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Rating PhD Programs: What the NRC Report Says...and Doesn't Say.
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Webster, David S.; Skinner, Tad – Change, 1996
A discussion of the National Research Council's 1995 ranking of research-doctorate programs in the United States criticizes the report for what it does not address, particularly comparisons with the information it disseminated in a 1982 report, some data discrepancies, and central issues such as an institution's available methods of instruction,…
Descriptors: Comparative Analysis, Doctoral Programs, Higher Education, Institutional Characteristics
America's Highest Ranked Graduate Schools, 1925-1982.
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Webster, David S. – Change, 1983
The five-volume Assessment of Research-Doctorate Programs in the United States, the most authoritative academic quality ranking ever done, is discussed. The Assessment covers 2,699 programs in 32 disciplines and assesses a faculty's reputation for scholarly quality. Improvements in programs' reputations are also discussed. (MLW)
Descriptors: Comparative Analysis, Doctoral Programs, Educational Quality, Graduate Study
College Rankings and Faculty Publications: Are They Related?
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Baughman, James C.; Goldman, Robert N. – Change, 1999
Reports an exploratory study of the relationship between faculty publishing rates in basic and applied-research journals and institutional ranking based on 1995 data for 1,318 four-year colleges and universities. Results reveal a strong, positive association between scholarship and institutional ranking, with some interesting exceptions. (MSE)
Descriptors: College Applicants, College Faculty, Comparative Analysis, Evaluation Criteria
Playing the Rankings Game.
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Machung, Anne – Change, 1998
The "U.S. News and World Report" rankings of colleges do not affect institutions equally; the schools impacted most are those that have the most to lose because they benefit from, even rely on, the rankings for prestige and visibility. The magazine relies on the rankings for substantial sales revenues, and has garnered considerable power…
Descriptors: College Administration, College Choice, Comparative Analysis, Higher Education
Are Reputational Ratings Needed to Measure Quality?
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Astin, Alexander W.; Solmon, Lewis C. – Change, 1981
A study on the objective correlates of undergraduate quality ratings, state or regional biases, and other methodological issues relating to reputational ratings of undergraduate quality is reported. The subjective judgments of departmental quality made by college and university faculty were studied. Reputational ratings appear to be redundant with…
Descriptors: Bias, College Faculty, Educational Quality, Factor Analysis
A New Study of Excellence in Undergraduate Education--Part One: Departments without Distinguished Graduate Programs.
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Solmon, Lewis C.; Astin, Alexander W. – Change, 1981
A Higher Education Research Institute pilot study of the reputations of undergraduate departments is discussed. The intent of the study was to quantify the subjective judgments of undergraduate departmental quality and to investigate the association of ratings on different criteria and for different types of institutions. (MLW)
Descriptors: Biology, Chemistry, Departments, Economics
Advantages and Disadvantages of Methods of Assessing Quality.
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Webster, David S. – Change, 1981
Ranking American colleges, universities, and individual departments according to their academic quality is discussed. Six types of methodology used are identified: reputational rankings; faculty awards, honors, and prizes; citations in citation indexes; alumni achievements; scores of entering students on standardized tests; and institutional…
Descriptors: Alumni, Awards, Citations (References), College Faculty