Higher education institutions (HEIs) all over the world have become accustomed to planning their long-term goals in the form of strategies, accompanied by detailed plans for action based on them. The contents of such strategies are usually determined by specific research goals, educational and societal needs, the future labour market, and so forth. While all these are still widely considered to be some of the major factors behind the goals laid out in a typical HEI strategy, recent years have witnessed the arrival of yet another factor which is becoming increasingly powerful in defining a HEI’s profile and global position in the academic world, viz. international rankings of HEIs.
The European University Association (EUA) has just published a study entitled Rankings in Institutional Strategies and Processes: Impact or Illusion? (EUA Publications 2014). It is said to be the first pan-European study of the impact and influence of rankings on HEIs and their strategic planning procedures. This study brings to light some interesting results. Although rankings have received a lot of criticism from HEIs and individual academics, this study finds that over 60 per cent of the 171 HEIs examined use rankings to inform their strategic decision-making and this figure rises to over 70 per cent when various organisational, managerial, and academic actions are included. The vast majority of HEIs regularly monitor their placement in rankings and also use them in their bench-marking, branding and marketing efforts.
Use of rankings is by no means restricted to HEI officials or academics. According to the study, prospective students looking to find a suitable place to study, and especially those from outside Europe, were among the most active users of ranking lists. The same was also true for universities’ partner institutions and government ministries. All in all, one is left in no doubt as to the growing importance of rankings, which have clearly become a fact of life and have to be accepted as such. Also, HEIs cannot really be blamed for making use of them in their efforts to define and improve their global position. But we may have reason to worry if ranking lists start setting the parameters for what kinds of research are conducted in a university, what kinds of education it should offer, or what kinds of research or educational partnerships are possible between HEIs. Already there is evidence that ranking lists have begun to form obstacles to institutional collaborations even when such a need would be obvious and beneficial for all parties concerned on academic grounds. In such cases one wonders whether the tail has started to wag the dog and not the other way round.