U-Multirank

College and university rankings are rankings of institutions in higher education ordered by various combinations of various factors. Rankings have most often been conducted by magazines, newspapers, websites, governments, or academics. In addition to ranking entire institutions, organizations perform rankings of specific programs, departments, and schools. Various rankings consider combinations of measures of funding and endowment, research excellence and/or influence, specialization expertise, admissions, student options, award numbers, internationalization, graduate employment, industrial linkage, historical reputation and other criteria. Various rankings mostly evaluating on institutional output by research. Some rankings evaluate institutions within a single country, while others assess institutions worldwide. The subject has produced much debate about rankings' usefulness and accuracy. The expanding diversity in rating methodologies and accompanying criticisms of each indicate the lack of consensus in the field. Further, it seems possible to game the ranking systems through excessive self-citations. The variety of academic rankings provide a comprehensive overview and insightful overlook of different academic institutions on composite capabilities in academia. Whilst United Nations advocates for the beneficial role that higher education could be the common good of social leverage and educating skills to equip everyone participated, yet college ranking is a transparent tool for a fair evaluation for the public.

See Regional and national rankings for university rankings within a particular region. Several organizations produce worldwide university rankings, including the following.

The three longest established and most influential global rankings are those produced by ShanghaiRanking Consultancy (the Academic Ranking of World Universities; ARWU), Times Higher Education (THE) and Quacquarelli Symonds (QS). All of these, along with other global rankings, primarily measure the research performance of universities rather than their teaching. They have been criticised for being "largely based on what can be measured rather than what is necessarily relevant and important to the university", and the validity of the data available globally has been questioned.

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