Volume 6, Issue 3, March – 2021 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

A Critical Literature Review of World-Class

Universities: Characteristics, Enablers, and Strategies
Dr. Ahood Mohammad Alsawaha,
Faculty of Business Studies
Arab Open University
Dammam - Kingdom of Saudi Arabia

Adel Ismail Al-Alawi *

Prof., Department of Management & Marketing
College of Business Administration
University of Bahrain
Kingdom of Bahrain
*Corresponding Author

Odeh Al-Jayyousi
Prof., Department of Innovation and Technology Management
College of Graduate Studies,
Arabian Gulf University, Kingdom of Bahrain

Abstract:- Nations are keen to invest in quality education Besides, WCU defines a higher education institution (HEI) to
since it is the driver for economic growth and perform and disseminate knowledge and deliver quality
competitiveness. The concept of World-Class University teaching based on research (Baskaran, 2017). According to
(WCU) is inspired by both internationalization of higher Pillay (2011), HEI is a knowledge worker provider to foster
education and differentiation strategy. The paper aims to economic growth and progress.
shed light on the key features, enablers, and strategies for
WCS through a critical literature review. The The state of HEI is characterized by institutional inertia,
methodology is based on content analysis to devise sound budget constraints, and mature human capital. There is a
policies for developing WCU in GCC. The study reveals critique from policy circles that HEI is not delivering the
key attributes that define WCU in a global context. WCU needed human capital for the market. Consequently, there is
inspires universities to re-visit the value proposition and pressure from the community and government to reform
develop foresight to respond to market demands and education at all levels and respond to technological changes
policy agenda. Adopting WCU as a target and brand and market demands. Furthermore, in a digital era, technology
implies the need for digital transformation that will enables HEI to adopt new business models and innovation in
influence universities' structure and processes, which will teaching and learning pedagogy (Rof et al., 2020). Open
foster a new culture of excellence and innovation. The sources and e-learning are disrupting the conventional models
study recommends articulating a unique model for a WCU of HEI.
that is informed by local knowledge and culture.
The response is to enhance the HEI's organizational
Keywords:- World-class University (WCU), Education innovation to strengthen competitiveness and adopt new
Strategy, Higher Education, Education Quality, Knowledge- standards and targets using WCU as a key performance
based Economy, Gulf Cooperation Council (GCC). indicator. Realizing that nations' competitiveness is measured
by the quality of human capital and HEI, policymakers are
I. INTRODUCTION setting targets to establish WCU as part of the differentiation
strategy. This implies a transformation of the culture,
The “world-class” term refers to the objective of structure, processes, and strategy of HEI. Besides, this new
attaining and/or sustaining the competitiveness of the World- target of becoming a WCU necessitates the formulation of a
Class throughout the production of excellence accomplished new business model, new partnerships with industry and
by the top performs (Dudek, 2016). In the higher education community, and HEI's new roles.
context, world-class university (WCU) is reserved for top-
class universities among the top 100 in teaching and research.

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According to Abonyi (2016), Higher Education Moreover, according to Loeb et al. (2017), the university
Institutions (HEIs) have a superior potential in changing any environment contains a set of complex infrastructure, which
economy by playing as one of the most significant effective includes 1) formal and informal networks, 2) government and
ways of knowledge transfer to students, graduates, and then to academic organizations, 3) support and professional services,
the country's economy. They perform an extremely vital role 4) capital sources and physical entrepreneurship structure, 5)
in the emerging knowledge society by contributing to a alumni engagement, 6) incubators, 7) prototype development
learning society's progress. Moreover, Ramakrishnan & Yasin services, 8) university startups seed funding, and 9)
(2012) stated that universities contribute to nationwide technology transfer services. Therefore, it is essential to
improvement by preparing graduates for future jobs. harness these resources to achieve high-quality education
Therefore, the country’s higher education institutions' linked to the national innovation system (NIS).
expectations will face more challenges (Al‐Alawi, Al‐
Marzooqi, & Mohammed, 2007; Hazelkorn, 2013; Alharbi, Also, as Bejinaru et al. (2016) revealed, a world-class
2016). Higher Education Institutions should then meet university has to play a role in the nations’ international
students’ and societies’ needs in light of their abilities and competitiveness by directly impacting life- quality and life-
interests (Chen et al., 2015). the level of their citizens. Therefore, if the need to compete is
now required in global higher education institutions, world-
Moreover, as Yusuf (2017) indicated, universities face a class university significance needs to be notable (Salmi,
continually changing and healthy competition in the education 2009).
market; therefore, there would be transformation and
challenges in the future educational system. Besides, they According to Altbach (2004), “Everyone wants a world-
need to identify the proper means to advance their class university, and no country feels it can do without one”.
performance to develop and adapt new business models, Moreover, higher education institutions in many regimes have
structures, and systems to align with the transformation plan been restructured. The world-class university has become the
and ensure sustainability. In terms of universities’ cure to guarantee the worldwide economic success based on
transformation process, leaders, academics, policymakers, and the top 20, 50 or 100 internationally-ranked universities’
other participants in the higher education area, are getting a characteristics (Mohrman 2008) argued. Therefore, to be
better understanding of how different related actors within the “world-class”, the university has to reach the standard
university could contribute to strategic visions and change included in the Lists of World university rankings, as Tayeb
processes. Moreover, harnessing networks' power is the key to (2016) declared.
ensuring organizational learning and building a shared vision,
as Intsiful (2015) stated. Additionally, university stakeholders Universities are considered the primary phase of
use rankings to influence their accreditation decisions, educational excellence in the knowledge-based economy. As
financing, sponsorship, and employee recruitment. Besides, changes happen worldwide and quickly in higher education,
they believe that rankings help to build their institutional the establishing of WCU becomes a supreme global
reputation and position. On the other hand, students are using requirement (Mehrotra, Elias, & Al-Alawi, 2019; Alhazmi &
rankings to “shortlist” their universities' choices (Hazelkorn, Yahmed 2017, Al-Alawi et al. 2019). Hence, governments
2013). should give more effort into constructing world-class systems
that provide a wide range of good quality higher education
However, the importance of higher education varies institutions with distinctive missions, as Salmi (2016) argued.
enormously between different nations. For example, countries
with ambitions to be ranked among developed countries pay Altbach (2015) stated a significant advantage from
great attention to improving their educational practices, debating on world-class universities, such as focusing on
procedures, and systems (Intsiful, 2015). improving the educational standards on universities' roles in
their society. Additionally, how higher education institutions
Accordingly, the higher education sector leaders are re- can fit in the country's higher education system and the global
evaluating their strategy and policy to cope with worldwide academic world. Besides, a world-class university notion
dynamics, complexity, growth, and expenditure to co-create reveals the world’s leading research-oriented educational
models of World-class universities. At the same time, WCU institutions' values and norms. For that reason, it is not
plays an essential role in training scientists, professionals, compelling for universities to struggle for excellence and
high-level specialists, and researchers. Therefore, the economy competition, which would inspire organizational innovation.
needs this type of model to produce new knowledge that But, this struggle is difficult when it comes to measuring
supports the national innovation system (Aturupane,2009). academic quality and accomplishment. Thus, “it might well
Furthermore, according to Söderberg et al. (2017), as be the case that the innovative higher educational energies and
innovation includes a set of dimensions, their main challenge resources should be focused on more realistic and perhaps
is to create an education system with an enabling environment more useful goals". The study by Al-Jayyousi, Al-Alawi, Al-
that can develop human resources’ capabilities. Mahamid, & Bugawa (2019) recommended integrating
organizational innovation to adopt entrepreneurship, strategic

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innovation, and learning at HEI. building first-class universities is to "train high-level creative
talent, turn out high-standard, original research results, and
Furthermore, there are several motives for building and make outstanding contributions to society". While in
achieving world-class universities, and the main reason is the Germany, Korea, and Japan, the government provided
need for qualified, professional, and educational requirements excellent initiatives to build a world-class university to
in Higher Education Institutions' outcomes. Moreover, there is emphasize the significance of research as a principal
an increasing reflection from the globalization on our benchmark on the reputation of their institutions. However,
societies, economy, and labor markets, which will require the author stated that although teaching is usually mentioned
higher education to provide a suitable readiness and ground as an element of a great university, it is seldom cited as a
for their graduates to meet this demand. Moreover, to achieve prime initiative for having a world-class university.
the goal of building the university into a world-class level, the
university has to adopt strategies in management and Meanwhile, the first noticeable variance in a world-class
governance, funding, students' and researchers’ talents university definition is to agree upon a naming. Therefore,
attraction, infrastructure, research, and internationalization, as some refer to "flagship universities" (Bunting et al., 2014;
argued by Boamah (2014). Douglas 2014; & Yonezawa 2007), others use the term
internationally recognized “research universities” Levin, 2010;
The critical literature review will start by raising a set of Saaid, 2014, & Rosovsky 2014). At the same time, Marginson
key questions in Research Scope and Questions; then, World- (2012) uses "super brands" to refer to the top six universities
Class University classifications will address definitions, in higher education rankings. However, the majority use
enablers, and strategies for WCU; and finally will outline "world-class university" (Atlbach, 2005; Altbach & Balan,
conclusions and recommendations. 2007; Salmi 2009; Shin 2009; Rhee 2011; Yang & Welch,
2012, Al-Alawi, 2019). However, the most common
Research Scope and Questions definition from all these different meanings is "a university
Many researchers addressed WCU from different angles. commonly held to be one of the best in the world".
This literature review's scope will be focused on definitions,
characteristics, enablers, and strategies for WCU. Key Furthermore, Altbach (2015) defines WCU as a “Top
questions about WCU will attempt to the critical attributes of rank university based on excellence in research, academic
WCU based on content analysis from databases, published freedom, a sense of intellectual excitement, governance (the
papers, online doctoral thesis, and books from 2009 to 2019. academic community has control over the central elements of
The questions are: academic life), adequate facilities, and adequate funding.”
1. What is the definition of world Class University? Moreover, Aula and Tienari (2011) stated that it is the
2. What are the characteristics of a world-class university? university that permeated the reputation-building.
3. What are the fundamental strategies in the road to world-
class universities? On the other hand, world-class universities were defined
4. What are university rankings? by Wang et al. (2013) as “Universities which produce
transformational research outputs and develop nation’s
World-Class University competitiveness in the global knowledge economy are World‐
This section covers the definition, characteristics, and Class Universities.” Additionally, Salmi (2009) described
basic strategies in the road to world-class universities, WCU as an operating environment that inspires managerial
university rankings, and the Arab research universities' independence and innovation, while Salmi (2016)
situation. acknowledged the status of a world-class university based on
international recognition. Although the world-class status goal
The Definition of World Class University is clear, still the world-class status definition is not yet clear
According to Ruby (2014), there are some considerable (Huisman, 2008) concluded.
differences between World Class University definitions, plus,
these differences in the definitions are in the primary purposes Table 1 summarizes some concepts from the mentioned
for obtaining world-class universities. For example, in China, definitions from the literature.

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STUDY
CONCEPTS
Universities engaged in teaching, research, and services Baskaran (2005)

Top-class universities Baskaran & Balan (2007)

Rank among the top 100 universities Baskara(2017); Bunting, Cloote & Schalkwyk (2014)
Flagship universities Douglas (2014); Saaid (2014); Yonezawa (2007)
Research universities Levin (2010); Levin (2010); Rosovsky (2014)
Superbrands universities Marginson (2012)
World-class university Atlbach (2005); Altbach & Balan (2007); Shin (2009); Salmi
(2009); Rhee (2011); Yang & Welch (2012)
One of the best universities in the world Salmi (2009)

Reputation-building university Aula & Tienari (2011)

Global knowledge economy nation’s competitiveness developer Wang Et Al. (2013)
university
International recognition Salmi (2016)
Excellent in research, academic freedom, intellectual interest, Bunting, Cloote & Schalkwyk (2014)
governance, and funding
Universities inspire managerial independence and “innovation.” Salmi (2009)

International recognition universities Altbach (2015)

Table 1: Concepts used to define the world-class university

Word-class University Definition: While Fu et al. (2018) indicated, the pursuit of world-class
Table 1 illustrate the concepts used to define a world- universities depended on globalization logics in the university,
class university. The working definition of a World-class which showed through competition encouragement,
university is a university with a solid commitment to effectiveness and performance, excellence, and high return
excellence in the quality of processes, inputs, and outputs. rates. Moreover, it has to be presented on how educational and
Besides, it is a supreme development in the domain of economic policies are discussed in the university system and
international higher education, which places it at the center of affect higher education governance and academics' minds.
international higher education policies. Moreover, it becomes
critical in driving economic growth and providing insights to Murdowo (2018) mentioned, benchmarking and
globally competitive institutions and higher education international cooperation, academic autonomy, governance,
transformations. government subsidies, university management, autonomous
and independent are factors for attaining a World-Class
The Characteristics of World Class University University. However, Rabossi & Salto (2018) specified that
As Huisman (2008) concluded, worldwide universities presence of a critical mass of International top students and
stand higher on many stakeholders’ plans and agendas outstanding faculty, Sources of financing, and the degree of
worldwide. Moreover, it is supposed to have a significantly academic and managerial autonomy in the university are the
ranked research output, excellent facilities, high ranked factors in building World-Class University. Additionally,
research output, a name that exceeds the local boundaries, and Ruby (2014) considered, 1) shared governance with a collegial
a culture of excellence (Douglass, 2016). Therefore, there is a administrative style, 2) academic freedom, 3) merit selection
need to study some features that are likely to impact higher of students and faculty, 4) significant human contact “real as
education institutions on their path to constructing a world- opposed to virtual encounters between student and teachers",
class university, as argued by Boamah (2014). 5) preservation and transmission of culture as one of its
missions; and 6) non-profit status, as a set of six
Moreover, Salmi (2009) offered a small number of characteristics of the top research university.
generalities in defining “world-class university”: “abundant
resources,” “high concentration of talent,” and an operating Furthermore, Altbach (2004) Suggested some world-
environment that inspires managerial independence and class universities' characteristics, including Freedom in
“innovation”. Douglas (2016) considered some “generic but academics and an environment that is stimulating
informative traits” guiding and advising institutions’ leaders. intellectually, excellence in research, self-governance

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internally, and sufficient funding and services. Besides stated, Therefore, it is crucial to understand WCU
“Everyone wants a world-class university. No country feels it characteristics for the entire academic communities and
can do without one”. However, Mohrman (2008) declared especially for those who are having a structural position in the
that although the world-class status goal is clear, still the university to have the ability to evaluate the university
world-class status description is not yet clear. As stated by performance. Moreover, it will allow them to formulate
Altbach (2009); Liu (2009); Wende (2009), world-class policies and programs that will direct all the university
universities are committed to the creation and dissemination of resources to perform continuous improvements to realize
knowledge in a range of disciplines and fields; the delivery of WCU. Hence, according to the above studies, Table 2
elite education at all levels; serving national needs, and illustrates some characteristics of WCU, which have been
furthering the international public good. summarized from the previous literature.

Table 2: Summary of the characteristics of WCU (Researcher)

Characteristics Authors
Proper leadership Altbach and Salmi (2011); Salmi (2016); Fu et al. (2018); Ramakrishna & Yasin (2012)
vision Altbach and Salmi (2011); Rabossi & Salto (2018); Ramakrishna & Yasin (2012)
talent Boamah (2014)
resources Altbach and Salmi (2011); Ramakrishna & Yasin (2012)
governance Altbach and Salmi (2011); Ramakrishna & Yasin (2012); Boamah (2014); Fu et al. (2018); Rabossi & Salto
(2018
innovation Altbach and Salmi (2011); Ramakrishna & Yasin (2012); Douglass (2014); Boamah (2014); Fu et al.
(2018);
internationalization Altbach and Salmi (2011); Ramakrishna & Yasin (2012); Douglass (2014); Boamah (2014); Fu et al.
(2018);
culture of excellence Altbach and Salmi (2011); Ramakrishna & Yasin (2012); Douglass (2014); Fu et al. (2018)

Some lessons related to WCU characteristics can be Basic strategies in the road to world-class universities
drawn from Table 2. The main features of WCU depend on According to Kakuchi (2015), the government’s role has
the university governance, vision, culture of excellence, and a critical impact on fostering world-class universities'
innovation in addition to the quality of its input, process, and development more than before due to their high research
output (i.e., the quality of its leaders, instructors, employees, facilities and capacity costs. However, currently, an
accommodations, fund supply, education, learning, research, environment encouraging strategies and initiatives from the
graduates, infrastructure, academic culture, and other public is needed to create a world-class university. There are
resources). Moreover, other WCU characteristics are the three basic strategies, which were identified from the
development of the university's intellectual atmosphere locally International experience, in establishing world-class
and globally. universities.

Table 3: Summary of Approaches for basic Strategies to Establish World-Class Universities (adapted from Kakuchi, 2015).
Approaches to Establish World-Class Characteristics Countries
Universities
Upgrade existing universities Adopted most regularly by governments China has adopted the approach
Significantly cheaper than the third approach since the early 1980s.
Encouraging existing institutions to Challenging to manage effectively and often does not France and Denmark adopted the
unite and change into merged reach the expected outcomes approach in recent years.
universities Merging universities on a regional foundation or
through an innovation fund from the government to
reward similar institutions merging
Building a new world-class university Make it possible to operate the new universities with Kazakhstan and India adopted
from scratch unconstrained financial funds and with a non-traditional the approach.
university’s cultural influence on people
The best approach in countries that prevent traditional
universities from being innovative

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Some lessons related to the approaches for basic approaches can be learned from international practices.
strategies to establish World-Class Universities can be drawn Consequently, all these lessons will help the universities move
from Table 3. There is no universal recipe for “building” a in the proper direction, either through upgrading or merging
world-class university. It all depends on each country's existing institutions to creating new institutions altogether or
circumstances, culture, and institutional models, which are by building a new world-class university from scratch.
different. Therefore, any country has to choose a strategy that However, Altbach and Salmi (2011) identified several
will be suitable to play within its resources and strengths. “accelerating factors” through policy research, which can play
However, many lessons about resource richness, flexible a progressive role in building World-Class Universities,
governance engagements, great attention to talents successful summarized in Table 4.

Table 4: Summary of acceleration factors that can play a positive role in building world-class universities (researcher adapted from
Altbach and Salmi 2011)
Acceleration Factors in Building World-
Class Universities Description
The first factor is to depend on the Fairly constructing the institution's educational power.
concentration on bringing large numbers of Examples: South Korea and Hong Kong
overseas scholars to their country.
The second factor is using English as the Significantly enhancing the ability of the institution to attract very qualified graduate
primary university language. students and foreign academics. Examples: Singapore
The third factor is the concentration on Achieving a critical mass more rapidly.
niche areas. Examples: South Korea, Hong Kong, Russia, and London
The fourth factor is the concentration on Guiding the institution in its improvement efforts
the use of benchmarking. Examples: Shanghai Jiao Tong University, which carefully compared its strategic
planning work to the leading Chinese universities. Therefore, currently, the famous
World Universities Academic Rankings are recognized as the “Shanghai rankings,”
which have emerged from such benchmarking efforts.

The fifth factor is the introduction of Curriculum and pedagogical innovations, such as teaching and research integration and
educational innovations and a significant establishing a supportive digital library.
curriculum. These innovative features are essential for new institutions to attract students away from
the existing universities and get the risk of being enrolled in an “unknown” program.
Examples: Hong Kong, US, Russian, and British models.
The sixth factor worth emphasizing is the Inspiring leadership, self-assessment, and monitoring to continuously recognize
need to remain alert and maintain a sense dysfunctions or threats, the capability of swift action to address them, and the readiness
of determination to avoid complacency. to continually explore improvement areas.

Some lessons related to acceleration factors that can play outcomes value, significantly connected with career
a positive role in building World-Class Universities can be opportunities and education qualifications. Therefore, there
drawn from Table 4. Higher education institutions need to was a need for the existence of higher education rankings, and
stay aware, responsive, and sustain a sense of determination to its arrival was not surprising.
develop their World-Class status.
Hence, higher education leaders and decision-makers in
World Class University rankings today’s world became more aware of identifying, defining,
In higher education, university ranking is not a new and designing their strategies and ambitions according to
phenomenon; it is progressively has become distinguished in universities' global ranking. Consequently, higher education
the system of higher education all around the whole world in institutions can create a comprehensive profile that allows
the last three decades, mainly the most recent decade (Brian, them to recognize their weaknesses, strengths and measuring
2013). their approaches and execution according to indicators
belonging to several leading global rankings. Such main
According to Hazelkorn (2013), recently, higher global rankings are different in their data collecting way and
education faces many fast challenges such as individual, methodologies. Moreover, Main Global Rankings differ in
social, cultural, and economical quick changes due to the need their type of ranking; for example, some concentrate on
for rapid new knowledge creation. Besides, countries need to research only, while others focus on producing league tables,
have the ability to develop talent. Moreover, higher education while the rest are doing Multirankings without producing
institutions' governance and management have an essential league tables (Haupt, 2016). Table 5 shows the Main Global
core role in the productive economy and the universities’ Rankings in the world.

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Table 5: Main global rankings (researcher adapted from Haupt, 2016)
Main Global Rankings Starting Date

Academic Ranking of World Universities [ARWU] (Shanghai Jiao Tong University) 2003
Webometrics (Spanish National Research Council) 2003
World University Ranking (Times Higher Education/Quacquarelli Symonds) 2004–2009
Performance Ranking of Scientific Papers for Research Universities (HEEACT) 2007
Leiden Ranking (Centre for Science & Technology Studies, University of Leiden) 2008
World’s Best Colleges and Universities (US News and World Report) 2008
SCImago Institutional Rankings 2009
Global University Rankings, RatER (Rating of Educational Resources, Russia) 2009
Top University Rankings (Quacquarelli Symonds) 2010
World University Ranking (Times Higher Education/Thomson Reuters [THE-TR] 2010
U-Multirank (European Commission 2011

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