Faculty Perspectives on the Impact of World Rankings on Academic Practices
Keywords:
world rankings; faculty perspectives; higher education; quality education; PhilippinesAbstract
World university rankings have become powerful instruments shaping the strategic directions of higher education institutions globally. While extensive research has examined their institutional and policy-level implications, relatively little is known about how these global metrics are experienced by faculty—particularly in non-Western contexts. This study explored how faculty members in Philippine higher education institutions experience the growing influence of world university rankings on their academic roles, institutional responsibilities, and perceptions of educational quality. Grounded in the frameworks of academic capitalism and social constructivism, the study employed a qualitative descriptive design involving 10 faculty participants from five higher education institutions, representing diverse academic disciplines and ranks. Data was gathered through semi-structured interviews and written reflections, then analyzed thematically. The five key themes that emerged were: (1) institutional credibility and global visibility, (2) expanded faculty roles and workload, (3) strategic realignment of institutional policies, (4) perceived effects on educational quality, and (5) faculty well-being and coping strategies. While global rankings were seen to enhance institutional prestige and drive strategic reforms, they also led to increased administrative burdens, performance pressures, and diminished emphasis on teaching and community engagement—particularly in non-research-intensive disciplines. The findings underscore the need for more inclusive, context-sensitive ranking metrics and greater institutional support for faculties. The study contributes to future research by highlighting the differentiated faculty experiences across disciplines and suggesting new lines of inquiry into job satisfaction, resistance strategies, and policy alignment. The findings offer valuable insights for policymakers and administrators to balance academic priorities with the pressures of rankings.
https://doi.org/10.26803/ijlter.24.6.24
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