Ranking of rankings: benchmarking twenty-five higher education ranking systems in Europe

The purpose of this study is to evaluate the ranking practices of 25 European higher education ranking systems (HERSs). Ranking practices were assessed with 14 quantitative measures derived from the Berlin Principles on Ranking of Higher Education Institutions (BPs). HERSs were then ranked according to their degree of congruence with the BPs. Additionally, the three domains of methodology, transparency, and consumer-friendliness were proposed to underlie the BPs, and the measures were also applied for assessing HERSs regarding these domains. Results indicate that the cooperating HERSs by CHE (Germany), AQA (Austria) and swissUp (Switzerland) exhibit the highest congruence with the BPs. However, no European HERS demonstrates good overall congruence with the BPs, mainly due to methodological shortcomings. Results further show that HERSs compiled and published by non-profit research entities seem to perform better than the majority of HERSs published by for-profit news outlets. International comparisons indicate that HERSs published in German-speaking countries and the Netherlands tend to exhibit a higher congruence with the BPs. Overall, this study hopes to stimulate the improvement of ranking practices through benchmarking with existing exemplary models. The quantitative assessment tool further promises to be useful in explaining relative stability or change of higher education institutions in HERSs, as well as in helping to explain resource allocation pressures within higher education institutions.     

Determining the business impact of knowledge management

This case study describes an evaluation of business impact and return on investment (ROI) for the Knowledge Exchange, a knowledge management (KM) system within Accenture. The evaluation used a continuous measurement design to allow impact and ROI to be tracked across time and groups. The results demonstrated a significant positive impact on productivity, based largely on the effect on time savings realized by leveraging a useful KM system across a large population of employees.     

Heart rate,blood lactate concentration and estimated energy expenditure in a semi-professional rugby league team during a match: a case study

The aim of this study was to examine heart rate, blood lactate concentration and estimated energy expenditure during a competitive rugby league match. Seventeen well-trained rugby league players (age, 23.9 +/- 4.1 years; VO2max, 57.9 +/- 3.6 ml x kg(-1) x min(-1); height, 1.82 +/- 0.06 m; body mass, 90.2 +/- 9.6 kg; mean +/- s) participated in the study. Heart rate was recorded continuously throughout the match using Polar Vantage NV recordable heart rate monitors. Blood lactate samples (n = 102) were taken before the match, after the warm-up, at random stoppages in play, at half time and immediately after the match. Estimated energy expenditure during the match was calculated from the heart rate-VO2 relationship determined in laboratory tests. The mean team heart rate (n = 15) was not significantly different between halves (167 +/- 9 vs 165 +/- 11 beats x min(-1)). Mean match intensity was 81.1 +/- 5.8% VO2max. Mean match blood lactate concentration was 7.2 +/- 2.5 mmol x l(-1), with concentrations for the first half (8.4 +/- 1.8 mmol x l(-1)) being significantly higher than those for the second half (5.9 +/- 2.5 mmol x l(-1)) (P<0.05). Energy expenditure was approximately 7.9 MJ. These results demonstrate that semi-professional rugby league is a highly aerobic game with a considerable anaerobic component requiring high lactate tolerance. Training programmes should reflect these demands placed on players during competitive match-play.     

Science activities for young children

Science for young children, and older ones as well, should be a blend of development of science content, science processes, and positive attitudes toward science. When educators stress development and learning in these three interrelated and complementary areas, children learn how to explore science as they develop skill in using science processes such as observing, communicating, predicting, and inferring.Jean Shaw is Associate Professor of Elementary Education at the University of Mississippi. Sally Blake teaches at Kentucky Wesleyan College. The late Mary Jo Cliatt taught at the University of Mississippi.