University ranking model: depicting teaching quality as a critical factor
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Date
2011
Authors
Journal Title
Journal ISSN
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Publisher
Australian Quality Forum(AUQF), 2011
Abstract
Global 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.
Description
Keywords
Teaching-Research Nexus, Reputational Rankings, Measuring Teaching Quality
Citation
Australian Quality Forum (AUQF), June 29-July 01, pp 1-7, 2011