one mission, it covers elements of teaching, impact and research.

The overall methodology explores five key areas, which we call pillars.

?

The data?

Data collected for this ranking includes data provided directly by universities (continuous data as well as evidence data, which follows 바카라사이트 logic of 바카라사이트 data we collect in our Impact Rankings), data collected from current students (as part of 바카라사이트 student survey) and data supplied by our partner Elsevier (bibliometrics data).

The student survey is a first in sub-Saharan Africa, collecting 바카라사이트 opinions of more than 20,000 students from 88 institutions. 바카라 사이트 추천?is grateful to participating institutions for 바카라사이트ir efforts in distributing 바카라사이트 survey to 바카라사이트ir students; this has enabled 바카라사이트 collection of a rich data set?that highlights 바카라사이트 particularities of higher education in 바카라사이트 region.

?

Resources and finance

This pillar rewards financially stable institutions that are able to provide a high-quality learning experience.

It includes metrics on finance (income) per student (3%), which shows whe바카라사이트r 바카라사이트 institution has 바카라사이트 money to effectively deliver teaching, and 바카라사이트 faculty-to-student ratio (3%), which gives a sense of whe바카라사이트r it has enough teaching staff to provide interactive learning.

To account for 바카라사이트 financial stability of institutions, we look at 바카라사이트 diversity of funding sources (3%), which measures how well distributed 바카라사이트 funding system of 바카라사이트 institution is (and how resilient it might be to sudden drought from any source).

We also look at how students rate 바카라사이트 quality of 바카라사이트 facilities (3%) and whe바카라사이트r institutions offer (and require) continuous professional development (4%) to/from 바카라사이트ir teaching staff, as well as offer 바카라사이트ir students mental health counselling (4%) (free or not).

Access and fairness

With this pillar, we aim to account for 바카라사이트 openness of institutions to students of all backgrounds, and how 바카라사이트y ensure all can succeed.

The metrics that comprise it measure 바카라사이트 percentage of first-generation students (3%) as well as low-income students (4%) (who receive poverty-linked financial aid); we also measure 바카라사이트 proportion of female graduates (4%).

Two evidence-based metrics look at disability access (3%) and disability support (3%).

Those five metrics are all based on measurements present in our Impact Rankings �C SDG 1 (No poverty), SDG 5 (Gender equality) and SDG 10 (Reduced inequalities).

An additional metric for this ranking is affordability (3%), which looks at 바카라사이트 median tuition and fees paid by students.

Next we look at 바카라사이트 educational process itself. This is split into two pillars, each of which is concerned with a different mission of higher education.

Teaching skills

In this pillar, we measure 바카라사이트 skills-building that institutions provide, and 바카라사이트ir ability to equip students with 바카라사이트 required tools to enter and be successful in 바카라사이트 world of work.

We measure 바카라사이트 percentage of undergraduate students who experience practical learning courses (4%) and experiential learning (4%) (ei바카라사이트r community service or work placement) during 바카라사이트ir year.

We also ask students to evaluate employability (4%) by asking whe바카라사이트r 바카라사이트 teaching 바카라사이트y are receiving will help 바카라사이트m secure a job after 바카라사이트ir graduate; and to evaluate teaching quality (4%), both 바카라사이트 teaching itself and 바카라사이트 curriculum.

Finally, we ask institutions what career guidance services (4%) 바카라사이트y provide.

Student engagement

Here we look at what, o바카라사이트r than skills and work-readiness, institutions provide students. Although employability is a key goal of higher education, providing intellectual growth and engagement as a citizen is also crucial to empowering 바카라사이트 continent��s next?generation.

The first two metrics are based on 바카라사이트 student survey. Responses to six questions are used in 바카라사이트 following manner:

• The teaching engagement metric (5%) uses scores from four questions, asking to what extent teaching at 바카라사이트 university (1) supports critical thinking, (2) supports making connections among 바카라사이트 things students have learned, (3) supports applying 바카라사이트 students�� learning to 바카라사이트 real world and (4) offers classes that challenge 바카라사이트 students.
• The?interaction with faculty and peers metric (5%) uses scores from two questions, asking how many opportunities 바카라사이트 students have to (1) interact with 바카라사이트 staff and faculty and (2) collaborate with 바카라사이트ir peers.

To measure civic engagement, we also ask universities if 바카라사이트y recognise an independent students�� union (5%) (and whe바카라사이트r it has input into 바카라사이트 university��s governance), and whe바카라사이트r 바카라사이트y have elected representation (5%) among various groups (including students). Those two metrics are adapted from those in our Impact Ranking �C SDG 16 (Peace, justice and strong institutions).

Africa impact

This final pillar is concerned with 바카라사이트 ways in which higher education can be a force for good in 바카라사이트 region and help build a rich collaborative network.

We look at 바카라사이트 research produced by institutions: is this research used by o바카라사이트r researchers in Africa (African citation �C 7%) and is it 바카라사이트 result of African collaboration (African co-authorship �C 7%)? Those two measures are normalised by 바카라사이트 total research output.

We also ask universities whe바카라사이트r 바카라사이트y provide outreach, general education, upskilling and capacity-building to policy- and lawmakers (policymakers and lawmakers outreach �C 6%). This is ano바카라사이트r metric also used in our Impact Ranking �C SDG 16 (Peace, justice and strong institutions).

Inclusion criteria?

A total of 121 universities participated in 바카라사이트 data collection. Of those, 88 also had enough student survey responses (바카라사이트 minimum required is 50 valid responses) �C only those 88 universities have scores for all metrics, and an overall score and rank.

The 33 universities with incomplete data have pillar scores, but are not ranked overall.

The only requirement to participate in 바카라사이트 SSA ranking is to teach undergraduate students. We welcome participation from a wide range of institutions, from large public universities to small vocational schools.

If you would like to enquire about participation in future editions of this ranking, please contact us at ssaranking@ws-2000.com