Reframing World-Class University Theory in a Resource-Constrained Public University: Internal Stakeholders’ Lived Experiences in Navigating Global University Rankings

Abstract

Global university rankings have become influential instruments that shape institutional agendas, governance, and definitions of quality in higher education. The World-Class University (WCU) Theory identifies research output, internationalization, and worldwide renown as fundamental indices of greatness. However, growing evidence suggests these measures offer a narrow and contested view of institutional quality.  This research used a transcendental phenomenological methodology to investigate the lived experiences of internal university stakeholders in a Philippine public university functioning under fiscal constraints while adapting to ranking-driven changes. The study gathered data through comprehensive, semi-structured interviews, supplemented by reflective journaling and institutional documentation, and analyzed them using Moustakas’ phenomenological approach. Research indicates that institutional procedures are increasingly aligning with global ranking criteria, leading to heightened research activity, data-informed governance, and purposeful internationalization. Nonetheless, stakeholders face significant financial and organizational constraints, increased professional demands, and differing interpretations of excellence based on pedagogy, accessibility, and social significance. These findings advance World-Class University Theory by demonstrating how stakeholders at resource-constrained public universities balance global ranking pressures with commitments to teaching quality, accessibility, and social relevance. The results indicate that institutional excellence encompasses not only research productivity and international visibility but also context-sensitive missions and public service obligations.