Lecture delves into archaeology of architecture

Lecture delves into archaeology of architecture

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The image above is the main entrance of Hallabat Mosque (Photo courtesy of Ignasio Arce)
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Lecture delves into archaeology of architecture

By Saeb Rawashdeh

 

 

The main entrance of Hallabat Mosque (Photo courtesy of Ignasio Arce)

AMMAN — A relatively new approach in the discipline, the archaeology of architecture was at the heart of a recent lecture held as part of the Department of Antiquities’ 100th anniversary festivities at the department’s headquarters in Amman.

Delivering the lecture, titled “Archaeology of Architecture and the Analysis of the Historical Buildings”, Professor Ignacio Arce from the German-Jordanian University said that the new approach manifests itself in not only excavation, but interpretation, restoration and conservation of archaeological sites and buildings.

Arce, who is also the head of the Spanish Archaeological Mission in Jordan, has been excavating, preserving and presenting finds to visitors of the Umayyad Palace and Medina at the Amman Citadel, Qasr Al Hallabat, Hallabat Mosque, Hammam as Sarrah, Qastal, Deir Al  Kahf and Qusayr Amra over a span of a few decades.

“One of the problems that archaeologists face is the lack of written historical sources, so the only reliable source is a monument itself,” Arce said, noting that the role of a scholar is to “interrogate” and find the most reliable source for their claims.

“Inscriptions are not the most valuable proof for archaeologists because when writing people tend to lie,” he stressed, adding that “sometimes it’s better to trust the work, not the words”.

Furthermore, archaeological analysis of inscriptions can confirm whether the text is authentic or it was added later, he said.

Arce said that his goal was also to convey the knowledge produced to the local communities by creating visitor centres and site museums as well as training new generations of stone cutters, masons, architects and archaeologists in the field.

“In archaeological stratification, we have a combined series of natural and anthropic deposits,” Arce said, noting that the term archaeology of architecture was first used by Tiziano Manoni in 1990 to describe methods of gaining historical knowledge from building structures, which can eventually be used in architectural heritage conservation.

Moreover, with the archaeology of architecture methodology, integrated by research on written sources, iconographic sources and oral sources, it is possible to gain the construction history of the artefact and the knowledge of the construction technique used in its production, Arce outlined.

“Therefore, stratigraphy provides a relative dating while chrono-typology provides an absolute dating,” the professor said, adding that he implemented some of these techniques at the Amman Citadel, where he worked in 1995.

“Architectural language is like a written language,” Arce said.

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English – here’s why it’s the lingua franca of firms around the world

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Amongst all languages, English – here’s why it’s the lingua franca of firms around the world.  Explanations.

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Italian government wants to stop businesses using English – here’s why it’s the lingua franca of firms around the world

The image above is of EF English Live

Rawpixel.com/Shutterstock

Natalie Victoria Wilmot, University of Bradford

The Italian government has proposed new legislation to crack down on the use of foreign languages in government, business and public life. The draft bill is particularly aimed at the use of English, which it says “demeans and mortifies” the Italian language. The proposed legislation would require employment contracts and internal regulations of overseas businesses operating in Italy to be in Italian.

Obeying such a policy would be difficult for many firms. France introduced a similar law in 1994, which has long been seen as unenforceable. Despite being in legislation for nearly 30 years, almost all multinational companies operating in France are thought to be in breach of the law.

English is indisputably the dominant language of international business and trade. Globally, more than half of all multinational companies use English in their international operations. Companies as far apart as Japan’s Rakuten, France’s Sodexo, Finland’s Nordea and Mexico’s Cemex have designated English as a “common corporate language”. This is a language chosen by the organisation to be the main vehicle for internal communications.

It’s estimated that approximately 1.5 billion people globally speak English, so its dominance in international business is not going away.

How did it come to be this way? One clue can be found in Oxfam’s recently published inclusive language guide. The charity has attracted attention for describing English as “the language of a colonising nation”. The guide notes that “the dominance of English is one of the key issues that must be addressed in order to decolonise our ways of working”.

It is impossible to deny that the reason that English has its current status is because of historical expressions of power. The colonial expansion of the British empire between the late 16th and early 20th century led to English being spoken widely across the globe. This was often at the expense of local languages which are now endangered or wiped out as a result of the imposition of English.

The cultural and economic dominance of the US since the second world war has led to the further proliferation of English. This is particularly true among younger generations who learn English in order to consume popular culture. Additionally, global interest in business school education has meant that generations of managers have been taught the latest in business ideas and concepts. Often, these originate from the US – and are in English.

Companies who use English as their corporate language often portray it as a common sense and neutral solution to linguistic diversity in business. In reality, it is anything but.

The concept of Business English as a Lingua Franca (BELF) suggests the English used in organisations can be separated from native speakers and the grammatical rules that they impose on it. It emerged in the early 2000s, as management researchers began to investigate how organisations manage language diversity in their international operations. They discovered that although English was frequently used, it was not the same English that is spoken by native speakers.

Companies all over the world use English as their main language.
Pathdoc/Shutterstock

The former CEO of Volvo, a Swedish company, once remarked that the language of his company was “bad English”. BELF encourages us to think that there is no such thing. If communication takes place successfully, and the message that you wish to transmit is understood, then you have used BELF correctly, regardless of any idiosyncrasies in grammar or spelling.

My own research has shown that although BELF can be used effectively in international environments, when native speakers of English are involved in the communication, they claim authority over how the language should be used. This can exclude those whose use of English does not meet expectations.

Why English?

Clearly, organisations need to have some form of shared language to be able to effectively communicate to manage their operations. However, research suggests that there are particular benefits associated with using English, rather than something else, as a common corporate language.

For example, studies have shown that employees find it enriching to use English at work. Due to its grammatical structure, which doesn’t distinguish between formal and informal “you” as in many other languages, employees feel that using English can reduce hierarchies and create more egalitarian workplaces.

English undoubtedly has great practical utility – but rather than understanding it as something neutral, it is important to understand the mechanisms of power and subjugation through which English arrived at its current status. Without reflection, it can easily be used as a tool to exclude, and continues to reproduce colonial mindsets about status and hierarchies. Its ongoing use, however practical, continues that domination.

Natalie Victoria Wilmot, Associate Professor in International Business, University of Bradford

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Achieving SDG 4.7 by matching sustainability learning

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Because achieving SDG 4.7 in any Sustainable development and mega infrastructure would not only be an achievement of significance but also a step in the leadership by example, it has to be passed down the generations.

Ron Johnston, UNESCO, provides a guide to embedding education for sustainable development into university courses by linking it with the learning outcomes of the core subject being taught.

Achieving SDG 4.7 by matching sustainability learning outcomes to subject-specific curricula: a guide

Most curriculum designers work to a brief that is focused on knowledge transfer within the confines of a particular subject and emphasises subject-specific learning outcomes and assessment criteria.

Although curricula often include sustainability issues as discussion points, rarely does this contribute to achieving specified learning outcomes and fulfilment of assessment criteria. This dilutes the importance and effectiveness of education for sustainable development – SDG 4.7 – within a given curriculum.

Few demands are made of learners to contextualise sustainability issues in terms of the subject(s) being studied. Understandably, in a time delimited and possibly crowded curriculum focused on attaining qualifications, students and mentors will prioritise successful achievement of learning outcomes to the detriment of non-assessed education for sustainable development.

The strategies outlined here show how to embed learning outcomes linked to education for sustainable development alongside subject-knowledge learning outcomes. This achieves the twin goals of advancing SDG 4.7 while enhancing the depth of subject knowledge.

Guiding principles for embedding SDG 4.7 into curricula

Key topics such as “peace and conflict” or “global environmental change“, “social justice” and “gender equality” cannot be addressed from the perspective of a single subject. This means there is no single recipe for embedding education for sustainable development into curricula. Nevertheless, there are principles that may serve as a guiding framework.

  • Ensure sustainability issues are defined and discussed in local contexts, taking into account learners’ experiences and cultural identities while remaining connected with global impacts
  • Promote critical evaluation of sustainability issues from multiple viewpoints
  • Expand global and societal awareness by promoting whole-systems thinking
  • Encourage learner-centred research using growing subject-specific knowledge
  • Emphasise the interconnectedness and multivariate nature of SDG issues
  • Connect “issue-centric” education for sustainable development within course content and assessment frameworks.

Strategies and tools

Education for sustainable development aims to enable learners to engage with sustainability issues using the benefits of knowledge gained from all their learning experiences. The need for fully integrated curricula accommodating sustainability issues is clearly overdue. This requires a refocusing of priorities to achieve a truly multidisciplinary cross-curricular approach, in two steps:

1. Identify curriculum opportunities for embedding education for sustainable development.

2. Align education for sustainable development with core subject learning outcomes in curriculum.

Step 1: Mapping out opportunities for embedding education for sustainable development

Sustainability issues are identified as relevant themes, and the interconnectedness of their causes and impacts are aligned with relevant subject knowledge. This extends the acquisition of subject-specific knowledge into associated sustainability issues and allows for connection with relevant SDGs and enables cross-curricular multidisciplinary evaluation of the issues.

Figure 1: Mapping links between mandatory subject topics sustainability issues and intertwining these with sustainability issues and SDGs

Figure 1 shows how curriculum design may take a thematic or issue-centric approach to a prescribed topic, for example genetic modification in a biology programme, to map out possibilities for matched learning outcomes to include and expand the scope of education for sustainable development within curriculum specifications.

Figure 2: Framework identifying potential for curriculum-led pairing of education for sustainable development and subject knowledge learning outcomes

Figure 2 provides a similar approach to pre-planning and guiding curriculum-led integration of education for sustainable development and subject knowledge. The centre column shows links between prescribed curriculum topics and education for sustainable development issues in the context of “plastics in the environment, their manufacture and disposal”. The left-hand column identifies the negative aspects of plastics manufacture and use, whereas the right-hand column takes a positive approach in terms of actions that might be taken.

Step 2: Align education for sustainable development and core subject learning outcomes in curriculum design

Learning outcomes are closely associated with assessment, and assessment is closely associated with the value placed on key aspects of the subject by educators and learners. For effective curriculum-led education for sustainable development, it is important this is closely aligned with subject-specific learning outcomes.

Different subjects make different demands of curricula and provide different opportunities. The examples here are drawn from science programmes. However, these four overarching principles underpin good practice regardless of subject matter:

• Use “issue-centric” and thematic strategies to embed education for sustainable development and general curriculum linked learning outcomes and assessment strategies

• Create opportunities within the curriculum subject material for aligning subject-specific learning outcomes with education for sustainable development learnings outcome

• Include interdisciplinary links and share learning outcomes with other subjects (curricula) in a move towards a wider integrated curriculum that assesses sustainability issues concurrently with subject knowledge

• Create opportunities within the curriculum for student-led research linking subject knowledge with education for sustainable development issues associated with matched learning outcomes.

Table 1: Matched education for sustainable development and subject knowledge LOs embedded within an example chemistry curriculum

Table 1 demonstrates how this can be done in practice.

As students become more proficient in subject knowledge, they can apply this knowledge to research the issues in the context of their subject. Ideally, fully integrated curricula with matched learning outcomes allow for a multidisciplinary understanding of sustainability problems and foster the student’s ability to research potential solutions to these without detracting from acquiring essential subject knowledge.

Ron Johnston is an independent academic and research fellow focused on education for sustainable development, who co-authored the Unesco publication “Textbooks for sustainable development – a guide to embedding”. He is a former senior lecturer at the University of South Wales and retains close links with the University of Wales.

Why Sustainability is Essential to Long Term Development

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Ethically, architects and engineers alike have been good at policing themselves to meet their client’s needs through the design process.
In the UAE’s design industry predominantly of South Asian architects and engineers, an elite has emerged to respond to the built environment’s strong but slightly waning demands successfully. But why sustainability is essential to long term development in the Middle East that makes it at this conjecture, climate emergency has become not only a challenge but a goal; all had to keep in mind. The said elite is rising to meet such arduous tasks, as highlighted in this article written by Payal of Prasoon Design Studio.

Why Sustainability is Essential to Long Term Development in the Middle East

May 26, 2021

Sustainability is an essential design philosophy that influences the construction sphere within the Middle East. The implementation of green energy, eco-friendly strategies, and sustainable rating measures have significantly affected the way that the region drives development long-term. In fact, sustainability and green strategies have the power to unlock close to US$3 trillion in economic development by 2030, which is why cities such as Dubai and Abu Dhabi are leading the way.

With rising energy demand and increased urbanisation, developers are also focusing on sustainability from a strategic perspective. Along with green materials and natural landscaping, sustainability is being driven right from the planning stage. The top architecture firms in Dubai, such as Prasoon Design, are specialising in planning the right layout, orientation, methodology, and approach to ensure long-term sustainability.

The region has historically focused on introducing new measures and guidelines to implement eco-friendlier design and construction. Using indigenous materials, new technologies, and recycled components, the Middle East’s architects are redefining the limits of sustainability. They are innovating not only on the aesthetics front but also in the longevity and ecological balance sphere as well.

Impacting Policymaking in the Region

The construction industry in the Middle East works within specific guidelines that govern its practices across residential, commercial, industrial, and infrastructure spheres. In terms of policymaking, sustainability is a key driver of the region’s long-term goals and vision. Saudi Arabia and UAE’s Vision 2030 includes plans to enhance renewable supply by 30%, with Dubai focusing on 75% clean energy by 2050.

Sustainability also shapes many of the policies around energy consumption, the use of new technologies, innovative materials, and novel construction practices. Sustainability is helping drive the industry forward by aiding in the formation of longevity-focused guidelines. The Pearl rating system is the ideal example of this, giving developers points for specific objectives that can be analysed and approved during development.

Promoting the Use of eco-friendly Measures

The construction industry is one of the few ecosystems worldwide that can radically transform the scope of sustainability within a region. With the industry accounting for 38% of carbon emissions, it is important to leverage the right construction methodologies and waste management strategies to ensure long-term sustainability. In fact, the construction industry has the potential to reach net-zero carbon emissions by 2050 if it follows the right practices and guidelines for sustainable development.

The construction industry in the Middle East can lead the way in achieving the region’s targets of sustainability, energy consumption, and renewable energy use. Architecture firms Dubai and Abu Dhabi based are actively working with government entities, developers, and construction material suppliers, to ensure that new projects are aligned with the region’s overall sustainability vision.

Improving adaptability to new challenges

Many of the key challenges of the next few decades are going to be around sustainability and energy consumption. With the summer months accounting for 50-60% of energy use within buildings, it is important to design all future iterations of residential and construction projects to be self-sustaining. Whether through solar, wind, or an eco-friendly hybrid model, energy generation and utilisation would have to be optimised long-term.

The circular nature of construction means that developers need to focus on the entire lifecycle of the project. To implement truly impactful initiatives, such as zero waste, recycling, ecological balance, natural landscaping, zero emissions, and resource efficiency, developers need to be adaptable to new challenges. Developers that overcome challenges of the future in the present are also more likely to attract investment within the region for large-scale construction projects.

Innovative Materials Use within the Region

The construction industry is a highly innovative sphere within the Middle East, focusing on using the best materials that are sustainable, aesthetically pleasing, and durable. High-performance concrete, nanoparticles, cross-laminated timber, 3D graphene, and other innovative materials are shaping the way for the future of development. The region’s focus on leveraging these new materials is unmatched, with many new projects being designed keeping these high-insulating and low-maintenance materials in mind.

Additionally, innovative materials are easier to store, manage, and dispose of. They are highly sustainable by design and can be recycled or demolished without releasing toxic emissions or harmful compounds in the air. With C&D waste accounting for 70% of total waste generated in the UAE, it is important to use the right materials to ensure long-term sustainability within Middle Eastern countries.

Influencing design aesthetics through sustainability

Some of the most architecturally complex and aesthetically advanced projects are being designed in the Middle East owing to the region’s focus on sustainability. New geometries, shapes, layouts, and styles are being innovated to ensure that projects capture as much natural energy as possible. The balance between ecology and construction is also being promoted through sustainable architecture in the region as well.

From the exterior façade to the interior finishes, the use of innovative strategies is the key to sustainable development in the region. Both active and passive strategies are being leveraged to accomplish the goals of the construction project, with developers focusing on the right techniques to optimise energy management. Through key initiatives, such as rainwater harvesting, recycled materials, re-using of resources, solar, and water management, buildings are emerging both aesthetically superior and eco-friendlier.

Most international universities in the world

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Explore the most international universities in the world using data from the Times Higher Education World University Rankings

January 28 2021

Most international universities in the world

Prospective students looking to study in the most international environments in the world should apply to universities in Switzerland, Hong Kong, Singapore or the UK. 

Universities, by their nature, are global institutions. Typically, they are home to communities of students and scholars from all over the world, and they tackle some of the globe’s most pressing problems through research.

This table, compiled using the international student score, international staff score, international co-authorship score and international reputation metrics collected for the Times Higher Education World University Rankings 2021, shows that the above four countries are home to the some of the most international universities in the world.

These institutions all have a high proportion of international students and staff, collaborate on research with scholars from across the world, and have a strong global reputation to match. Read the full methodology at the bottom of the page. 

Research suggests that diverse communities of students improve the teaching and learning experience, while opportunities for students to spend time abroad better prepare them to become global citizens.


International student experience

Life as an international student at EPFL, Switzerland
International perspective: an Indian student in the UK during the Covid-19 pandemic
Discovering my passion at the University of Hong Kong
International perspective: students from Hong Kong in the UK

International perspective: a Chinese student in New Zealand
International perspective: a French student in Switzerland
A day in the life of a student in Singapore


Top five most international universities in the world

1. University of Hong Kong

The University of Hong Kong has embarked on a mission to become “Asia’s global university”, which includes the goal of giving all its undergraduates two opportunities to study outside Hong Kong during their degree by 2022.

Overall, this Hong Kong university has more than 30,000 students, of which more than 35 per cent are international.

Teaching at the institution is in English and education has an international focus, with the aim of preparing students to become global citizens who could be successful anywhere in the world.

2. ETH Zurich

It is no surprise that Switzerland is home to some of the most international universities in the world, given its situation in the heart of Europe, surrounded by France, Italy, Germany, Austria and Liechtenstein. 

ETH Zurich is located in Switzerland’s largest city, Zurich, which is known for being very safe (although expensive). The main spoken language is Swiss German, but the university also offers courses in English.

The institution has more than 22,000 students from over 120 countries and is the top university in continental Europe. 

The university focuses on teaching and research in the STEM subjects, and 21 Nobel prizes have been awarded to students and teachers connected to the institution. One of the most famous alumni is Albert Einstein.

3. Chinese University of Hong Kong

Students from more than 50 countries study at the Chinese University of Hong Kong

The university has exchange partnerships with more than 282 institutions in 36 countries and regions. Some 6,000 students study abroad or take part in a learning abroad programme or internship.


Applying to university overseas 

How international students use social media to choose a UK university
Applying to university overseas: what to consider
Applying through Ucas as an international student
A guide for international students choosing a university in Australia
Hoping to apply to a US university as a foreign student?
How to choose a UK university
The cost of studying at a university in the UK
Nine tips for students studying abroad for the first time


4. University of Oxford

The University of Oxford is not only the top university in the world, it also happens to be one of the most international. 

Over a third of students at the University of Oxford are international students coming from 160 countries and territories. In fact, international students have been attending the University of Oxford for hundreds of years, with the first international student arriving way back in 1190.

 Almost half of the staff at the university are also international and the institution has links with many other institutions worldwide. 

Prospective international students can listen to the university’s International Students podcast, which talks you through academic and social aspects of being at Oxford. 

5. Imperial College London

Imperial College London focuses teaching and learning around science, engineering, medicine and business. 

More than 60 per cent of students are international, with undergraduates coming from over 125 countries. 

Clubs and support services with an international focus at Imperial College include International Medical Careers and the Indian National Student Association. 


Most international universities in the world 2021

Click each institution to view its World University Rankings 2021 profile

International Rank 2021International Rank 2020World University Rank 2021University Country/region
1239University of Hong KongHong Kong
2314ETH ZurichSwitzerland
3556Chinese University of Hong KongHong Kong
471University of OxfordUnited Kingdom
5611Imperial College LondonUnited Kingdom
6725National University of SingaporeSingapore
796University of CambridgeUnited Kingdom
817155Trinity College DublinRepublic of Ireland
91047Nanyang Technological University, SingaporeSingapore
101216UCLUnited Kingdom
1113164University of ViennaAustria
12NR78Delft University of TechnologyNetherlands
131135King’s College LondonUnited Kingdom
1413147University of AucklandNew Zealand
151659Australian National UniversityAustralia
151527London School of Economics and Political ScienceUnited Kingdom
171834University of British ColumbiaCanada
181930University of EdinburghUnited Kingdom
192073University of ZurichSwitzerland
202377University of WarwickUnited Kingdom
212267UNSW SydneyAustralia
222440McGill UniversityCanada
232551University of ManchesterUnited Kingdom
232131University of MelbourneAustralia
2530149Durham UniversityUnited Kingdom
26285Massachusetts Institute of TechnologyUnited States
272662The University of QueenslandAustralia
283666University of AmsterdamNetherlands
293084University of CopenhagenDenmark
303318University of TorontoCanada
312964Monash UniversityAustralia
322751University of SydneyAustralia
333287École PolytechniqueFrance
34NR80University of GroningenNetherlands
3537201–250Aalto UniversityFinland
363870Leiden UniversityNetherlands
37394California Institute of TechnologyUnited States
38NR69McMaster UniversityCanada
3939155University of Cape TownSouth Africa
40NR103Lund UniversitySweden
4143127University of OsloNorway
41422Stanford UniversityUnited States
43463Harvard UniversityUnited States
43419Princeton UniversityUnited States
4545106Aarhus UniversityDenmark
466275Utrecht UniversityNetherlands
474428Carnegie Mellon UniversityUnited States
474817Columbia UniversityUnited States
494745KU LeuvenBelgium
504938Georgia Institute of TechnologyUnited States
5153111Uppsala UniversitySweden
5255116Vrije Universiteit AmsterdamNetherlands
53NR183Stockholm UniversitySweden
5458301–350University of MalayaMalaysia
554946Paris Sciences et Lettres – PSL Research University ParisFrance
5651118Free University of BerlinGermany
57567University of California, BerkeleyUnited States
586012Johns Hopkins UniversityUnited States
595419Cornell UniversityUnited States
605210The University of ChicagoUnited States
616141Technical University of MunichGermany
625894Purdue University West LafayetteUnited States
6364124Rice UniversityUnited States
645780Humboldt University of BerlinGermany
64NR401–500Technion Israel Institute of TechnologyIsrael
66658Yale UniversityUnited States
676698University of California, IrvineUnited States
687226New York UniversityUnited States
696968University of California, Santa BarbaraUnited States
706787Sorbonne UniversityFrance
716342Heidelberg UniversityGermany
7168201–250Karlsruhe Institute of TechnologyGermany
737354Boston UniversityUnited States
747664University of California, DavisUnited States
757315University of California, Los AngelesUnited States
757032LMU MunichGermany
7771103Ghent UniversityBelgium
78NR78University of TübingenGermany
79NR401–500Charles University in PragueCzech Republic
79NR136University of ParisFrance
818013University of PennsylvaniaUnited States
827833University of California, San DiegoUnited States
838298University of HelsinkiFinland
848920Duke UniversityUnited States
857553University of Southern CaliforniaUnited States
8885201–250University of MassachusettsUnited States
8683114University of BonnGermany
8678105Michigan State UniversityUnited States
888861Brown UniversityUnited States
9087107RWTH Aachen UniversityGermany
91NR198University of BarcelonaSpain
928324Northwestern UniversityUnited States
9380201–250Hebrew University of JerusalemIsrael
9491184Arizona State University (Tempe)United States
95104174Lomonosov Moscow State UniversityRussian Federation
9595301–350North Carolina State UniversityUnited States
9790191Tel Aviv UniversityIsrael
999380Ohio State University (Main campus)United States
100112101Sungkyunkwan University (SKKU)South Korea
1019822University of Michigan-Ann ArborUnited States
1029785Emory UniversityUnited States
989429University of WashingtonUnited States
103100167University of BolognaItaly
1059648University of Illinois at Urbana-ChampaignUnited States
11198166Rutgers, the State University of New JerseyUnited States
103102197Texas A&M UniversityUnited States
10610750Washington University in St LouisUnited States
107103501–600Tomsk State UniversityRussian Federation
107101201–250Virginia Polytechnic Institute and State UniversityUnited States
109108801–1000National Autonomous University of MexicoMexico
109104170University of Notre DameUnited States
11310923Peking UniversityChina
112106140Indiana UniversityUnited States
11411094Zhejiang UniversityChina
115113131University of Colorado BoulderUnited States
115115187Yonsei University (Seoul campus)South Korea
117114201–250Sapienza University of RomeItaly
118NR401–500National Research Nuclear University MEPhIRussian Federation
11811749University of Wisconsin-MadisonUnited States
120110114Penn State (Main campus)United States
121119201–250Moscow Institute of Physics and Technology (MIPT)Russian Federation
122NR401–500Tongji UniversityChina
123NR801–1000University of WarsawPoland
124NR351–400East China Normal UniversityChina
125123117University of Virginia (Main campus)United States
126122167Korea UniversitySouth Korea
12712190University of Maryland, College ParkUnited States
127128133University of Pittsburgh-Pittsburgh campusUnited States
129120501–600Complutense University of MadridSpain
130126401–500University of GeorgiaUnited States
131118111Nanjing UniversityChina
13212536The University of TokyoJapan
133124124University of ArizonaUnited States
13412920Tsinghua UniversityChina
135127100Shanghai Jiao Tong UniversityChina
13613185University of MinnesotaUnited States
137131152University of FloridaUnited States
13812944University of Texas at AustinUnited States
139140801–1000Waseda UniversityJapan
14014156University of North Carolina at Chapel HillUnited States
140149201–250Tohoku UniversityJapan
142136111Vanderbilt UniversityUnited States
14314554Kyoto UniversityJapan
14413870Fudan UniversityChina
14513997National Taiwan University (NTU)Taiwan
146142301–350Beijing Normal UniversityChina
146137301–350Tokyo Institute of TechnologyJapan
148135101Dartmouth CollegeUnited States
14914460Seoul National UniversitySouth Korea
150133401–500University of TsukubaJapan
151145501–600Hokkaido UniversityJapan
15114896Korea Advanced Institute of Science and Technology (KAIST)South Korea
153150251–300HSE UniversityRussian Federation
154152351–400Osaka UniversityJapan
155150401–500Kyushu UniversityJapan
156153201–250University of São PauloBrazil
157157401–500Xi’an Jiaotong UniversityChina
158155601–800Saint Petersburg State UniversityRussian Federation
159157401–500Harbin Institute of TechnologyChina
159143601–800Novosibirsk State UniversityRussian Federation
161156351–400National Tsing Hua UniversityTaiwan
162163351–400Nagoya UniversityJapan
163159501–600National Chiao Tung UniversityTaiwan
164145301–350Wuhan UniversityChina
165160251–300Sun Yat-sen UniversityChina
166161501–600National Cheng Kung University (NCKU)Taiwan
167NR401–500Tianjin UniversityChina
168154151Pohang University of Science and Technology (POSTECH)South Korea
169164401–500University of CampinasBrazil
170162601–800Keio UniversityJapan
17116587University of Science and Technology of ChinaChina
172170301–350Indian Institute of ScienceIndia

Methodology

The data in Times Higher Education’s ranking of The World’s Most International Universities 2021 are drawn largely from the “international outlook” pillar of the THE World University Rankings 2021. This takes into account a university’s proportions of international students, international staff and journal publications with at least one international co-author. Each of these elements is given equal weighting in calculating the score for this pillar.

The table adds a fourth component, which makes up 25 per cent of the total score: a university’s international reputation. This is a measure of the proportion of votes from outside the home country that the institution achieved in THE’s annual invitation-only Academic Reputation Survey, which asks leading scholars to name the world’s best universities for teaching and research in their field.

Only institutions that received at least 100 votes in the survey were eligible for inclusion. Universities must also receive at least 50 or at least 10 per cent of available domestic votes to be ranked.

Metrics and weightings:

• 25 per cent: proportion of international staff

• 25 per cent: proportion of international students

• 25 per cent: international co-authorship

• 25 per cent: international reputation