NYU in Abu Dhabi

I've blogged before about the problems of establishing and maintaining universities in places whose culture may be antagonistic to university culture.

NYU seems to be attacking that from an interesting angle in it's Abu Dhabi venture, the modal student will be an American: N.Y.U. Abu Dhabi Scours Globe for Top Students

Abu Dhabi "...is where N.Y.U. will open a campus in September with an inaugural freshman class of 150 students from 39 countries."..."Although the students come from 39 countries, with 43 languages, about a third are from the United States. The next four biggest sources are the United Arab Emirates, China, Hungary and Russia. "
...
"Backed by the open checkbook of the Abu Dhabi government, the wealthiest of the seven United Arab Emirates, N.Y.U. Abu Dhabi scoured the planet for candidates. It called on the Institute of International Education, which administers the Fulbright scholarships, to help it identify 900 of the world’s top high schools, and then pressed the schools for their best students.
Though based in Abu Dhabi, students will be encouraged to spend time at some of N.Y.U.’s 16 other sites, on five continents — more traditional study-abroad centers with short-term or narrowly focused programs. In a promotional booklet, the university sketched out a hypothetical plan for film and media majors, with sojourns in Berlin, Buenos Aires, Prague and New York.
The project carries risks. While Abu Dhabi is a relatively modern, multicultural Muslim state, homosexual acts are illegal and the Internet is censored. And there is no guarantee that the seemingly limitless resources of its oil-rich government will remain so, given the precarious global economy and Middle East politics.
But the Abu Dhabi government has agreed to pay for the entire N.Y.U. project, though neither it nor the university has detailed a price. And the emirate has embraced N.Y.U.’s vision of a liberal arts institution with full access to ideas, books and the Internet. "
...
"Some in the new freshman class, including Mr. Aqel, have already used Facebook to discuss a possible civil rights club. “In a way, it’s almost a challenge because we can’t hold protests,” Mr. Aqel said. “But I think we’ll be able to find creative ways to circumvent restrictions while maintaining respect for our host country.” "

You can pick up the thread of previous posts here: Universities and culture.

Universities and culture

A Campus Where Unlearning Is First reports on the challenges facing the American University in Cairo in its quest to offer an American style education to Egyptian students. It starts with what the university president calls "disorientation."

"During disorientation, the students — 85 percent of them Egyptians — are taught to learn in ways quite at odds with the traditional method of teaching in this country, where instructors lecture, students memorize and tests are exercises in regurgitation."


See this earlier post touching on university culture and national culture: Worldwide university rankings, compared to GNP .

Promoting young faculty at Harvard

The Chronicle reports At Harvard, Tenure Isn't Just for Old People Anymore (and the issue, they surmise, is two career households).

"For decades, assistant professors at Harvard University knew better than to get too comfortable. After all, they probably wouldn't be staying there very long.
Unlike the typical university, Harvard didn't have a tenure track. Instead, most young scholars spent several years capitalizing on the university's famous name and resources, then moved on to a tenured job somewhere else. Meanwhile, Harvard usually reserved tenure for senior stars with established reputations whom it lured away from other universities.
In the last several years, however, Harvard has changed. Of the 41 people to whom the university offered tenure last year, half started as junior scholars there. The university had been finding it harder to persuade senior faculty members to pick up their families and move, even to storied Cambridge, so it has developed a tenure track and begun grooming those coming up through the ranks."...

"Plucking senior scholars from other campuses worked well for Harvard when the desired scholars had spouses or other partners who didn't work. "It used to be that if you were Harvard, you crooked your finger and people came," says Susan Carey, who heads the university's psychology department.
But over the last couple of decades, as dual-career couples became the norm, Harvard's offers were less compelling. Many senior scholars were unwilling to move if it meant spouses had to give up their jobs.
"The old days when the guy came home and said, 'Honey, we're moving to Cambridge, pack up,' just don't exist anymore," says Lizabeth Cohen, chairwoman of the history department. "We were investing huge amounts of time in senior searches and not getting the yield to make it worth it." "

Spousal Hiring

In The Intricacies of Spousal Hiring, David Bell, a former Johns Hopkins dean writes

"My experience in the dean's office confirmed my impressions as to the need for spousal hiring. Johns Hopkins simply could not have built its faculty without a willingness to create positions for spouses and partners.
In case after case, that willingness was, by far, the single most important factor in recruitment. We could increase a salary offer by tens of thousands of dollars a year; provide lavish research accounts; promise a scandalous number of sabbatical leaves—none of it mattered if it meant that a candidate still faced the prospect of a long-distance commute or a major professional sacrifice by a spouse."

Unpaid workers: athletes and interns

Several blogs and news stories follow unpaid parts of the labor force, college athletes and student interns.

For Love of The Game (And The Money) from The Faculty Lounge by Kim Krawiec and Against the NCAA Cartel from The Volokh Conspiracy by Ilya Somin both consider the unpaid status of college athletes. The latter story explicitly mentions the high salaries of college coaches in basketball and football to indicate that these are profit making entertainment businesses despite the fact that the workers/players/students are unpaid.

There has also been a good deal of attention to the recent NY Times story headlined Growth of Unpaid Internships May Be Illegal, Officials Say

"With job openings scarce for young people, the number of unpaid internships has climbed in recent years, leading federal and state regulators to worry that more employers are illegally using such internships for free labor. "...

"Ms. Leppink said many employers failed to pay even though their internships did not comply with the six federal legal criteria that must be satisfied for internships to be unpaid. Among those criteria are that the internship should be similar to the training given in a vocational school or academic institution, that the intern does not displace regular paid workers and that the employer “derives no immediate advantage” from the intern’s activities — in other words, it’s largely a benevolent contribution to the intern.
No one keeps official count of how many paid and unpaid internships there are, but Lance Choy, director of the Career Development Center at Stanford University, sees definitive evidence that the number of unpaid internships is mushrooming — fueled by employers’ desire to hold down costs and students’ eagerness to gain experience for their résumés. Employers posted 643 unpaid internships on Stanford’s job board this academic year, more than triple the 174 posted two years ago.
In 2008, the National Association of Colleges and Employers found that 83 percent of graduating students had held internships, up from 9 percent in 1992. This means hundreds of thousands of students hold internships each year; some experts estimate that one-fourth to one-half are unpaid. "

Some regulatory guidance from California: California Labor Dept. Revises Guidelines on When Interns Must Be Paid
"Many wage and hour regulators maintain that interns must be paid if their work is of “immediate advantage” to the employer, but the California agency’s top lawyer advised that such an advantage can be offset — and the intern not be paid — if the employer provides close supervision and lays out money for training.
Over all, the guidance from the California Division of Labor Standards Enforcement was emphatic that for internships to be unpaid, they must be educational and predominantly for the benefit of the intern, not the employer. "

Some of these discussions have something in common with the discussions in the transplant community about compensation for donors.

Worldwide university rankings, compared to GNP

Rankings have lots of problems, but here is an ambitious attempt to look at universities all around the world.

"The Academic Ranking of World Universities (ARWU) was first published in June 2003 by the Center for World-Class Universities and the Institute of Higher Education of Shanghai Jiao Tong University, China, and then updated on an annual basis. ARWU uses six objective indicators to rank world universities, including the number of alumni and staff winning Nobel Prizes and Fields Medals, number of highly cited researchers selected by Thomson Scientific, number of articles published in journals of Nature and Science, number of articles indexed in Science Citation Index - Expanded and Social Sciences Citation Index, and per capita performance with respect to the size of an institution. More than 1000 universities are actually ranked by ARWU every year and the best 500 are published on the web. "

Here are the 2009 rankings.
Two of the top ten are from England (#4 Cambridge and #10 Oxford), the rest are in the U.S. The difference in the "overall score" between #2 and #10 is smaller than the difference between #1 and #2, but this may just have to do with how the scales are normalized. The highest ranked university from a country other than the U.S. or England is University of Tokyo, at #20.

Here is a table of Percentage Distribution of Top Universities by Country with Their Share of Global Population and GDP
Only 15 countries have universities ranked in the top 100, and an additional 24 countries have at least one university ranked in the top 500. The top producers of universities are producing them disproportionately to their share of world GDP or population, for example the U.S. has 55.0% of the top 100 universities, and 30.3% of the top 500, but only 23.6% of GDP and 4.5% of population. (Israel is a big outlier, with 1.0% of the top 100 and 1.4% (i.e. 7 universities ) of the top 500, from an economy with 0.3% of world GDP and 0.1% of population.
I have taught at the universities ranked #1, 25, and 50, and studied at #2 and 7. Based on this limited and skewed sample, and on other universities I know well, I can see that both wealth and the quality of the students are big components of university quality, not always perfectly correlated. (What makes the #1 university so extraordinary is the extent to which it succeeds in assembling so much of both in the same place, and what makes the Israeli universities so remarkable is certainly not their wealth.)

Based on the quality of students from various countries who we see in the U.S., I would guess that, if student quality were the main thing being measured, both Turkey and Iran (each with one university in the #400-500 range) are not getting the credit they deserve. (Many of our students from those places had their undergraduate education at home, and apparently got it at pretty good places; even those who come to the U.S. for their undergraduate education are obviously being drawn from pools of students for whom education is a priority.)
Similarly, there may also be countries where wealth rather than student quality is doing most of the work in putting one of their universities into the top 500, and talented and committed students there might be better advised to study overseas if they can. I'm thinking of Saudia Arabia, with one university in the 400-500 range. A number of Gulf countries have been investing in universities, and it will be interesting to see how well they succeed, and how that changes them if they do.

(A very interesting paper by my colleague Eric Chaney looks at the history of scientific productivity in the Muslim world, and gives some food for thought about what aspects of the general culture might promote vibrant universities: "Tolerance, Religious Competition and the Rise and Fall of Muslim Science")

Getting what you measure: college rankings version

As the rankings of universities conducted by the magazine US News and World Reports have become more influential, there are a growing number of reports of the ways, fair and not so fair, that universities respond to what USNWR tries to measure.

Clemson University has been in the news in connection with their stated efforts to rise higher in the US News and World Report rankings of colleges.
They and their critics agree that they want to do this; the question is are they doing it in the right way for the right reasons.

Here's a critic who says no:Researcher Offers Unusually Candid Description of University's Effort to Rise in Rankings:
"Clemson University is run in an almost single-minded direction, with nearly all policies driven by how they will help the land-grant institution rise in U.S. News & World Report’s rankings, according to a university official whose candid comments stirred debate among conference-goers here on Tuesday."

and the reply:
Clemson Assails Allegations That It Manipulates 'U.S. News' Rankings
"Clemson University, stung by charges by one of its own researchers that it willfully manipulates the U.S. News & World Report rankings, fired back on Wednesday, saying the accusations are “outrageous” examples of “urban legends” that have surrounded the university’s campaign to reach the top 20 of public research universities.“The accusation that Clemson, its staff, and administrators have engaged in unethical conduct to achieve a higher ranking is untrue and unfairly disparages the sincere, unwavering, and effective efforts of faculty and staff to improve academic quality over the past 10 years,” reads a statement issued by the university’s chief spokeswoman, Catherine T. Sams. “While we have publicly stated our goal of a top-20 ranking, we have repeatedly stressed that we use the criteria as indicators of quality improvement and view a ranking as the byproduct, not the objective.” "

Here's a summary: Clemson Explains Its Approach to U.S. News Rankings

And here's a story about alleged simple mis-counting at USC's School of Engineering: More Rankings Rigging , and a summary reflecting the relation between what is measured and what is reported: Gaming the Rankings. Here's an illuminating paragraph:

"Any performance measure is ripe to be gamed. The percentage of alumni giving is a measure worth 5 percent of a ranking in U.S. News. A few years ago, Albion College made its own stir in the higher education rankings world when it increased its percentage of alumni making donations with the stroke of a pen. As The Wall Street Journal reported, the college recorded a $30 donation from a graduating senior as a $6 alumnus gift for the next five years. Clemson, in its systematic approach to raising its rank — “no indicator, no method, no process off limits to create improvement,” as Watt stated — solicited alumni donations in such a way as to increase their giving rate: Alumni were encouraged to give as little as $5 annually."

Note incidentally that there are different ways to try to rise in the rankings, and some may be strictly gaming (e.g. soliciting and/or reporting the same $30 contribution in a different way), while others (lowering the number of classes with more than 20 students) may have a positive effect by themselves. But whenever the goal is one thing, but what is or can be measured is another, there of course will be incentives to respond to what is being measured.

Rankings of universities: vintages and coordination of expectations

US News and World Report has published its annual ranking of American universities. One thing that the rankings make clear is that, while they may move around a bit from year to year (and the precise rankings are not so informative), it takes a long time to rise to the top.

This year the first place goes to the oldest American university, founded in 1636, and spots 2 and 3 go to universities established in 1746 (as the College of New Jersey), and 1701. Two universities that opened more than a century later, in 1861, and 1891 , are tied for 4th place. The two universities tied for 6th are of different vintages, 1891 and 1755, as are the three tied for 8th place, 1754, 1838, and 1892. The top dozen ranks are filled out by universities open for business since 1769, 1855, and 1856.

At number 17, Rice University, opened in 1912, seems to be the highest ranked university on the list to have begun in the 20th century.

So, while ranking is far from perfectly correlated with age (which is in turn correlated with wealth, among other things), a university that wants to rise to the top of these rankings must take a long view.

It would be good to know more about how rankings (and changes in rankings, especially changes of more than a few places) influence the success of universities in attracting students and faculty. Compared to fundamentals, the rankings themselves shouldn't do much (although they are correlated with features that make a university a desirable place to study and teach). But rankings may also serve as a coordination device for students. For example, if two otherwise similar universities have substantially different rankings, e.g. one is listed in the top 20 and the other in the top thirty, it may be that over time the top 20 university will attract better students, and become a better university. If so, universities that concern themselves with signaling their quality by trying to raise their ranking may not be misguided.

Rankings of international universities (for which the precise rankings are even harder to interpret as being deeply informative) reveal that age is less well correlated with ranking than might appear from looking at American universities alone. For example, in this ranking and in this one, Oxford and Cambridge Universities, both so old that no reliable founding dates are known (although 1096 and 1226 are mentioned in their histories) are both in the top 10. But the much younger American universities dominate the top of the lists, where the equally old universities in continental Europe are scarce.

Update: Here's a November 2009 article from across the pond, which suggests that independence of universities from government may play a role: The American lesson: How to be top