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Focus on Performance - World Bank Support to Higher Education in Latvia. Volume 1: System-Level Funding Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the development of a performance-based, system-level funding model for the higher education sector in Latvia and consists of three reports: i) Higher Education Financing in Latvia: Analysis of Strengths and Weaknesses; ii) Assessment of Current Funding Model’s “Strategic Fit” with Higher Education Policy Objectives; and iii) Higher Education Financing in Latvia: Final Report. Volume 2: Internal Funding and Governance Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of university-internal higher education funding and governance, followed changes at the system-level funding model. It consists of three reports: i) International Trends and Good Practices in Higher Education Internal Funding and Governance; ii) Internal Funding and Governance in Latvian Higher Education Institutions: Status Quo Report; and iii) Internal Funding and Governance in Latvian Higher Education Institutions: Recommendations.. Volume 3: Academic Careers Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of the doctorate and human resource policies and on improving academic careers. It consists of three reports: i) Academic Careers: Learning From Good International Practice; ii) Academic Careers In Latvia: Status Quo Report; iii) Academic Careers In Latvia: Recommendations.

Focus on Performance - World Bank Support to Higher Education in Latvia. Volume 1: System-Level Funding Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the development of a performance-based, system-level funding model for the higher education sector in Latvia and consists of three reports: i) Higher Education Financing in Latvia: Analysis of Strengths and Weaknesses; ii) Assessment of Current Funding Model’s “Strategic Fit” with Higher Education Policy Objectives; and iii) Higher Education Financing in Latvia: Final Report. Volume 2: Internal Funding and Governance Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of university-internal higher education funding and governance, followed changes at the system-level funding model. It consists of three reports: i) International Trends and Good Practices in Higher Education Internal Funding and Governance; ii) Internal Funding and Governance in Latvian Higher Education Institutions: Status Quo Report; and iii) Internal Funding and Governance in Latvian Higher Education Institutions: Recommendations.. Volume 3: Academic Careers Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of the doctorate and human resource policies and on improving academic careers. It consists of three reports: i) Academic Careers: Learning From Good International Practice; ii) Academic Careers In Latvia: Status Quo Report; iii) Academic Careers In Latvia: Recommendations.

This chapter discusses the influence league table performance can have on an institution, affecting its student recruitment, its funding and even its leadership. It goes on to discuss the impact on the sector as a whole in encouraging a frantic reputation race and leading institutions to concentrate their efforts and resources on a single area of activity, research, with detrimental effects on individual institutions and the sector. The chapter also looks at the potential positive impact that a well-designed ranking system could deliver and outlines the basic principles and ‘lessons learned’ that would shape the design of such a system.

This chapter presents in detail the selection of indicators for U-Multirank and the depth of stakeholder involvement in the design process. It discusses each indicator, the research leading to its selection and the testing processes which affected the final decisions on inclusion or exclusion of certain indicators.

A lo largo de la década, ha tenido lugar un cambio de paradigma en la financiación de las universidades alemanas: los criterios de autonomía, competencia y ejecución son ahora el centro de atención. Los esfuerzos de dirección de los gobiernos pasaron de intervenciones reguladoras a sistemas de incentivos financieros. Sin embargo, el modelo de financiación alemán no es independiente de su contexto - por el contrario, se determina por ciertos factores que se describen. Este artículo también presenta los principales instrumentos de financiación de los gobiernos y programas federales y estatales acerca de cómo los instrumentos de financiación pública en Alemania tratan de equilibrar tres objetivos principales. Además, señala que estas herramientas tienen un punto en común y ofrece una visión general sobre los tres pilares típicos de los modelos de financiación (básico, orientado al rendimiento e innovación-/orientado a los perfiles). Se pueden combinar de diferentes maneras. Para concluir, en el artículo se destacan varias lecciones aprendidas, Within a decade a paradigm shift in the funding of German universities has taken place: autonomy, competition and performance criteria now take center stage. Steering efforts of governments shifted from regulatory interventions to financial incentive systems. Nevertheless, the German funding model is not independent from its context – on the contrary, it is determined by certain factors that are described. This article also introduces major funding instruments for federal and state governments and shows how public funding instruments in Germany try to balance three major purposes. Furthermore, it points out that these tools have a common ground and offers an overview on the three typical pillars of funding models (basic, performance-oriented and innovation-/profile-oriented). They can be combined in different ways. To conclude, the articles highlights several lessons learnt.

Within a decade a paradigm shift in the funding of German universities has taken place: autonomy, competition and performance criteria now take center stage. Steering efforts of governments shifted from regulatory interventions to financial incentive systems. Nevertheless, the German funding model is not independent from its context – on the contrary, it is determined by certain factors that are described. This article also introduces major funding instruments for federal and state governments and shows how public funding instruments in Germany try to balance three major purposes. Furthermore, it points out that these tools have a common ground and offers an overview on the three typical pillars of funding models (basic, performance-oriented and innovation-/profile-oriented). They can be combined in different ways. To conclude, the articles highlights several lessons learnt. A lo largo de la década, ha tenido lugar un cambio de paradigma en la financiación de las universidades alemanas: los criterios de autonomía, competencia y ejecución son ahora el centro de atención. Los esfuerzos de dirección de los gobiernos pasaron de intervenciones reguladoras a sistemas de incentivos financieros. Sin embargo, el modelo de financiación alemán no es independiente de su contexto - por el contrario, se determina por ciertos factores que se describen. Este artículo también presenta los principales instrumentos de financiación de los gobiernos y programas federales y estatales acerca de cómo los instrumentos de financiación pública en Alemania tratan de equilibrar tres objetivos principales. Además, señala que estas herramientas tienen un punto en común y ofrece una visión general sobre los tres pilares típicos de los modelos de financiación (básico, orientado al rendimiento e innovación-/orientado a los perfiles). Se pueden combinar de diferentes maneras. Para concluir, en el artículo se destacan varias lecciones aprendidas

With the increasing globalisation of the higher education sector and growing competition for talent and resources, higher education institutions are under greater pressure to perform well in a worldwide ‘reputation race’. There is particular emphasis on their placement in global university league tables, all of which reflect an implicit assumption that there is only one acceptable model of excellence – the large, research-intensive university. There are concerns that league tables (or the desire to certain league table positions) influence policy and funding decisions that result in increased stratification and the neglect of key, non-research, areas of activity such as teaching. This chapter examines the current transparency tools and the literature on classification and rankings to work out the implications for the design of the transparency tool presented in Part II.

This chapter presents the history and development of the U-Multirank project, the system’s design principles, conceptual framework and methodological approach.

This chapter raises the question of whether university league tables deliver relevant information to one of their key target groups – students. It examines the inherent biases and weaknesses in the methodologies of the major rankings and argues that the concentration on a single indicator of excellence (research) and single function of an institution ignores the diverse needs and motivations of prospective students in choosing a university. It also raises the issue of rankings that proclaim the ‘excellence’ of an entire institution, which may not be an accurate reflection of the performance of individual departments. The authors then present some principles and examples of good practice in ranking and discuss alternative classification systems.

This chapter examines higher education classifications and introduces the European U-Map classification tool and discusses a number of the most influential global league tables, their methodological underpinnings, scope, target groups and data sources.

This chapter describes the data collection instruments used in the development of U-Multirank. The first section is an overview of existing databases – mainly on bibliometrics and patents. The second describes the questionnaires and survey tools used for collecting data from the institutions – at the institutional and department levels – and from students.