How to use university rankings: a guide for counsellors

Most counsellors will have encountered a student who bounces into their office and announces confidently that they will be choosing the UK universities that rank from one to five for their Ucas application.

When you suggest that they pause and look into the universities in a little more detail to see if the institutions really are the best fit for them personally, they often look slightly taken aback and confused. How could a university that is ranked at that elite level possibly not be suitable?

University rankings: how useful are they for students?

Rankings are ubiquitous and can be a useful tool; however, they shouldn’t be the only resource that students use to choose a university. One point of view is expressed in an interesting article by Utrecht University, in which it explains why it is no longer actively participating in rankings. It argues that it is almost impossible to capture the quality of an entire university in a single number.

Meanwhile, others in the sector have also expressed concerns about how relevant rankings actually are, particularly for students. The usefulness of rankings, therefore, needs to be questioned along the following lines.

The idea of putting all institutions in one basket for comparison and coming up with something useful and accurate has its flaws.

Certain categories of universities, like the applied science universities in the Netherlands, are not included in world rankings because of their focus on a more practical course of study rather than research-based courses, which could lead to misinterpretations if students are not aware of the reasons behind this.

Additionally, each ranking organisation and each ranking takes a different approach. They all generate scores from the data they collect, and some will place a greater emphasis on certain data points over others.

How to use university rankings: a guide for counsellors

Counsellors should encourage students to look at rankings in a more critical light and within a wider framework of factors when choosing which universities to apply to.

In my presentation slide on researching and choosing a course, I have a “Use rankings with caution” note – while I acknowledge the inevitable use of rankings, I seek to make students and parents aware that they should not be the only criteria used to choose a university. I also encourage them to consider the impact these rankings might (or might not) have on them directly as undergraduate students.

During one-to-one guidance meetings with students, it is useful to consider what they see as the purpose of going to university and establish what is important to them. The student’s culture, context and family background will likely influence their responses. Once you have helped them to define their personal goals, then you can bring in factors that may help them explore, research and narrow down their future options.

Counsellors can help students navigate the plethora of rankings and their nuances, and decipher what is relevant and meaningful in helping to ascertain their best-fit options. The following are a few key points to help your students review rankings and use them effectively alongside other tools in their decision-making.

Rankings and league tables that focus on a specific course are a useful starting point.

For students applying to the UK, it is helpful to know about the Teaching Excellence Framework (TEF). TEF is a national scheme run by the Office for Students that aims to encourage higher education providers to improve and deliver excellence in the areas that students care about most: teaching, learning and achieving positive outcomes from their studies. Ucas has a useful introduction to TEF, in which it suggests: “Students can use the TEF ratings to help them decide if a course, or university or college, is right for them and their goals.”

Student satisfaction is a key factor that should concern applicants. DiscoverUni is a useful website for the UK; it gives students access to the statistics from the National Student Survey.

Use your own experience and knowledge as a counsellor. Discuss the ranking of a particular institution with your students, looking at whether it reflects the experience of students you have sent to study at that university. An ability to question data is an invaluable skill for students in today’s world.

Another important factor to research is a university’s dropout rate, as this can be indicative of the success of a particular course.

The ranking of a university will not guarantee a graduate a job. Students often ask if employers look at the ranking of their university when deciding whether to hire someone. Because of the significant variables involved in rankings and graduate employment, it is better for students to research this in relation to their specific career aspirations. The article “Will attending a prestigious university get you a better graduate job?” points out: “While it’s important to consider the university’s ranking, it might be that other factors, such as the location, the course and the university’s connections with industry, might be just as important.”

It also is important for students to understand that many employers prioritise a strong and relevant skillset. Therefore, if students make the most of opportunities to be actively involved in the broader university community, they will be able to build the required transferable skills, rather than assuming that their chosen university will automatically lead to employment.

Rankings should be seen as a helpful indicator of approximately where a university stands in terms of its competitors – but should not be the key reason for a student’s final decision.