The Quacquarelli Symonds (QS) World University Rankings 2024, marking its 20th edition with 1,500 institutions—which included new measures for sustainability, graduate employability, and international research collaboration—reveal a shift in the global higher education landscape.
This year’s top performers include renowned institutions such as Massachusetts Institute of Technology (MIT), University of Cambridge, and University of Oxford, who secured the top three positions, respectively, reported The Guardian. Notably, the National University of Singapore (NUS) emerged as the only Asian institution in the top 10, with the University of California, Berkeley (UCB) earning a perfect score in the new ‘Sustainability’ indicator, according to Yahoo News.
Yet, among the top echelons of academic excellence, a southern hemisphere narrative has emerged. For the first time, three Australian universities have placed in the top 20 of the rankings. The University of Melbourne jumped from 33rd to 14th, marking a historic high for any Australian university. Simultaneously, the University of New South Wales and the University of Sydney tied for 19th place.
These Australian institutions, traditionally underrepresented in global rankings, benefited from the new metrics reported The Guardian. With the weighting of academic reputation and faculty-student ratios downgraded to 30% and 10% respectively, the emphasis on international research and sustainability has allowed these universities to shine, according to The Canberra Times.
However, a university’s success should not only be measured by rankings but also by the level of graduate satisfaction and employability. After all, according to The Guardian, “Occupations facing skills shortages in Australia almost doubled in the past year.” Data compiled by the National Skills Commission in October shows a shocking rise in the number of occupations facing skill shortages. The data disclosed an almost twofold increase within a year, escalating to 286 occupations in national shortage compared to 153 in 2021. Among the newly listed professions experiencing a dearth of skilled professionals are dentists, paediatricians, a range of surgeons, specialized nurses, and intensive care and emergency medicine specialists. In fact, it follows a forecast that Australia will be short more than 200,000 caring jobs by 2050.
The Guardian reported that in an innovative approach to bridge Australia’s escalating skills crisis, eighteen Australian universities are set to offer a series of microcredentials in key disciplines such as IT, engineering, science, health, and education. Encompassing 28 short courses, these microcredentials aim to furnish up to 4,000 students with industry-relevant qualifications by 2026. Among the institutions participating are RMIT University, La Trobe University, University of Technology Sydney, University of New South Wales, and University of Canberra.
But, to adequately prepare students for the future, universities must look beyond providing microcredentials and degree programs. They must create learning experiences that cultivate what the World Economic Forum calls “non-cognitive skills”, including the ability to think critically, communicate clearly, collaborate effectively, and take a holistic approach to problem-solving—prerequisites for leadership roles. After all, “The scaffolding that our tertiary education is built around, the Australian Qualifications Framework, is out of date. Bold reform is needed,” concluded The Australian.
Nicholas Read, governor of education advisory firm The Group of Sixteen Australia, said in an interview, “As technology replaces some careers and opens doors to others, students may need to pivot what they learn to ensure their qualifications remain relevant to the domestic and international workforce.”
Read continued, “Relevant universities work with industry to ensure graduates develop the knowledge and skills required for current and emerging roles.” As such, he concluded, universities must introduce courses—both standard and bespoke—that elaborate on the non-cognitive skills necessary for the workforce of tomorrow. “This will enable young people to bridge their studies to real-world challenges, thereby preparing them for future success.”
Bear in mind that universities aren’t the sole educational institutions providing future-proof education in Australia. As Read mentioned, the country features a two-tier tertiary education system. Interestingly, 70% of international students choose to learn trade courses at vocational education and training (VET) colleges rather than universities. These VET colleges offer a wide range of vocational, hands-on classes designed to give students practical skills in specific trades or industries. With ten modular levels of tertiary education available in Australia, VET colleges provide a comprehensive educational journey from entry-level courses through to postgraduate diplomas (Levels 1-8). Concurrently, universities traditionally cater to academic-oriented programs offering Bachelors through to Doctoral degrees (Levels 7-10).
Read argued that education rankings like QS, focusing only on universities, overlook most educational options in countries like Australia, Canada and the U.K., thus limiting student awareness of all potential avenues. “In the Fourth Industrial Revolution, employers are looking for workers who understand the theory and can show they’ve developed the muscle memory and situational awareness to hit the ground running.” He added, “Vocational colleges train these workers and warrant a place in an international rankings table. The lack of this today represents a significant gap in reporting.”
And so, in light of the current economic climate, with its focus on technology and automation, Read encourages governments and policymakers to continue investing in education. He concluded his argument: “People should always think about the future and plan for it. Australia has a great opportunity here, but so do many other countries. The right kind of investment in education can ensure that students can access the best education—whether it be vocational, university or both.”
Read’s argument that governments should invest in both university and vocational education is sound. By doing so, countries can ensure that their citizens are prepared for the Fourth Industrial Revolution, enabling them to gain the right skills to access the best job opportunities to drive economic growth in sectors forecast to boom. Such investment will help bridge the gap between theory and practice, providing students with a more rounded education and developing their skill set—a leadership skill set—for a successful future. As such, governments should seize the opportunity to ensure their education program is a tactic to support a larger vocational strategy, which in turn is a subset of its economic plan. Aligning these three pillars will provide abundant outcomes for all citizens.
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