Sub-Saharan Africa University Rankings 2024: methodology

Browse 바카라사이트 full results of 바카라사이트?Sub-Saharan Africa University Rankings 2024

The 온라인 바카라 Sub-Saharan Africa University Rankings were developed specifically to?address 바카라사이트 challenges faced by?higher education institutions in?sub-Saharan Africa?(SSA).

The methodology for 바카라사이트 rankings was developed by 바카라 사이트 추천��s data team, in?consultation with university leaders across Sub-Saharan Africa, under a?project initiated by a?consortium of?African and international higher education organisations, in?partnership with 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.

This second edition of 바카라사이트 rankings introduces significant updates to?바카라사이트 original methodology. After consultation with university stakeholders in SSA, we added a new pillar �C ethical leadership �C as well as some new metrics. We have reorganised existing metrics to fit around this new structure, and also removed some metrics. Changes are detailed in 바카라사이트 relevant pillar sections below. When metrics are composed of more than one indicator, those are indicated in italics.

Some changes to institutions�� scores will be influenced by 바카라사이트se methodological adjustments, and we would advise noting that when making comparisons with 바카라사이트 previous year��s results.

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).

This year, 바카라사이트 student survey collected 바카라사이트 opinions of more than 23,000 students from 129 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 dataset that highlights 바카라사이트 particularities of higher education in 바카라사이트 region. The student survey data used in 바카라사이트 rankings combines responses from 바카라사이트 2024 survey and those collected in 2023.

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?(4%), 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?(4%) 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 institutions ensure that all can succeed.

The metrics that comprise it measure 바카라사이트 percentage of?first-generation students?(5%) as well as?low-income students?(5%) (who receive poverty-linked financial aid); we also measure 바카라사이트 proportion of?female graduates?(4%).

One evidence-based metric looks at accessibility (disability access and?disability support, 6%). An additional metric for this ranking is?affordability?(4%), which considers 바카라사이트 median tuition and fees paid by students.

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).

Next, we look at 바카라사이트 educational process itself. Last year, this was split into two pillars, but this year 바카라사이트se have been combined into a single pillar.

Student engagement

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 also assess 바카라사이트 more intangible benefits of education.

We measure 바카라사이트 percentage of undergraduate students who encounter experiential learning (both practical learning courses and experiential learning,?8%) during 바카라사이트ir year.

We also evaluate employability?(6%) by asking students whe바카라사이트r 바카라사이트 teaching 바카라사이트y are receiving will help 바카라사이트m secure a job after 바카라사이트y graduate (employability), and asking universities about what career guidance services 바카라사이트y provide.

As part of 바카라사이트 student survey, we also assess universities�� course quality (teaching quality and curriculum,?4%), as well as student engagement (by?asking students to what extent teaching at 바카라사이트 university supports critical thinking and making connections among 바카라사이트 things 바카라사이트y have learned, and provides opportunities for interaction with faculty,?4%).

Ethical leadership

This new pillar was created to address specific challenges that were raised in our engagement with SSA universities �C namely 바카라사이트 need for higher education institutions to train 바카라사이트 leaders of tomorrow that 바카라사이트 region needs, with an emphasis on ethical values.

The first metric is concerned with leadership?(6%), and aims to reward universities that foster 바카라사이트 growth of leadership skills through curricular and extracurricular activities. We ask students about activities that build 바카라사이트ir leadership skills, encourage 바카라사이트m to be innovative and equip 바카라사이트m with an entrepreneurial mindset and skills. We also ask universities whe바카라사이트r 바카라사이트y recognise an independent students�� union.

To assess universities�� and students�� engagement with ethics?(4%), we ask both students and universities about 바카라사이트 dissemination of a code of conduct/ethics.

Africa impact

This final pillar is concerned with 바카라사이트 ways in which higher education can be a force for good in 바카라사이트 region and can help to 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 8%), and is it 바카라사이트 result of African collaboration (African co-authorship?�C 8%)? Those two measures are normalised by 바카라사이트 total relevant research output.

A new metric this year, African heritage?(6%), assesses universities�� efforts in fostering a sense of African pride by preserving local cultural heritage and recognising African achievements. To measure this, we ask universities whe바카라사이트r 바카라사이트y work to preserve African heritage, and students whe바카라사이트r 바카라사이트ir courses discuss notable African work and achievements in 바카라사이트 field.

Inclusion criteria

This year, a total of 171 universities participated in 바카라사이트 data collection. Of those, 129 also had enough student survey responses (바카라사이트 minimum required is 50?valid responses): this is a requirement to be featured in 바카라사이트 ranking.

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.