niversities are meant to be bastions of research and inquiry, cultivating minds that are curious, analytical, and open to learning. They are distinctive from other educational institutions because they empower students to build upon their knowledge and skills, ultimately contributing to their fields of expertise and the broader society. Across the globe, universities adhere to these fundamental principles, ensuring that their curricula and research initiatives focus on students’ professional growth and societal upliftment. However, in Pakistan, the reality is starkly different.

The sorry state of Pakistani universities is well-documented, characterised by a pervasive lack of merit, fairness, and professionalism among the administration, faculty, and students. The very environment that should nurture inquisitive minds instead stifles them, producing graduates ill-equipped to contribute meaningfully to society. In many public universities, the administration is closely tied to political parties, with key appointments, such as vice chancellors and registrars, often made based on political affiliations rather than merit. Faculty members, seeking to secure their positions, align themselves with the top leadership, often at the expense of academic integrity. Meanwhile, students are left at the mercy of subjective teaching and grading practices, with stories of exploitation and victimisation by teachers being all too common.

The quality of research produced in academia is a reflection of a society’s intellectual calibre. In Pakistan, this reflection is troubling. Despite policies from the Higher Education Commission designed to incentivise research, the focus is often on quantity over quality. Faculty members are encouraged to churn out papers to earn promotional points, rather than producing meaningful, empirically sound research that contributes to the global body of knowledge. Students, trained in the same vein, often lack the necessary understanding, skills, and knowledge to conduct rigorous research. Their primary aim is to meet assessment criteria, not to make a substantive impact in their field. This dismal situation has been highlighted by many scholars, yet the HEC remains unwilling to implement the necessary reforms, allowing this cycle of mediocrity to continue.

While there may be some positive contributions in the natural sciences, the state of social sciences is even more dire. Research ethics are frequently ignored, with both professors and students prioritising personal gain—whether it be promotion or graduation—over genuine contributions to their disciplines. This trend is pervasive across universities nationwide, regardless of the province or city.

Pakistani universities are entrenched in top-down, authoritative management structures where the primary focus is on financial gain rather than the cultivation of professionalism, ethics, knowledge, and skills. 

Meritocracy is glaringly absent in Pakistan’s higher education system. In an environment where critical thinking and questioning are discouraged, the quality of teaching and research suffers immensely. Given the criteria for selecting university leadership in Pakistan, it is no surprise that the intellectual stagnation continues, with the global ranking of these institutions sinking further.

Ironically, these universities, which fail to meet international standards, are producing an excess of PhDs—more than the market requires. Locally obtained PhD holders, often with publications in low-impact local journals, find it relatively easy to secure academic positions. In contrast, foreign-qualified candidates, who may pose a threat to the status quo, struggle to gain entry into the academic system. This dynamic, where incompetence breeds insecurity, drives many talented individuals to seek opportunities abroad, further exacerbating the brain drain.

In the 21st Century, where job applications are typically submitted online, Pakistan remains an outlier. Here, applicants must submit hard copies of their applications, along with bank transaction receipts, through mail services—a practice that generates significant revenue for universities. Worse still, these applications are often evaluated by clerical staff who lack the qualifications to assess them properly. Securing an interview often requires personal connections, and the selection process is so convoluted that even the most qualified candidates can easily be overlooked.

When candidates do reach the interview stage, they face a panel often composed of professors from unrelated fields, and bureaucrats. The questions posed are designed not to gauge the candidates’ knowledge or potential but to confuse and belittle them. This unprofessional and negative demeanour leaves candidates feeling demoralised and frustrated.

Pakistani universities are entrenched in top-down, authoritative management structures where the primary focus is on financial gain rather than the cultivation of professionalism, ethics, knowledge, and skills. These institutions are rife with financial, moral, and intellectual corruption, which is mirrored in the broader societal behaviours. The rising academic hopelessness in Pakistan is a direct result of this intellectual decay, with universities playing a significant role in the country’s ongoing decline.

The writer holds a doctorate in Education from the UK and has been extensively involved with the British Council as well as various universities in the UK and the Middle East