University Global Ranking: Reality or Myth- Rethinking Quality, Excellence, and Global Competitiveness in Academia
Contact
Professor Allam Ahmed
Editor-in-Chief
Professor Arshi Naim
Editorial Advisor
Background and Relevance
The Special issue on “University Global Ranking: Reality or Myth” captures the growing debate around the legitimacy, fairness, and actual value of global university rankings. It challenges target audiences to question whether these rankings truly reflect the quality of education, research, and impact of institutions or whether they are shaped by selective, Western-centric metrics that create myths about excellence. “Rethinking Quality, Excellence, and Global Competitiveness in Academia”, shifts the focus toward a broader, more inclusive understanding of what constitutes academic success. It encourages higher education stakeholders to move beyond narrow ranking criteria and rethink how global academic excellence should be defined and pursued.
The Race for Rankings: A Global Scenario
Over the past two decades, universities worldwide have increasingly aligned their strategic goals with performance indicators used in global rankings such as the QS World University Rankings, Times Higher Education (THE), and Academic Ranking of World Universities (ARWU). These rankings often prioritise metrics like research output (especially in English-language journals), faculty-to-student ratio, international collaborations, and institutional reputation.
As a result, many universities, especially in developing countries (DCs) have redirected their focus and resources toward ranking-related indicators. For instance, they invest heavily in research publication incentives, international faculty recruitment, and high-visibility partnerships, sometimes at the cost of local relevance and inclusive education. In DCs, national policies and funding frameworks have been restructured to support universities aspiring to climb the global rankings ladder. This “ranking race” has created an environment where institutions compete not only for academic prestige but also for global visibility and student enrolment which often adopt superficial changes that fit the ranking frameworks rather than fostering deep educational reforms.
Breaking Away from the Numbers: Why Some Universities Opt Out of Global Rankings
Despite the global obsession with rankings, several well-regarded institutions around the world have deliberately chosen not to participate in or submit data to ranking agencies. Their decisions are often driven by concerns about methodological shortcomings, cultural biases, and a fundamental misalignment between ranking criteria and their core academic values.
These institutions argue that current ranking systems fail to adequately capture the true quality and societal impact of education and research. They criticise the emphasis on quantitative metrics such as publication volume and international visibility over more meaningful indicators like teaching quality, interdisciplinary work, community engagement, and long-term contributions to society.
Critics have also pointed out that many ranking systems prioritise institutional wealth, brand reputation, and research output over actual student learning outcomes, inclusivity, or local relevance. This approach tends to marginalise institutions that focus on teaching excellence, social impact, or serving underrepresented communities.
Additionally, universities in regions such as Africa and Latin America have raised concerns about the limited relevance of global rankings, arguing that the criteria are heavily skewed toward the priorities and structures of English-speaking, research-intensive institutions. As a result, these rankings often overlook the diverse missions and contextual challenges of universities in the Global South.
Key Themes of the Special Issue (but not limited to):
Foundations and Methodologies of Rankings
- The Evolution of Global University Rankings: From Prestige to Metrics
- Understanding Ranking Methodologies: QS, THE, ARWU, and Beyond
- Weighting and Metrics: How Numbers Define Excellence
- Limitations and Critiques of Current Ranking Systems
Critical Perspectives and Controversies
- Western Bias and Cultural Limitations in Global Rankings
- Gaming the System: How Universities Strategically Manipulate Rankings
- When Prestige Isn’t Everything: Universities Opting Out of Rankings
- Ethical and Academic Implications of Ranking-Driven Policies
Impact on Universities and Higher Education Policy
- Ranking-Driven Strategies: Shaping University Governance and Priorities
- Effects on Research, Teaching, and Academic Quality
- Global Rankings and Student Recruitment Patterns
- Policy and Funding Implications in a Ranked World
Societal and Global Implications
- Rankings and Global Inequalities in Higher Education
- Challenges for Universities in the Global South
- Brain Drain, Talent Migration, and International Competition
- University Rankings and Social Responsibility
Alternative Approaches to Measuring Excellence
- Holistic Metrics: Beyond Research Output and Reputation
- Evaluating Teaching Quality and Student Learning Outcomes
- Community Engagement, Societal Impact, and Interdisciplinary Work
- Transparent, Context-Sensitive Models for Institutional Assessment
Rankings and the UN Sustainable Development Goals
- Global Rankings and SDG 4: Promoting Inclusive Quality Education
- Reducing Inequalities (SDG 10) Through Fairer Ranking Systems
- Transparency and Accountability: Aligning with SDG 16
- Collaborative Approaches to Global Benchmarking and SDG 17
Future Directions in Global Higher Education Metrics
- Reimagining Academic Competitiveness Beyond Numerical Rankings
- Emerging Tools: AI, Big Data, and Alternative Metrics
- Policy Recommendations for Equitable Global Benchmarking
- Envisioning a Post-Ranking Era in Higher Education
Target Audience
- Higher Education Policymakers
- Academic Researchers in Education
- Institutional Ranking Analysts
- University Administrators
- Accreditation Bodies
- Education Consultants
- Graduate Students in Education Policy
- Government Education Departments
- International Education Organisations
Submission Guidelines: Original manuscripts follow the journal guidelines and the theme of the special issue can be submitted directly on the journal online submission: submission system. We also offer additional support for authors requiring any (or all) of the following services:
- Refining and articulating research ideas
- Scientific writing and manuscript preparation
- Structuring papers for clarity and impact
- Reviewing and improving research work
- Ensuring accurate citations and references
- Full support throughout the research and publication process
Our Expert Team of Editorial Advisors will provide personalised guidance to researchers, faculty, and professionals to elevate their academic work. The team includes experts from all-over the world such as Professor Arshi Naim with more than 15 years of expertise in research and scholarly publishing and she is included in the Top 2% Scientist globally published by Stanford and Elsevier, 2024. To request this additional service, please contact Professor Naim directly on: arshi@wasd.org.uk.
Important Dates:
- Submission of Abstract: 30 October 2025
- Submission of Full Paper: 30 November 2025
- Submission of Final Paper: 30 December 2025
- Publication: May 2026
Indexing
Scopus: Q1 with Cite score 4.3
SJR: Q1
Web of Science: ESCI
ABDC Journal
Inquiries: Please email the editors with any questions you may have about the special issue.