University Stakeholders’ Perceptions of Quality Assurance Reforms in Pakistan : The Role of Borrowing and Lending Policy

Abdul Wali KHAN

Research output: Other Conference ContributionsConference Paper (other)Other Conference Paper

Abstract

In the era of globalization, countries confront rapid changes as they interact n a variety of social, economic, cultural, and political environments (Vidovich, 2002). Global competition has increased between universities and many feel pressures to expand amidst declines in funding. Against the backdrop of these challenges, national governments have called for increased effectiveness and efficiency from the universities. Consequently, universities have undergone
radical reforms or “structural readjustment" in order to improve their performance and accountability. In 1990s and 2000, quality assurance mechanisms became prevalent in many developed and developing countries as one source of evidence of educational excellence. However, there are few studies on the implication of globalization process and quality assurance reforms in higher education, particularly borrowing policies from international quality assurance regulators. It is important to investigate context specific differences in potentially globalizing policies and practices, rather than simply assuming global homogenisation (Vidovich, 2002). In education policy borrowing and lending (PBL) from one cultural context to the other is complex and not neutral and may continue to uphold hegemonic rules on poor countries (Gita Steiner- Khamsi, 2014). Consequently, this creates the tension between global agenda of penetrating neoliberal ideological practices via PBL and the local context of the recipient country (Lo,2017). Pakistan as aid recipient and colonized country has heavily been influenced by global forces to align the reforms to compete with the rest of the world and to bring prosperity and development at home. After the inception of Higher Education Commission (HEC) in 2002, new reforms have been initiated (Aslam,2018). Formation of Quality Assurance Agency (QAA) is one such reforms (Aslam,2018). This qualitative case study aims to explore perceptions and practices of stakeholders (Education Policy managers and practitioners) about reforms for quality assurance from the critical lens of policy borrowing and lending.
Particularly, the study aims on how HEC reviewed, adapted quality standards for quality assurance framework and disseminated to universities and how the faculty members adhere to the HEC quality assurance policy when teaching and assessing students. Data will be collected from HEC and one public university (Karakorum International UniversityKIU, through semi-structured interviews and focused group discussion. The study is important to understand the influential role of global actors in educational reforms of Pakistan via borrowing of global best practices. It is also important to understand policy managers’ logic in adopting/adapting those so called international good practices while bringing reforms at home country. The findings will help policy makers, practitioners and the university management to formulate inclusive, contextually relevant policies with international outlook for quality higher education in Pakistan.
Original languageEnglish
Publication statusPublished - 2 Apr 2022
EventPostgraduate Conference on Interdisciplinary Learning : Rethinking Postgraduate Studies in Post-Pandemic Societies - Lingnan University, Hong Kong
Duration: 1 Apr 20222 Apr 2022
https://www.ln.edu.hk/sgs/_content/media/pgdcon2022/pgdcon21_progbook.pdf

Conference

ConferencePostgraduate Conference on Interdisciplinary Learning : Rethinking Postgraduate Studies in Post-Pandemic Societies
Country/TerritoryHong Kong
Period1/04/222/04/22
Internet address

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