An emerging concern within higher education institutions is the growing yet seldom-discussed pressure placed on academic staff to publish in Scopus-indexed journals as a primary indicator of professional credibility. Across campuses, many dedicated educators—valued for their teaching, mentorship, and leadership in classrooms—are increasingly finding their contributions measured through research metrics and publication counts alone.
This trend raises a critical question: does publication in indexed journals inherently translate into better teaching outcomes? As institutions intensify their focus on research output, there is a risk that pedagogical excellence and student engagement may be inadvertently overshadowed.
Several academics continue to navigate this pressure quietly, balancing institutional expectations with their commitment to teaching. The issue reflects a broader debate within academia about how excellence should be defined and recognised. Given its implications for educators, students, and institutional culture, the conversation is gaining relevance and merits wider public discussion—an exploration well suited for platforms such as The Times of India.
– Dr. Kiran Jeevan
City Today News 
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