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Item University ranking model: depicting teaching quality as a critical factor(Australian Quality Forum(AUQF), 2011, 2011) Salman Saeed QureshiGlobal university ranking systems rely heavily on research output and research quality just like it does on reputational surveys. During the last two decodes, universities have shown more inclination to hire PhD faculty members having sound research credentials. This global effect of over-reliance on research has actually undermined the actual spirit of teaching and learning. Consequently universities are more concerned with their prestige compared to what they actually contribute in teaching and learning. Similarly employers and policy makers rate ranking, prestige and reputation of university on top. Research output is so much publicized in universities that it shadows actual teaching quality. Teaching and learning aspect is over-shadowed by research in almost all global ranking systems. How much difference a university creates starting from admission of students till graduation is generally missing in measurement of academic quality by ranking bodies. Dill and Soo (2005, p. 507) have argued that 'Empirical research suggests that the correlation between research productivity and undergraduate instruction is very small and teaching and research appear to be more or less independent activities '.Astin (1996) notes that research and teaching have negative correlation as substantial time is consumed in research activities, and as a result sufficient time is not given to students for teaching and advising, commitment to student development, use of active learning techniques in the classroom. Following a constructive critique on two main global ranking systems, this paper suggests a university ranking model which is likely to provide more realistic picture of university quality.Item Role of higher education in peace-building and strengthening national institutions(GUNI - Global University Network for Innovation, 2008) Salman Saeed Qureshi