Nora Hanke-Louw, with the assistance of ChatGPT Plus • July 31, 2023

University rankings: Advantages and disadvantages with a focus on African universities

University rankings have assumed an increasingly prominent role in shaping the higher education landscape, globally and within Africa. They offer a glimpse into a university’s performance based based on various indicators, such as research quality, academic reputation, and graduate employability. While these rankings can present useful insights, they also come with limitations. In this article, we explore the advantages and disadvantages of university rankings, with a particular focus on African institutions.


Advantages of university rankings


Promoting global visibility

For African universities, high rankings can significantly enhance their global visibility. These rankings provide an international benchmark, helping universities in Africa to compare their performance with those of their global counterparts. This is particularly valuable in an increasingly globalized world, where international collaborations and student exchanges are on the rise.


Driving quality enhancement

University rankings foster competition among universities, encouraging them to improve the quality of education and research. This is especially important for African universities as they work towards achieving world-class standards and building a reputation for excellence.


Attracting investment and talent

A strong ranking makes a university more attractive to both national and international investors, scholars, and students. This can lead to an influx of resources, talent, and expertise, which can further improve the institution’s quality.


Disadvantages of university rankings


Bias toward Western models

One of the key criticisms of global university rankings is that they often carry a bias toward Western academic models. They tend to favour universities with high research output, typically in English, which disadvantages many African universities where the focus might be more on teaching and local community engagement. Furthermore, the emphasis on publications in high-impact, often Western-centric, journals overlooks the value of research that is locally relevant and published in regional journals.


Neglecting diverse strengths

Reducing a university's performance to a single number or rank overlooksb the diverse strengths of African universities. For example, an institution might excel in areas such as community service, local problem-solving, or preserving and promoting African cultures and languages. However, these factors are rarely considered in the ranking systems.


Perpetuating Inequalities

University rankings often perpetuate existing inequalities within the African higher education system. Universities in wealthier African countries or those with stronger historical ties to Western universities have an advantage in rankings. This can lead to an unequal distribution of resources and opportunities, as high-ranking universities attract more funding and talent.


Limited relevance to student experience

Similar to universities elsewhere, a high rank does not necessarily guarantee a positive student experience at African universities. Factors such as campus culture, student support services, and extracurricular opportunities play a significant role in shaping the student experience but are not reflected in the rankings.


Risk of misdirected focus

There is a risk that African universities might focus too much on improving their ranking at the expense of other critical goals. This could lead to an overemphasis on publishing in international journals, for instance, rather than addressing locally relevant research questions or improving teaching quality.


Private university/higher education institution rankings: A closer look


Private universities or private higher education institutions (PHEIs) in Africa and globally present a unique dimension to the discourse on university rankings. Just like their public counterparts, they can also benefit significantly from a high ranking, gaining prestige, attracting a diverse student population and faculty, and garnering more partnership opportunities.

However, the challenges private universities or PHEIs face in the ranking process may differ. Often, private institutions, particularly newer or smaller ones, lack a long history of research and extensive alumni networks which might negatively affect their ranking. This has been an ongoing discussion at SAPHE, as there is little incentives for PHEIs to create research outputs.

Private universities or PHEIs typically have a stronger emphasis on teaching quality and student experience compared to public universities, aspects that are often underrepresented in ranking criteria. As a result, a lower or absent ranking may not reflect on the quality of education and student satisfaction at these institutions.

Furthermore, private universities and PHEIs often specialise in certain fields of study, making comparison with comprehensive universities somewhat flawed. For instance, a private institution specialising in business or arts may provide outstanding education in its field, yet find itself lower in overall rankings that heavily weight science and technology research output.

In conclusion, while private universities can certainly benefit from the visibility and competitiveness promoted by university rankings, the idiosyncrasies of these institutions demand a cautious interpretation of their standing in these rankings. It's crucial for potential students and other stakeholders to look beyond rankings and consider factors such as the university's focus areas, teaching quality, class sizes, and student support services when assessing the institution.

Leading SAPHE into a new era of opportunity

June 11, 2026
Private higher education in South Africa has experienced remarkable growth over the past decade. As demand for access, flexibility, innovation, and work-ready graduates continues to increase, private higher education institutions are playing an increasingly important role in the country’s higher education landscape. Reflecting this growth, the South African Private Higher Education Association (SAPHE) has become an influential representative voice for the sector. Through advocacy, collaboration, knowledge-sharing, and engagement, SAPHE continues to promote the contribution of private higher education to national development while supporting quality, innovation, and institutional excellence. A new phase of growth and influence As SAPHE enters a new phase of growth and influence, Dr Franzél du Plooy-Cilliers has assumed the role of Chairperson, succeeding Dr Carin Stoltz-Urban, whose leadership over the past two years has made a significant contribution to both SAPHE and the broader private higher education sector. During her tenure, Dr Stoltz-Urban championed several initiatives that strengthened SAPHE’s role as a representative body and deepened collaboration among member institutions. Initially serving as a Board member responsible for the Capacity-development portfolio, and later as Chairperson while continuing to lead this portfolio, she introduced the Faranani discussion sessions, oversaw the establishment of active Communities of Practice, and initiated the annual SAPHE Excellence Awards. Among the most significant recent achievements under her leadership is the sector-wide capacity development project sponsored by the ETDP SETA. The project supported the professional development of staff across the private higher education sector and showed how collaboration can strengthen institutional capacity and quality. In reflecting on her appointment, Du Plooy-Cilliers emphasises that the role is ultimately one of service to a sector that changes lives through education. “Education remains one of the most powerful forces for individual and societal transformation. Every student who gains access to quality higher education has the potential to change not only their own future, but also the future of their family, community, and our country. I feel fortunate to be able to contribute to such an important cause at a time of significant opportunity for the sector, and I look forward to working alongside our members and stakeholders to advance opportunities that enable more South Africans to learn, grow, and realise their dreams and potential.” Collective effort and shared commitment While leadership transitions provide an opportunity to reflect on the future, Du Plooy-Cilliers emphasises that SAPHE’s achievements have always been the result of collective effort and shared commitment. “I am fortunate to be supported by an experienced and dedicated Board, an effective SAPHE management team, and member institutions that willingly contribute their expertise, time, and energy in support of the sector. The progress we have made as an association is the result of a shared commitment to strengthening private higher education and the opportunities it creates for students.” A forward-looking agenda Looking ahead, Du Plooy-Cilliers believes SAPHE has an important role to play in helping shape a more integrated and responsive higher education system. “My vision for SAPHE is to strengthen its position as a trusted and respected voice for private higher education, while continuing to build meaningful relationships across the broader higher education community. Private higher education institutions are making a real difference in the lives of students by expanding access, developing skills, supporting innovation, and creating opportunities that might otherwise not exist. As a sector, we have much to contribute, and I believe our contribution will become even more important in the years ahead.” A key priority for her term will be positioning private higher education within a changing policy environment and promoting parity of esteem across the sector. She also sees opportunities to strengthen articulation and lifelong learning pathways, deepen cooperation across institutions, and support innovation in teaching, learning, and assessment. At the same time, SAPHE will continue to support its members through advocacy, engagement, research, knowledge-sharing, and capacity development. These priorities are particularly important as institutions respond to technological change, artificial intelligence, micro-credentials, and evolving workforce needs. Building trust in private higher education Central to this vision is strengthening confidence in private higher education. “SAPHE’s role is not only to represent the sector, but also to strengthen confidence in it. We do this by promoting quality, ethical practice, compliance, transparency, and collective responsibility. By building trust, we strengthen the contribution that private higher education can make to South Africa’s educational, social, and economic development.” The future of SAPHE will be shaped not by any one individual, but by the collective efforts of its Board, management team, and member institutions. Together, they will continue to support institutional excellence, encourage innovation, and contribute to a higher education system that serves both people and society more effectively. “Ultimately, I want SAPHE to be recognised not only as the representative body for private higher education, but as a constructive partner in building a stronger higher education system for South Africa - one that expands opportunity, develops the skills our country needs, and helps more students realise their potential.”  Du Plooy-Cilliers’s vision is clear: a thriving, innovative, and respected private higher education sector that works with purpose, integrity, and collaboration to expand opportunity, strengthen quality, and contribute meaningfully to South Africa’s future.

Conversations on quality in Higher Education

May 13, 2026
A holistic understanding of quality across multiple dimensions of higher education has been central to SAPHE’s recent engagement series on the Higher Education Practice Standards (HEPS), facilitated by Dr Carin Stoltz-Urban, SAPHE Chairperson and Capacity-Building Lead. As the Council on Higher Education (CHE) develops the HEPS as part of the new Quality Assurance Framework (QAF), the sector is entering a critical phase in shaping how quality is defined, interpreted, and implemented by individual institutions across the higher education landscape. These standards will play a significant role in guiding institutional practice and strengthening approaches to quality and performance. During the first series of engagements, SAPHE colleagues reflected on key areas of institutional practice, including identity, leadership, governance, and the systems that support programme design, approval, and review. Attention was also given to learning, teaching and assessment, learning environments, and continuous professional learning. Across these discussions, a consistent thread emerged: a strong commitment to academic excellence, meaningful engagement, and continuous improvement at institutional level. The series continues throughout May, with upcoming sessions turning to experiential learning, engaged institutions, supervision and assessment of research, student transitions, data value chains, and student administration.

Learning, Growing, Leading

March 11, 2026
The year is only two months old, yet many SAPHE colleagues have already dived into learning experiences they describe as exciting, enriching, eye-opening, and career-boosting. A range of EDTP SETA-funded qualifications and programmes launched in February, diverse in nature but with a shared goal: to upskill and build capacity, supporting SAPHE colleagues both personally and professionally. For those with stamina, formal qualifications such as the Postgraduate Diploma in Higher Education and the Occupational Certificate: Training and Development Practitioner got off to a rigorous start. Others opted for bite-sized learning experiences tailored to specific interests—from Research to Diversity, Equity and Inclusion Training , and from Power BI to Leadership Development . A glimpse at some of the early feedback highlights the impact of these programmes: Research: “We are not just producing dissertations or theses. We are producing knowledge that can move systems.” Power BI: “The practical, hands-on approach enhanced my understanding of Power BI’s features and enabled me to create more insightful dashboards that I use daily to support reporting and decision-making at my institute.” Leadership Development: “My colleagues thoroughly enjoyed the experience and returned with valuable insights. They’re feeling rejuvenated and ready to put their takeaways into practice.” Diversity, Equity, Inclusion, and Belonging: “It was an incredible programme. I learnt a lot and feel encouraged to incorporate this information into my personal and professional life.” Other programmes, such as Designing with AI , will be offered later in the year, promising even more opportunities to explore emerging fields and cutting-edge skills. Reflecting on these initiatives, SAPHE Chair, Dr Carin Stoltz-Urban, says: "What a wonderful opportunity to provide our members with chances to upskill, grow, and develop. We are grateful to the EDTP SETA for the funding that has unlocked this treasure trove of opportunities."  2026 is off to a strong start, and SAPHE colleagues are embracing every opportunity to learn, innovate, and lead in the higher education sector.