Global University Rankings: Implications in general and for Australia

Abstract

Global university rankings have arrived, and though still in a process of rapid evolution, they are likely to substantially influence the long‐term development of higher education across the world. The inclusions, definitions, methods, implications and effects are of great importance. This paper analyses and critiques the two principal rankings systems prepared so far, the research rankings prepared by Shanghai Jiao Tong University and the composite rankings from the Times Higher Education Supplement. It goes on to discuss the divergence between them in the performance of Australian universities, draws attention to the policy implications of rankings, and canvasses the methodological difficulties and problems. It concludes by advocating the system of university comparisons developed by the Centre for Higher Educational Development (CHE) in Germany. This evades most of the problems and perverse effects of the other rankings systems, particularly reputational and whole‐of‐institution rankings. It provides data more directly useful to and controlled by prospective students, and more relevant to teaching and learning.

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