Beyond the PhD: Balancing academia and industry expertise in universities

By Isaac FRIMPONG (Ph.D.)

Growing up near a teaching hospital, I admired the respect accorded to those bearing the title “doctor.” At the time, I was unaware that the title extended beyond medicine. Decades later, while I may not wear a white coat, I can proudly use the title “Dr.” having earned a PhD.

This journey mirrors Ghana’s growing academic landscape, where the Ghana Tertiary Education Commission (GTEC) mandates PhDs for university lecturers.

While this policy enhances academic standards, it raises critical questions: Should Ghana’s universities prioritise deep academic specialisation or embrace interdisciplinary and industry expertise? This article explores how universities can balance rigorous scholarship with real-world insights to bridge theory and practice.

The PhD Mandate

GTEC’s requirement for lecturers to hold PhDs aims to deepen subject mastery and research rigour. This policy ensures that those tasked with teaching and research possess a specialised understanding of their fields and can impart the analytical and problem-solving skills acquired during doctoral training to their students.

Globally, many top universities value PhDs but also recognise the importance of industry expertise. For instance, universities such as the Massachusetts Institute of Technology (MIT), Cambridge, and Imperial College increasingly integrate industry practitioners as faculty members, acknowledging their contributions to applied research and skills development.

This brings me to a critical question: Should aspiring lecturers follow a strictly vertical academic progression, for example, earning degrees in economics at all levels, or is there room for those who have taken a horizontal interdisciplinary path, for example,  moving from mathematics to finance and social policy?

The former ensures depth, particularly in specialised fields, while the latter fosters innovation and practical problem-solving skills. Presently, Ghanaian universities prioritise vertical progression. However, institutions such as Ashesi University and others have begun integrating industry professionals into their programmes. Still, more must be done to institutionalise this approach.

Bridging the Academia-Industry Divide

Consider a colleague who had an undergraduate degree in accounting and finance and later became a chartered accountant (ACCA). Despite lacking a master’s or PhD, he was recruited by a prestigious university to teach taxation due to his practical expertise.

He eventually rose to senior lecturer’s rank while pursuing a master’s degree in an unrelated field. His case underscores the value of industry experience in academia, particularly in practice-oriented disciplines.

Many universities, such as Oxford and Harvard Business School, have adopted this model, appointing CEOs, business leaders, and accomplished public servants as “Professors of Practice” to enrich the learning experience with real-world insights.

Similarly, the law faculties at the University of Ghana, University of Professional Studies, and Kwame Nkrumah University of Science and Technology engage judges and practising lawyers, blending legal theory with courtroom realities—an approach that could be expanded to other fields.

Why, then, should a procurement manager with 20 years of experience at the Ghana National Petroleum Authority or the Chief Actuary at the Social Security and National Insurance Trust be excluded from teaching at universities if they possess expertise?

However, safeguards are necessary. GTEC must establish clear guidelines for roles like “Professor of Practice” and distinguish them from traditional academic ranks. This will prevent title misuse, such as conflating honorary doctorate holders and those who have earned their degrees.

The unchecked use of honorary titles is a growing issue, leading to public confusion and undermining the relevance of academic qualifications.

Ensuring Academic Quality

While universities in Ghana encourage existing lecturers without PhDs to pursue doctoral degrees, firm adherence to vertical progression risks excluding interdisciplinary talent. Pursuing a PhD is not for the faint-hearted. While it is intellectually rewarding, the journey is often lonely and requires immense perseverance.

I encourage anyone with the passion and determination to undertake it—less than two percent of the world’s population has a PhD. However, the increasing emphasis on PhD has led to concerns about the quality of degrees awarded. Some academics question the credibility of certain PhD qualifications, fearing that the policy may unintentionally encourage shortcuts.

Finding the right balance to bridge theory and practice means universities should create structured pathways for professionals to join academia without necessarily holding a PhD. Recognising the value of interdisciplinary expertise and avoiding automatically dismissing candidates who have switched fields at various academic stages.

Conclusion

While the emphasis on PhD qualifications is commendable for advancing academic rigour, a balance must be struck. By integrating industry professionals under structured frameworks, Ghana’s universities can blend scholarly research with practical wisdom—equipping students not just for exams but for real-world challenges.

Isaac is a Researcher and Consultant

[email protected]