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University Rankingphilia and Phobia: Emerging Trajectories and Quality Assurance in Africa

University Rankingphilia and Phobia: Emerging Trajectories and Quality Assurance in Africa

Peter Akinsola Okebukola
Copyright: © 2021 |Pages: 16
ISBN13: 9781799834380|ISBN10: 1799834387|EISBN13: 9781799834397
DOI: 10.4018/978-1-7998-3438-0.ch036
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MLA

Okebukola, Peter Akinsola. "University Rankingphilia and Phobia: Emerging Trajectories and Quality Assurance in Africa." Research Anthology on Preparing School Administrators to Lead Quality Education Programs, edited by Information Resources Management Association, IGI Global, 2021, pp. 790-805. https://doi.org/10.4018/978-1-7998-3438-0.ch036

APA

Okebukola, P. A. (2021). University Rankingphilia and Phobia: Emerging Trajectories and Quality Assurance in Africa. In I. Management Association (Ed.), Research Anthology on Preparing School Administrators to Lead Quality Education Programs (pp. 790-805). IGI Global. https://doi.org/10.4018/978-1-7998-3438-0.ch036

Chicago

Okebukola, Peter Akinsola. "University Rankingphilia and Phobia: Emerging Trajectories and Quality Assurance in Africa." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, edited by Information Resources Management Association, 790-805. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3438-0.ch036

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Abstract

The world over, there is a love-hate perspective to university ranking. It is applause when the university is well ranked and rejection when not so favoured. The group with positive disposition to ranking (“rankingphilic”) is quick to cite its ranks on websites and annual reports. The negatively disposed (“rankingphobic”), on the other hand denounces the methodology and emerging league tables. This chapter reviewed developments in higher education ranking/rating in Africa with special focus on Nigeria and the African Quality Rating Mechanism. It addressed accountability issues and the uses to which ranking/rating should be put in bolstering the quality of the higher education system in the region. It presents the findings of an Africa regional study which addressed two questions: What is the perception of African scholars, university managers and students on ranking? What are the arguments in favour or against ranking by stakeholders in the university community in Africa? It concludes with several future scenarios on ranking/rating in the region.

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