ACADEMIC RANKINGS OF HIGHER EDUCATION: MAPPING OF BRAZILIAN SCIENTIFIC LITERATURE (2017-2022)Abstract
The emergence of influential international academic rankings throughout the 2000s expanded the culture of ranking in Brazilian higher education and transformed the subject into an emerging field of study. The objective of this article is to map Brazilian scientific literature on this topic, based on the analysis of scientific articles published between 2017 and 2022. By applying the state-of-the-art methodology, 67 articles were identified and mapped. The results indicate that, from the second half of the 2010s, the subject of academic rankings in higher education began to be investigated in an interdisciplinary manner within educational institutions of all administrative categories and academic organizations in Brazil. This process significantly broadened scientific publications on the subject and stimulated the interest of researchers from different fields of knowledge with multiple theoretical perspectives.
Keywords:
academic rankings; higher education; Brazilian scientific literature
Resumo
O surgimento de influentes rankings acadêmicos internacionais ao longo dos anos 2000 expandiu a cultura do ranqueamento na educação superior brasileira e fez com que o assunto se tornasse um emergente campo de estudos. O objetivo deste artigo é mapear a literatura científica brasileira sobre a temática com base na análise dos artigos científicos publicados entre os anos de 2017 e 2022. Por meio da metodologia do estado da arte, foram identificados e mapeados 67 artigos. Os resultados indicam que, a partir da segunda metade da década de 2010, o assunto dos rankings acadêmicos da educação superior passou a ser pesquisado de modo interdisciplinar em instituições de ensino de todas as categorias administrativas e organizações acadêmicas existentes no Brasil, ampliando significativamente as publicações científicas sobre o assunto, além de despertar o interesse de pesquisadores de diferentes áreas do conhecimento e com múltiplas concepções teóricas.
Palavras-chave:
rankings acadêmicos; educação superior; literatura científica brasileira
Resumen
El surgimiento de influyentes rankings académicos internacionales a lo largo de la década de 2000 expandió la cultura del ranking en la educación superior en Brasil e hizo que el tema se convirtiera en un campo de estudio emergente. El objetivo de este artículo es mapear la literatura científica brasileña sobre el tema, a partir del análisis de artículos científicos publicados en Brasil entre 2017 y 2022. Utilizando metodología de última generación, se identificaron y mapearon 67 artículos. Los resultados del mapeo muestran que, a partir de la segunda mitad de la década de 2010, el tema de los rankings académicos en la educación superior comenzó a ser investigado de manera interdisciplinaria en instituciones educativas de todas las categorías administrativas y en los intentos académicos existentes en Brasil, ampliando significativamente las publicaciones científicas sobre el tema, y despertando el interés de investigadores de diferentes áreas del conocimiento y con múltiples concepciones teóricas.
Palavras clave:
rankings académicos; educación superior; Literatura científica brasileña
1 INTRODUCTION
The creation of international academic rankings throughout the 2000s, such as the Academic Ranking of World Universities (ARWU), better known as the Shanghai University Ranking; the World University Rankings, produced by the Times Higher Education Supplement (THEs) of the influential British newspaper The Times; and the QS World University Rankings, by the Quacquarelli Symonds (QS) Corporation, in their global and regional versions, contributed to the expansion of a ranking culture in the external evaluation of higher education in Brazil and worldwide (Lourenço; Calderón, 2015).
Initially created to assist students in choosing programs and institutions in which to study, academic rankings have become widely known across the world, whether produced through governmental evaluations or by the private sector. Beyond becoming consolidated (Marginson, 2014), as Altbach (2012) points out, rankings achieved a kind of iconic status in the era of globalization, accountability, and benchmarking, impacting higher education on a global scale (Gonçalves; Calderón, 2017), especially because their assessment indicators are closely related to scientific output. This emphasis encourages higher education institutions to increase efforts toward research productivity, often to the detriment of teaching activities.
Specifically in Brazil, the ranking culture was strengthened by the emergence of different types of classification tables, both in the form of rankings and ratings. According to the literature, rankings place higher education institutions (HEIs) in ordered and hierarchical positions based on the results of evaluations (Pinho, 2003). For example, the Ranking Universitário Folha (RUF), produced by the newspaper Folha de S. Paulo, classifies the best universities according to an overall score, so that the institution with the highest score occupies the first place in the ranking, and so forth. Ratings, on the other hand, derive from evaluations conducted according to criteria related to performance, standards, or quality seals (Zuin; Bianchetti, 2023; García Ruiz, 2023). For instance, the National Student Performance Exam (ENADE) assesses the performance of undergraduate students, and the final course scores are expressed on a numerical scale from 1 to 5 (ratings), in which 1 represents the lowest and 5 the highest.
According to Martins (2023), despite being the target of strong criticism from education scholars, academic rankings gained notoriety and visibility in society, since they present, in a simple and objective manner, the classification of HEIs based on the evaluation criteria and methodologies applied. Such information assists prospective students and their families, who seek objective data on the quality of the educational institutions in which they intend to study.
Although the popularization of academic rankings was promoted by influential international rankings throughout the 2000s, the subject remained scarcely studied by the Brazilian scientific community until the first half of the 2010s. The results of a literature review conducted by Calderón, Pfister, and França (2015), which examined Brazilian scientific production on the subject between 1993 and 2013, corroborate this understanding, since they pointed out that, until then, the topic attracted the interest of only a very limited number of Brazilian researchers.
However, the literature review by Calderón and França (2018), which examined Ibero-American scientific production from 1995 to 2016, indicated that the proliferation of global, regional, and national academic rankings triggered greater attention among higher education scholars to the topic from the second half of the 2010s onward. Despite resistance from many researchers, the context of university governance revealed an irreversible process, with a notable “breaking of resistance regarding rankings and ranking procedures, and an increase in the levels of adherence to this procedure as a tool and mechanism for university evaluation” (Calderón; França, 2018, p. 462).
According to Brunner (2011), university governance can be understood as the way institutions are internally organized and managed, from the perspective of governance and administration, and how they relate to external entities and stakeholders, with the purpose of ensuring the objectives of higher education.
Even more than five years after the publication of the only two articles that reviewed the scientific production on academic rankings in Brazil and Ibero-America, and despite strong evidence that rankings impact university governance (Hazelkorn, 2013; Gonçalves; Calderón, 2017; García de Fanelli; Pita Carranza, 2018; Wandercil, 2019), there is no scientific article that has mapped Brazilian scientific literature on academic rankings in higher education, resulting from this process of resistance-breaking and the consequent increase in Brazilian scholars’ attention to the topic.
In this regard, considering the academic and scientific relevance acquired by academic rankings, the epistemological shift, and the existence of studies indicating the expansion of research on the subject since the second half of the 2010s (Wandercil, 2019; Martins, 2023), this article aims to map Brazilian scientific literature on academic rankings in higher education, based on scientific articles published in Brazil between 2017 and 2022 that directly address the topic.
The articles on academic rankings were identified through a rigorous bibliographic survey, using parameterized searches in Brazilian journals indexed in the following databases: CAPES Journal Portal; Scientific Electronic Library Online (Scielo); Red Scientific Journals of Latin America Latina y el Caribe, España y Portugal (Redalyc); Educ@ Platform, by the Carlos Chagas Foundation; and Google Scholar. The searches were conducted in December 2022, using the following descriptors: “academic ranking”; “academic rankings”; “university ranking”; “university rankings”; “international ranking”; “international rankings”; “national ranking”; “national rankings”. A total of 1,197 articles containing at least one of the descriptors were identified. After excluding duplicate articles, the reading of titles and abstracts resulted in the selection of 67 scientific articles that directly address academic rankings in higher education, which compose the analytical corpus of this study.
This is a state-of-the-art study, as it adopts an inventory-based and descriptive methodology, aiming to map Brazilian scientific production and to understand the evolution and development of knowledge production on academic rankings in higher education (Ferreira, 2002). The mapping of the articles followed the methodology used by Borges and Calderón (2013), identifying the evolution in the number of published articles, the scientific journals addressing the topic, the researchers engaged with the subject, the higher education institutions (HEIs), and the CAPES3 fields of knowledge (Capes, 2023) to which the researchers are affiliated.
For the identification of the fields of knowledge of the researchers involved, information regarding the Stricto sensu graduate programs listed by the authors and co-authors was used. When this information was not available in the article, it was verified through the advanced search function of the Sucupira Platform (Capes, 2022).
Table 1 presents the 67 selected articles, organized according to authorship and the scientific journals in which they were published, grouped by the CAPES Qualis classification of each journal and by year of publication:
List of authors addressing the topic of academic rankings published in Brazil between 2017 and 2022, by journal, CAPES Qualis classification, and year
The justification for conducting this mapping is based on several factors. In addition to showing the scientific community where the topic of academic rankings in higher education has been most studied, it also indicates how the knowledge produced by this research circulates in the country. This information can guide researchers interested in the subject, since, beyond mapping the HEIs in which the studies were developed, it identifies the researchers involved with the theme and lists the main scientific journals that publish articles on the subject in Brazil. From an interdisciplinary perspective, the article provides relevant information, as it contributes to the field of scientometrics as an area of knowledge, given that it measures and quantifies the scientific progress of the theme of academic rankings in higher education in Brazil, based on bibliometric indicators for the period between 2017 and 2022.
It is worth noting that this mapping of scientific literature, focused on bibliometric, quantitative, and categorization data, does not delve into the qualitative content of the studies, such as the identification of the main recurring criticisms, thematic trends, major public policy recommendations, potential publication bias, among other qualitative aspects that could contribute to understanding the development of the topic in Brazil. These aspects may be explored in future studies dedicated specifically to qualitative analyses.
2 CIRCULATION OF KNOWLEDGE ON ACADEMIC RANKINGS
Table 2 lists the scientific journals that published the highest number of articles on the topic, along with their respective classifications in the CAPES Qualis system, considering only those that published at least two articles during the period:
Scientific journals that published the largest number of articles on academic rankings (2017–2022)
The analysis of Table 2 highlights Avaliação: Revista da Avaliação da Educação Superior as the scientific journal that published the largest number of articles addressing the topic, standing out during the period as the main Brazilian channel of scientific communication on academic rankings in higher education, with 12 published articles. This number is considerably higher than that of the other journals listed, such as Educar em Revista and EccoS – Revista Científica, which published three articles each.
As observed in Table 2, the journals that published the greatest number of articles on the subject hold a high classification in the CAPES Qualis system (2017– 2020). This trend is also evident when considering the full set of 67 articles identified, as shown in Table 1, which presents the number of journals and articles published according to their classification in the CAPES Qualis system:
Classification of journals and scientific articles selected for the study, according to the CAPES Qualis system (2017–2020 Quadrennium)
Table 1 shows that the higher the journal classification, the greater the number of articles published on academic rankings. This demonstrates that the production of knowledge on the subject is disseminated mainly through articles published in highly qualified journals, since more than 60% of the selected articles were published in journals classified as A1 and A2, while only ten articles (15%) were published in journals with a Qualis lower than “A”.
When the articles are mapped according to the geographical region in which the journals are located, a significant predominance of publications in the Southeast Region can be observed. Table 2 presents this mapping according to Brazilian states and regions:
Mapping of scientific articles addressing academic rankings, based on the location of the scientific journals (2017 – 2022)
The journals located in the State of São Paulo lead the numbers, driving the statistical leadership of the Southeast Region, which accounts for 54% of the publications. A total of 19 journals published 36 articles, of which 30 were based in the State of São Paulo, 4 in Rio de Janeiro, and 2 in Minas Gerais.
In all states of the South Region, journals that published articles on the topic were identified, with 7 in Paraná, 6 in Santa Catarina, and 5 in Rio Grande do Sul.
In the Center-West Region, 7 scientific articles were identified: 3 published in journals located in the Federal District, 3 in the State of Goiás, and 1 in a journal located in Mato Grosso do Sul. In the Northeast Region, 5 articles were identified: 2 in journals located in Paraíba, 1 in Alagoas, 1 in Bahia, and 1 in Ceará. In the North Region, 1 article was identified, published in a journal located in the State of Tocantins.
3 INSTITUTIONAL AFFILIATION AND AUTHORSHIP
According to Borges and Calderón (2013), institutional affiliation is related to the institution with which the scientific journals, researchers, and even the articles themselves are associated. Table 3 presents the complete list of higher education institutions (HEIs) to which the authors and co-authors of the 67 articles are affiliated, along with the corresponding number of articles linked to each of them:
Number of articles on academic rankings published between 2017 and 2022, according to the HEIs with which the researchers are affiliated
Table 3 shows that, among the 67 selected articles, 13 are affiliated with PUC-Campinas, that is, there are 13 articles in which at least one of the authors declared institutional affiliation with this institution. Similarly, there are 9 articles in which at least one author declared affiliation with UFSC, and so forth.
Number of scientific articles addressing academic rankings published in Brazil between 2017 and 2022, according to authorship/co-authorship
The difference between the number of researchers and the number of articles arises from the fact that a single article may include several authors in co-authorship, which Vanz (2009) indicates as human interaction within scientific communities, reflecting professional interaction among scientists. Furthermore, a single article may include researchers from different institutions, in what is called scientific collaboration, understood here as a social activity stemming from the collective intellectual work of researchers from different institutions or countries (Hilário; Grácio, 2018). Table 3 presents the number of articles written by a single author and those produced in co-authorship:
For the purpose of mapping the HEIs where research has been developed, the institutional affiliation declared by the authors was also considered. Table 4 presents the list of the main Brazilian researchers, considering those who published at least two articles on academic rankings between 2017 and 2022, as well as the HEIs to which they declared affiliation in these articles:
Main researchers with at least two scientific articles addressing academic rankings published in Brazil between 2017 and 2022
When considering the authors who published at least four articles, the following stand out: Adolfo Ignacio Calderón, followed by Marco Wandercil, both affiliated with PUC-Campinas; Francisco Aníbal Ganga-Contreras, from ULAGOS; José Vieira de Sousa, from UNB; Lara Carlette Thiengo, with articles affiliated with three different HEIs; Lucídio Bianchetti, from UFSC; and Samile Andréa de Souza Vanz, from UFRGS.
Taking into account only the researchers who declared institutional affiliation with Brazilian HEIs, there is a statistical predominance of public institutions, with emphasis on federal universities, as shown in Table 5.
Number of researchers affiliated with Brazilian HEIs who published articles on academic rankings (2017–2022)
Table 5 shows that 74 researchers declared affiliation with public HEIs, representing 68.5% of Brazilian researchers who published articles on rankings between 2017 and 2022. Among them, 61 declared affiliation with federal public HEIs, with emphasis on UNB, UFSC, and UTFPR, the federal universities with the largest number of researchers involved. Regarding state public HEIs, UNICENTRO and USP stood out as those with the highest number of affiliated researchers. Only one institution maintained by municipal government appeared in this context: FURB.
Although public universities play a leading role in terms of researchers’ institutional affiliation, scientific production linked to private nonprofit HEIs is also highly significant, with PUC-Campinas standing out as the institution with the largest number of affiliated researchers who published articles on academic rankings during the period. As for private for-profit HEIs, only two institutions are listed in Table 5: FUCAPE and UNIMAR, both located in the Southeast Region.
The mapping data highlight a change in the scenario regarding research on higher education rankings, which has occurred since the second half of the 2010s. The scarcity of studies and the low level of interest among researchers in the subject, reported in studies from the early 2010s (Calderón; Pfister; França, 2015), no longer apply to the Brazilian context, since the ranking culture has become popularized and has given notoriety to rankings, leading research on the topic to expand to HEIs in all regions of Brazil and increasing the number of scientific articles on the subject.
One of the characteristics of research addressing academic rankings is interdisciplinarity (Gonçalves; Calderón, 2017). Confirming this, Table 6 presents the number of researchers affiliated with Brazilian HEIs, grouped by field of knowledge, according to the Stricto sensu graduate program with which they declared affiliation.
Number of researchers affiliated with Brazilian HEIs who published scientific articles on rankings between 2017 and 2022, by field of knowledge, according to the Stricto sensu graduate programs of the HEIs to which they are affiliated
Table 6 reaffirms that the subject has been researched in Brazil in an interdisciplinary manner, since articles were mapped that were published by researchers affiliated with Stricto sensu graduate programs, whose predominant fields of knowledge are related to eight of the nine Major Areas defined by CAPES4 (Capes, 2023). The field of Education, within the Major Area of Human Sciences, concentrates the largest number of researchers engaged in studies addressing academic rankings. The second field of knowledge in terms of number of researchers involved with the subject is Administration, followed by Information Science and Accounting Sciences, all belonging to the Major Area of Applied Social Sciences.
4 FINAL CONSIDERATIONS
Academic rankings, initially created to assist individuals in choosing programs and institutions in which to study, became popular from the 2000s onward, gained notoriety, and acquired social relevance, mainly because, through the methodologies they adopted, they provide quick, objective, and reliable information on the quality of educational institutions in which people intend to study or enroll their children.
The notoriety acquired by academic rankings, which came to influence the governance of HEIs, led to their more effective inclusion in the Brazilian academic debate from the second half of the 2010s, becoming an object of study at Brazilian universities. Consequently, the publication of scientific articles on the subject increased significantly in Brazil, and the topic began to appear in highly qualified journals, especially those classified as A1 or A2 in the CAPES Qualis system in the field of Education.
Most researchers affiliated with Brazilian HEIs declared ties to public institutions, particularly federal universities. Only 22.1% declared affiliation with private HEIs, and more than half of these were concentrated at PUC-Campinas, the institution with the largest number of affiliated researchers who published articles on academic rankings between 2017 and 2022.
Researchers affiliated with HEIs from all types of academic organizations existing in Brazil (universities, federal institutes, schools of government, university centers, and colleges), and from all possible administrative categories (federal public, state public, municipal public, private nonprofit, and private for-profit), were identified. This reaffirms that the subject has expanded in Brazil and has attracted the interest of researchers affiliated with HEIs from all Brazilian regions.
The production of knowledge on academic rankings, in the mapped scientific articles, was marked by interdisciplinarity, since authors affiliated with Brazilian HEIs are linked to graduate programs concentrated in eight of the CAPES Major Areas of knowledge. This demonstrates that the topic has gradually stimulated the scientific curiosity of researchers from different fields of knowledge and with multiple theoretical perspectives.
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1
This study was carried out with the support of the Coordination for the Improvement of Higher Education Personnel (CAPES). Funding Code 001.
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3
For the identification of the fields of knowledge of the researchers involved, information regarding the Stricto sensu graduate programs reported by the authors and co-authors was used. When such information was not available in the article, it was verified through the advanced search function of the Sucupira Platform.
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4
CAPES organizes the fields of knowledge in a Knowledge Areas Table, available for download on its website. The table is structured hierarchically into four levels, ranging from the most general to the most specific. The first of these levels is the Major Areas, which group together the “various fields of knowledge, by virtue of the affinity of their objects, cognitive methods, and instrumental resources, reflecting specific sociopolitical contexts”.
Data availability
The data underlying this research are contained within the article.
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WANDERCIL, M.; CALDERÓN, A. I. Governança e desempenho das universidades católicas à luz do ranking universitário folha (RUF). Série-Estudos, Campo Grande, v. 25, n. 54, p. 89-116, 2020. Disponível em: http://dx.doi.org/10.20435/serie-estudos.v25i54.1335 Acesso em: 12 dez. 2022.
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WANDERCIL, M.; CALDERÓN, A. I.; GANGA-CONTRERAS, F. Qualidade da educação superior no Brasil: desempenho das universidades católicas à luz dos rankings acadêmicos, índices e tabelas classificatórias estatais e do setor privado. EccoS – Revista Científica, São Paulo, n. 51, out./dez. 2019. Disponível em: https://doi.org/10.5585/EccoS.n51.14581 Acesso em: 10 dez. 2022.
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WANDERCIL, M; CALDERÓN, A. I.; GANGA-CONTRERAS, F. A. Governança universitária e rankings acadêmicos à luz da literatura acadêmica brasileira. Roteiro, Joaçaba, v. 46, jan./dez. 2021. Disponível em: https://doi.org/10.18593/r.v46i.22391 Acesso em: 10 dez. 2022.
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ZUIN, A. A. S.; BIANCHETTI, L. Entre o ranking e o rating: a avaliação digital docente na era da sociedade métrica. Educação e Filosofia, Uberlândia, v. 37, n. 79, p. 529-554, 2023. Disponível em: https://doi.org/10.14393/REVEDFIL.v37n79a2023-65418 Acesso em: 15 out. 2023.
» https://doi.org/10.14393/REVEDFIL.v37n79a2023-65418
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