As the misuse of academic titles becomes more common in Ghana’s public discourse, Ferdinand Ellis conducts a literature-based analysis, calling for urgent safeguards to preserve their dignity, credibility, and national development impact.

By Ferdinand Ellis

(Desktop Literature Analysis)

In a knowledge-driven economy, academic titles such as Dr., Prof., and PhD are more than personal achievements—they are symbols of credibility, expertise, and scholarly contribution. Yet, in Ghana, the misuse, inflation, and politicization of these titles threaten not just academic integrity, but public trust in education.

The Rising Misuse of Titles in Public Discourse

A desktop review of media content, academic commentary, and regulatory pronouncements reveals a disturbing trend:

• Politicians and clergy routinely assume academic titles without accredited qualifications.
• Honorary doctorates are passed off as earned degrees, especially on public platforms.
• Academic promotions are sometimes fast-tracked in ways that cast doubt on institutional rigor.

This title abuse has led to a “credential inflation” phenomenon, where the sheer presence of a title no longer signals scholarly rigor or peer-reviewed expertise. As Prof. Akilagpa Sawyerr once warned, “We are producing too many titles and too little scholarship.”

Literature Insight: Why Academic Titles Matter

From a scholarly perspective, the dignity of academic titles rests on several interlinked foundations:

1. Academic Titles Signal Peer-Vetted Expertise

Titles such as PhD or Professor are awarded after years of rigorous research, critical review, and original contribution to knowledge. As noted by Altbach & Salmi (2011), they are markers of “epistemic authority” in national development.

2. Societal Trust Depends on Academic Authenticity

The public turns to academics during crises—whether in education, public health, or national planning. A diluted title system makes it difficult to distinguish between trained experts and opinionated personalities.

3. Global Recognition Requires Local Integrity

Ghana’s scholars must operate in international networks of research and funding. If academic titles are devalued locally, the global standing of Ghana’s academic institutions is at risk.

Case Studies: Title Abuse and Its Effects

A review of media archives (2015–2024) reveals several incidents where fake or unearned titles were exposed:

• A high-profile political advisor who claimed a PhD from a non-existent university.
• A bishop using an honorary title as a credential to speak on educational reform.
• A social media personality branding themselves as “Prof.” without ever teaching or publishing in a recognized academic setting.

In each case, public backlash was muted, revealing how normalized title abuse has become.

What the Literature Recommends: Five-Point Remedy

Drawing from works by academic ethicists like Ernest Aryeetey, Ama Ata Aidoo, and UNESCO’s guidelines on higher education ethics, the following actions are essential:

1. Strengthen Regulation and Sanctions

National Accreditation Board (NAB) and Ghana Tertiary Education Commission (GTEC) must issue public advisories on recognized qualifications and sanction misrepresentations.

2. Clarify Honorary vs. Earned Titles

Universities must include “Honoris Causa” clearly in honorary degree conferments and enforce ethical use in citations and public speaking.

3. Protect Academic Promotion Standards

Public universities must guard against undue political interference in academic promotions and protect research-output benchmarks.

4. Educate the Public

The media and educational institutions must run awareness campaigns on academic credentials, helping the public distinguish between real and inflated titles.

5. Lead by Example

Academic institutions should audit their websites and press releases to ensure consistency and accuracy in academic titles listed for staff and alumni.

The Ethical Imperative: A Nation’s Intellectual Currency

Ghana’s education sector is central to its development. If academic titles lose their value, public trust in education, policymaking, and national dialogue suffers.

As Paulo Freire warned in Pedagogy of the Oppressed, a society where “titles replace ideas” is one in danger of intellectual stagnation.

Conclusion: Reclaiming Academic Integrity

This literature-based analysis finds that protecting academic titles is not elitist—it is essential. Titles must reflect truthful academic journeys, not social status or political access.

In protecting the dignity of academic titles, Ghana defends the soul of its education system—and secures the credibility needed to compete and collaborate on the global academic stage.

Related Links

• GTEC Guidelines on Degree Recognition
• UNESCO Higher Education Ethics Framework
• Altbach & Salmi (2011) – The Road to Academic Excellence (World Bank)