Are teaching skills overlooked in academic hiring?

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Teaching Skills May Be Overlooked in Academic Hiring Due to Overemphasis on PhDs and Publications

The hiring of new academic staff in Malaysian universities, encompassing both public and private institutions, frequently prioritises a PhD qualification and a strong publication record, including metrics like the H-index. These criteria are often employed as near-essential prerequisites, even for screening purposes, potentially sidelining candidates with exceptional teaching abilities but lacking these specific academic credentials. This approach, driven in part by institutional rankings and the pursuit of international student numbers, risks diminishing the overall quality of education by excluding skilled educators.
PhD Requirements and Their Impact on Hiring

Recent regulations introduced by the Malaysian Qualifications Agency (MQA) approximately two to three years ago mandate specific PhD qualifications for academic positions. Consequently, individuals with extensive teaching experience in a subject area may find themselves unable to secure an interview if their PhD is not directly aligned with the department for which they are applying. This rigid adherence to specific PhD fields, even for teaching undergraduate courses, can lead to a "lose-lose" situation, as capable educators are excluded from opportunities to share their knowledge and inspire students.
The Role of Publication Metrics in Academic Recruitment

The increasing adoption of publication requirements, such as a certain H-index, by many private institutions is largely motivated by the desire to improve international university rankings like QS and Times Higher Education. Higher rankings are perceived to attract more students, particularly international ones, and consequently, greater financial returns. This focus on quantifiable academic output, however, creates a disconnect, as the qualities that make an effective educator—such as consistent student engagement, a caring attitude, and active participation in departmental activities—may not be reflected in academic journal publications.
Limitations of Publication Metrics in Certain Disciplines

For many practitioner-oriented fields, such as journalism, video production, teaching, and graphic design, success in top-tier academic journals does not necessarily equate to excellence in the profession. Top practitioners in these areas are often deeply engaged in their work and may lack the time or inclination to prepare lengthy manuscripts for publication. The emphasis on academic publishing in these disciplines may therefore fail to identify individuals who possess the practical expertise and real-world experience that would greatly benefit students.
Questioning the Link Between Qualifications and Teaching Effectiveness

A critical consideration is whether possessing the requisite PhD and a strong publication record automatically translates into effective classroom teaching, patience with students, and strong pedagogical skills. The current hiring landscape, which relies heavily on these two stringent criteria, could be inadvertently creating barriers for many potentially excellent lecturers. This approach may prevent students from benefiting from the dedication and expertise of educators who do not fit a narrow definition of academic success, raising questions about whether institutional rankings should be the sole determinant in academic recruitment.

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Are teaching skills overlooked in academic hiring?

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