Prof Sufian
MALAYSIAN varsities must continue to participate in global ranking exercises as these are important for benchmarking local institutions against institutions worldwide, Malaysia’s leading research universities say.
Rankings, however, are merely a tool – not the be-all and end-all for higher education institutions, heads of these varsities stress.
Universiti Kebangsaan Malaysia (UKM) vice-chancellor Prof Dr Sufian Jusoh said rankings are not the sole indicators of an institution’s quality or national contribution, but they play an essential role in positioning universities against international peers and influencing their ability to attract high-quality academic, industry and funding partners.
“As a developing country, Malaysia must increase private-sector funding and expand collaborations with universities and research institutes from advanced nations,” he said, adding that UKM is actively pursuing partnerships with top universities, research institutions, funding bodies and companies worldwide.
Rankings, he went on, also help measure and position a country or university in terms of technological advancement, as global assessments have shifted from tangible assets to intangible ones such as knowledge contributions, intellectual property and high-impact publications.
Universiti Putra Malaysia (UPM) vice-chancellor Prof Dr Ismi Arif Ismail said Malaysian universities’ participation in global rankings must remain strategic, ethical and aligned with national responsibilities.
Prof Ismi
“Varsities must maintain a balance between global aspirations and national responsibilities. Rankings should be interpreted and leveraged thoughtfully to support improvement and strategic growth,” he said.
Catalyst for confidence
Emphasising that metrics should reflect quality rather than drive it, Universiti Malaya (UM) vice-chancellor Prof Datuk Seri Dr Noor Azuan Abu Osman said genuine excellence in teaching, research and societal impact must come first.
“The true measure of a university lies in the quality of its graduates, the impact of their talents and research in solving the world’s biggest challenges, and their ultimate contributions to the future of the world.
“Rankings matter (but) not as an end in themselves,” he said, adding that they serve as catalysts for confidence, accountability and alignment with the world’s highest standards.
The key, Prof Noor Azuan said, is to approach rankings with a critical yet constructive mindset – neither worshipping them nor rejecting them outright.
Prof Noor Azuan
Done right, rankings can push universities to meet the highest global standards in education and research by providing external benchmarks against the world’s best, he added.
“Leading universities have shown that it is possible to excel in research while delivering world-class education and societal impact in parallel.
“The very definition of a ‘great university’ is one that is able to do all this while keeping the quality intact to generate new practical knowledge, educate the new generation of students and serve humanity,” he said.
UM is Malaysia’s highest-ranked university, placing 58th globally in the Quacquarelli Symonds (QS) World University Rankings 2026, while UKM and UPM placed 126th and 134th, respectively (see infographic).
UM’s global position, said Prof Noor Azuan, should not be seen as an end in itself, but as evidence that efforts to strengthen research capacity, enhance real-world impact, foster global collaborations and attract talent are bearing fruit.
“None of the benefits of rankings should come at the expense of core academic values.
“We can, and must, pursue high rankings in parallel with our fundamental mission to educate ethically and morally and advance knowledge responsibly,” he said.
Stressing that rankings are not a replacement for institutional missions, Prof Ismi described them as tools for assessing performance relative to global peers.
“Global university rankings were never designed to replace educational missions or determine national policy directions.
“They are comparative instruments that enable universities to assess their relative performance within an increasingly competitive global higher education ecosystem,” he explained.
Prof Ismi added that the participation of Malaysian universities in global rankings should not be viewed as the ultimate objective, but rather as a strategic tool to strengthen genuine institutional performance in a holistic and sustainable manner.
“This raises a critical question: are we genuinely prepared to evaluate institutional performance objectively, or are we simply relying on inward-looking standards defined among ourselves?
“With clear and measurable indicators, universities can align their institutional strategic plans with the forthcoming Malaysia Higher Education Blueprint 2026-2035 and broader national development aspirations,” he concluded.
The views featured in the story are excerpts from op-eds submitted to StarEdu. The authors commented on the importance of university rankings in response to recent criticisms.
Do rankings matter to students?
Rankings such as QS and THE shaped my initial perceptions of universities because they are often associated with strong research cultures, international exposure and employer recognition. Over time, however, I realised that these reputations exist less because of ‘smarter students’ and more because of structural advantages such as funding, academic freedom and global industry links. That said, I do not choose institutions based on rankings alone. When examined objectively, many universities offer similar syllabi. What differs more significantly is the learning environment. Higher-ranked universities tend to emphasise discussion, debate and independent thinking, encouraging students to challenge ideas rather than memorise answers. This approach fosters adaptability, confidence and problem-solving skills valued in the workplace, while also nurturing stronger researchers and academics. Ultimately, I see rankings as a reflection of opportunity and environment rather than a guarantee of success. Even the best universities cannot assure strong careers, meaningful networks or educational value unless students actively engage with what is offered.
Daniel Fadzlan Abdullah, 23
I was not aware of rankings when I applied for university. For me, the courses offered, costs and location were the main factors that influenced my decision. I first surveyed universities that offered the courses I was interested in, then considered costs such as tuition fees and available scholarships. I also ensured accommodation was affordable and the area accessible by public transport. Looking back, however, I think it would have been useful to consider an institution’s rankings and reviews – not to gauge prestige, but to assess cultural fit. While most universities teach largely similar syllabi, teaching styles and study cultures differ, and these ultimately shape a university into a conducive environment for acquiring knowledge.
Charis Chiang En-Hui, 23
University rankings were a good reference point for me, but they were not the deciding factor as I place more importance on the course structure and how it would affect my ability to keep up. I prefer studying that is more hands-on, with less emphasis on memorisation. affordability and location also play a part because I have to consider my parents’ finances, as I have a younger sibling at home. sibling at home.
Lara Alisha Isitor, 20
