What is the trade-off between rankings and genuine teaching ability?

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The Tension Between University Rankings and Effective Teaching

The increasing emphasis on academic rankings and stringent hiring criteria, particularly the requirement for PhDs and a high publication record, presents a significant trade-off that may inadvertently diminish genuine teaching ability and practical expertise within Malaysian universities. While these metrics are often pursued to enhance institutional prestige and attract more students, they risk overlooking highly skilled educators who excel in classroom engagement and student mentorship but may not conform to traditional academic publishing standards. This focus on quantifiable achievements can create barriers for many potentially valuable lecturers and teachers.
The Influence of Ranking Metrics on Hiring Practices

Universities, both public and private, are increasingly adopting stringent hiring criteria that favour candidates with PhDs and substantial academic publications, often measured by metrics like the H-index. This trend is partly driven by the Malaysian Qualifications Agency (MQA), which recently mandated PhDs for many academic positions, and by the pursuit of higher international rankings, such as those published by QS and Times Higher Education. A higher number of faculty members with strong publication records can directly contribute to improved institutional rankings, which in turn can lead to increased student enrolment, particularly from international students, thereby generating significant revenue for universities.
The Potential Neglect of Teaching Excellence

The current hiring landscape, heavily influenced by the pursuit of rankings, may overlook a substantial pool of talented individuals who possess strong communication skills, the ability to inspire students, and a deep dedication to teaching, despite holding only a Master's degree or having a less prolific publication history. These educators might be highly effective in conveying course material, fostering student understanding, and providing valuable mentorship. The insistence on a PhD, even for courses at the Bachelor's degree level, and a high publication output can exclude individuals with proven teaching capabilities and practical experience, potentially leading to a less effective learning environment for students.
Disconnect in Practitioner-Oriented Disciplines

In certain fields, such as journalism, video production, teaching, and graphic design, academic publishing in top-tier journals may not be a reliable indicator of professional excellence. Professionals at the forefront of these practitioner-oriented disciplines often dedicate their time and energy to their craft and industry engagement, leaving little room or inclination for extensive academic writing. Consequently, the emphasis on publication records can disadvantage highly skilled practitioners who might otherwise bring invaluable real-world expertise and cutting-edge knowledge to the classroom, creating a disconnect between academic hiring requirements and the actual needs of specific disciplines.
Questioning the Correlation Between Publications and Pedagogy

A critical question arises regarding the assumption that a high publication record directly correlates with effective teaching. While individuals with PhDs and numerous publications can undoubtedly be excellent educators, the current hiring practices may create an overly narrow "Venn diagram" that excludes many competent teachers. The focus on academic output might inadvertently neglect the essential qualities of a good lecturer, such as the ability to engage students, demonstrate patience, and contribute meaningfully to departmental activities and student support, thereby potentially compromising the overall quality of education provided.

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What is the trade-off between rankings and genuine teaching ability?

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