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ERIC Number: ED531303
Record Type: Non-Journal
Publication Date: 2005-Jun
Pages: 41
Abstractor: ERIC
Reference Count: 29
ISBN: ISBN-0-7530-1847-0
ISSN: ISSN-2045-6557
Should Research Universities Be Led by Top Researchers? Part 1: Are They? CEE DP 51
Goodall, Amanda
Centre for the Economics of Education (NJ1)
If the best universities in the world--who have the widest choice of candidates--systematically appoint top researchers as their vice chancellors and presidents, is this one form of evidence that, on average, better researchers make better leaders? This paper addresses the first part of the question: are they currently appointing distinguished researchers? The study documents a positive correlation between the lifetime citations of a university's president and the position of that university in a world ranking. The lifetime citations are counted by hand of the leaders of the top 100 universities identified by the Institute of Higher Education at Shanghai Jiao Tong University in their "Academic Ranking of World Universities" (2004). These numbers are then normalised by adjusting for the different citation conventions across academic disciplines. The results are not driven by outliers. This paper posits the theory that there are two central components involved in leading research universities: managerial expertise and inherent knowledge. It is suggested here that active and successful researchers may have greater inherent knowledge about the academy that in turn informs their role as leader. Appended are: (1) Top 500 World Universities (1-100); and (2) ISI Highly Cited Papers Thresholds (January 1994-June 2004). (Contains 8 figures, 1 table and 3 footnotes.)
Centre for the Economics of Education. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7955-7595; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: London School of Economics & Political Science, Centre for the Economics of Education