Published annually since 2009, the QS Asia University Rankings highlights the top universities in Asia each year. The methodology used to create the ranking is similar to that used for the QS World University Rankings®, but with some additional indicators and adapted weightings. This set of criteria, developed in consultation with regional experts and stakeholders, is designed to reflect key priorities for universities in Asia, drawing on as much available data as possible. Find out more from the QS Intelligence Unit.

The 11 indicators used to compile the QS Asia University Rankings are as follows:

Academic reputation (30%)

This is assessed using data from the large global survey of academics conducted by QS each year. The results of this survey, which asks academics to identify the leading universities in their own subject area, also feed into other rankings and reports produced by QS, including the QS World University Rankings and the QS World University Rankings by Subject. The aim is to give an indication of which universities hold the strongest reputation within the international academic community.

Employer reputation (20%)

This is again assessed using the results of a major international survey, this time of graduate employers, who are asked to identify the universities they perceive as producing the highest-quality graduates. The results of this survey are used to inform a number of other QS research projects, reflecting the importance of employability and employment prospects for today’s university applicants and graduates.

Faculty/student ratio (10%)

This indicator assesses the ratio of full-time academic staff members employed per student enrolled. The aim is to give an idea of how much contact time and academic support students at the institution may expect to receive.

International research network (10%)

Using data provided by Scopus, this indicator assesses the degree of international openness in terms of research collaboration for each evaluated institution. To calculate this indicator the Margalef Index, widely used in the environmental sciences, has been adapted to produce a score that gives an indication of the diversity of an institution’s research collaborations with other institutions in different locations of the world.

Citations per paper (10%) and papers per faculty (5%)

These two indicators are both assessed using data from the Scopus database of research publications and citations. The first assesses the number of citations per research paper published, aiming to give an idea of the impact each institution’s research is having within the research community. The second assesses the number of research papers published per faculty member. This provides an indication of the overall research productivity of the university.

Staff with a PhD (5%)

A new indicator introduced to the QS University Rankings: Asia for 2016, this assesses the proportion of academic staff members qualified to PhD level. This complements the faculty/student ratio indidator, both aiming to provide proxy measures of an institution's commitment to high-quality teaching.

Proportion of international faculty (2.5%) and proportion of international students (2.5%)

The final four indicators all aim to assess how ‘international’ each university is, reflecting the fact that internationalization is a major priority both for universities in Asia and in every world region. These two indicators, also used in the QS World University Rankings, assess the proportion of staff and students at the university who are classed as ‘international’.

Proportion of inbound exchange students (2.5%) and proportion of outbound exchange students (2.5%)

These last two indicators, not used in the global ranking, offer additional insights into the internationalization activity at universities in Asia, assessing the relative size of each institution’s inbound and outbound student exchange programs.

The overall results of the QS Asia Univeristy Rankings are published in an interactive online table, which allows users to compare universities’ performance on individual indicators, or view those with the highest combined scores. To access the full functionality of the table, you first need to log in or register as a site member – this is free and allows you to access exclusive content and resources.
 

Highlights:

• Students from within and outside of the UK are concerned about the impact Brexit could have on their career prospects, both short- and long-term.
• Many expect UK universities to become less internationally diverse, as a result of higher fees, visa restrictions and reduced working rights.
• Concerns about reduced higher education opportunities are equally widespread among UK students and those from elsewhere in the EU.
• Only 9% of surveyed students said Brexit would have a positive impact on their education and career; this view was most common among non-EU students.

New research conducted by QS suggests students are concerned about the negative impact Brexit could have on their employment prospects. In a survey of prospective postgraduates from within and outside of the UK, more than half (52%) said they believed Brexit would have a detrimental effect on their future career.

This view was equally the case among UK students and those from elsewhere in the EU, with 56% of both groups selecting this option. Overall, only a quarter of survey respondents felt that Brexit was unlikely to have any impact on their career, with non-EU students most likely to agree with this statement. A further 15% said they simply did not know whether the referendum outcome would alter their professional prospects.

These findings are based on a survey of approximately 200 prospective postgraduates in March 2016, alongside focus groups and interviews. Many participating students expressed concerns that increased restrictions on travel could make it more difficult to live and work elsewhere in Europe. Samantha, a British student of Nigerian descent, pointed out that EU membership makes it easier to find jobs in other European countries: “They are very easy to come by now, but when we come out, you know…”

Italian-born Lordina, now living in the UK, spoke about how she had benefitted from making connections within Europe and being part of a diverse student community: “I want to work in an embassy, be a diplomat, or do something to do with politics. You need connections – let’s be real!” Meanwhile British student Chanelle had a very specific concern: “One of the places I wanted to work is the European Central Bank, so I guess that wouldn’t quite work out if we left the EU.”

On the other side of the picture, many European students were concerned that they would be unable to pursue career opportunities in the UK. This was the case for Spanish student Alvaro: “I wouldn’t want to start my professional career in Spain, so I would try the UK or Canada.” Overall, many surveyed students, both from the UK and other EU countries, felt that their professional options would be diminished if the UK leaves the union.

EU students less likely to study in the UK

While many are concerned about the longer-term impact on their careers, a large proportion of students are also concerned about the immediate implications of Brexit. Current and prospective international students highlighted the importance of being able to work in their chosen study destination, both during and after their studies. If this becomes more difficult, many say they would be less likely to study in the UK. This was the case for Spanish student Eric, seeking a master’s degree in the UK. Alongside concerns about fees increases in the event of Brexit – “the price will be like double, triple” – he said he would be deterred by reduced employment opportunities in the UK.

British student Conchita argued that many international students are already deterred from studying in the UK due to limited rights to work during and after their degree – warning that this could become a larger problem in future. She shared the story of a Nigerian friend who had chosen an alternative location for his master’s degree for this reason, adding: “I think a lot of people do consider that, because they want to earn money and have opportunities to work after they’ve studied.”

Indeed, as the chart above shows, just under a third (32%) of surveyed EU students said they would be less likely to study in the UK if it leaves the EU. This was also the case for almost a quarter (24%) of those from outside of the EU. These are in fact much lower figures than were reported in the recent Hobsons International Student Survey, in which 82% of responding EU students and 35% of non-EU students said Brexit would make UK universities less attractive.

Although our own survey respondents were less likely to say Brexit would cause them to think again about studying in the UK, these figures remain sufficient cause for concern. On the other hand, grounds for a more optimistic picture came from those who argued that the strong reputation of UK universities would mitigate the impact of changes in fees or visa regulations. Turkish student Oyku, for instance, said: “I don’t think it would change a lot. What makes the UK stand out are the very established institutions. When I consider [the rest of] Europe I don’t see that.”

Impact on outbound mobility from UK

On the other side of the mobility road, 13% of surveyed UK students said they would be less likely to study in the EU in the event of Brexit. The likelihood of a decline in outbound mobility from the UK has not so far been a prominent feature of the debate, but should certainly be an area of concern for employers and policy makers. Many of the British students we spoke to anticipated that Brexit could limit their own opportunities to study abroad. UK student Daniel, for example, said Brexit might cause him to reconsider his intention of studying in Italy or elsewhere in the EU, “because of the impact on perhaps funding, visa requirements and my ability to be able to work whilst I’m studying.”

As fellow British student Jess pointed out, this could mean many UK students miss out on the wide range of opportunities and experiences included in the study abroad package – “You meet different people from all over the world and broaden your opinions on other people and different ways of life. I’d be sad to lose that.” Beyond the individual loss, this would also represent a major blow to the UK’s future national skillset, at a time when intercultural competencies are only set to become more important. In the context of the onset of globalization, Scottish student Ben cast Brexit as an idea entirely out of sync with the times: “It’s backwards, not a positive step for the future. The future is global.”

Brexit perceived as detrimental to education

As the comments above suggest, and as the chart illustrates, many students believe Brexit could have a negative impact on their education. Equal numbers of UK and other European students (44% of both groups) felt this to be the case, while a perhaps surprisingly high number of students from outside of the EU also supported this sentiment (40%). Around 30% of all respondents felt there would be no impact on their education, while almost 20% did not know. Finally, 9% felt Brexit would have a positive impact, with this group predominantly composed of students from outside of the EU.

It is fairly easy to understand why European students fear Brexit may damage their education options – they see the potential for higher fees at UK universities, more stringent visa requirements, and difficulties gaining work experience during and after graduation. Beyond this, UK and non-UK students alike are concerned that Brexit could result in British universities becoming less internationally diverse, detracting from the multiculturalism which is perceived as a valuable part of the experience.  

UK student Jess shared: “I think it would affect other people coming to study here, which would water down some of the experience.” Scottish student Ben agreed, describing international diversity as an element today’s students have come to embrace as a norm: “I think it’s just something about our generation; I grew up with European people in my class, the Erasmus exchanges, we expect that to be the way the world works.” Diverse classrooms, international exchange programs, access to European scholarships, and the ability to learn and practice European languages were all highlighted by British students as important elements in their educational experience.

Finally, some students expressed concerns about how the performance of UK universities, and particularly their relationships with European partners, could be affected. UK student Chanelle, for instance, argued: “I know that Europe provides a lot of funding to our universities, research funding, so I think this could affect the landscape of education in the UK.” Other students expressed concerns that if British universities are unable to maintain current numbers of international enrolments, financial pressures could lead to further domestic fees hikes.

“A double-edged sword”

In an Opinum poll for The Observer earlier this year, 53% of those aged 18-34 said they would vote to remain, with 29% placing themselves in the Brexit camp and the rest undecided. Our sample group broadly reflected this spread; while most of the students we engaged with said they would prefer the UK to stay in the EU, a smaller yet significant number were in favor of leaving.

Firmly making the case for Brexit was Northern Irish student James, currently studying in the south of England and keen to return to the US for his master’s degree, after participating in an undergraduate exchange program. Pointing to Iceland and Switzerland as countries enjoying considerable success and economic resilience outside of the EU, he argued that the union itself had most to lose from a potential Brexit, while the UK would “probably be safer [outside].”

James felt it was unlikely there would be a significant change to fees or international enrolments, and was quick to dismiss concerns that changes to visa requirements could make it more difficult for international students to stay and seek work in the UK, suggesting that many would qualify for the essential skills list.

Unsurprisingly, issues relating to immigration also emerged in our conversations with students. British applicant Samantha, whose own parents migrated to the UK from Nigeria, was among those who felt that tighter controls are needed: “I’m not saying other people shouldn’t come in… but if the place is flooded, everyone will suffer.” At the same time, she acknowledged that Brexit was not the only or necessarily the best way to improve immigration regulations, and admitted that she would be sorry to lose her own right to travel freely in the EU – “It’s a double-edged sword.”

About the research

The trends explored in this article are based on research conducted at the QS World Grad School Tour in London in March 2016. A total of 196 students were surveyed, with additional insights gained through focus groups and interviews on the day. All were in the process of applying to study a master’s or PhD, and most were considering studying internationally.

This article was written by Laura Bridgestock, editor of TopUniversities.com, and Dasha Karzunina, international research liaison for the QS Intelligence Unit. The charts were created by Georgia Philippou for TopUniversities.com.

This year’s QS University Rankings by Region will be published on 14 June, here on TopUniversities.com. The release will include rankings dedicated to the top universities in Asia, Latin America, the Arab Region, and Emerging Europe & Central Asia (EECA).

With the ranking tables being extended each year to feature more institutions, the 2016 editions will celebrate the leading 350 universities in Asia, 300 in Latin America, 200 in Emerging Europe & Central Asia, and 100 in the Arab Region.

What are the regional rankings?

The rankings for Asia and Latin America are both well established, having been published annually since 2009 and 2011 respectively. Meanwhile the rankings for Emerging Europe & Central Asia and the Arab Region are comparatively new additions to the set; both were first published in 2014.

These regional rankings aim to give greater visibility to universities in regions which are relatively underrepresented in the overall QS World University Rankings®. Each uses a methodology designed to reflect regional priorities and challenges – such as percentage of faculty members with a PhD and online impact. Such additional indicators, which are not assessed in the overall world rankings, allow for more in-depth and meaningful comparisons at regional level.

How to get the results

To get the results as soon as they’re available on 14 June, you can:

• Sign up to receive our email newsletters.
• Follow us on Twitter and Facebook (and join the conversation with #QSWUR).
• Check this page for links to all four regional rankings.

This article is sponsored by the University of Central Lancashire (UCLan).

It probably won’t come off as a big surprise to you to discover that the sports industry is riddled with many deeply entrenched myths. When considering your options, it’s important not to let these six common misconceptions about sports careers prevent you from pursuing your dream job!  

Sports Jobs Myth #1:“You need to be the next David Beckham to be successful in the industry.”

Nonsense! If you feel that you are not quite cut out to be an athlete, do not despair. While having an interest in sports or keeping fit is a prerequisite for many careers in the sports industry, there are plenty of opportunities if you prefer to work from the side-lines.

Sports Jobs Myth #2: “You’ll either be a manager or a coach.”

This is probably one of the most prevalent myths about careers in sports and also one of the most untrue. The industry is flourishing with opportunities in a variety of disciplines, including sports marketing, PR, sales, sports media, research and education. Whether you’re interested in helping people improve their lives and wellbeing through physical exercise, or whether you’d like to help athletes recover from injuries or achieve their full potential through modern technology and your expertise, your dream sports job is there for the taking!

Sports Jobs Myth #3: “It’ll be a high-pressured all-consuming profession.”

Of course your work schedule will depend on the particular job you choose, but unless you decide to become a world-class athlete, it’s likely that your work patterns will fall under the 40 hours a week bracket, and consist of predictable shifts and manageable stress levels.

Sports Jobs Myth #4: “You need to specialize in one sport.”

While many do get into the industry out of a passion for a particular sport or even a specific team, the opportunities are so varied that you can often end up working in a role that spans multiple sports. For instance, you could manage public relations for a variety of athletes and teams, lead groups of clients in a selection of different outdoor activities, or help to manage a sports brand that provides products for a range of sports.

Sports Jobs Myth #5: “The demand for jobs far outstrips the supply.”

While the competition is certainly high for many sports careers, there are plenty of entry-level jobs for graduates looking to get a foot in the door. Indeed, the sports sector is one of very few industries not experiencing the full blows of economic recession. If you’re passionate and well-qualified, the roles are out there.

Sports Jobs Myth #6: “You don’t need a university degree to work in sports.”

While sports careers are often vocational, many sports jobs do require at least an undergraduate-level qualification, and a specialized master’s could also be useful. Completing professional training at a reputable institution will carry a lot of weight with prospective employers, and will help you prepare for the various challenges of working in the sports industry, providing you with the specific expertise required for careers in sports science or sports management.

Kickstart your sports career at the University of Central Lancashire (UCLan)

The UK’s University of Central Lancashire (UCLan) offers a broad range of undergraduate and postgraduate degrees in sports, nutrition and exercise sciences. All courses have a strong focus on developing practical skills and knowledge, with opportunities to complete National Governing Body Awards and gain professional work experience. UCLan’s staff and students also collaborate with partners around the world on sports and exercise research, spanning areas such as sports coaching and management; the social and cultural study of sport; and specialist areas of physiotherapy and nutrition. The university’s £12 million Sports Arena provides facilities for athletics, rugby league, rugby union, football, hockey, tennis and cycling.

Sponsored by KAUST

Picking the right engineering school can feel like a daunting task – especially if you’ve broadened your search beyond your own national boundaries. With so many engineering schools to choose from, each making attractive-sounding promises, how can be sure you’ve made the right decision? Here are seven signs to watch out for…

1. Your engineering school offers the specialties that you are interested in.

Put job market and employability statistics to the side. Which engineering fields would you like to specialize in? Which global issues would you like to help solve? Now, ask yourself: does your chosen school offer courses and research opportunities in that particular area? How many professors have specialized and are currently engaged in the field? Whether you’re interested in photovoltaics or applied mathematics, you must absolutely ensure that your department has the resources to cater to your needs and ambitions.

2. Your engineering school is well-known in your field.

Of course there’s more to life than reputation – but it does go a long way when it comes to impressing future employers, as well as being another way to check which schools are performing at the highest level. Take a look at subject-specific rankings such as the QS World University Rankings by Subject, and the slightly broader QS World University Rankings by Faculty, for an overview of the best engineering schools in each field and country.

3. Your school connects the dots between innovation and industry.

The best engineering schools will add value to your degree by introducing you to various industry leaders. This can maximize your chances of getting snapped up by a desirable employer when you graduate, as well as helping you understand how your knowledge and expertise could be put to practical use. Top schools organize regular networking events with recruiters, and offer resources designed to connect ambitious students to the ‘real world’ – such as KAUST’s Research and Technology Park, a tech-based research center linking up students with researchers and industry leaders.

4. Your coursework is both theory-heavy and hands-on.

Whether you hope to pursue a career in academia or industry, and whatever your sub-branch, your curriculum should make a point of addressing real-life problems and scenarios. While some courses are by nature heavily theoretical and design-oriented, these should also explore credible applications to prepare you for the world of work. Because no subject exists in a vacuum, studying engineering in both practical and theoretical terms will equip you with the transferrable skills and knowledge required for a long and fruitful career in the profession.

5. Your engineering school provides world-class facilities.

Does your engineering school offer up-to-date facilities? How many research projects is it running, and how many of these are international? Whether it’s through helping you forge international collaborations with other researchers, securing funding for your project or providing access to cutting edge technology, such as KAUST’s nanofabrication and visualization core labs, the school you choose should grant you access to all the best study and research resources in your field, to help you achieve your full potential.

6. Your engineering school offers internship opportunities.

Most universities have some kind of careers service in operation, but make sure you know exactly how much support you’ll receive, and whether there are opportunities to gain practical experience through internships. KAUST, for instance, offers a three to six month Visiting Student Research Internship Program, which grants promising graduates a monthly allowance, in addition to accommodation and various work benefits for research work.

7. You’re not likely to leave with a huge debt.

Finally, the question of costs does come into the equation. The good news is, you don’t necessarily have to graduate completely destitute. Some engineering schools actually significant financial aid, such as the KAUST Fellowship, which covers relocation costs in addition to tuition fees, a monthly living allowance, housing and health insurance.

Join a community of tech innovators

Ranked in the global top 150 of the QS World University Rankings by Subject in a number of disciplines across engineering and technology, King Abdullah University of Science and Technology (KAUST) has leading research facilities and teaching resources, including world renowned professors among its faculty.