A STUDY OF QUALITY ASSURANCE

PRACTICES IN THE UNIVERSITIES OF

PAKISTAN

MUHAMMAD SHABBIR
PhD/06/08 Registration No. 0861100005

DIVISION OF EDUCATION
UNIVERSITY OF EDUCATION LAHORE
2014

A STUDY OF QUALITY ASSURANCE

 PRACTICES IN THE UNIVERSITIES OF
PAKISTAN

MUHAMMAD SHABBIR
Ph.D/06/08/Registration No. 0861100005

Submitted in Partial Fulfillment of the Requirement

for the Degree of Doctor of Philosophy in Education at
the Division of Education,

UNIVERSITY OF EDUCATION LAHORE

2014
 DEDICATION

Dedicated to my deceased parents

who had always desire for me to pursue Higher Education.

May Allah rest their soul in peace and calm.

 APPROVAL SHEET

Title of Thesis: A Study of Quality Assurance Practices in the Universities of

Pakistan
Student Name: Muhammad Shabbir

Accepted by the Division of Education, University of Education, Lahore in partial

fulfillment for the requirements of the degree of Doctor of Philosophy in Education with

specialization in Quality Assurance Practices in the Universities of Pakistan.

Thesis Examination Committee ____________________

Director

____________________

External Examiner

____________________

Supervisor

____________________

Member

____________________

Member

A STUDY OF QUALITY ASSURANCE PRACTICES IN

THE UNIVERSITIES OF PAKISTAN

ii
 ABSTRACT

The main purpose of this study was to investigate the Quality Assurance Practices (QAP)

in the Universities of Pakistan. The practices included in this study were physical

facilities, professional development, research culture, assessment system, problems and

suggestions to enhance the quality assurance practices in the universities of Pakistan. The

study was based on the perceptions of teachers, students and Directors of Quality

Enhancement Cells (QECs) of public and private sector universities of Pakistan. The

study was delimited to fifteen public and thirteen private sector universities from four

provinces of Pakistan and Islamabad (Capital of Pakistan), which were selected by using

simple random sampling technique.

Both types of data (quantitative & qualitative) were collected for this study. Sample

was selected by using multi-stage sampling techniques. The quantitative data were collected

from a sample of 876 teachers’ 1819 students’ of master programs. For this, convenient

sampling technique and qualitative data (interview protocol) were collected from 28

Directors’ of QECs, which were also selected by using purposive sampling technique because

QECs were not established in all public and private sector universities of Pakistan. Two

questionnaires were developed on the format of five point Liker Scales to see the density of

the responses by the selected sample; one for the university teachers and second for the

students of master programs. To provide a chance to each respondent to give their opinions

freely, some open-ended questions were also included in both questionnaires. To strengthen

the quantitative data, an interview protocol was also designed for the Directors of QECs.

Directors of QECs had relevant information's regarding QAP in the universities, that’s why

researcher conducted interview protocol from Directors of

QECs only. After reviewing the relevant materials, the instruments were validated

through expert opinions and the reliability was ensured through pilot study on a small

sample in four universities (two public & two private sectors). The reliability value of the

final questionnaires was established at Cronbach’s alpha coefficient 0.912 and 0.948 for

teachers and students respectively. Descriptive and inferential statistics (t-test and

Analysis of Variance) (ANOVA) were also used to see the mean differences of the

teachers’ and students’ responses, when two and more than two variables were occurred

after using tendency in responses, and SPSS version 15.0 were also used to analyze the

quantitative data. The data collected through interview protocol were analyzed on the

bases of thematic analysis.

On the bases of data analysis, key findings of the study were derived; majority of

teachers, students and Directors of QECs opined about availability of books related to the

courses, easily accessibility of books, equipments related to experiments, need based

computers and facility of multimedia were available in the universities in an appropriate

manner. But, other facilities were not available as responded by the respondents as appeared.

Professional development system was well-define recruitment criteria like arrangement of

tests and interview for selection, performance appraisal, seminars were being conducted,

permission for faculty to join in the seminars, proper faculty was present, use of teaching

methodologies, provision of course outlines, guidance and counseling system were existed in

the universities. Research project were compulsory, encouragement system existed for

participation, research supervisors were given proper time to research projects, teachers were

encouraged to write research articles, seminars were being held for promoting research

culture at national level, showed the provision of renowned educationists by the university for

seminars that these practices were present in the

universities. Assessment system schedule was provided on time, assessment system was

conducted according to the objectives of programs, assessment system was regularly

done, during teaching formative evaluation and summative evaluation were being

conducted regularly, results were communicated to the students on time, (results were

notified through notice board) objective and subjective parts in the papers were included,

comprehensive examination were conducted according to the national standards.

Majority of the teachers, students and Directors of QECs indicated about

unavailability of new books, research journals, digital library, photo-copier, manual for

use of scientific instruments, latest labs. instruments, safety measures for use of science

laboratories and latest computer software in public and private university of Pakistan.

Less salary, need based training appraisal system for performance of teachers after

training and lack of incentive system for good performance were missed in the public and

private sector universities of Pakistan regarding professional development. Lack of

collaboration with other departments, international seminars, provision of funds, on line

research journal and impact factor research journals were being created hurdles in

developing research culture. Lack of diagnostic evaluation, communication system about

results, comprehensive examination, lack of training to .faculty and feedback system were

also created some hurdles.

Following suggestions can be accelerated related to enhance Quality Assurance

Practices in the universities; A variety of latest research journals, new version of books,

strengthen the digital library, photo-copier, latest manual, equipments, safety measure and up

dated softwares, good pay-package for staff, need based training, follow up system, pleasant

incentives on performance, collaboration within departments, seminars, provision

of funds, accessibility of on-line journals, publication of paper in good impact factor

journal for developing research culture, diagnostic evaluation system, communication

system and use of information technologies at the time of assessment, comprehensive

examination, provision of trainging for faculty and feedback system may be useful for

best utilization of resources to create positive changes.

 CHAPTER 1
INTRODUCTION

Economy based knowledge is very essential for the prosperity of human beings; it

focuses to the participation in higher education. In the developing economy, our

Government have done a lot of efforts to enhance the participation rate in higher

education with the provision of all resources in the institutions.

The quality is not up to the mark now a days in higher education in Pakistan. Due to

some limited facilities, the level of quality education is deteriorated rapidly. Our

system for education was not supported educational scenario. There are many factors,

swhich affecting quality education system; inadequate system of admission,

unmotivated learners, lack of trained teachers, imbalanced teachers’ and students’ ratio,

lack of advanced curriculum and inadequate system of assessment are major hurdles to

achieve the international goals.

Furthermore, some problems which were needed to improve with the help of quality

measures. For example, academic audit, revision of curricula, institutional capacity

building, staff development, resources allocation, provision of research funds,

strengthening the libraries and laboratories, liberal grants.

. Quality is suffering with many hurdles such as; lack of quality criteria at higher level

studies Due to quality a large number of qualified graduate remained far behind in

getting good jobs or got their jobs in unrelated fields. To seeing the condition of the

country many students join international universities for higher studies, this is

happening due to less physical facilities i.e., old laboratories, low standard of

Information Technology (IT) facilities, lack of professional development strategies,

weak research culture, not standardized assessment system of examination in Pakistani

universities. After reviewing the studies as referred above, it has been found that there

are some hurdles in procedure and its monitoring for quality assurance practices.

Therefore, there was dire need to explore the status of quality assurance practices at

higher education level.

 1.1 Statement of the Problem

State of affair in higher education of Pakistan is not adequate in both aspects i.e.,

quantity and quality. There is less number of universities in Pakistan and very small

numbers of students are enjoying higher education because these institutions have

minimum facilities, which are necessary to promote quality higher education in the

country. Quality of these institutions is assessed in views of certain measures.

Although, it was expected that quality of higher education would improve after rapid

increase in number of universities in 2002, yet no significant differences could be

observed in the scenario. This alarming situation calls for empirical evidence and

research studies. The intention of this study was to extracts the views of the teachers,

students and Directors of Quality Enhancement Cells (QECs) about Quality Assurance

Practices (QAP) in the universities of Pakistan.

1.2 Objectives of the Study

6++++++++++++++++++++++++++++++++

Following key objectives framed:

1. to find out ideas of teachers, students and QECs Directors

about QAP

2. to differentiate among perceptions of teachers, students and

Directors of Quality

3. to identify the views of teachers, students and QEC’s

Directors about problems related to QAP

 4. to differentiate the ideas of teachers, students and Directors

of QECs concerning suggestions for enhancement of QAP

1.3 Research Questions of the Study

2. What are differences in the ideas of teachers, students, and

Directors of QECs concerning QAP regarding physical

facilities in the universities?

3. What are the differences in the views of teachers, students

and QEC’s Directors about QAP concerning professional

development?

4. What are the views of teachers, students, and QEC’s

Directors of Quality Enhancement Cells (QECs) about

quality assurance practices regarding

assessment system in the universities?

 6. What are the views of teachers, students, and QEC’s

Directors regarding problems faced by the universities?

7. What are suggestions collected from teachers, students, and

QEC’s Directors for enhancement QAP?

1.4 Significance of the Study

Some anticipated beneficiaries are mentioned here:

1. Findings of this study may add to current knowledge of quality

mechanism in

Pakistan.

2. This work may provide a quality assurance framework for

continuous improvement

in the universitie
3. National Education Policy makers may utilize the findings of

this study as guidelines while developing future educational

policies on higher education.

4. The study may assist HEC for expansion a quality assurance

structure for higher education to accomplish the contemporary

challenges.
 7. The outcomes of the research work may be beneficial for the personnel of
QECs.

1.5 Delimitations of the Study

Due to time management and fiscal hurdles, study was delimited to twenty eight universities from

where the views of teachers, students of master programs and QEC’s Directors’ regarding physical

facilities, professional development, research culture, assessment system, its relevant problems and

suggestions were included in this study.

 CHAPTER 3
METHODS AND PROCEDURE
Reason for using the survey technique was that surveys in principle allow for

generalization of findings and thus foster a great understanding of the larger population

from which the sample was initially selected.

This study related to the methods as well as procedures highlighted. It linked to

population, sample and sampling techniques, development and reliability of research

tools, pilot testing, data compilation, data analysis and interpretation. Both types of

investigations (quantitative and qualitative) were followed for this research. The

questionnaires were developed to assemble the data from teachers, students and the

questions were designed to get informations about an in-depth investigation through

interview protocol for Directors of QECs. The questions were designed to got

sinformation about QAP i.e., physical facilities, professional development, research

culture, assessment system, problems and suggestions for the opinions of teachers,

students and Directors of QECs of the universities in Pakistan.

3.1 Procedure of the Study

A complete description and explanation on the pertinent material has discussed in earlier

chapters with complete references. Tools of the study were prepared after reviewing the

past researches and other relevant material reviewed for the study. In addition to that,
discussions were held with experts in education, Ph.D degree holders in their relevant

fields, and experienced persons at universities level i.e., Directors of QECs and

teachers. Questionnaires were prepared to assess the opinions of teachers, students and

Heads of QECs concerning QAP in the universities. Methodology adopted for

conducting this research is explained as under.

3.2 Nature of the Study

A mixed methods approach (quantitative and qualitative) felt much suitable

methodology for this research . A mixed methods approach is explained as, “study in

which the researcher assembled and analyzed data, relates the findings, and draws

consequences using both qualitative and quantitative approaches”

The study focused on “A Study of Quality Assurance Practices in the Universities of

Pakistan”. Both types of data (quantitative and qualitative) were collected to conduct

this study. Quantitative part of the study was surveys (questionnaires for teachers and

students) while, qualitative part was open ended questions for teachers and students,

and interview protocol for QEC’s Directors. The variables taken for this study were;

physical facilities, professional development, research culture, assessment system,

problems and suggestions.

3.3 Population of the Study

This study extracts views of teachers, students and Directors of the QECs as regards

QAP in the universities of Pakistan. As, there were one hundred and thirty two

universities existed, which were catering higher education in Pakistan (HEC, 2008).

So, 32562 full time faculty members were working in their respective universities of

Pakistan, 209617 students of mater programs and all Directors of QECs who were

working in their respective universities of Pakistan was the population of this study

(HEC, 2013-14).

3.4 Sampling Design of the Study

Due to limited resources, the researcher selected twenty-eight (15 public sector +13

private sector) out of total universities of Pakistan. Table 4 as mentioned below

contains the views of sampled taken for this study (Appendix E). These universities

represented all provinces and federal areas. Moreover, these universities were more

reputed universities in their respective location.

Table: 4 Total universities and selected universities as sample

Table 5 Total samples

Category of samples Selected samples

University teachers 980

Students of master programs 2100

Directors of QECs from universities 28
Total 3108

3.5 Development of Instruments

After assessing the literature, the researcher arranged two questionnaires for each group.

Details of both groups are mentioned as below:

1) One questionnaire for survey was prepared for university

teaching faculty to obtained data about QAP i.e., physical facilities,

professional development, research culture and assessment system

based on five point Likert Scale. Like that a few subjective type

questions were also included related to problems and suggestion for

qualitative data in the tool (Appendix B).

2) Second questionnaire for survey was prepared for

students of master programs to obtained data about QAP i.e.,

physical facilities, professional development, research culture, and

assessment system based on five point Likert Scale. Like that a

few subjective type questions were also included related to

problems and suggestion for qualitative data in the tool (Appendix

C). Clear, precise and simple instructions were given for

completion the questionnaires.

3.6 Development of Interview Protocol for Directors of QECs

For enhancement of the quantitative components, a few subjective type questions were

prepared for the twenty-eight public and private sector universities heads of QECs in

Pakistan. Their opinions were to be known regarding physical facilities, professional

development, research culture, assessment system, problems and suggestions regarding

QAP.

With request to concerned interviewees, some key questions were asked to give

demographic biodata regarding university name, sector, sex, academic/professional

qualifications and teaching/management experiences. Then, some key and additional

questions were raised to get relevant information from interviewees. In these questions,

interviewees were asked to give their valuable opinions regarding the various quality

assurance practices (Appendix D). Some questions were asked to the interviewees

regarding their opinions about different kinds of problems being faced by the teachers,

students and Directors of QECs. Some recommendations were also taken to eradicate

faced problems. Researcher conducted all the interviews himself.

3.7 Reliability and Validity of Instruments

For collection of informations, researcher prepared two questionnaires along with the

covering letters. Both tools of research consisted of 57 items and 50 items in closed-form

for teachers and students respectively. The researcher used SPSS with frequency for

research tools (teachers and students). Reliability of teachers’ questionnaire regarding

physical facilities has been measured by using 13 items and Cronbach’s alpha value is
0.897. Professional development has been measured by using 16 items and Cronbach’s

alpha value is 0.725. Research culture has been measured by using 13 items and

Cronbach’s alpha value is 0.716. And assessment system has been measured by using

15 items and Cronbach’s alpha value is 0.900.

Reliability of students’ questionnaire regarding physical facilities has been measured by

using 13 items and Cronbach’s alpha value is 0.858. Professional development has been

measured by using 09 items and Cronbach’s alpha value is 0.835. Research culture has

been measured by using 13 items and Cronbach’s alpha value is 0.924. And assessment

system has been measured by using 15 items and Cronbach’s alpha value is 0.890.

Validity of the research tools was ensured through focused group discussions with 20

teachers, 40 students and 04 experts like Directors of QECs. In this regard,

questionnaires and interview protocols were handed over to the experts in the field of

education and Directors of QECs (Appendix- A). In this process, teachers, students and

experts were briefed about the purpose of the study, especially the instruments and

asked them to check each item’s relationship with the objectives of the instrument’s

contents, clarity, format and any other related issues that might cope with in improving

the items. Vague and inappropriate statements were discarded. A final selection of

research tools was ensured, so that, every question must pursue objectives of the study.

The research tools were revised in view of the recommendations of the experts. Some

grammatical mistakes were also removed. The researcher visited all universities

personally to obtain required data through these tools of research. Reliability of both

research tools was assured through Cronbach’s alpha co-efficient (0.912, 0.948) for

teachers and students respectively.

3.8 Pilot Testing

For pilot testing of research tools, two universities were taken (one public sector as

well as one private sector). Questionnaires were distributed among 20 teachers, 40

students and 04 Directors of QECs. The filled data provided guideline for amending the

questionnaires, which were identified through pilot testing.

3.9 Data Collection

The researcher circulated all questionnaires to the participants with instructions. Interviews

protocol were arranged from Heads of QECs personally by the researcher of the sampled

institutes. The researcher approached registrar office and requested for data collection

through their responsible workers. They helped the researcher accordingly.

3.11 Statistical Analysis

Statistical Package for Social Sciences (SPSS) version 15.0 was used to analyze the data

with the help of statistical techniques i.e., frequency (f) tables, percentages (%), mean

(M) and Standard Deviation (SD). Data were gathered through five point Likert Scale

(Strongly Dis-Agree (SDA) =1, Dis-Agree (DA) = 2, Un-Decided (UD) = 3, Agree (A) =

4, Strongly- Agree (SA) = 5) and got the average. For comparison, t-test for independent

samples and Analysis of Variances (ANOVA) were used to determine the differences

between the perceptions of teachers and students, because the researcher had
used ratio scale data in this study. As well as, percentage was used for the qualitative data,

which was taken from Directors of QECs regarding QAP i.e., physical facilities,

professional development, research culture, assessment system, problems and suggestions.

Analysis of qualitative data related to open-ended questions through descriptive coding of

open ended questions and thematic coding was generalized because this form of coding

makes it possible to link individual pieces of data to the research questions of the study.

The assignments of thematic codes was taken place during the reading of each transcript of

Directors of QECs for analyzing interviews, pattern of data analysis suggested by

Creswell, (2007); Bogdan and Bilken (1992) were followed.

 CHAPTER 4

ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the analysis of data and interpretation of the results. Data

collected through different instruments were presented in tables, analyzed and the

results were interpreted accordingly. The data were collected through two types of

research questionnaires; one for teachers, second for students and interview protocol

for QEC’s Heads. Prior to discussing the data analysis and interpretation of results, it

was considered useful to see the overall data analysis and reporting strategies for

questionnaires and interview protocol. The following strategies are explained here:
 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSIONS

AND RECOMMENDATIONS
5.1 Summary
In Pakistan, number of universities have been increased tremendously. In recent past

1015 years, private sector has also participated in creating new universities in Pakistan.

This expansion in higher education sector has provided opportunities, a great number

of young generation to join new awareness of knowledge in different aspects of

knowledge i.e., engineering, medical, commerce, arts and science. On the other hand,

multi dimensional problems and issues have emerged. For example, various issues have

been attached with the physical facilities, professional development, research cultutre,

assessment systems, problems and its suggestions for positive change at higher

education. Quality assurance has attained a significant problem for the universities and

other Degree Awarding Institutions. Quality assurance practices in these intuitions are

not up to the mark. What are reasons? Which factors are affecting the situations? What

should be done to enhance the quality assurance practices? For answering these
questions, there was a need to conduct a study to see about what is present status of

quality assurance practices in the universities of public and private sector in Pakistan. It

was reflected that this study will be helpful to create both pleasant environment of

implementing Quality Assurance Practices (QAP) in the universities. The study was

delimited to 28 universities (15 Public sector universities and 13 Private sector

universities) because of limited financial resources and shortage of time.

nd
For data collection, two questionnaires (1st for teachers, 2 for students) and

interview protocol for Directors of QECs of selected universities were developed on the

basis of literature review and consultation of experts in the field of education. Data

were collected from 876 teachers, 1819 students of master programs and 28 Directors

of QECs of the related universities. Collected data were presented in tabular form and

analysed with the help of descriptive and inferential statistics, ANOVA and t-test were

used to see the differences among the opinions of teachers, students and Directorsof

QECs. The findings and conclusions are presented below:

5.2 Findings

The key findings of the study were drawn from quantities and qualitative data of

teachers’ and students’ as under:

Findings (1-8) are related to objective No. 1 and research question No. 1 as reported

by teachers’, students’ and Directors’:

1) The mean response values are (M = 3.98, SD = 0.89) about

availability of books related to the courses, (M = 4.10, SD = 0.87)

easily accessibility of books, (M = 3.52, SD = 1.06) availability of

 equipments related to experiments, (M = 3.59, SD = 1.25)

availability of need based computers and (M = 3.77, SD = 1.19)

facility of multimedia were available in the universities in an

appropriate manner. But other facilities were not available as

responded by the respondents as appeared. It indicated that these

physical facilities were much better position in the universities

with the perceptions of public and private sector universities

teachers (Table 10).

Findings are related to objective No. 2 and research question No. 2,3,4 and 5 as

reported by teachers’ and students’:

 13) Regarding physical facilities as collective scores and its sub

components i.e., library, science as well as computer labs.,

there was significant difference (t = -5.37, p = 0.001) between

the views of universities teachers. It was opined that science

teachers’ mean (M = 3.61, SD = 0.72) was greater as compare

to the arts teachers responses (M = 3.34, SD = 0.79) as

concerned physical facilities and sub aspects i.e., library,

science as well as computer labs. Difference was significant (t

= -2.95, p = 0.003) involving judgments’ of arts as well as

science faculty’ regarding research culture as a whole scores.

Mean of science teachers’ (M = 3.51, SD = 0.84) responses

were superior as arts teachers (M = 3.34,

SD = 0.82) and it’s sub aspects of research culture i.e.,

research projects, seminars and research journals.

Difference between the views’ of arts as well as science

faculty was considerable observed (t = -4.39, p = 0.001)

regarding overall assessment system as well as sub

components i.e., examinations, communication and

examination standards. Mean responses scores of science

teachers (M = 3.62, SD = 0.68) were much better as arts

teachers (M = 3.40, SD = 0.75) (Table 14).

Findings related to problems concerned with QAP as reported by teachers’

students’ and Directors objective No. 3, research question No.6:

1) Above table 49 showed the opinions of teachers of both

types universities i.e., public and private sector regarding the

problems being faced for quality assurance practices. A large number

of responses were found from university teachers in public sector

universities as compared to private sector universities regarding lack

of resources, lack of professional development skills, lack of

guidance and counseling centers and lack of feedback system.

Moreover, a large majority of teachers were responded in favour that

there was also lack of awareness regarding latest researches, lack of

assessment system, less pay in private sector, and

 less number of permanent staff as compared to public sector

teachers’ responses (Table 49).

Findings related to objective No. 4, research question No.7 regarding

suggestions for improving QAP

1) Table 50 reflects that suggestions rate for enhancing QAP

was greater in public sector teachers as compared to private sector

universities teachers’ responses about provision of sufficient

resources, arrangement of modern professional development skills

for training purpose, provision of guidance and counseling centers,

and positive feedback system. As well as, responses rate was better

in private sector universities as compared to public sector

universities regarding unawareness of latest researches, lack of

better assessment system, less pay, and less number of permanent

staff.

5.3 Conclusions

The following conclusions were drawn on the basis of above findings:

1) All the Quality Assurance Practices were functioning

properly in the universities of Pakistan in well manners.

2) Quality Assurance Agency (QAA), Quality Assurance

Department (QAD) and Higher Education commission

(HEC) all are relevant to Pakistani higher education system,

which are working consistently of both sectors i.e., public

 and private to supervise, guide and facilitate the universities

of Pakistan for developing quality assurance practices.

3) Majority of teachers opined about availability of books

related to the courses, easily accessibility of books,

equipment related to experiments, need based computers

and facility of multimedia were available in the

universities in an appropriate manner. But other facilities

were not available as responded by the respondents as

appeared. It indicated that these physical facilities were

much better position with the perceptions of public and

private sector universities teachers.

4) The ideas of teachers concerning professional

development predicted about well-define recruitment

criteria like arrangement of tests and interview for

selection, performance appraisal, seminars were being

conducted, permission for faculty to join in the seminars,

proper faculty was present, use of teaching methodologies,

provision of course outlines, guidance and counseling

system were existed in the universities.

5) Mostly teachers explored that research project were

compulsory, encouragement system existed for

participation, research supervisors were given proper time

to research projects, teachers were encouraged to write

 research articles, seminars were being held for promoting

research culture at national level, showed the provision of

renowned educationists by the university for seminars that

these practices were present in the universities.

6) A large majority of teachers indicated about assessment

system schedule was provided on time, assessment system

were conducted according to the objectives of programs,

assessment system were regularly done, during teaching

formative evaluation and summative evaluation was being

conducted regularly, results were communicated to the

students on time, (results were notified through notice

board), objective and subjective parts in the papers were

included, comprehensive examination were conducted

according to the national standards were present in the

universities.

7) A large number of students supported about books related

to courses were available, books were easily accessible,

research journals were available, availability of manuals

for use of science labs, equipments related to experiments

were available, and facility of multimedia was also

available. It was considered that these physical facilities

were available in the universities of Pakistan.

8) Many of students indicated that provision of pertinent

materials related to courses, use of proper instructional

materials, students used A.V. Aids (Audio and video)

during their presentations, use of teaching skills in the

class, provision of course outline on time, availability of

guidance and counseling facility, provision of feedback

after assessment system of papers, system of makeup

classes, punctuality of the teachers. It was calculated that

teachers of universities sector use profitable techniques to

convey their lectures.

9) Most of the students denoted that research thesis/project

was compulsory for every student, encouragement system

of participation in seminars, system of best time utilization

by the supervisors for research projects, students were

encouraged to write research articles, seminars were being

held for research culture at National level and universities

invite eminent scholars for seminars. It was considered

that teachers pay full attention to create research culture in

the universities.

10) Much of the students signified about availability of

assessment system calendar of the whole year, system of

assessment system according to the objectives, provision of

reliable assessment system, availability of during teaching

process. presence of problem-solving, the system for final

 assessment system existed, on time results announcement

of the examinations, system of notice-board results’

declaration, question papers layout for examination was

comprised of objective and subjective parts,

comprehensive examination were conducted according to

the International and National standards. It was considered

that universities use all assessment techniques to evaluate

the performance of the teachers and students.

11) Majority of the teachers, students and Directors of QECs

indicated about unavailability of new books, research

journals, digital library, photo-copier, manual for use of

scientific instruments, latest labs. instruments and safety

measures for use of science laboratories and latest

computer softwares in public and private university of

Pakistan.

12) It was concluded that most of the teachers, students and

Directors of QECs highlighted about less salary, need based

training appraisal system for performance of teachers after

training and lack of incentive system for good performance

were missed in the public and private sector universities of

Pakistan regarding professional development.

13) Most of the teachers, students and Directors of QECs

identified about research culture that lack of collaboration

with other departments, international seminars, provision of

 funds, on line journal and impact factor research journals

were being created hurdles in developing research culture.

14) Most of the teachers, students and Directors of QECs

indicated about assessment system in public and private

universities that there was lack of diagnostic evaluation,

communication system about results, comprehensive

examination, lack of trained faculty and feedback system.

15) Inspite of the above perceptions, there was great difference

between the opinions of public and private sector science and

arts departments teachers, and students regarding physical

facilties, professional development, reserch culture and

assessment system but the mean scores of science teachers

were greater as compared to the arts teachers.

16) There was slight difference between the opinions of public

and private sector universities teachers but according to the

opinions of the students that there was great difference but

the mean scores of private sector universities were greater

than public sector universities concerning physical

resources, professional development, research culture and

assessment system.

17) There was great difference between the opinions of public

and private sector universities related to male teachers and

female teachers but according to the opinions of the male

students and female students that there was slight difference

 but the mean scores of private sector universities was

greater than public sector universities related to physical

resources, professional development, research culture and

assessment system.

18) A large responses of universities teaching faculty’ regarding

different designations, it was reflected that mean

achievements scores of assistant professors’ responses were

better as associate professors’ regarding physical facilities as

well as its components i.e., library, science and computer

labs. It was manifested that mean scores of professors were

greater as associate professors, while, there was insignificant

difference among the responses of having different

designations of teaching faculty regarding workload. There

was difference for statistically significant among having

different designations of teaching faculty about research

culture as overall scores and its sub components i.e., research

projects, seminars, provision of funds and research journals.

It was reflected that mean obtained scores of professors were

bigger as compared to associate professors responses as well

as its sub components i.e., research projects, seminars,

provision of funds and research journals. There was

difference for statistically significant among having different

designations of teaching faculty about assessment system as

overall
 scores and its sub component i.e., examinations,

communication and examination standards. It was

depicted that mean scores of lecturers were larger as

compared to associate professors regarding assessment

system and its sub components i.e., examinations,

communication and examination standards.

19) A large majority of universities teaching faculty’ having

different qualifications there opinions were reflected that

difference was statistically insignificant among the views

of teachers’ of the universities about physical facilities as

overall scores excluding science labs. It was evident that

mean response scores having Ph.D degree holders were

better as M A/M.Sc. as related to science labs. It was

found that mean score of teachers’ responses having Ph.D.

degree was higher than MA/M.Sc. teachers’ responses

regarding professional development strategies. It was

found that mean observation scores of teachers’ responses

having Ph.D. degree were greater as compare to M.Phil.

teachers’ responses related with research projects as well

as research journals.

20) Majority of permanent and non-permanent teachers’

perceptions in the universities regarding physical facilities

and its sub components (library and science labs.). The

mean scores of non-permanent faculty were greater as

 permanent teachers’ views. It was apparent that mean

achievements scores of non-permanent were greater as

permanent teachers’ perceptions regarding library and

science labs. Regarding recruitment system and

Professional development strategies, it was found that

difference for statistically significant between permanent

and non-permanent teachers’ views. Mean achievement

scores of permanent teachers were greater as non-

permanent teachers’ perception regarding recruitment

system, while mean achievement scores of non-permanent

teachers were greater as permanent teachers’ views

regarding professional development strategies. Mean

scores of non-permanent teachers were greater as

permanent teachers’ perceptions regarding research

culture. Regarding research

projects and provision of funds, mean achievements scores of non-permanent teachers

were greater as permanent teachers’ views, as well as, difference for statistically

insignificant between teachers’ views who belonged to permanent and non- permanent

status regarding seminars and research journals. Mean achievement scores of non-

permanent teachers were greater as permanent teachers’ views.

21) Majority of teachers havinf difference experiences at

universities level regarding computer labs. It was proved

that mean score of teachers’ responses of the universities

among different teaching experiences category 1-5 years

 was higher as 6-10 years regarding computer labs. The

mean response scores regarding category 1-5 years were

greater as compare to >10 years about professional

development. It was proved that mean achievements

scores of category 1-5 years were greater as 6-10 years

regarding professional development strategies.

22) A large majority of science students’ mean were greater as

compared to arts students’ responses as concerned physical

facilities. It was accepted that average scores of science

students’ were superior as compared to the arts students’

observations regarding sub aspects of physical facilities.

Science students mean were larger as compared to arts

students’ towards professional development. Statistically

substantial has difference involving arts as well as science

students’ observations regarding teaching methods. Mean

achievement scores of science were greater as arts students’

observations. It was depicted that the mean achievement

scores of science group were superior as arts group students

of master programs observations regarding research culture

and its sub components. It was indicated that mean

achievement scores of science were greater as arts students

observations regarding examination standards.

23) Majority of of private sector students’ were greater as the

public regarding computer labs. Mean scores of private

 were larger as public sector students’ about professional

development strategies. It was proved that mean achievement

scores of public were much more as private sector students’

with regard teaching methods and guidance & counseling. It

was accepted that mean achievement scores of public were

bigger private sector students’ with regard regularity. Mean

achievement scores of private sector teachers were greater as

the public regarding assessment system. It was depicted that

mean achievement scores of private sector students’ were

much better as the public regarding examinations and

communication system.

24) Majority of male students have greater mean scores as

females mean scores have slightly difference among

physical facilities, library, computer labs. as well as

communication system in public and private universities

of Pakistan.

25) It was depicted that mean scores of students were bigger

compared to teachers’ opinions about science labs. as well

as computer labs.

26) Majority of students had bigger responses as teachers’

about research culture. It was apparent that mean

observation scores of students were greater as compared to

teachers regarding provision of funds as well as research

journals.
27) A large majority of students’ had greater as compared to

teachers’ feelings regarding examination, as well as

examination standards.

28) A large number of Directors of QECs in public and private

sector universities of Pakistan were replied that quality of

physical facilities is maintained through a monitoring

committee, regular checking by the heads, teachers and

reports of students. Moreover, some Directors described

that with the help of evaluation of researches, and

incorporated students observations, we can see the status

of physical facilities and can improve for the betterment of

quality assurance practice. Reponses rate in these practices

of private sector Directors were greater than public sector

except self- assessment system of teachers reports.

29) Majority of Directors of QECs in public and private sector

universities of Pakistan were responded that universities

provided opportunities for students to get their education

from inside and foreign countries and get job training,

provision of the opportunities for higher education. Some

interviewees responded that HEC and universities sanctioned

the leaderships for higher studies to the faculty to enhance

the professional development system. Reponses rate in these

practices of private sector Directors were

 greater than public sector except Scholarships for faculty

development.

30) Most of Directors of QECs in public and private sector

universities of Pakistan were responded that universities

took initiatives to make sure for developing research

culture as QECs observations, teachers participation in

seminars, conference and writing research papers and

developing research projects competition. Reponses rate in

these practices of private sector Directors were greater

than public sector except results of the students.

31) Directors of QECs opined from public and private sector

universities of Pakistan that the processes of assessment

system are done in views of Directors of QECs, self-

assessment reports of teachers and students, students

results and course evaluation reports. Reponses rate in

these practices, the private sector Directors were greater

than public sector except best teachers awards.

5.4 Discussions

To maximize the number of universities in Pakistan, provision of better and permanent

resources such as material and finance, provision of new creativity in the classrooms,

enhancement of intake; these things generate the idea for researcher to evaluate the

current phenomenon, its utilization and problems for deficiency in education system.
Private sector is also helpful to meet the need and load of modern generation. It stands

shoulder to shoulder with the public sector universities to strengthen the higher

education. After reviewed the components of many researchers, it was calculated that

private sector universities showed a momentous responsibility in the area of education.

To maximize many departments, it was felt that there is a need to see the level and

importance of courses with current needs of the globalization with respect of these

QAP in the universities of Pakistan. In this regard, Higher Education Commission

(HEC) has play a vital role to reinforce the Higher Education.

Majority of the teachers responded positively that books and computers are available in

the department of universities. It was concluded that the discipline wise science and

arts teachers in public and private universities were responded positively regarding

physical facilities. This is great hurdles in the way of research culture. It is intensive

desire that all the required facilities including library, science library and computers

labs. must be provided in the universities to boost up the Quality Assurance practices.

As regards with educational conferences and seminars are not arranged properly in the

university. This is the era of research based, so it is apparent to generalized research

culture for enhancement of professional competencies. Each universities should be

published the research journals of good impact factor in each department in the

universities. McKimm (2003) has also explained the use of laboratories’ and its

training for advanced researches.

Science labs must be equipped with new apparatus for reliable results, digitals library

having the sufficient literature in each discipline was needed. Computer labs. having

latest software and hardware facilities enrich with fast internet facilities’. However,

external examination systems must qualify the international standards’. There must be
research collaboration of our universities with other linked universities for good repute.

HEC should be provided the funds for research projects’ generously for the burning

issues in our educational system. To update the quality in educational system, the

concerned teachers should be communicated with the parents to update the progress of

their offsprings.

To gain latest knowledge and skill, every teachers and students use of internet

showed their keen interest, for better researches, this concept was delivered by Nion &

Mace (2006). According to Lomte (2007) opined that libraries play a vital role for

intellectual, emotional and social development of the students. The results of teachers

and students from public and private sector universities are in favour that computers

and new software are needed in the universities. That’s why computer courses are

teaching in the universities regularly, this concept was also delivered by National

Education Policy (1998-2010).

Furthermore, Jones 2001, Diaz (2004) also focused that the professional development is

very important for updating and improving the teaching methodologies. Yet, it is

imperative for effective learning. Besides, Memon (2007) explained about professional

competency for better performance of teachers. Stephen’s, (2004) also explained about the

collaboration plays a vital role to make new ideas and generate new ideas in the world for

research culture. Anjum, (1998) also paying attention for tremendous change in the

behavior of the staff and their future survival. Moreover, Hattie & Marsh (2004) focused

that research projects are best for provision of funds and economic development.

Furthermore, Blanchard & Miller (2007) also state about developing the research culture

which is required competent research leaders. Dewack (1999) also explained about
description of assessment system into two categories like summative and formative

assessment system.

Anglo & Cross (2003) also opined that about the role of assessment system it has great

importance for provision of better feedback. According to Biggs (1979), all learning

process is a bond of motivation and environment, where teaching and learning process

occur. It needs in put, process and output: input are the resources, which we use to get

required results and output is the result we gaining from the use of inputs. Gibbs

(1999), Mortan and Siljo, (1976); Trigwell and Prosser, 1991). There are many positive

results concluded from the students of higher education, these are related to process of

learning and output in preparing products (Willis 1993). Temporary learning depends

upon the weak quality of learning and permanent learning based on use of quality

infrastructure and learning in peaceful environment (Ramsden, 2003). Sharma (1997)

suggested that failure of students and poor learning based upon the heavy workloads of

the faculty and students.

Research plays beneficial character in this technological era. All inventions prepared to

think over its origin, what is the origin of this thing and its purposes in this universe.

Research culture helps us to find new things related to our needs.i.e., polio and

dangerous diseases. Not help in medical but in education, its role is significant (Gross,

2001). Enhance research culture in the universities was the basic obligation of the

country and likewise enhance collaboration with advanced countries in research and

development perspectives (NEP, 2009). Research helps in getting information about

phenomenon (Swindoll, 2012). Research helps to understand the situation and

communicate it to other peoples for better position. Students and teachers are enable to

understand the real professional achievement (Walker, 2010).

Finally, it is derived from the dates that students take admission in private sector

universities and perceived research is better to life as compared to public sector

universities. Sabzwari, Kauser, & Khuwaja (2009), however, justified that in Pakistan,

students are more motivated to take admission in public sector universities as

compared to private sector universities. As resultantly, Iqbal (2004) also suggested that

standardized items required to be gradually increased so that knowledge of the students

could be assessed. In this way, Black & William (1998) stressed about feedback system

is an enormously important part of the assessment system process.

5.5 Recommendations

In the light of these findings and conclusions, the following recommendations are

based on the opinions of teachers, students and Directors of QECs for the enhancement

of Quality Assurance Practices in the universities of Pakistan:

1) A variety of latest research journals and new version of

books may added

frequently for the use of teachers and students in the libraries of the universities.

2) It may also be very important to strengthen the digital

library.

3) Photo-copier may also be provided to the libraries to save

the time.

4) Latest manual, equipments, safety measure and latest

softwares should also be incorporated in science

laboratories to achieve the national and international goals.

5) Good pay-package for staff, need based training, follow up

system and pleasant incentives on performance based

should be encouraged for professional development.

6) Collaboration within departments, seminars, provision of

funds, accessibility of on-line journals, and publication of

paper with good impact factors may also be generalized for

developing research culture.

7) There should be very important to organized the diagnostic

evaluation system, communication system and use of

information technologies at the time of assessment.

8) Comprehensive examination may also be added to arrange

the quality higher education.

9) Feedback system may be useful for best utilization of

resources to create positive changes.

10) The establishment of guidance and counseling centres in

the universities may be very important to meet the current

need of academics.

11) There should be uniformity in course designing in the

universities.

12) Create motivation at college level is very important for

higher education.

13) Provision of separate offices of administrative officers for

the quality assurance cells is very much important.

 14) There should be co-ordination among students, teachers for

teaching and learning process and administrative staff.

15) Teachers training opportunities may also be helpful to

strengthen good assessment system.

16) Enhancement of sports culture is very much important for

health and higher education in the universities.

17) There should be on-line system of all universities

educational activities, so that the people of university may

share or learn from other experiences.

18) Future planning for higher education institutes i.e., universities through research

seminars and conferencesshould be made convenient.

19) Establishment of QEC and Quality Assurance Mechanism

should be made

mandatory for all universities.

20) Pedagogical training must be compulsory for all the

universities faculties.

Future Research Scope

Different problems are faced by the heads of quality assurance directorates and well

established universities as compared to new universities. It would be a good and needful

research to find the difference in quality assurance practices of old and well establish

institutes and newly established universities. Development of student’s satisfaction

index for the higher education sector of Pakistan can be very helpful because there is no

such tool available. Research about the quality of intermediate and degree colleges needs to

be conducted as there is no formal mechanism devised by the HEC. Till 2010, there are

more than five thousand indigenous PhD scholars funded by HEC, have enrolled in

different universities of Pakistan but less numbers of students have submitted their

dissertation till 2008. There is an urgent need to investigate the quality of these PhDs and

problems being faced by the PhD students. An in-depth study to measure the effectiveness

of the initiatives taken by HEC for quality assurance would be a good addition in the field

of research. To what extent quality assurance policy and other procedures are inline with

the mission statement of the university is another important unexplored issue in the higher

education sector of Pakistan. Universities are complex organizations in which different

departments have different interests and priorities. It would be a good research to find the

differences in quality assurance practices of different departments as well as different

universities of Pakistan. A research on the total aspects of quality education to know the

status of practices in all universities be conducted. Results of male and female universities,

faculty wise, provinces wise, may also be deduced to see overall picture of quality

education practices at higher level.

REFERENCES

Division of Education, University of Education, Lahore

Questionnaire for University Teachers

Topic: A study of quality assurance practices in the universities of Pakistan

Dear Sir/Madam,

The undersigned is conducting Ph.D. thesis. A five point Likert Scale type questionnaire

and open ended questions have been prepared to collect data from the university teachers

along with questions and objectives of the study are appended here. Please tick the

appropriate column and answer the questions. Your special attention and favor in this

regard will be helpful in collecting valid/real informations and your views about physical

facilities, professional development, research culture, assessment system, problems and

suggestions being faced by the university teachers of Pakistan. I hope, you will please

spare some of your precious time and give your opinion honestly, freely and unbiasedly

based on your personal knowledge and experiences. I assure you that your responses will

be treated confidentially and shall be used only for the purpose of research

thesis. It shall be appreciated if you, after reading the questionnaire, may please give the

answer of the following questions.

Thanks for your cooperation.

Yours sincerely,

MUHAMMAD SHABBIR
Ph.D. (Education) Scholar
Contact: 0321-7802369