faculty development beyond

Faculty development: beyond classrooms 

ByJustpaste.in

By Prof. Engr. Dr. Khuram Pervez Amber

The persistent weaker linkage between industries and universities in Pakistan requires strategic interventions from all stakeholders. Pakistan cannot expect systemic industrial growth while its higher education institutions and industrial sectors operate in silos. Number of universities in Pakistan has dramatically increased over the past two decades. At current, there are nearly 280 universities in Pakistan which are producing thousands of graduates every year. But the concerns of industries remain valid that the graduates lack the necessary technical knowledge and skills which are required in the industries. These concerns of industries are particularly reported in disciplines such as engineering, computer science and the applied sciences, where employers frequently report a mismatch between academic preparation and industrial requirements.

Although there are some valuable initiatives by the HEC, PEC, and NTC which include mandatory industrial internships of six to eight weeks for the engineering and technology students, the impact of such initiatives is limited due to multiple factors. Another initiative of HEC to strengthen university academia linkage is the establishment of the Office of Research, Innovation, and Commercialization (ORICs) in universities. However, the effectiveness of this initiative has not been successful at the desired level as in many universities, ORICs operate with limited staff and resources, while directors of ORICs are usually on additional charges. Expecting a small office alone to build industrial linkages for an entire university is unrealistic. Currently, out of nearly 260 universities, only 95 universities have established ORICs. In the recent ORIC ranking of HEC, only seven of 95 universities achieved the top category, i.e. “W” category.

One of the major unexplored reasons behind this fragile linkage between industry and academia is the limited or no industrial exposure of university teachers. Most university teachers move directly from their bachelor’s degrees into master’s and PhD programs. Through this route, such individuals may become academically qualified teachers, but this route does not make them professionals having knowledge of industrial practices, industrial standards, and industry-oriented innovations. In many cases, a teacher teaches an industrial system which he/she has never experienced. This approach may clear theoretical concepts of students, but such students will certainly struggle when they would face real- life industrial problems after their induction in industry.

So why do our university teachers require industrial exposure in their field of research? The answer is simple. A teacher with industrial exposure brings his industrial experience into the classrooms, laboratories, projects, and discussions on daily basis. Industrial experience of such teachers would not only improve the technical understanding of students about various industrial systems but also enhance students’ problem-solving skills. It would further help students to understand industrial expectations.

So how could universities help their faculty members to get industrial experience? This could be achieved through implementation of structured industrial placement/professional development programs under ORICs for university teachers particularly working in engineering, technology and applied sciences faculties. Under this program, university teachers can spend six months to twelve months in an industry related to their field of interest/research on a turn-by-turn basis. During this period, such faculty members will keep receiving their monthly salaries as usual.

So, what will be the major benefits of this model?

  1. There will be significant improvement in the pedagogical skills of faculty members as they will be teaching with practical examples, industrial case studies and real-world problem-solving approaches.
  2. During their placement in the industry, faculty members would make connections with the industrial experts/managers/engineers which would help them in future to supervise industry-relevant research, secure collaborative projects and contribute to technology transfer.
  3. They would identify operational challenges requiring research-based solutions. Upon returning to universities, they can transform these challenges into student projects, postgraduate research topics and consultancy opportunities. This would help create a healthier research culture focused on solving local industrial problems.
  4. University graduates will have problem solving skills that are required by industry.
  5. Over time, this model would help bridge the trust deficit that exists between academia and industry.

Admittedly, implementing such a policy would not be easy. Challenges such as shortage of faculty, and increased teaching workloads are genuine challenges. There are also cultural barriers within academia, where industrial experience is often valued less than traditional academic achievements. However, these barriers are manageable. HEC and professional bodies such as PEC, and universities can jointly develop and implement structured industrial placement programs for faculty members. The industrial experience can be recognized within promotion criteria of faculty members, accreditation frameworks and quality assurance standards.

In the nutshell, to produce industry ready graduates, the industrial exposure of university faculty members is indispensable. Their industrial experience will result in a stronger academia-industry linkage which is essential for economic growth, innovation and technological progress. Until universities and industries begin working together more meaningfully, Pakistan will continue producing degrees faster than opportunities.

Prof. Engr. Dr. Khuram Pervez Amber (CEng, MEI, PE, FHEA)

The writer is serving as Director QEC at Mirpur University of Science and Technology, AJ&K.

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