What is the hidden risk of prioritizing PhDs and publications for hiring?

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Prioritising PhDs and Publications Poses Hidden Risks to Educational Quality and Lecturer Opportunities

The increasing emphasis on academic hiring requirements, specifically the mandatory possession of a PhD and a strong publication record (indicated by a high H-index), presents a significant hidden risk to the quality of university education and the career prospects of qualified educators. This recent trend, largely driven by the Malaysian Qualifications Agency (MQA) and the pursuit of international university rankings, inadvertently screens out many competent and dedicated lecturers who may possess extensive teaching experience but lack the specified credentials.
Exclusion of Skilled Educators Due to Stricter Qualification Mandates

Universities across Malaysia, encompassing both public and private institutions, have recently instituted a stringent policy requiring new hires to hold a PhD and demonstrate a substantial publication history. This MQA-mandated rule, which has been in effect for the past two to three years, means that even individuals with years of successful teaching experience may be denied an interview if their PhD is not in the precise field they are applying to teach. This creates a significant barrier to entry, potentially overlooking valuable teaching talent.
Financial Incentives Drive Ranking Obsession

Private higher education institutions, in particular, have adopted these rigorous publication requirements as a strategic means to elevate their standing in international rankings such as QS and Times Higher Education. A higher ranking often translates directly into increased student enrollment, especially from international markets, thereby generating substantial financial returns for the universities. Consequently, the pursuit of these rankings has become a significant economic driver for many institutions.
Overlooking Pedagogical Skills in Favour of Academic Credentials

The current hiring practices risk devaluing essential pedagogical skills by focusing narrowly on academic qualifications. Many lecturers with Master's degrees or those who are not prolific publishers possess exceptional communication abilities, can inspire students, and demonstrate deep dedication to their teaching roles. However, these individuals are frequently rejected without consideration for an interview solely because they do not meet the strict PhD or publication benchmarks, despite their proven effectiveness in the classroom.
Disconnect Between Academic Metrics and Practical Discipline Excellence

For certain practitioner-oriented fields, such as journalism, graphic design, and teaching itself, a high publication record in academic journals may not accurately reflect professional excellence. Top professionals in these disciplines are often deeply engaged in their practical work, which leaves them with limited time or inclination to produce academic manuscripts. The insistence on a publication record in these areas creates a disconnect, potentially excluding highly skilled practitioners from contributing their expertise to university students.

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What is the hidden risk of prioritizing PhDs and publications for hiring?

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