Depo, Gokhan2024-01-052024-01-052023-06https://hdl.handle.net/11299/259706University of Minnesota Ph.D. dissertation. June 2023. Major: Organizational Leadership, Policy, and Development. Advisor: Andrew Furco. 1 computer file (PDF);viii, 149 pages.This investigation examines undergraduate students' perceptions of university rankings and their understanding of the factors that define a quality university, focusing on students at a Flagship State University (FSU) in the Midwest. Following responses to a survey that asked students to indicate the level of importance that rankings played in selecting FSU to pursue their education, a sample of 32 students were selected to participate in individual interviews through while students were asked to respond to questions focused on university rankings and institutional quality. Qualitative analyses were subsequently conducted to identify key themes. The findings from this study reveal that while university rankings are an influential element in students' decision-making processes before enrollment, there is a reduced interest in university rankings among students after enrollment, with the exception of those planning to attend graduate school; prospective graduate students were found to exhibit increased interest in rankings during their junior and senior years. The findings also emphasize that when formulating university ranking systems, the student experience at an institution should be considered as the most important factor. A notable finding of the study is the high importance students place on department-level rankings compared to overall university rankings. The FSU undergraduate participants identified key factors that contribute to a quality university, including knowledgeable and passionate faculty, teaching quality, institutional efficiency (e.g., responsible use of funds), quality of life on campus, and available resources and facilities. The study findings also point to disparities between the criteria used in university rankings and the factors that students consider essential for defining a quality institution. The findings from this investigation underscore the need for future ranking systems to address students' concerns and skepticism by incorporating factors that are meaningful to them, such as teaching quality, faculty expertise, institutional efficiency, and the overall campus experience. Engaging students in the ranking process through surveys or focus groups can ensure their perspectives are considered and valued. Future research should explore the impact of department-level rankings on students' perceptions of university quality, the diminishing interest in rankings after enrollment, the relationship between university rankings and student satisfaction, and the role of other influential factors such as social media and peer-to-peer communication in shaping students' perceptions of university quality and rankings.eninstitutional qualityqualitative case studystudent perspectivesuniversity rankingsThesis or Dissertation