Latest news with #TimesHigherEducation
Barnama
2 days ago
- Science
- Barnama
- Teaching Matters Too: Rethinking What Makes A Great University
Opinions on topical issues from thought leaders, columnists and editors. But as universities chase the 'prestige' of these rankings by making a stronger push for research output, is the importance of teaching being neglected? Is student education being sidelined in favour of research publications? This is because a university's ranking is heavily influenced by its research performance. University rankings are a highly visible indicator of a university's status. Due to the increased visibility among the general public and perceived importance of these global rankings, universities around the world have slowly been focusing more on increasing their research output. Two two major university rankings are used globally – the QS World University Rankings and the Times Higher Education (THE) World University Rankings. For the QS rankings, 'Research and Discovery' make up 50% of the total score for a university (30% for academic reputation and 20% for citations per faculty), while 'Research Environment' (29%) and 'Research Quality' (30%) collectively contribute 59% to the overall score of THE's ranking system. Despite their differences, one similarity is that both rankings place a greater emphasis on research, as research-related indicators contribute more towards a university's score than other indicators. These two ranking systems utilise slightly different methods and indicators for quantifying university performance, encompassing factors such as student and faculty ratios, income, reputation, employability, and of course, research performance. With research contributing immensely to a university's ranking, it's no surprise why these institutions are channelling more resources and effort towards their research endeavours. Need for healthy balance between research and teaching priorities However, if a healthy balance between research and teaching priorities is compromised, universities may risk alienating their students. The student body is not only the largest population in a university, it's arguably also the most important. And by deprioritising teaching, we may inadvertently be sending the wrong message to students. Our students are future professionals and will one day take on the responsibilities of running the nation. Should their education not be prioritised at least as much as research output? Shifting institutional priorities will also affect the motivations of academic staff. Despite what some people may think, teaching is not easy. Academic staff revise curriculums, prepare for lectures, find reading material, design and mark exam questions, and this is all in addition to going for classes, tutorials, and group discussions with students. How much time and effort could academic staff afford to put into their teaching responsibilities if institutional policies require them to increase their research output? How many academic staff would resort to doing the bare minimum for the education of their students if they feel pressured to perform more research to align with university goals? In the end, educators may feel demotivated to innovate and improve their teaching methods which will lead to stagnation and an eventual decline in teaching quality. Long-term consequences An imbalance between research and teaching efforts could have long-term consequences to both universities and their students. If academic staff are not able to provide an engaging and stimulating learning environment, students may struggle and be forced through a poor learning experience. And if this continues throughout the students' entire study programme, we may end up with graduates who lack the necessary skills and competencies expected of a university graduate. This will not only affect our graduates' employability and their abilities to contribute meaningfully to the nation, but also the reputation of universities, as employers may form unfavourable opinions of universities based on the quality of their graduates. While global ranking systems are unlikely to change any time soon, universities can implement their own internal benchmarks which value and reward teaching excellence. Teaching equally important as research This is an important step to show that universities recognise teaching as equally important as research, even if it may not be reflected in global ranking systems. Universities can utilise teaching-related indicators for reward systems or promotion criteria. This could potentially encourage academic staff to invest their time and effort into teaching innovations and improvements, ultimately leading to an improved learning experience for students as well. Universities have existed for hundreds of years. Yet these global rankings were only introduced in the early 2000s. Universities should not make rankings the be-all and end-all of higher education. Institutes of higher learning existed long before the invention of these rankings, and they can stand on their own. Research is invaluable to the progress of mankind, there's no doubt about that. But a university graduate should be just as valuable to a university as a research publication. I strongly urge universities to give equal importance to teaching quality and to not neglect it in favour of increasing research output. The true prestige of a university should not lie in its ranking or number of publications, but in the quality of graduates it produces. -- BERNAMA Dr Jazli Aziz is a Senior Lecturer at the Department of Oral and Craniofacial Sciences, Faculty of Dentistry, Universiti Malaya.
News18
03-07-2025
- Business
- News18
5 Ways UK Degrees Help Indian Students Thrive In Global Tech Fields
Last Updated: A UK education equips Indian students with tech skills, global exposure, and work opportunities, making it a strong launchpad for international tech careers. The UK is a top destination for students who want to build a career in technology. It is home to some of the best universities in the world for science, engineering, and emerging tech fields. In fact, three UK universities ranked in the top 10 globally for Engineering and Technology in the 2025 QS World University Rankings. Over 20 UK universities are also in the top 200 for engineering, with eight in the top 100, according to Times Higher Education (THE). Courses in cutting-edge fields like artificial intelligence (AI), data science, quantum computing, and cybersecurity are widely available across UK institutions. This makes the UK an ideal place for Indian students to start their tech journeys. 1. Top-Quality Education In Emerging Tech Fields UK universities are known worldwide for their strong academic programmes in science, technology, engineering, maths, and medicine (STEMM). Many also offer advanced courses in areas like AI, robotics, cybersecurity, data science, and more. The course content is often designed in partnership with tech companies, which ensures students gain relevant skills and real-world knowledge. Indian students benefit from hands-on learning, critical thinking training, and future-ready skills. After finishing their studies, Indian students can stay in the UK for two years (three years for PhD holders) to find a job under the Graduate Route visa. This gives them time to gain work experience with UK-based or international tech firms. As one Indian graduate, Yashodhra, shared: 'With the Graduate route, my employer doesn't have to worry about sponsoring me, and the whole process of applying was cost-effective and straightforward." 4. Global Recognition of UK Degrees A degree from a UK university is respected around the world. Employers across countries value UK qualifications, especially in technology and engineering. This gives Indian students an edge when applying for jobs internationally and increases their chances of building a career in tech, no matter where they go. 5. Global Mindset and Adaptability Studying in the UK helps Indian students develop confidence, independence, and teamwork skills. Living in a multicultural environment also teaches them how to work well with people from different backgrounds—an important skill in today's global tech industry. Shilpa, a Women in STEM scholar, said, 'Getting used to a new education system takes time. Since coming here, I've realised that learning is more important than grades alone. I've learned a lot in the last year. As the old saying goes, 'hard work always pays'." A UK education offers more than just a degree — it provides Indian students with skills, experience, and global opportunities in the tech world. With support from the British Council through scholarships and guidance, students can turn their dreams into reality.
The Diplomat
02-07-2025
- Business
- The Diplomat
Asian Universities Rise in Global Sustainability Leadership Rankings
Amid global SDG funding gaps, Asian universities are stepping up as leaders in sustainable finance, driving research and innovation to shape a more sustainable future. As global efforts to achieve the Sustainable Development Goals (SDGs) face mounting financial shortfalls, universities across Asia are emerging as key players in sustainable finance. The Times Higher Education (THE) Impact Rankings 2025 highlight a growing presence of Asian institutions in sustainability leadership, with 22 of the top 50 universities now coming from the region – an 83 percent increase from the previous year. This shift comes at a critical moment. According to the U.N. Sustainable Development Report 2024, only 15 percent of SDG targets are on track, while more than 30 percent show stagnation or decline. The financing gap is particularly severe in emerging economies, where governments struggle to mobilize resources for climate action, education, and infrastructure. Universities, traditionally seen as knowledge producers, are now being recognized for their role in sustainable finance, bridging research with policy and investment strategies. Meeting SDG targets requires more than institutional commitment – it demands financing on a scale that traditional sources are unlikely to deliver. According to Indonesia's Ministry of National Development Planning (Bappenas), the country faces a funding shortfall of $1.7 trillion by 2030 to meet its SDG commitments. Similar gaps exist across Southeast Asia, where declining international aid and rising fiscal pressures have forced governments to seek alternative financing mechanisms. Universities are increasingly stepping into this space. Academic research centers contribute to the design of financial taxonomies, ESG standards, and impact measurement tools, helping governments and investors align funding with sustainability goals. Institutions are also engaging in green bonds, sustainability-linked loans, and blended finance models, providing expertise in structuring financial instruments that attract both public and private capital. The THE Impact Rankings assess universities based on their contributions to the United Nations SDGs, measuring research, teaching, stewardship, and outreach. While traditional academic rankings have long been dominated by institutions in North America, the United Kingdom, and Australia, the Impact Rankings reveal a shifting landscape. Asian universities are increasingly setting benchmarks in sustainability and social impact, leveraging their expertise to influence policy and investment decisions. In Indonesia, universities are collaborating with development banks, regulators, and ministries to build capacity and provide evidence-based recommendations for sustainable finance. Research centers at institutions such as Universitas Airlangga, Universitas Indonesia, Institut Teknologi Bandung, and Universitas Gadjah Mada have contributed to policy frameworks on carbon pricing, renewable energy investment, and climate finance governance through Islamic social finance. Beyond research, universities also facilitate training for government officials and financial professionals, ensuring that sustainability principles are integrated into national and corporate financial planning. Their role in convening public and private actors is critical, especially in a fragmented policy environment where coordination between stakeholders remains a challenge. Recognizing the growing influence of higher education in sustainable finance, the United Nations has included an Academic Day in the Fourth International Conference on Financing for Development (FFD4), scheduled for July 2, 2025. This marks the first formal participation of universities in global development financing discussions, where they will present research on financing strategies and enabling conditions for SDG investment. The inclusion of universities in FFD4 reflects a broader recognition that higher education institutions are not just passive recipients of funding but active contributors to financial innovation. Their ability to generate knowledge, test financial models, and engage with policymakers positions them as critical actors in shaping the future of sustainable finance. Sustainable finance is closely tied to education access, particularly in emerging economies. In Southeast Asia, gross tertiary enrollment rates vary widely. According to UNESCO, Malaysia exceeds 40 percent, Indonesia hovers around 36 percent, and Cambodia falls below 20 percent. Structural barriers persist, including declining international aid, rising tuition costs, and limited digital infrastructure. Universities are not immune to these challenges, but they retain a level of independence and public credibility that allows them to advance inclusive policies. Many institutions are expanding need-based scholarships, integrating community engagement into curricula, and promoting open-access research to extend knowledge beyond campus boundaries. The growing presence of Asian universities in sustainability rankings is more than symbolic — it signals a shift toward embedding sustainable finance within academic and institutional priorities. Visibility alone does not guarantee lasting impact. Long-term success depends on strategic alignment rather than short-term projects or publicity-driven initiatives. Universities cannot solve development challenges alone, but they offer a unique capacity: they generate knowledge, test financial models, and share insights across sectors. In a world of limited financial resources and increasingly politicized data, this contribution may become one of Asia's most valuable assets in global development. Originally published under Creative Commons by 360info™.
Hans India
28-06-2025
- General
- Hans India
GITAM achieves global recognition in THE rankings
Visakhapatnam: GITAM Deemed to be University earned significant global recognition in the recently announced Times Higher Education (THE) Impact Rankings 2025. The prestigious rankings evaluate universities across the globe on their contributions to the United Nations' Sustainable Development Goals (SDGs), utilising 220 indicators and 105 comprehensive metrics to assess impact. In a major milestone, GITAM has been ranked across all 17 SDGs, a distinction achieved by only a select group of higher education institutions worldwide. This accomplishment places the institution among an elite cadre of global universities that are actively driving sustainable development and societal progress. A standout achievement in this year's rankings is the institution's global top 100 rank in SDG 7 – affordable and clean energy, where the institution secured the 81st position internationally, showcasing its commitment to promoting clean and accessible energy solutions. R Raja Prabhu, director, accreditation, rankings & IQAC, highlighted the institution's progressive journey towards sustainability. In the state of Andhra Pradesh, the institution stands as the only higher education institution to achieve the top position in fulfilling a wide array of SDG targets, including quality education, good health and wellbeing, decent work and economic growth, reduced inequalities, industry, innovation and infrastructure, climate action, etc.
New Indian Express
26-06-2025
- General
- New Indian Express
KIIT Ranks 5th in India in Times Higher Education Impact Global Rankings 2025
• 1st position in Reduced Inequalities category in India • 1st position in Peace, Justice and Strong Institutions category in India • 3rd position in Quality Education in India Times Higher Education (THE) ranks universities across the globe based on their social impact through an innovative evaluation process. In this context, universities that actively contribute to societal development participate in the rankings. KIIT-DU ( has been a consistent participant in this initiative, and its position has steadily improved each year due to its strong performance. This year too, KIIT has excelled in the Times Higher Education Impact Global Rankings 2025. The University has been recognised for its impact across three key criteria. KIIT-DU has secured the top position in the country for its efforts in reducing inequality (SDG-10) and for its commitment to peace, justice, and strong institutions (SDG-16) and affordable clean energy (SDG-7). Additionally, it has been ranked third in India for ensuring quality education (SDG-4). Overall, KIIT University stood fifth among all Indian universities in the Impact Rankings. Globally, it was placed in the 101 cohort in this year's rankings, which evaluate institutions based on their contributions towards achieving the United Nations' Sustainable Development Goals (SDGs).
