Rankings And Their Relevance

Institutional rankings in education in present time carry significance for various reasons. These rankings refer to the numerous lists and evaluations that assess and compare educational institutions based on various criteria, methodologies, purposes, and perspectives. Some of the commonly known rankings include:

Global University Rankings: These rankings evaluate universities worldwide based on factors such as academic reputation, faculty quality, research output, international diversity, and student satisfaction. Examples include the QS World University Rankings, Times Higher Education World University Rankings, and Academic Ranking of World Universities (ARWU).

Subject-Specific Rankings: These rankings focus on specific disciplines or fields of study, providing insights into the strength and reputation of programs within those areas. For instance, the QS World University Rankings by Subject and the U.S. News & World Report Best Global Universities by Subject offer rankings for different academic disciplines.

Regional Rankings: These rankings concentrate on specific regions or countries, assessing universities within those contexts. Examples include the U.S. News & World Report Best Colleges (U.S. rankings) and the Times Higher Education Asia University Rankings.

National Rankings: Many countries have their own rankings that evaluate universities within their borders. These rankings often consider factors specific to the country’s education system, cultural context, and priorities. Examples include the National Institutional Ranking Framework (NIRF) in India, Shanghai Ranking in China and the Guardian University Guide in the United Kingdom.

Employer and Alumni Rankings: Some rankings focus on feedback from employers and alumni, aiming to evaluate the employability and career outcomes of graduates from different institutions. These rankings assess factors such as alumni success, employer reputation, and graduate employment rates. Few other rankings are done based on the practices and impact on environment (Impact rankings based on SDGs), etc.

There are several institutional rankings and some of their purposes are:

• Rankings as a source of structured information about educational institutions to the stakeholders.
• Rankings provide students, parents, and other different institutions based on various criteria such as academic reputation, faculty quality, resources, student satisfaction, and research output.
• Rankings contribute to transparency in the education sector by making data available and facilitating informed decision-making.
• Rankings serve as an indicator of educational quality and performance. Institutions that consistently rank highly often have a strong commitment to academic excellence, research, and student support.
• Rankings can be used as a tool for quality assurance and accountability, encouraging institutions to strive for improvement and maintain high standards.
• Rankings provide a benchmark against which institutions can assess their performance and identify areas for improvement. They can drive healthy competition among institutions to enhance their offerings, attract talented faculty and students, and foster innovation. Institutions may strive to improve their ranking positions by investing in research, infrastructure, faculty development, and student services.
• High rankings can contribute to an institution’s reputation and recognition, both nationally and internationally. A strong ranking can attract high-caliber faculty, students, and research opportunities. It can also enhance an institution’s visibility and credibility in academic and professional circles, potentially leading to collaborations, partnerships, and increased funding opportunities.
• The abundance of rankings allows students and stakeholders to access a range of perspectives and indicators, enabling a more comprehensive assessment of institutions based on different parameters of importance.
• Some rankings focus on specific disciplines, regions, or student demographics. These specialized rankings cater to the unique needs and interests of students seeking specific educational experiences or career paths. For example, there may be rankings specifically for business schools, engineering programmes, or institutions catering to international students.

Rankings can have both advantages and disadvantages for students, and their relevance can vary depending on the context and individual circumstances. Here are some points to consider regarding the relevance of rankings for students:

Comparison and Decision Making: Rankings provide students, parents, and other stakeholders with a convenient way to compare and evaluate different educational institutions. They offer insights into factors like academic reputation, faculty quality, resources, and student satisfaction, aiding decision-making processes.

Information Access and Transparency: Rankings make data and information about institutions more accessible and transparent. They compile and present information in a structured manner, allowing students and stakeholders to gain insights into various aspects of an institution’s performance.

Quality Assurance and Accountability: Rankings can serve as a tool for quality assurance in the education sector. Institutions that consistently rank highly are often associated with academic excellence, research productivity, and student success. Rankings can encourage institutions to maintain high standards and strive for improvement.

Reputation and Recognition: High rankings can enhance an institution’s reputation and recognition both nationally and internationally. They can attract talented faculty, students, and research collaborations, contributing to an institution’s visibility and credibility.

Different Perspectives and Specialised Evaluations: With the abundance of rankings, there is a variety of perspectives and criteria used for evaluation. Different rankings emphasise different factors, such as research output, teaching quality, or student outcomes. This diversity allows students to consider multiple perspectives and find rankings that align with their specific needs and interests.

Benchmarking and Competition: Rankings provide a benchmark against which institutions can assess their performance and identify areas for improvement. They encourage healthy competition among institutions, motivating them to enhance their offerings, attract top talent, and foster innovation.

Prestige and Perception: Rankings often contribute to the perception of prestige associated with certain institutions. A higher-ranked university or program may be seen as more prestigious, leading to potential advantages in job applications, graduate school admissions, or networking opportunities. However, it’s important to note that prestige alone does not guarantee a quality education or personal fulfillment.

Regional and International Variations: Rankings can differ significantly across regions and countries. A university or programme may be highly ranked in one ranking system but lower in another. Therefore, it’s important to consider multiple rankings and cross-reference information to gain a comprehensive understanding of an institution’s strengths and weaknesses.

The ranking framework has also been evolving dynamically based on the changing priorities of the stakeholders and the global scenario. For example, QS World University Rankings 2024 introduced three new indicators to reflect the changing priorities of students and the evolving missions of world-class higher education institutions a commitment to sustainability; greater emphasis on supporting graduate employability and increased international research collaboration to solve the world’s biggest challenges.  Likewise in India, NIRF has opened up many new subject domains and areas to reflect and address the growing needs of the stakeholders. These include: Agriculture and Allied Sectors, Research Institutions, Innovation, etc.

It’s important to acknowledge that rankings have limitations and students should be aware of the same. Methodologies may be imperfect, relying heavily on subjective factors, self-reported data, or limited indicators. Rankings may not capture the full complexity and diversity of institutions, and their focus on numerical positions can overshadow nuanced differences. Rankings may not consider individual preferences, teaching methods, extracurricular opportunities, or the overall fit between a student and an institution. It’s essential to consider rankings as one factor among many when making educational decisions.

Conclusions: Institutional rankings in education offer information, transparency, and a means of comparison. They serve as a quality assurance tool, foster competition, and contribute to an institution’s reputation. The abundance of rankings stems from the diversity of methodologies and the desire to cater to different perspectives and needs. However, it’s important to recognise the limitations of rankings and use them as part of a broader assessment when making decisions about education.

Although rankings are valuable tools but it is important to consider them critically, due to their limitations and diverse methodologies. They should be looked at as just one aspect to consider when making educational decisions.

Prof. (Dr.) Mahesh Verma, Vice Chancellor, GGSIP University