Journal of Legal, Ethical and Regulatory Issues (Print ISSN: 1544-0036; Online ISSN: 1544-0044)

Research Article: 2021 Vol: 24 Issue: 2S

How the Universities Ranking Can Affect the Students Institutional Choices

Khaled Aladwan, American University of Madaba

Ahmad Al Adwan, Al-Ahliyya Amman University


Semi-Proficient, Economic Crisis, Agribusiness, Society and Occupations


We take a gander at a portion of the hypothetical and methodological issues fundamental global college positioning frameworks and, specifically, their calculated association with the possibility of greatness. We then, at that point go to a basic assessment of the two best-known worldwide college positioning frameworks—the Times Higher Education Supplement (THES) World University Rankings and the Shanghai Jiao Tong Academic Ranking of World Universities. We evaluate the different measures utilized by the two frameworks and contend that the Jiao Tong framework, albeit a long way from awesome, is a superior marker of college greatness. In light of our appraisals of these two frameworks, we propose how an optimal worldwide college positioning framework may look, closing for certain remarks on the employments of positioning frameworks.


A prevailing pattern in advanced education during the most recent hundreds of years has been extending interest. At first, this was seen as a component of the natural development of the working class.
Universities were at first gone to by a little educated or social world class and their job was showing widespread information. By the mid nineteenth century Europe, affected by the logical unrest, they turned into the preparation ground for experts. The US Land Award College, grown marginally later under the 1862 Morrill Act, was presumably the main "mass" advanced education foundation; zeroed in on showing agribusiness, science, and designing as a reaction to the mechanical upheaval, it looked to address the issues of a changing social class structure instead of basically focus on the noteworthy center of old style considers. The American Doctoral level college of the mid twentieth century assumed a comparable part for the following age of researcher analysts. The Economic crisis of the early 20s of the 1930s and the post-WW2 period in Europe gave the driving force to fast change and further development – new institutional models, strikingly junior colleges in the US foundations of innovation and polytechnics, and so forth in The Middle East and somewhere else, provided food for a more extensive scope of financial and student gatherings, educational necessities and new vocations in "specialized, semi-proficient, and administrative occupations" (Altarawneh & Al-Shqairat, 2010). Comparable patterns are clear all throughout the planet.

In later many years, the strategy accentuation transformed from the "need given to ' acquired legitimacy' in the confirmation cycle through a promise to formal fairness, towards the use of certain methods of governmental policy regarding minorities in society for those underrepresented gatherings" (Kamal et al., 2016).

As such, conversely in prior many years when developing cooperation was apparently an impromptu side-effect of extension and arrangement (Repel, 2006), the need today is to enlarge admittance to incorporate "burdened" bunches until now outside the advanced education net due to financial, race, ethnic, age, sexual orientation, or life conditions. This has happened in accordance with acknowledgment of a solid relationship between educational accomplishment and commitment to social and financial flourishing. The OECD (2009) ascertains that individuals who complete a college degree can anticipate fundamentally more noteworthy gross income premium over his/her lifetime contrasted and somebody who just finish optional school Individuals who complete a secondary school education too will in general appreciate preferred wellbeing over the individuals who quit at the base leaving age. What is more, individuals with college degrees are more intrigued by legislative issues and more trusting of others.

In like manner, admittance to advanced education has changed from being an advantage of birth or ability or both (world class stage) to one side for those requiring certain capabilities (mass stage) to being a commitment for by far most of society and occupations (all-inclusive stage). These "stages" are ideal sorts and may happen couple at the institutional even out or address successive stages at the framework level. The significant point, notwithstanding, is that as interest extended, financial variety has neglected to appear in a similar extent (Altarawneh & Al-Shqairat, 2010).), despite individual drives, "the more widespread example is that the lower the distinction of the advanced education organization, the less specific are the confirmation rules" or, then again, more lofty universities work more particular affirmations approaches. Without a doubt, notwithstanding government strategy preferring enlarging access, selectivity has become an inexorably significant brand differentiator for some HEIs in an internationally serious commercial center.

These patterns have sped up in late a very long time affected by and fixation on, worldwide rankings. Utilizing an assortment of pointers to look at the scholastic exhibition, rankings have, paying little mind to analysis (Hazelkorn, 2011; Rauhvargers, 2011), become a fundamental litmus trial of value and notoriety. Their emphasis on A-list excellence has proclaimed a solitary model of "top notch college" as the panacea for achievement in the worldwide economy. This has pushed up the status premium of first-class universities, their facilitating countries, and graduates from those establishments. This is happening while admittance to ability has become a significant test for public techniques dependent on developing information concentrated businesses. However, numerous nations face segment pressures. While the total populace might be expanding, the number of inhabitants in more created locales is subject to net movement. In 2005, youngsters addressed 13.7% of the populace in created nations yet their offer is required to tumble to 10.5% by 2050 (Altarawneh & Al-Shqairat, 2010). Selecting global understudies has subsequently become a vital element of public and institutional arrangement and focus for public exchange missions. Thus, worldwide understudies have become incessant clients of worldwide rankings in view of their absence of nearby insight. This emphasis on ability additionally accounts, to some degree, for the need given to broadening investment.

As the expense of giving post-optional education to fulfill cultural need rises dramatically, governments are confronted with significant decisions. This is particularly intense in the result of the worldwide monetary emergency 2008, when numerous public financial plans are confronting shortfalls. Appropriately, numerous administrations and HEIs are drawing short-sighted associations among excellence and selectiveness – with suggestions for support in advanced education and understudy decision. Accordingly, despite the expansive pattern towards widespread access, neutralizing inclinations are prompting even more profoundly delineated frameworks.

This section takes a gander at the pressures between these various plans, and how rankings are weakening the strain among libertarianism and excellence through the conduct of how hopeful understudies pick and establishments select. Part I attracts on worldwide experience to look at how understudies pick, and the job that rankings play in the determination cycle; part II, takes a gander at the cycle from the institutional viewpoint and specifically centers around the degree to which universities are getting forcefully more particular to help eminence and rank. At last, part III, asks what impact rankings are having on more extensive arrangement targets of extending interest, and whether techniques of excellence are escalating notoriety and social definition.

Relationship between Student Choice and Rankings

As interest rates rise, the profile of understudies going to advanced education has gotten more assorted. While a few group "know since the beginning that they will seek after advanced education, for others the choice to go to school isn't so self-evident" (Kamal, 2016). Understudies consider a scope of issues when making picking a school and college; this incorporates, for instance, cost and cost, course or program, area, nature of offices, public activity and scholastic standing (Al-Mobaideen, 2009). Throughout the long term, understudies have received a more grounded consumerist approach, surveying their decision of an organization and educational projects as a chance expense or the worth added. inferred that understudies try to "augment the result from their scholastic outcomes in a generally reputational market in which the verifiable positioning of institutional notoriety is firmly connected with section scores". In any case, understudies are not a homogeneous gathering; while capacity, aspiration, and financial status impact decision, most "understudies don't have ideal data about the surge of expenses and advantages" of going to a specific organization as opposed to another (Safadi, 2010).

College understudies for the most part go to a nearby college utilizing a blend of neighbourhood insight from companions and family, neighbourhood rankings, school aides, or section scores, contingent on family or monetary conditions or potentially accessibility of institutional or subject decision. Universally portable college understudies are a more differed associate, deciding to concentrate abroad due to the shortfall of decision or opportunity at home or to upgrade their educational experience as a component of a trade program. In the last case, choices are probably going to be made based on institutional associations, while in the previous, decisions are affected by family or institutional associations, simplicity of residency or potentially future work and vocation openings. Graduate understudies are most definitely sensitive to the apparent after-deal worth of their capabilities and are probably going to utilize rankings to educate their decision, particularly if that decision is outside the country. This is particularly valid for global alumni understudies, who are a developing and deliberately significant level of understudies around the world (Althunibat, 2019).

Expanding investment rates, higher educational cost expenses and an incentive for-cash concerns have changed dynamic into a more intricate cycle for understudies. Simultaneously, the ascent of the web and new types of correspondence has upset admittance to data, animating development in distributions promoted under the conventional title of college control. School guides arose to fulfill the developing need fordata.

During the most recent decade, the number and sort of rankings has developed dramatically, fulfilling a "public interest for straightforwardness and data that establishments and government have not had the option to meet all alone" (Al-Zoubi, 2018). As the Higher Education Accreditation and Quality Assurance Commission said: on the grounds that "understudies put both time and cash in their is significant for likely understudies to approach extensive and important data about advanced education before they pick" Today, there are public positioning more than 50 nations, and 10 worldwide rankings – some more powerful than others. Also, there are discipline-based rankings, fundamentally centered on proficient subjects like medication, law and business. The selection of markers and the loads (or rates) given to each differ starting with one positioning then onto the next, however extensively all case to give data about the general quality and execution of the college or program of study. Worldwide rankings are dubious because they center essentially around research which is normally seen to be less significant for college understudies. Regardless, without elective worldwide tantamount data, rankings are presently generally utilized by an assortment of partners, including understudies. Understudy response in 2010 is perceivably unique in relation to the last piece of twentieth or early long stretches of this century when rankings existed chiefly worldwide; public setting is additionally significant. In certain nations, public accreditation or quality offices can set a structure for understanding advanced education quality, in others public as well as worldwide rankings overwhelm while in others understudy versatility inside the country or to concentrate abroad can be huge. The far and wide accessibility, openness and exposure given to electronic media and rankings have affected understudies and understudy decision.

That reputational qualities, like rankings, impact understudy decision in unequivocal and verifiable manners has regularly been clarified as being suggestive of a specific culture. In any case, this training is both boundless and developing; scholastic standing is presently seen to be the "most important understudy decision factor" (Safadi, 2010). Participation at selective universities and schools apparently confers "extra financial benefits to 8 understudies, as higher early vocation income and higher probabilities of being conceded to the best alumni and expert schools" (Al-Shatnawi, 2020), and aberrant advantages.

Universities Selection

In option to bringing income, understudies can add to the distinction of an organization; as indicated by Brewer, et al., (2002) glory looking for establishments regularly "place more worth on an understudy's expected commitment to esteem than it does on that understudy's immediate commitment to incomes". Understudy specifically has become a critical element of the purported notoriety race (Al-Zoubi, 2019). As the customary understudy market decays comparative with non-conventional understudy gatherings and as rivalry for successful and universally versatile understudies escalates, universities worldwide have embraced more expert and forceful ways to deal with understudy enrolment and choice.

Given the mounting proof that rankings can impact understudy decision, it is not astounding that rankings are a significant element of this technique. As indicated by a 2006 study of college presidents around the world, practically half utilized their position for exposure purposes, and over 60% said they were especially favourable for understudy enlistment (Hazelkorn, 2011).

Utilizing rankings to pitch or tempt understudies from more different geological, social, segment, racial or worldwide foundations is a compelling and ostensibly fundamental route 9 to grow the potential client base; dependence on a "restricted section of the understudy market is unsafe" in any event, for the loftiest universities (Taamneh, 2017).

Appropriately, universities in all pieces of the world have been changing confirmations strategies to upgrade the selectivity of their understudy passage associate. This is on the grounds that numerous rankings – both public and worldwide – use understudy passage information as an intermediary for understudy accomplishment on the fundamental supposition that a generally comparable scope of execution can be anticipated all through their advanced education profession. Then again, school section scores, preliminary assessments or auxiliary school scores just as the candidate dismissal rates have been appeared to influence notoriety and distinction (Al Adwan, 2021) as understudies and their folks expect higher passage necessities or the degree of selectivity into a college or onto a program of study is identical to better scholastic quality.

Foundations acquire notoriety on the off chance that they can be more specific. Studies have over and over shown a solid relationship between institutional standing, rankings and understudy application conduct (Priests and Ehrenberg, 1999, 10; Ehrenberg, 2001, 26). As per Bastedo & Bowman (2010), "evaluations of notoriety are significantly affected by (a) general rankings, (b) level [reputational] level, and (c) changes in level". Slight changes in a foundation's rank can "cause distinguishable back and forth movements in the number and nature of candidates".

Educational expenses can assume a comparable part comparable; they can give a sign of selectivity on the premise that a higher charge is frequently seen as being corresponded with better quality. Bowman & Bastedo (2009) guarantee that "schools have expanded educational cost generously in their endeavours to become first class foundations", since "bringing one's educational cost relative down to one's rivals might be seen as flagging lower quality". The discussion in the Jordan over what is known as "top-up" or separated charges is a valid example; the public authority set a roof of over 10,000 JOD in any case most of universities endorsed this expense level as a method of situating themselves by means of a-vis contenders and guarantee top notch accreditations (Al-Zoubi, 2019). Universities may look to influence "less apparent value limits", for example awards, grants or advances, "trying to pull in extra understudies from their declining candidate pool" (Taamneh, 2017) In these cases, monetary guide is utilized "deliberately" as a methods for pulling in top notch understudies; the impact is to slant the assignment of monetary guide away from understudies with the best need to utilizing merit help to "purchasing ability" contradicting reformist financing/tax assessment models. The previously mentioned Jordan’ educational cost strategy has been purposely organized to support an offering battle among the best universities for the most capable understudies who hope to profit by "unique arrangements" (Alharafsheh, 2021). For understudies, the disadvantage is being pulled into a college in view of the largesse of its legitimacy grant just to discover the college offered a greater number of grants than it intended to recharge the next year. Legitimacy grant projects can help universities purchase "more intelligent understudies to upgrade their cachet and ascend in the rankings" (Wahsheh, 2013) however there can likewise be a tangle. As universities look to offer an "engaging item" they need to either raise their educational expenses or potentially approach extra income sources like charity and gift pay, to pay for improved offices (Qur'an, 2012). As educational cost costs rise, understudies likewise start to weigh up the additional worth and may pick to exchange renown for cost by deciding to go to a public or lower charge foundation (Akour, 2015) in the process turning out to be more consumerist and requesting. Does a low or falling positioning lessening understudy interest? A Canadian report tracked down that "more modest, fundamentally undergrad foundations experience the ill effects of a low setting in the yearly public college rankings however bigger universities don't" (Niqresh, 2016) recommend that different elements, for example, institutional execution comparative with peers, might be at play; for instance, the presentation of nearby and direct contenders may have an incredible effect contingent on how every organization performs. They likewise recommend a low position can urge establishments to make a move to emphatically influence their entrance level; UK universities which fell by ten spots or more "figured out how to expand the evaluation normal of their next consumption" (creator's accentuation). Since understudy selectivity is frequently an outcome of organic market factors, establishments can impact understudy section scores by diminishing the all-out number of understudies acknowledged or sub-isolating projects into a little specialty programs each with more modest understudy admission.

Does Specific excellence Broaden Imbalance?

The escalation of rivalry among countries and their universities for a piece of the worldwide commercial center has sped up the fight for (top) ability. This pattern has been built up by the solid relationship between higher capabilities and vocation openings way of life and the production of a solitary worldwide advanced education market which has facilitated and empowered global ability versatility. While the limit among world class and non-tip top universities was until now known among a couple of individuals, today, this is not, at this point 12 the case. In the period of massification and globalized data, the advantages related with first class certifications are currently broadly recognized. However, individuals' admittance to what exactly are designated "positional products", like first class certifications, stays limited and is "resolved in accord not with total but rather relative genuine pay" (Hasan, 2013). This enjoys elevated the benefits related with such degrees, augmenting the hole among victors and failures. All the while, guardian status has been given on world class educational as the interest for advanced education keeps on filling because of segment and strategy drives pointed toward augmenting access it does not really relate with diminishing disparity (Turgay, 2013). Indeed, proof proposes the "elite" universities are the most noticeably terrible at extending interest. The conversation above delineates how universities are embracing rehearses which apparently complement a socially uniform understudy companion on the rear of cutthroat and near measures, like rankings, which reward foundations getting more world class. Notwithstanding changes in confirmations strategies, a few universities are either forsaking access programs or building up partner schools, so those graduation rates do not influence the general result. Establishments since they are seen as having the ability to support one's status comparative with others. This is particularly intense as rivalry for the best positions and professions fortifies, and even individuals with cutting edge capabilities "battle to accomplish the features of the working classes" (Tawalbeh, 2021).

Maybe than being guiltless casualties, universities and their workforce have become dynamic members in the development of a progressively separated status framework (Niqresh, 2016). Advanced education has consistently been cutthroat, yet "rankings make impression of notoriety and quality express" (Qur'an, 2012). Markers normally measure the nature of understudies: section level, acknowledgment/selectivity proportion, culmination/graduation rates and employability of graduates; nature of workforce and PhD understudies research limit and foundation; nature of offices; and graduated class commitments, which, thus, impact an establishment's monetary assets, per-understudy uses, staff/understudy proportions, personnel pay, and so on This approach benefits more seasoned exceptional and additionally private universities contrasted and fresher public establishments (Hasan, 2013).

To adjust strains between being a mass or freely supported college with more prominent eminence, a few universities in the Middle East are making little distinctions or human sciences schools inside the bigger foundation (Kateb, 2015). A Jordanian review saw a 61% increment since 1995 among understudies who said rankings are "vital" when choosing where to head off to college, with the best increment among understudies going to private universities and by Asian understudies (HERI, 2007). These outcomes are repeated all throughout the planet, with the most honed results for successful people and universally versatile alumni understudies. In any case, all understudies are particularly touchy to the exposure encompassing rankings. While rankings may not be the essential wellspring of data, they do advise assessment, and are regularly the secret hand forming view of value and notoriety. The standing race is distorting strategy targets for extending access while remaining nearby to the supporting way of thinking dependent on a dream of a meritocracy – that capacity ought to replace advantage. However, disparity can show itself severally and is regularly the "consequence of two consolidated impacts, in particular fulfilment at school and the choices taken at each temporary point in education" (Kateb, 2015).

The inquiry is not whether openings for successful understudies ought to be "overshadowed" to serve "the necessities of an inexorably assorted understudy populace" (Liu, 2009), but instead the degree to which rankings, wittingly or accidentally, drive conduct and build up friendly selectivity by institutional position. Due to the accentuation on accomplishing "top notch" status, a few governments and universities have told this creator they stress the last may not be first class enough or have an excessive number of understudies along these lines undermining their status. In this way, the goal is to enrol "understudies who will be 'resources' as far as keeping up and upgrading a university position in the rankings" (Al Frijat, 2018). The issue is not just about extending access, as such, yet rather the level of expanding separation inside the framework; all in all, not just "admittance to what" however "who gets what".

Institutional chain of importance has would in general be disregarded in conversations about augmenting access, "as though all organizations were same and compatible, clouding the fit between the social progression of understudies and the maker order of establishments" (Alma, 2016). Yet, rankings are uncovering that fantasy while declaring further disparities, apparently trading conventional imbalances dependent on birth and advantage for "new disparities" considering the assumptive status of a little tip top gathering of "A list universities" and their alumni. Since there is "no outright proportion of competency sufficient for progress", execution is contrasted relative with different competitors (Alma, 2016). Also, because, public status inside the world-request has gotten a side-effect of college rankings, government strategy is adjusted dubiously between quest for excellence and quest for value. At the point when the interest for advanced education is soaring, research recommends developing progressive separation and social delineation between privatized research, world class universities and public, enlisting, instructing, mass HEIs, educational frameworks and their individual countries. The impact is to remunerate a "tight band of understudies" (Lucido, 2011) going to a limited handful "a-list" or leader universities as opposed to support all ability.


Akour, M., & Alsmadi, I. (2015). Vulnerability assessments: A case study of Jordanian universities. 2015 International Conference on Open Source Software Computing (OSSCOM): IEEE.

Al Adwan, A., Areiqat, A.Y. & Zamil, A.M. (2021). Development of theoretical framework for management departments' ranking systems in Jordanian universities. International Journal of Higher Education, 10(1), 106-112.

Al Frijat, Y.S. (2018). Activating balanced scorecard importance as a way to improve the accounting education in Jordanian universities. International Business Research, 11(9), 66-78.

Al-Bashir, N., Al-Ali, A. & Ahmad, A. (2021). Justice in gradation of female academics in the promotion ladder in Jordanian universities. Journal of Legal, Ethical and Regulatory Issues, 24(2S), 1-19

Alharafsheh, M., Harahsheh, A., Lehyeh, S.A., & Alrawashedh, N. (2021). The impact of entrepreneurs characteristics of private jordanian universities leaders on strategic performance: The mediating role of strategic planning. International Journal of Scientific & Technology Research, 10(1), 299-309.

Alma, B., Coşkun, E., & Övendireli, E. (2016). University ranking systems and proposal of a theoretical framework for ranking of Turkish Universities: A case of management departments. Procedia-Social and Behavioral Sciences, 235, 128-138.

Al-Mobaideen, H. (2009). ICT diffusion in Jordanian universities. In European and Mediterranean Conference on Information Systems: Izmir, Turkey.

Al-Shatnawi, Z., Alnusairat, S., & Kakani, A. (2020). Towards zero solid waste in Jordanian universities: The case of Al-Ahliyya Amman University. Environmental Research, Engineering and Management, 76(4), 46-59.

Altarawneh, I., & Al-Shqairat, Z. (2010). Human resource information systems in Jordanian universities. International Journal of Business and Management, 5(10), 113.

Al-Zoubi, A. (2019). Elaboration of internationalisation strategy in Jordanian universities. Journal of Education and Human Development, 8(3), 143-154.

Areiqat, A.Y., Zamil, A.M.A., Alheet, A.F., Ahmad, M.M.M., & Abushaar, H.M. (2020). The concept of governance in universities: Reality and ambition. International Journal of Innovation, Creativity and Change, 13(1), 951-969.

Hasan, L. (2013). Using university ranking systems to predict usability of university websites. JISTEM-Journal of Information Systems and Technology Management, 10(2), 235-250.

Kamal, I.W., Alsmadi, I.M., Wahsheh, H.A., & Al-Kabi, M.N. (2016). Evaluating web accessibility metrics for Jordanian universities. International Journal of Advanced Computer Science and Applications, 7(7), 113-122.

Kateb, M., Swies, R., Obeidat, B., & Maqableh, M. (2015). An investigation on the critical factors of information system implementation in Jordanian informatio

technology companies. European Journal of Business and Management, 7(36), 11-28.

Krawczak, M., Bureva, V., Sotirova, E., & Szmidt, E. (2016). Application of the InterCriteria decision making method to universities ranking. Springer, Cham: Novel Developments in Uncertainty Representation and Processing.

Liu, N.C. (2009). The story of academic ranking of world universities. International Higher Education, (54).

Maali, B. & Al-Attar, A.M. (2020). Accounting curricula in universities and market needs: The Jordanian case. SAGE Open, 10(1)

Niqresh, M., Al Dweiri, K., & Tawalbeh, A.K. (2016). The impact of using databases in raising the level of scientific research in Jordan from the viewpoint of faculty members at Jordanian Universities. Information Science, 4(4), 130-138.

Qur'an, A., & Hussam, A. (2012). Comparative study of graphic design education in Jordanian universities: Towards best practice.

Safadi, R., Jaradeh, M., Bandak, A., & Froelicher, E. (2010). Competence assessment of nursing graduates of Jordanian universities. Nursing & health sciences, 12(2), 147-154.

Shehabat, I.M., & Berrish, M. (2021). Integration between knowledge management and total quality management in Jordanian Universities: Empirical study. Research Anthology on Preparing School Administrators to Lead Quality Education Programs: IGI Global.

Taamneh, M., Athamneh, S. & Nsairat, B.A. (2017). The effect of administrators' work-related ethics on practicing human resource management functions at Jordanian universities. International Journal of Public Sector Performance Management, 3(3), 337-354.

Tawalbeh, A.K. (2021). The role of social media in knowledge sharing among faculty members in Jordanian public universities. International Journal of Contemporary Management and Information Technology, 1(2), 35-43.

Turgay, T., & Alhawamdeh, Z.M. (2013). Impact of the strategic statements adopted by Jordanian private universities in relation to their performance. European Scientific Journal, 9(2).

Wahsheh, H.A., Alsmadi, I.M., & Al-Kabi, M.N. (2013). The evaluation of trust and credibility metrics: Websites of Jordanian universities and e-government portals as a case study. 2013 IEEE Jordan Conference on Applied Electrical Engineering and Computing Technologies (AEECT): IEEE.

Zamil, A.M.A., & Ahmad, Y.A. (2020). The Impact of accreditation of higher education institutions in enhancing the quality of the teaching process. Journal of Talent Development and Excellence, 12(3S).

Get the App