Deriving IT Strategy from the Research-Teaching Causality of Times Higher Education Rankings

This study investigates the causal relationship between teaching and research performance in universities by applying Granger causality analysis to longitudinal data from the Times Higher Education (THE) Ranking. The objective is to assess whether these two core functions influence one another or operate independently across institutions. The results reveal that most universities exhibit no statistically significant causality, suggesting that teaching and research often develop in parallel without direct influence. However, a notable minority show unidirectional causality, with evidence that teaching performance more frequently predicts improvements in research outcomes than the reverse. In some cases, bidirectional causality is identified, indicating a mutually reinforcing relationship where strong performance in one domain supports growth in the other. These findings underscore the value of strategic integration between teaching and research to enhance overall institutional effectiveness. To address this, the study proposes a set of IT strategies aimed at aligning these functions, such as shared data platforms, collaborative knowledge systems, and integrated performance dashboards. Such solutions can help break down organisational silos, promote evidence-based planning, and support synergies that benefit both teaching quality and research productivity. Ultimately, the paper highlights the potential of information technology as a critical enabler in advancing the dual mission of higher education institutions.