The increase in the number of doctorate holders in Malaysia, both from public and private institutions, raises important questions about the true calibre of these graduates.
While having a doctorate is a significant academic achievement, the legitimacy of the qualifications and the quality of scholarship among these recipients can vary widely.
The rise in doctorate holders is partly due to the proliferation of higher education institutions, including many private universities.
However, the quality and rigour of doctoral programmes can differ significantly. Some institutions may prioritise enrolment numbers over academic standards, which can lead to a dilution of the doctorate’s value. Not all doctoral programmes enforce the same level of rigour in their curricula and dissertation processes.
In some cases, candidates may not undergo a sufficiently challenging journey that promotes critical thinking, innovation, or deep research skills. This can result in graduates who hold a degree but may lack the intellectual depth expected of outstanding scholars.
Generally, true scholarly excellence is often measured by research output, contributions to knowledge, and the impact of one’s work on the academic community and society at large. Many doctorate holders may not engage in meaningful research post-graduation, or their work may not be published in reputable journals. This lack of engagement can lead to doubts about their scholarly credentials.
Nevertheless, in Malaysia, cultural attitudes towards education can also influence perceptions of doctoral qualifications. There may be societal pressures to pursue higher education credentials, sometimes leading individuals to enrol in programmes without a genuine commitment to scholarship. This can contribute to a larger number of doctorate holders without a corresponding increase in scholarly contributions.
The quality of supervision and mentorship during a doctoral programme also plays a crucial role in shaping a candidate’s research skills and academic rigour. Inadequate guidance can lead to subpar research quality, potentially resulting in graduates who do not meet the high standards associated with doctorate holders in other contexts.
While the number of doctorate holders may give an impression of a highly educated population, the actual intellectual contribution may not be as robust. This discrepancy can create a divide between perception and reality, leading to scepticism about the capabilities of these graduates in academic and professional settings.
Thus, when comparing Malaysia’s doctorate holders to those from other countries, particularly other reputable and prestigious institutions of higher learning, the standards and expectations for doctoral education can be starkly different.
In countries with more established academic traditions, there may be a stronger emphasis on research output and a higher level of scrutiny regarding the quality of doctoral programmes.
The legitimacy of doctorate holders in Malaysia cannot be assessed solely based on their degrees. While many graduates may possess valuable knowledge and skills, the broader academic and societal implications of their achievements require a critical examination of the educational frameworks that produced them.
For Malaysia to enhance its academic standing, it may need to focus on strengthening the quality of doctoral programmes, ensuring rigorous standards, and promoting a culture of genuine research and scholarship.
The views expressed here are the personal opinion of the writer’s and do not necessarily represent that of Twentytwo13.
