Quality of private universities in Pakistan

Abstract

Purpose -The purpose of this paper is to provide an analysis of the development of education in private sector universities in Pakistan as compared to public universities. Additionally, the purpose is to understand the quality of education in private universities in light of the 2012 higher education commission (HEC), Pakistan ranking data. Design/methodology/approach -The paper utilizes the data shared by HEC at its web site (http:// hec.gov.pk) and compares the total scores and the scores for research of private universities in the top ten ranking within the given categories. This comparison is used to evaluate issues related to access and quality of private higher education in Pakistan. Findings -The private higher education sector is agile and more responsive to market demands. Furthermore, it has allowed the "youth bulge" of Pakistan access to higher education. However, with few exceptions the quality of private higher education is inadequate. Originality/value -The need for Pakistan to reform its education to counter the grave twin dangers of religious extremism and militancy has been well recognized. High-quality education at all levels is seen as one of the ways to create a more liberal society. This paper is among the first to evaluate private higher education in Pakistan in light of the most recent HEC rankings published in 2012.

Turizm ve Otelcilik Meslek Yüksekokullarında Öğrenim Gören Öğrencilerin Eğitim-Öğretim Hizmet Kalitesine İlişkin Görüşlerinin Belirlenmesi (Türkiye Örneği)

“…Garwe (2015) tarafından yapılan çalışmada, Zimbabwe'de bulunan üniversitelerde eğitim hizmet kalitesinin artırılmasında öğrenci düşüncelerinin etkisi ortaya konulmuştur. Halai (2012)…”

“…Garwe (2015) tarafından yapılan çalışmada, Zimbabwe'de bulunan üniversitelerde eğitim hizmet kalitesinin artırılmasında öğrenci düşüncelerinin etkisi ortaya konulmuştur. Halai (2012) kamu üniversitelerine kıyasla eğitim kalitesi gelişimlerini incelemek amacıyla çalışma yapmıştır. Narang (2012), Hindistan'daki üniversite öğrencilerinin eğitimdeki algı ve beklentileri arasında anlamlı bir farklılık olduğunu tespit etmiştir.…”

Prioritised challenges and critical success factors for delivering quality education in Malaysian private higher education institutions

“…The literature on the privatisation of higher education institutions (HEIs) has shown that private HEIs have become the fastest-growing sector of higher education in most parts of the world (Li, 2014; Halai, 2013). This expansion is attributed to two key factors: First, to the growth of mass higher education resulting in the inability of public HEIs to absorb the increasing demand for tertiary education (Mukherjee and Mukherjee, 2013).…”

“…Fundamentally, as governed by the private Higher Educational Institutions Act 1996 and the Companies Act 1965, Malaysian private HEIs are funded by private entities aiming for profit. While the owners and administrators of these HEIs are obligated to their shareholders, they are also required to achieve specific quality standards prescribed by the regulatory agencies that incur substantial monetary and non-monetary commitments (Halai, 2013; Mpezamihigo, 2012). Achieving balance between generating profit and providing quality education presents serious challenges for the Malaysian private HEIs.…”

Imperialism, Art and Pedagogy: Notes on Knowledge Production at the Frontlines

“…The arrival of weapons on campuses at Pakistani universities resulted in persistent student warfare in the 1980s, which conveniently distracted students from earlier intellectual traditions of political critique and protest against the mili- These knowledge factories fostered the anti-intellectualism that divorced knowledge from broader socio-political contexts and historical debates, alongside 'a natural affinity for cultural conservative agendas' (Saltman, 2014: 253). As Saltman explains, neoliberal privatisation of education sees 'education not as a public good ideally serving a democratic society but a private good primarily used for prepping workers and consumers for the economy' (Saltman, 2014: 251 (Halai, 2013). Under the pretence of academic freedom and safety, these private institutions continued to closely monitor and regulate their students.…”