Global Rankings and the Shifting Face of Higher Education

The world has become obsessed with higher education rankings. Universities are in a reputation race to demonstrate their excellence against both established and new institutions across the globe. Being in the top 100 of any ranking table has the potential to dramatically transform the image of a school. However, with methods varying greatly between publications, institutions can find themselves at the top of one list and further down on another. The pressure is on higher education leaders to shift strategies in order to satisfy the unique performance criteria of each ranking table. This week, we take a closer look at how the most popular global ranking systems are transforming the higher education landscape.

Driving competition on a global scale

Since Shang-hai Jiao Tong University issued the first ever international ranking table in 2003, attitudes and behaviors have changed. There is a growing culture of competitiveness as institutions become more conscious of their standings. As universities strive to make it to the top of ranking tables, leaders are ever so conscious of what is at stake. Highly ranked institutions attract top students, receive more funding, and benefit from an increase in reputation and partnership. On the contrary, a poor or no ranking can be catastrophic for an institution.

The push to be ‘world-class’ institutions has many leaders implementing new strategies to improve in a range of areas. New technology such as social feedback platforms are being incorporated into classrooms to increase teaching and learning outcomes. Facilities are updated to attract first-rate recruits and faculty members and measures are being taken to increase the number of peer-reviewed publications in top-tier journals. With approximately 150 national rankings around the world, decision-makers are increasingly responsive and reactive to them. By addressing their own standards, they are ensuring that they can compete with the top ranking institutions.

Trending increase in global applicants

In the past, when a student applied for a degree they tended to choose a university in their own country. Today, university-bound students are an empowered bunch with more opportunities to study abroad. Armed with a growing variety of global rankings, prospective students are more likely to choose a university based on the positions it occupies on the top ranking tables, rather than its proximity to home. As a result, ranking systems are employing student-preferred indicators as a means of focus.

The QS World University Rankings® provides a list of the top 800 leading universities in the world. Students can sort the rankings based on six individual indicators or compare institutions based on specific regions, subjects, reputation, research, and faculty. These types of categorizations offer prospective students a unique view into higher education institutions the world over. This helps them choose a school that fits, regardless of geographical location.

Shaping governmental policies

In recent years, ranking results have influenced government decisions about funding, accreditation, and even immigration. To attract talented international scientists, Denmark has altered the tone of its immigration laws in favor of graduates from universities on the top 3 lists (Quacquarelli Symonds, Times Higher Education, and Shanghai). In Britain, the vast majority of research money is given to the pool of top ranking institutions. Education City houses eight of the world’s leading universities in Qatar, each specializing in a subject that the government considers useful to the country’s development. With human capital being at the forefront of modern economies, political leaders are beginning to recognize the crucial role university rankings play in accelerating growth. Better rankings attract better students and professors which leads to higher incomes, better jobs, and an increase in a country’s GDP.