How Global University Rankings Shape Perceptions While Ignoring Local Realities in Bangladesh

The increasing media attention surrounding global university rankings has created a perception that these lists determine educational excellence. Organizations such as QS and Times Higher Education use indicators like academic reputation, employer reputation, citations per faculty member, and international visibility to evaluate universities. While these parameters may reflect global priorities, they often fail to represent the actual strengths, limitations, and socioeconomic context of universities in Bangladesh. This type of method cannot accurately portray the diverse challenges and local realities of higher education in developing regions. As a result, these rankings frequently produce a distorted picture rather than an objective measure of quality.

Most ranking indicators were designed for institutions in economically advanced countries with strong funding structures, large research networks, and stable academic ecosystems. In Bangladesh, universities operate under limited budgets, heavy enrollment pressure, and complex administrative challenges. The metrics used by ranking agencies rarely align with the needs of developing nations, where priority areas include improved teaching quality, infrastructural development, inclusive access, and employability within a local labour market. The mismatch between these international indicators and domestic needs highlights why global rankings alone cannot determine the true progress or decline of higher education in the country.

Beyond methodological shortcomings, global university rankings promote neoliberal ideas that equate educational quality with market competitiveness. These rankings encourage institutions to chase superficial indicators rather than invest in long-term academic development. Expensive branding campaigns, international partnerships designed for visibility, and citation-driven research often become institutional priorities. Such practices reinforce a myth that the value of education depends solely on its ability to satisfy global market expectations. A critical reassessment is necessary to uncover the ideological motivations behind such evaluations and to rethink whether these models genuinely benefit the higher-education landscape of Bangladesh.

While higher education contributes to economic growth, reducing its purpose to job creation alone is deeply limiting. Education also aims to nurture intellectual curiosity, cultural awareness, and critical reasoning. When universities prioritize market-oriented disciplines such as business administration, computer science, engineering, and artificial intelligence, creativity and critical thinking receive less attention. The humanities and social sciences, which help build democratic consciousness and social responsibility, are often sidelined. This imbalance undermines the holistic purpose of higher education and restricts society’s ability to develop thoughtful, ethical, and socially engaged citizens.

Privatization is often promoted with the promise of improving quality and expanding access. However, the reality in Bangladesh shows that market-driven education increases financial pressure on students and families. Higher tuition fees, commercialized admission processes, and an overdependence on private institutions transform education into a costly commodity rather than a universal right. The outcome is a widening socioeconomic divide, where only those with financial privilege can pursue higher studies comfortably. Instead of improving access, privatization often deepens inequality, leaving disadvantaged students further behind in an already competitive environment.

The commercialization of education has changed attitudes toward learning. Degrees and certificates are now treated as market products, reducing the focus on genuine knowledge, critical understanding, or intellectual depth. Students become more interested in obtaining credentials to secure employment than in developing meaningful academic engagement. This shift leads to unhealthy competition in which Western knowledge systems are viewed as superior, creating a sense of cultural inferiority in local research production. Such tendencies are linked to a colonial mindset that values foreign recognition more than indigenous intellectual contributions.

Critics of neoliberalism argue that the decline of humanities education is not simply a result of student preference but a direct consequence of systemic devaluation. Market-driven policies prioritize employability and technology-focused disciplines, marginalizing fields that encourage analytical depth, historical awareness, and social understanding. This narrative falsely suggests that humanities no longer matter in modern societies. Challenging this myth requires rethinking the meaning of higher education and recognizing that disciplines such as philosophy, literature, sociology, and history contribute significantly to national culture, democratic values, and ethical decision-making.

Restoring the original purpose of higher education means treating universities as institutions of public welfare rather than as marketplaces for producing workers or consumers. Higher education should support cultural continuity, critical debate, scientific inquiry, and social reform. When education is seen as a collective good, policies focus more on equity, public investment, and inclusive access. This approach allows universities to contribute to national development through research, community engagement, and innovation that reflect local needs rather than global corporate metrics.

One of the key challenges facing Bangladeshi universities is the lack of a strong research environment. Limited funding, inadequate training, insufficient laboratory facilities, and heavy teaching loads restrict faculty capacity to produce high-quality research. International rankings emphasize publications and citations, but without a supportive ecosystem, universities cannot meet these expectations. Strengthening research culture requires long-term investment, government support, and institutional reforms that encourage inquiry, collaboration, and academic freedom. Without these changes, universities will continue to lag in rankings and, more importantly, fail to contribute effectively to national knowledge production.

Globalization has affected the structure and priorities of universities in Bangladesh, often pushing institutions to imitate Western models rather than develop context-specific educational strategies. Curricula, teaching systems, and research agendas are frequently shaped by global market trends instead of local realities. While global engagement is necessary, blind imitation weakens the authenticity of the academic system. A balanced approach is needed in which universities participate internationally but remain grounded in national culture, language, and development goals. This balance ensures that higher education stays relevant and responsive to the needs of society.

Technology has brought new opportunities for higher education, including access to online resources, digital libraries, and remote learning platforms. However, unequal access to technology, lack of digital literacy, and inadequate infrastructure limit the effectiveness of these advancements. Overreliance on technology can also reduce interpersonal learning, critical discussion, and face-to-face mentorship, which are essential components of university education. The digital shift must therefore be adapted carefully, ensuring that it supports academic growth without replacing the human elements that make higher education meaningful.

The future of higher education in Bangladesh requires a contextual approach that values local knowledge, social needs, and cultural diversity. Instead of focusing solely on global ranking indicators, universities must strengthen teaching quality, expand research support, promote inclusive policies, and engage with communities. Recognizing higher education as a public good encourages a more humane, equitable, and socially responsible model. A balanced system that respects local realities while embracing global opportunities can lead to meaningful progress in the education sector.


MD. Noor Hamza Peash is a legal
researcher and a freelance columnist.