THE BEST PRACTICES (BPs) MODEL FOR UPGRADING RANKING …

i

THE BEST PRACTICES (BPs) MODEL FOR

UPGRADING RANKING OF THE BUSINESS

INSTITUTIONS IN SINDH

by

Nazish Baladi

Thesis submitted to the MUET for the degree of

Doctor of Philosophy

in

Science, Technology and Innovation Policy (STIP)

Institute of Science, Technology and Development (ISTD)

Faculty of Science, Technology and Humanities

Mehran University of Engineering & Technology, Jamshoro

November 2018

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DEDICATION

This thesis is dedicated to

my parents and Husband.

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AUTHOR’S DECLARATION

I Nazish Baladi hereby state that my thesis titled “The Best Practices (BPs) Model for

Upgrading Ranking of the Business Institutions in Sindh” is my own work and has

not been submitted previously by me for taking any degree from Mehran University

of Engineering and Technology or any other Degree awarding institute and to the best

of my knowledge has not been submitted by any other scholar for the same purpose

anywhere else in the country/world.

At any time if my statement is found to be incorrect even after my post-graduation,

Mehran University of Engineering and Technology has the right to withdraw my

Master/PhD degree.

Name of Student: ______________________

Date: ____________________

v

PLAGIARISM UNDERTAKING

I solemnly declare that research work presented in the thesis titled “The Best Practices

(BPs) Model for Upgrading Ranking of the Business Institutions in Sindh” is solely

my research work with no significant contribution from any other person. Small

contribution/help wherever taken has been written by me.

I understand the zero-tolerance policy of the HEC and university. Mehran University

of Engineering & Technology Jamshoro. towards plagiarism. Therefore, I as an

Author of the above titled thesis declare that no portion of my thesis has been

plagiarized and any material used as reference is properly referred/cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled thesis

even after award of PhD degree, the university reserves the rights to withdraw/ revoke

my PhD degree and that HEC and the university has the right to publish my name on

the HEC/ university website on which names of students are placed who submitted

plagiarized thesis.

Student/ Author Signature: _______________

Name: _________________

vi

© Copyright, 2018

Mehran University

of

Engineering and Technology

ALL RIGHTS RESERVED

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ACKNOWLEDGMENTS

I would like to express my special appreciation and thanks to my supervisor Professor

Dr. Arabella Bhutto for the continuous support of my Ph.D. study and research, for

her patience, motivation, enthusiasm, and immense knowledge. Her guidance helped

me in all the time of research and writing of this thesis. I could not have imagined

having a better advisor and mentor for my Ph.D. study, you have been a tremendous

mentor for me. I would also like to thank my co-supervisor Prof. Dr. Pir Roshan Ali

Shah Rashdi for their valuable support. Besides my supervisor and co-supervisor, I

would like to thank the rest of my thesis committee: Dr. Qazi Muhammad Moinuddin

Abro, Dr. Zahid Ali Memon, Dr. Asif Ali Shah, Dr. Kamleshwer Lohana and other

faculty members for their encouragement, insightful comments, and tough questions.

My sincere thanks also go to Dean Faculty of Science, Technology and Humanities

Dr. Sami Qureshi, Director of Directorate of Post Graduate Studies MUET Jamshoro,

Prof Dr. Khanji Harijan, ASRB Member MUET, Faculty and Administrative staff at

MUET and MUISTD, friends and classmates for letting my defense be an enjoyable

moment, and for your brilliant comments and suggestions, thanks to you.

I would especially like to thank the Directors and other staff of quality enhancement

cell (QEC) departments in the Institute of Business Management, Karachi

(IoBM),Institute of Business Administration (IBA) Karachi, Sukkur Institute of

Business Administration (IBA) Sukkur, Iqra University, Karachi ,Shaheed Zulfiqar

Ali Bhutto Institute of Science and Technology (SZABIST), Karachi, Institute of

Business and Technology - Karachi (BIZTEK),Khadim Ali Shah Bukhari Institute of

Technology, Karachi (KASB),Muhammad Ali Jinnah University - Karachi ,Newport

Institute of Communications & Economics – Karachi, Greenwich University, Karachi,

Dadabhoy Institute of Higher Education, Karachi, Textile Institute of Pakistan,

Karachi. All of you have been there to support me when I collected data for my Ph.D.

thesis.

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I am Thankful to Higher Education Commission (HEC) Pakistan for award of

Indigenous Fellowship.

A special thanks to my family. Words cannot express how grateful I am to my

mother-in law, father-in-law, my mother, and father for all the sacrifices that you’ve

made on my behalf. Your prayer for me was what sustained me thus far. I would also

like to thank to my beloved husband, Aamir Nazir Shaikh. Thank you for supporting

me for everything, and especially I can’t thank you enough for encouraging me

throughout this experience. To my beloved daughter Aabish Aamir, I would like to

express my thanks for being such a good girl always cheering me up.

Finally, I thank my God, for letting me through all the difficulties. I have experienced

Your guidance day by day. You are the one who let me finish my degree. I will keep

on trusting You for my future. Thank you, Lord.

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TABLE OF CONTENTS

Description Page

List of Abbreviations ..................................................................... xiv

List of Tables .................................................................................. xv

List of Figures ............................................................................... xvii

List of Appendices ......................................................................... xix

CHAPTER # 1 .............................................................................................................. 1

INTRODUCTION........................................................................................................ 1

1.1 INTRODUCTION ........................................................................................... 1

1.2 BACKGROUND .................................................................................................. 1

1.2.1 National and International Ranking ............................................................... 2

1.2.2 Best Practices in Higher Education System .................................................. 6

1.2.3 Significance of the Study ............................................................................... 7

1.3 PROBLEM STATEMENT ................................................................................... 8

1.3.1 Research Gap ................................................................................................. 9

1.3.2 Research Question ....................................................................................... 10

1.3.3 Research Objectives .................................................................................... 11

1.4 RESEARCH METHODOLOGY ...................................................................... 12

1.5 STRUCTURE OF THESIS ................................................................................ 14

1.6 SUMMARY ....................................................................................................... 18

2. LITERATURE REVIEW .................................................................................. 19

2.1 INTRODUCTION .............................................................................................. 19

2.2 RANKING SYSTEM ......................................................................................... 19

2.3 INTERNATIONAL RANKING SYSTEM ........................................................ 22

2.3.1 Quacquarelli Symonds (QS) Ranking ......................................................... 23

2.3.2 Times Higher Education (THE) Ranking .................................................... 25

2.4 BENCHMARKING ........................................................................................... 26

2.5 HIGHER EDUCATION ..................................................................................... 28

2.5.1 Higher Education System in Pakistan ......................................................... 30

2.6 BEST PRACTICES IN THE RANKING SYSTEM........................................... 33

2.6.1 Quality Assurance........................................................................................ 34

2.6.1.1Appointments of faculty members ......................................................... 36

2.6.1.2 Accreditation ......................................................................................... 39

2.6.1.3 Plagiarism Policy .................................................................................. 40

2.6.2 Teaching Quality ......................................................................................... 42

2.6.2.1 Student-Teacher Cooperation ............................................................... 43

2.6.2.2 Pieces of training................................................................................... 44

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2.6.2.3 Part-Time Faculty ................................................................................. 47

2.6.2.4 National and International Awards ....................................................... 48

2.6.2.5 Enrollment............................................................................................. 50

2.6.3 Research....................................................................................................... 51

2.6.3.1 Patents ................................................................................................... 54

2.6.3.2 Citation and Publication ........................................................................ 56

2.6.3.3 University-Industry Government Linkages .......................................... 58

2.6.3.4 Supervisor ............................................................................................. 61

2.6.3.5 Ph.D. Students ....................................................................................... 63

2.6.3.6 Pakistan Education and Research Network (PERN) ............................ 64

2.6.4 Finance and Facilities .................................................................................. 65

2.6.4.1Computers .............................................................................................. 65

2.6.4.2 Library................................................................................................... 68

2.6.4.3Amount generated through own resources ............................................ 68

2.6.5 Social Integration and Community development ........................................ 71

2.6.5.1 Exchange Program ................................................................................ 71

2.6.5.2 Community Services ............................................................................. 73

2.6.5.3 Foreign Students ................................................................................... 74

2.6.5.4 Foreign Faculty ..................................................................................... 76

2.7 BUSINESS EDUCATION ................................................................................. 77

2.8 SUMMARY ....................................................................................................... 80

3. RESEARCH FRAMEWORK ........................................................................... 81

3.1 INTRODUCTION ......................................................................................... 81

3.2 BENCHMARKING OF NATIONAL AND INTERNATIONAL RANKING .. 83

3.2.1 Comparison of national and International ranking ...................................... 85

3.3 EXPLORED PRACTICES (LITERATURE REVIEW) .................................... 89

3.3.1 HEC-THE Ranking Criteria ........................................................................ 89

3.3.1.1 Total PhD output / Doctorate-to-bachelor’s ratio ................................. 89

3.3.1.2 Criteria of Publication ........................................................................... 90

3.3.1.3 Criteria of Amount generated through own resources .......................... 91

3.3.2 HEC-QS Ranking Criteria ........................................................................... 92

3.3.2.1 Accreditation ......................................................................................... 93

3.3.2.2 Ph.D. Faculty ........................................................................................ 94

3.3.2.3 Computers ............................................................................................. 96

3.3.2.4 library books ......................................................................................... 98

3.3.2.5National and international Patents ......................................................... 99

3.3.2.6 University industrial linkages ............................................................. 101

There are seven practices in the University industrial linkages through

(ORICs). The details of these practices are given below: ............................... 101

3.3.2.7 Scholarships ........................................................................................ 102

3.3.2.8 Conferences......................................................................................... 103

3.3.2.9 Community outreach programs ........................................................... 104

3.3.2.10 National and international awards .................................................... 105

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3.3.2.11 Exchange Program/Outbound/inbound student & faculty ................ 106

3.3.3 HEC-QS-THE Ranking Criteria ................................................................ 108

3.3.3.1 Teacher/Staff-student ratio .................................................................. 108

3.3.3.2 Teacher Evaluation ............................................................................. 109

3.3.3.3 Published Papers and Publication ....................................................... 110

3.3.3.4 Foreign students and Foreign faculty .................................................. 112

3.3.4 HEC Ranking Criteria ............................................................................... 114

3.3.4.1 Faculty appointment............................................................................ 115

3.3.4.2 MS/M.Phil. criteria ............................................................................. 116

3.3.4.3 Ph.D. Programs ................................................................................... 117

3.3.4.4 Plagiarism Standing Committee ......................................................... 118

3.3.4.5 Quality enhancement cells .................................................................. 119

3.3.4.6 International ranking ........................................................................... 122

3.3.4.7 Full-time faculty to total faculty ......................................................... 123

3.3.4.8 Enrollment ratio .................................................................................. 124

3.3.4.9 Pieces of training................................................................................. 127

3.3.4.10 Travel grants ..................................................................................... 128

3.3.4.11 Research grants ................................................................................. 129

3.3.4.12 H-Index ............................................................................................. 130

3.3.4.13 Internet bandwidth/ PERN ................................................................ 131

3.3.4.14 Published journals ............................................................................. 132

3.3.4.15 Approved supervisors ....................................................................... 132

3.4 SUMMARY ..................................................................................................... 134

4. METHODOLOGIES ........................................................................................... 135

4.1 INTRODUCTION ............................................................................................ 135

4.2 METHODOLOGY ........................................................................................... 135

4.2.1 Selecting and explaining the problem ....................................................... 136

4.2.2 Implementation of research processes ....................................................... 136

4.2.3 Analysis of data ......................................................................................... 137

4.2.4 Inferring and writing of results .................................................................. 137

4.3 QUALITATIVE AND QUANTITATIVE METHODOLOGIES .................... 137

4.3.1 Quantitative Research ................................................................................ 138

4.3.2 Qualitative Research .................................................................................. 139

4.3.2.1 Designs used in quantitative research ................................................. 140

4.3.2.2 Interviews ............................................................................................ 140

4.4 POPULATION ................................................................................................. 143

4.5 METHODS OF DATA COLLECTION ........................................................... 144

4.5.1 Secondary Data (Literature Survey) .......................................................... 146

4.5.2 Primary Data .............................................................................................. 146

4.5.3 Pre-testing of the instrument...................................................................... 147

4.5.4 Reliability .................................................................................................. 147

4.5.5 Scales of data collection ............................................................................ 148

4.5.5.1 Two Likert Scale ................................................................................. 148

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4.5.5.2 Five Likert Scale ................................................................................. 149

4.5.5.3 Open Ended Variables ........................................................................ 151

4.6 TOOLS FOR DATA ANALYSIS .................................................................... 152

4.6.1 Statically Package for Social sciences (SPSS) .......................................... 152

4.6.1.1 Comparison Charts.............................................................................. 152

4.6.1.2 Stacked Bar Charts .............................................................................. 153

4.6.1.3 Descriptive Statistic ............................................................................ 153

4.6.1.4 Hierarchical Cluster Analysis ............................................................. 153

4.6.1.5 Logistic Regression ............................................................................. 154

4.7 SUMMARY ..................................................................................................... 154

5. ANALYSIS ........................................................................................................ 155

5.1 INTRODUCTION ....................................................................................... 155

5.2 IDENTIFICATION OF PRACTICES BASED ON THE ALL CRITERIA OF

RANKING SYSTEMS ........................................................................................... 155

5.3 ANALYSIS OF IDENTIFIED PRACTICES ................................................... 157

5.3.1 Analysis of HEC-THE Ranking Systems .................................................. 158

5.3.1.1 Analysis of "Total Ph.D. output" Criteria ........................................... 158

5.3.1.2 Analysis of “Publications in impact factor Journals” Criteria ......... 159

5.3.1.3 Analysis of “Amount generated through own resources” Criteria ..... 162

5.3.2 Analysis of HEC-QS Ranking Systems..................................................... 164

5.3.2.1 Accreditation .................................................................................... 164

5.3.2.2 Ph.D. faculty ..................................................................................... 167

5.3.2.3 Computer .......................................................................................... 171

5.3.2.4 Books in the library .......................................................................... 173

5.3.2.5 Registered patent and commercialization ........................................ 175

5.2.2.6 University, industry and government linkages ................................... 178

5.3.2.7 Scholarships ..................................................................................... 181

5.3.2.8 National and international conferences ............................................... 183

5.3.2.9 Community outreach program ............................................................ 184

5.3.2.10 National and international awards .................................................... 187

5.3.2.11 Exchange program ............................................................................ 188

5.3.3 Analysis of HEC-QS-THE Ranking Systems ......................................... 191

5.3.3.1 Student teacher ratio ......................................................................... 191

5.3.3.2 Teacher evaluation .............................................................................. 193

5.3.3.3 Paper published and Publication ......................................................... 195

5.3.3.4 Foreign student and faculty ................................................................. 198

5.3.4 Analysis of HEC Ranking Systems ........................................................... 201

5.3.4.1 Appointment of faculty member ......................................................... 201

5.3.4.2 MS/M.Phil. Criteria ............................................................................ 204

5.3.4.3 PhD programs ..................................................................................... 206

5.3.4.4 Plagiarism policy ................................................................................ 208

5.3.4.5 Quality enhancement cell .................................................................... 211

5.4.3.6 International ranking ........................................................................... 214

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5.3.4.7 Full time faculty to total faculty .......................................................... 216

5.3.4.8 Enrollment........................................................................................... 219

5.3.4.9 Trainings ............................................................................................. 222

5.3.4.10 Research grants ................................................................................. 224

5.3.4.11 Travel grants ..................................................................................... 226

5.3.4.12 H-index ............................................................................................. 228

5.3.4.13 Research journals .............................................................................. 230

5.3.4.14 Internet bandwidth or PERN ............................................................. 232

5.3.4.15 Approved supervisor ......................................................................... 233

5.3 CLUSTER ANALYSIS .............................................................................. 236

5.4.1 Cluster Analysis of HEC-THE Ranking System ....................................... 236

5.4.2 Cluster Analysis of HEC-QS Ranking System.......................................... 239

5.4.3 Cluster Analysis of HEC-THE and QS Ranking System .......................... 248

5.4.4 Cluster Analysis of HEC Ranking System ................................................ 252

5.4 LOGISTIC REGRESSION ......................................................................... 261

5.6 SUMMARY ..................................................................................................... 263

6. CONCLUSION & RECOMMENDATIONS ................................................. 264

6.1 INTRODUCTION ............................................................................................ 264

6.2 RESEARCH OVERVIEW ............................................................................... 264

6.3 CONCLUSIONS ......................................................................................... 265

6.3.1 Conclusions drawn from Benchmarking ................................................... 265

6.3.2 Conclusions drawn from Identified Practices ............................................ 266

6.3.2.1 Completely or Mostly Adopted Practices in the Business Institutes in

Sindh ............................................................................................................... 267

6.3.2.2 Less or Not Adopted Practices in the Business Institutes in Sindh .... 272

6.4 OVERALL RESEARCH OUTCOME ............................................................. 274

6.4.1 Proposed Proforma for the HEC to meet International Standard of Ranking

System ................................................................................................................ 274

6.4.2 Best Practices Model ................................................................................. 278

6.5 RECOMMENDATIONS ................................................................................. 282

6.5.1 Recommendation drawn from Benchmarking ........................................... 283

6.5.2 Recommendation drawn from the evaluation of practices ........................ 284

6.6 LIMITATIONS OF THE RESEARCH WORK ............................................... 287

6.7 FUTURE DIRECTIONS .................................................................................. 287

REFERENCES ......................................................................................................... 289

xiv

List of Abbreviations

HEC = Higher Education Commission

QS = Quacquarelli Symonds

THE

HEIs

=

=

Times Higher Education

Higher Education Institutes

IoBM = Institute of Business Management

IBA, Karachi = Institute of Business Administration Karachi

Sukkur IBA = Sukkur Institute of Business Administration –

Sukkur

KASB = Khadim Ali Shah Bukhari Institute of

Technology, Karachi

BIZTEK = Institute of Business & Technology, Karachi

SZABIST = Shaheed Zulfikar Ali Bhutto Institute of

Science & Technology, Karachi

QEC = Quality Enhancement Cell

MS/M.Phil. = Master of Science/ Master of Philosophy

UIL = University industry Linkages

PERN = Pakistan Education & Research Network

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List of Tables

Table 3.1 Five practices of Ph.D. Output ............................................................................................ 90

Table 3.2 Two practices of Publication ............................................................................................... 90

Table 3.3 Eight practices of Amount generated through own resources ............................. 91

Table 3.4 Ten Practices of Accreditation ............................................................................................ 93

Table 3.5 Thirteen Practices of Ph.D. Faculty .................................................................................. 94

Table 3.6 Twelve practices of Computer ............................................................................................ 96

Table 3.7 Six practices of Books in Library ...................................................................................... 98

Table 3.8 Twelve Practices of Registered Patents/ Commercialization ............................... 99

Table 3.9 Seven Practices of University industrial linkages through (ORICs) .............. 101

Table 3.10 Four practices of Indigenous Scholarship ................................................................. 102

Table 3.11 Eight practices of National and International Conferences .............................. 103

Table 3.12 Nine practices of Community Outreach Programs ............................................... 104

Table 3.13 Four Practices of International Awards ..................................................................... 105

Table 3.14 Eight practices of International collaboration/exchange program ................ 106

Table 3.15 Five Practices of Teacher-Student Ratio ................................................................... 108

Table 3.16 Eight practices of Teacher Evaluation ........................................................................ 109

Table 3.17 Six Practices of Paper Published ................................................................................... 110

Table 3.18 Two practices of Publication ........................................................................................... 112

Table 3.19 Twelve practices of Foreign Students and Faculty ............................................... 112

Table 3.20 Seven Practices of Faculty Appointment Criteria ................................................. 115

Table 3.21 Nine Practices of M.Phil./MS Programs ................................................................... 116

Table 3.22 Six Practices of Ph.D. Programs.................................................................................... 117

Table 3.23 Nine Practices of Plagiarism Policy ............................................................................ 118

Table 3.24 Eighteen Practices of Quality Enhancement Cell ................................................. 119

Table 3.25 Ten Practices of International Ranking ...................................................................... 122

Table 3.26 Seven Practices of Full Time Faculty ......................................................................... 123

Table 3.27 Sixteen Practices of Enrollment/Selectivity............................................................. 125

Table 3.28 Eight Practices of Training .............................................................................................. 127

Table 3.29 Six Practices of Travel Grant .......................................................................................... 128

Table 3.30 Six Practices of Research Grant .................................................................................... 129

Table 3.31 Four practices of H-Index ................................................................................................. 130

Table 3.32 Five practices of Internet Bandwidth/ PERN Utilization .................................. 131

Table 3.33 Four practices of Published Journals ........................................................................... 132

Table 3.34 Nine practices of Supervisor ........................................................................................... 133

Table 4.1 Reliability Test of Data ........................................................................................................ 148

Table 4.2 List of variables measured on the Two-Likert scale............................................... 149

Table 4.3 List of variables measured on the Five-Likert scale ............................................... 149

Table 4.4 List of variables measured through open-ended answers .................................... 151

Table 5.1: Mean & Std. deviation of "Ph.D. Output" Criteria ................................................ 158

Table 5.2: Mean & Std. deviation of “Paper Published & Publications” Criteria ......... 159

Table 5.3: Mean & Std. deviation of “Amount generated through own resources”

Criteria ............................................................................................................................................................... 162

Table 5.6: Mean & Std. deviation of “Accreditation” Criteria ............................................... 164

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Table 5.4: Mean & Std. deviation of "Ph.D. Faculty" Criteria ............................................... 167

Table 5.5: Coding of five qualitative "Ph.D. Faculty" Criteria .............................................. 169

Table 5.7: Mean & Std. deviation of “Computers” Criteria .................................................... 171

Table 5.8: Mean & Std. deviation of “Library Books” Criteria ............................................. 173

Table 5.9: Mean & Std. deviation of “Registered Patents/Commercialization” Criteria ............................................................................................................................................................................... 175

Table 5.10: Mean & Std. deviation of “University industrial linkages through

(ORICs).” Criteria ........................................................................................................................................ 178

Table 5.11: Mean & Std. deviation of “Indigenous Scholarship” Criteria ....................... 181

Table 5.12: Mean & Std. deviation of “National & International Conferences” Criteria ............................................................................................................................................................................... 183

Table 5.13: Mean & Std. deviation of “Community Outreach” Criteria ........................... 184

Table 5.14: Mean & Std. deviation of “International Awards” Criteria ............................ 187

Table 5.15: Mean & Std. deviation of “Exchange Program” Criteria ................................. 188

Table 5.16: Mean & Std. deviation of “Teacher student” Criteria ....................................... 191

Table 5.17: Mean & Std. deviation of “Teacher Evaluation” Criteria ................................ 193

Table 5.18: Mean & Std. deviation of “Paper Published & Publications” Criteria ...... 195

Table 5.19: Mean & Std. deviation of “Foreign Faculty & Foreign Students” Criteria ............................................................................................................................................................................... 198

Table 5.20: Mean & Std. deviation of “Faculty Appointment” Criteria ............................ 201

Table 5.21: Coding of two qualitative “Faculty Appointment” Criteria ............................ 203

Table 5.22: Mean & Std. deviation of “MS/M.Phil.” Criteria ................................................ 204

Table 5.23 Mean & Std. deviation of “PhD Programs” Criteria ........................................... 206

Table 5.24: Mean & Std. deviation of “Plagiarism” Criteria .................................................. 208

Table 5.25: Coding of five qualitative “Plagiarism” Criteria .................................................. 209

Table 5.26: Mean & Std. deviation of “Quality Enhancement Cell” Criteria ................. 211

Table 5.27: Mean & Std. deviation of “International Ranking” Criteria ........................... 214

Table 5.28: Mean & Std. deviation of “Full Time Faculty” Criteria ................................... 216

Table 5.29: Mean & Std. deviation of “Selectivity/Enrollment” Criteria ......................... 219

Table 5.30: Mean & Std. deviation of “Trainings” Criteria ..................................................... 222

Table 5.31: Mean & Std. deviation of “research Grants” Criteria ........................................ 224

Table 5.32: Coding of One qualitative “Research Grant” Criteria ....................................... 226

Table 5.33: Mean & Std. deviation of “Travel Grants” Criteria ............................................ 226

Table 5.34: Mean & Std. deviation of “H-Index” Criteria ....................................................... 228

Table 5.35: Mean & Std. deviation of “Published journal” Criteria .................................... 230

Table 5.36: Coding of One qualitative “Published Journal” Criteria .................................. 231

Table 5.37: Mean & Std. deviation of “Internet Bandwidth/ PERN Utilization”

Criteria ............................................................................................................................................................... 232

Table 5.38: Mean & Std. deviation of “Supervisor” Criteria .................................................. 233

Table 5.39: Results of Cluster Analysis (HEC-THE Ranking System) ............................. 237

Table 5.40: Results of Cluster Analysis (HEC-QS Ranking System) ................................. 241

Table 5.41: Results of Cluster Analysis (HEC-THE and QS Ranking System) ............ 249

Table 5.44 Mean Value of Logistic Regression............................................................................. 261

Table 5.45: Results of Logistic Regression ..................................................................................... 261

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List of Figures

Fig 1.1: Ranking Diagram ............................................................................... 3

Fig 1.2: Number of Parameters and Criteria in HEC, QS and THE Ranking . 5

Fig 3.1 Research Framework ........................................................................ 82

Fig 3.2: Comparison Chart of national and international ranking ................. 88

Fig. 5.2: Stacked bar chart of "Ph.D. Output" Criteria ................................ 159

Fig. 5.3: Stacked bar chart of “Paper Published & Publications” Criteria .. 161

Fig. 5.4: Stacked bar chart of “Amount generated through own resources”

Criteria ......................................................................................................... 163

Fig. 5.6: Stacked bar chart of “Accreditation” Criteria ............................... 165

Fig. 5.5: Stacked bar chart of "Ph.D. Faculty" Criteria ............................... 168

Fig. 5.7: Stacked bar chart of “Computers” Criteria ................................... 172

Fig. 5.8: Stacked bar chart of “Library Books” Criteria ............................. 174

Fig. 5.9: Stacked bar chart of “Registered Patents/Commercialization”

Criteria ......................................................................................................... 177

Fig. 5.10: Stacked bar chart of “University industrial linkages through

(ORICs)” Criteria ........................................................................................ 180

Fig. 5.11: Stacked bar chart of “Indigenous Scholarship” Criteria ............. 182

Fig. 5.12: Stacked bar chart of “National & International Conferences”

Criteria ......................................................................................................... 184

Fig. 5.13 Stacked bar chart of “Community Outreach” Criteria ................. 186

Fig. 5.14: Stacked bar chart of “International Awards” Criteria ................. 188

Fig. 5.15: Stacked bar chart of “Exchange Program” Criteria .................... 190

Fig. 5.16: Stacked bar chart of “Teacher student” Criteria ......................... 192

Fig. 5.17: Stacked bar chart of “Teacher Evaluation” Criteria ................... 194

Fig. 5.18: Stacked bar chart of “Paper Published & Publications” Criteria 196

Fig. 5.19: Stacked bar chart of “Foreign Faculty & Foreign Students”

Criteria ......................................................................................................... 199

Fig. 5.20: Stacked bar chart of “Faculty appointment” Criteria.................. 202

Fig. 5.21: Stacked bar chart of “MS/M.Phil.” Criteria ................................ 205

Fig. 5.22: Stacked bar chart of “PhD Programs” Criteria ........................... 207

Fig. 5.23: Stacked bar chart of “Plagiarism” Criteria ................................. 208

Fig. 5.24: Stacked bar chart of “Quality Enhancement Cell” Criteria ........ 213

Fig. 5.25: Stacked bar chart of “International Ranking” Criteria................ 215

Fig. 5.26: Stacked bar chart of “Full Time Faculty” Criteria ...................... 218

Fig. 5.27: Stacked bar chart of “Selectivity/Enrollment” Criteria .............. 220

Fig. 5.28: Stacked bar chart of “Trainings” Criteria ................................... 223

Fig. 5.29: Stacked bar chart of “Research Grants” Criteria ........................ 225

Fig. 5.30: Stacked bar chart of “Travel Grants” Criteria ............................ 227

Fig. 5.31: Stacked bar chart of “H-Index” Criteria ..................................... 229

Fig. 5.32: Stacked bar chart of “Published journal” Criteria ...................... 230

Fig. 5.33: Stacked bar chart of “Internet Bandwidth/ PERN Utilization”

Criteria ......................................................................................................... 233

xviii

Fig. 5.34: Stacked bar chart of “Supervisor” Criteria ................................. 235

Fig. 5.35: dendrogram Cluster Analysis of “HEC-THE Ranking System” 237

..................................................................................................................... 240

Fig. 5.36: dendrogram Cluster Analysis of “HEC-QS Ranking System” .. 240

..................................................................................................................... 248

Fig. 5.37: dendrogram Cluster Analysis of “HEC-THE & QS Ranking

system” ........................................................................................................ 248

Fig. 5.38: dendrogram Cluster Analysis of “HEC Ranking System” ......... 253

Fig. 6.1 Best Practices Model ................................................................................................................. 279

xix

List of Appendices

Appendix 1 ........................................................................................... 305

Parameters and Criteria of QS Ranking ............................................... 305

Appendix 2 ........................................................................................... 307

Table 2.2: Parameters and Criteria of THE Ranking ........................... 307

Appendix 3 ........................................................................................... 308

HEC Ranking Parameters .................................................................... 308

Appendix 4 ........................................................................................... 309

HEC Ranking Criteria .......................................................................... 309

Appendix 5 ........................................................................................... 311

List of Business Institutes in Sindh ...................................................... 311

Appendix 6 ........................................................................................... 312

Comparison Charts of QS, THE and HEC Ranking ............................ 312

Appendix 7 ........................................................................................... 315

Suggested Criteria for the HEC to improve the standards ................... 315

Appendix 8 ........................................................................................... 319

Best Practices Explored from logistic regression ................................ 319

Appendix 9 ........................................................................................... 324

Research Questionnaire ....................................................................... 324

xx

PUBLICATIONS FROM RESEARCH

Research Paper Published in Journals

1 Baladi, N., Bhutto, A., Rashdi, R.S., and Abro Q.M.M., (2016) “Adoption of Research Based

Practices in Business Institutions: A Cluster Analysis” Asian Journal of Scientific Research,

Vol:10, No.4 pp. 323-335

Research Paper in Progress Journals

1 Baladi, N., Bhutto, A., Rashdi, R.S., and Abro Q.M.M., (2016) “Adoption of Quality Assurance

Best Practices in the Institutions of Pakistan:(A study of top three business institutions in Sindh)”

Pakistan Business Review (In Progress)

Publication in Proceedings of International conferences

1 Baladi, N., and Bhutto, A., (2016) “Best Practices of Quality Assurance;(Case study of top three

business institutes in Sindh)” 3rd International Conference on Contemporary Issues in Business

Management (ICIBM) University of Central Punjab UCP, Lahore, 22-23 February in Lahore,

Pakistan.

2 Baladi, N., Bhutto, A., Rashdi, R.S., and Abro Q.M.M., (2016) “Adoption of Research Based

Practices in Business Institutions: A Cluster Analysis” “International Conference on Engineering,

Technologies and Social Sciences (ICETSS). Engineering, Technologies and Social Sciences

(ETSS) Management, Malaysia, held on 22-24 August 2016 in Kuala Lumpur, Malaysia

3 Baladi, N., Bhutto, A., Rashdi, R.S., and Abro Q.M.M., (2016) “Assessing gaps in ranking

criteria: Study of HEC (Pakistan), Quacquarelli Symonds (QS) & Times Higher Education

(THE) (2016)” “Two-day international conference on Science, Technology and Innovation

Policy and Management, Mehran University Institute of Science, Technology and Development

(MUISTD), 16-17 November in Karachi Pakistan

xxi

ABSTRACT

Developed countries can become advanced through their quality education system.

The quality is important in all aspects of life but the quality in the education sector

having the top priority. Several countries constitute their quality standards advancing

in line with other education standards to control the educational practices in HEIs.

Unfortunately, the quality of the Pakistan’s HEIs is not that well maintained as other

competed advanced countries. The one way to improve the quality of HEIs in

Pakistan is set a target to upgrade their national and international ranking status.

Ranking helps institutions to build their position and image worldwide and enable

them to compete internationally. In Pakistan the ranking of HEIs is measured by

HEC. However, the designed ranking parameter by HEC are adopted and modified

from two international rankings namely: QS and THE ranking system. It is a major

research gap in the literature that if HEC adoption the parameters and criteria from

international ranking system than why Pakistani universities does not meet the

international standards. This research aims to fill this gap through identification of the

best practices that enables HEIs to become internationalize and further few more

parameters in the HEC ranking proforma that possess international standards.

This research is focused on two goals: the first goal is to identify those criteria and

parameter that are desired in international standards. Second goal is to explore those

practices that are considered as best practices in the national and international ranking

system and to explore their adaptability and existence in the business institutes in

Sindh. In Pakistan this study is based on mix methods however more focused on

xxii

quantitative methods. For qualitative method, face to face interviews were conducted

and practices were explored and clustered around themes. For quantitative method,

semi structured research questionnaire was designed for data collection. The key

words of this thesis are best practices, national and international ranking and higher

education. The data for this research is collected from Quality Enhancement Cell

(QEC) of the business institutes in Sindh. In this study, 263 questions in a semi-

structured questionnaire were got filled from the twelve business institutions. Pre-

testing (pilot study) for data collection was carried out in three business institute of

Sindh namely; IoBM, Karachi IBA, and IBA Sukkur to examine the feasibility and

validity of the study. Based on the results of pilot study, the questionnaire was

modified to obtain better results.

The tools used in this research are: comparison charts, stacked bar charts, descriptive

statistics, hierarchical cluster analysis and logistic regression through SPSS. As this

research is based on two goals. The results of this study have two research outputs:

first proposed best practices model comprises of fifty best practices through which the

HEIs can maintain and upgrade their quality standards and to compete internationally

through secure positions in international rankings. Second is the proposed ranking

proforma for the HEC to improve their quality standards and enables HEIs in Pakistan

to compete globally.

1

CHAPTER # 1

INTRODUCTION

1.1 INTRODUCTION

University ranking system is a global phenomenon. With the passage of time, the HEIs

are becoming more conscious with respect to their ranking and quality standards. The

HEIs in Pakistan is also struggling to improve their ranking in the international market

but unfortunately, no any Pakistani university has secured the position in the top hundred

international rankings. This research is a struggle to suggest some strategies and

roadmaps for Pakistan's universities to improve their national and international ranking.

Apart from universities, Higher education commission also benefited from this research

in order to revise their ranking proforma and discussed in the last chapter of the thesis as

the research outcome. The proforma contains amended ranking parameters and criteria

for HEC to improve the quality standards.

1.2 BACKGROUND

Nations can economically, socially and financially grow through proper education.

Education is a strong tool to eliminate the poverty from the nation. In Pakistan, the

universities are struggling to develop the research culture in the country (Malik, 2014).

From the 21st century, the number of HEIs are continuously increasing. Pakistan faced

many challenges to grow its education sector. These challenges are an ineffective process

of admission, fewer quality standards, brain drain and less focus on research. To cope up

with these challenges the HEIs in Pakistan needs to improve their quality standards at

their earliest (Malik, 2014).

2

Quality measures the strengths and weakness of the institute. The quality standards of any

HEIs possess skilled faculty with brilliant students and a well-established system in

which results, and outcomes are evaluated to develop the system (Pakistan Education

Statistics, 2010-11).

There are various quality models adopted by top universities. According to these models,

the universities in Pakistan does not have enough infrastructure. The designed strategies

and policies in Pakistan failed to maintain quality standards. The universities perform a

vital part in the economic growth of the country. However, universities in Pakistan are

suffering from low selectivity ratio and the shortage of qualified faculty (Khan, 2010).

The one way to improve the quality of HEIs in Pakistan is to upgrade their national and

international ranking status. Rankings help institutions to build their position and image

worldwide. A ranking is supposed as a strategy developer tool that helps HEIs to meet the

international standards and compete internationally. Most of the universities upgrade

their standards through following the proper ranking roadmap. In that scenario, this

research is an attempt to make the quality standards better in Pakistan's HEIs by adopting

various practices to improve their ranking.

1.2.1 National and International Ranking

Now a day the universities, graduates and their parents are conscious in term of ranking

of the university. Students are intended to get admission in a well reputed and high

ranked institute (Ismail, 2008). Currently there are more than fifty ranking systems are

existed worldwide For example Academic Ranking of World Universities (ARWU)

3

(Shanghai Jiao Tong University), Webometrics (Spanish National Research Council),

World University Ranking (Times Higher Education/Quacquarelli Symonds),

Performance Ranking of Scientific Papers for Research Universities (HEEACT), Leiden

Ranking (Centre for Science & Technology Studies, University of Leiden), World's Best

Colleges and Universities (US News and World Report), SC Imago Institutional

Rankings, 2009,Global University Rankings (RatER) (Rating of Educational Resources,

Russia), Top University Rankings (Quacquarelli Symonds) ,World University Ranking

(Times Higher Education/Thomson Reuters—THE-TR) and U-Multirank (European

Commission) (Hazelkorn,2013).

Ranking has its own designed indicators. These ranking indicators are divided into

parameters; the parameters are again sub- divided into criteria (shown in Fig. 1.1).

Fig 1.1: Ranking Diagram

The ranking systems use diverse types of measures to judge the performance of the

universities. Mainly these measures are divided into eight groups: enrollment, financial

4

sources, faculty, students, research culture and effectiveness and fulfillment aim, mission

and vision of the university (Ismail, 2008).

Global rankings are considered as an essential part of the universities. Global rankings

consider the well reputed and well-performed universities in their ranking system. Only a

few hundred universities are counted in the international rankings from the thousands of

universities. These rankings are more comprehensive in term of a weight of indicators

(Millot, 2014). The first international ranking was recognized in 2004. Then in 2006, the

second international ranking was published by Berlin (Lukman, Krajnc and Glavic,

2010).

Unfortunately, the heat in Pakistan does not possess international standards and their

students are unable to compete globally. The performance of private sector universities in

Pakistan is much better than public sector universities (Dilshad,2010). Ranking has many

incentives such as the performance of HEIs is compared through a proper way of ranking,

ranking not only identify the strong areas of the university but it also judges the weak

areas and flaws in the university where the improvement is needed, and it is easy for

financial agencies to take decision to provide funding to top-ranked universities (Huang,

2011).

This research is focused on the three ranking systems. Two are international rankings (QS

and THE) and one is the national ranking (HEC) ranking. British magazine in relation

with Quacquarelli Symonds published the "THES-QS" World University ranking list

annually. THES-QS ranking is based on growing trends of students towards abroad

5

higher education. The students have been attracted by world top ranking universities due

to the higher quality of education and wider opportunities for jobs in the future instead of

free education. In Pakistan, the ranking of universities is measured by Higher Education

Commission Pakistan (HEC). The first ranking started in 2006 by Higher Education

Commission Pakistan. In 2012, the second academic ranking was measured by HEC.

The aim of HEC ranking is to measure the performance of private and public HEIs

according to designed parameters (Halai, 2013). In this study, the effectiveness of HEC

ranking is measured through benchmark the QS and THE ranking.

Fig 1.2: Number of Parameters and Criteria in HEC, QS and THE Ranking

There are various parameters and criteria are existed in HEC, QS and THE ranking

(discussed in detail in the next chapter and Appendix 1 and 4). HEC ranking has 5

parameters, these five parameters are again divided into 41 different criteria. QS ranking

has 11 parameters, these eleven parameters are again divided into 49 different criteria.

THE ranking has 5 parameters, these five parameters are again divided into 11 different

criteria.

6

1.2.2 Best Practices in Higher Education System

A best practice is a tool that generalizes the solution and produces outcomes (Sen et al.,

2012). Best practices are based on quality standards that can be analysed through

benchmarking or assessment (Ismail, 2008). The main goal of every HEIs is to sustain its

quality standards. Literature identified many practices to maintain quality standards, for

example: the university help students in fees exemption through offering endowments,

the university encourages their alumni to generate the funds for their parent university,

the university offers waiver in tuition fee especially for those students who are brilliant

but cannot bear the fees and institutes perform various activities like organize workshop

and other concerts and events to generate the funds for their universities (Sen et al.,

2012).

To build the university on quality paradigm, the management should have focused on the

review reports and incorporate the outcomes of review reports for the further

development. A curriculum is also a core element of quality paradigm. Most of the

Pakistani universities cannot able to beet internationally due to an outdated curriculum.

The curriculum should be updated and revised every academic year (Higher Education

Medium Term Development Framework II: 2011-2015).

In Pakistan's, most of HEIs are focusing on their enrollment ratio and their infrastructure,

however, most of the universities in Pakistan are unaware of their weaknesses. Majority

of Universities has outdated courses and curriculums that need to be updated and they

7

have an ineffective assessment system that's why universities in Pakistan does not

possess international quality standards.

1.2.3 Significance of the Study

With the rapid growth of research and quality culture, the education sectors are more

focusing on the ranking of the universities worldwide (Casal et al. 2007). The

stakeholders and management of the universities are trying to hire qualified faculty to

produce the skillful human resource to pursue the economic growth in the country (Hung

et al. 2012). All top universities in the world maintain their quality standards through

strong evaluation and assessment systems. These universities compare their designed

goals and objectives with the assessment reports to monitor the achievement of their

goals and objectives (Hung et al. 2012).

Research explores that top universities hire highly paid experts to evaluate and monitor

their evaluation system and self-assessment report, furthermore, they suggest best

policies and strategies make their organization more strong and visible (Hung et al.

2012).

The HEC (Higher Education Commission) in Pakistan has also implemented the

university ranking system in 2005 and since then is continuously evolving this system by

adopting various performance indicators from different international systems including

QS (Quacquarelli Symonds) and THE (Time Higher Education). An ever-changing

performance indicator of HEC has posed certain questions in front of educational

institutions of Pakistan about how to comply and compete with other institutions

nationally and internationally. Some of the institutes even find it difficult to meet all of

8

the HEC indicators. Hence this research study tends to understand the practices adopted

by HEIs in Sindh which either remain successful in achieving the top rankings or not.

This study is an attempt to explore the strengths and weaknesses of HEIs to maintain and

upgrade their ranking. Most of the research done in Pakistan is about maintaining the

quality standards in the HEIs but this research helps HEIs to maintain their quality

standards by upgrading their national and international ranking.

This research is a struggle for Pakistan's HEIs to internationalize themselves by

adopting best practices that can help universities in Pakistan to upgrade their ranks and

quality of education and research. These best practices will help in upgrading the ranking

of institutions in Pakistan and to further improve their quality. The focus of this research

study is on the institutes offering business degrees. However, the implications of this

research study will be generalized for institutes offering degrees in other disciplines also.

1.3 PROBLEM STATEMENT

Unfortunately, the HEIs in Pakistan have failed to secure a position in top 200

international ranking. As compared to the other rankings like Asian ranking only ten

Pakistani universities are in the top three hundred universities. The Malaysia, Thailand

and South Korea are economically same as Pakistan but after that their universities have

secured top ranks in the international rankings. The reason behind lies in the fact that

these countries are not compromised on their quality standards. They produce quality

based human resource rather than quantity based (Boulton, 2011). The Universities in

Pakistan are continuously struggling to improve their quality standards. The productive

result of their struggle is that 3 Pakistani universities are now measured in top seven

9

hundred in international ranking. These three universities are: The University of

Karachi, the University of Engineering and Technology (UET) Lahore and the

University of Lahore but still until they are very far behind the international standards

(Sponsler,2009).

1.3.1 Research Gap

Until now, there has been little work done on the ranking system of HEIs in the

perspective of Pakistan. Literature explores that HEC ranking aims to compare the

universities within the categories provided for their research activities and output to

assess their quality. Unfortunately, the ranking standards of Pakistani universities are not

well appreciated (Halai, 2013). HEIs in Pakistan failed to secure position in top 200

international ranking (Raza, 2017). In Asian ranking, only ten Pakistani universities are

measure in the top three hundred universities. Malaysia, Thailand and South Korea are

economically equivalent to Pakistan, but their universities have secured top ranks in the

international rankings because these countries do not compromise on quality standards.

They produce quality based human resource rather than quantity based.

The ranking system measures the strengths and weakness of the institute. The quality

standards of HEIs possess skilled faculty, brilliant students and a well-established system

in which outcomes are evaluated to develop the system (Pakistan Education Statistics,

2010-11). Various quality models are adopted by top universities. Models show the

universities in Pakistan do not have enough infrastructure. Strategies and policies failed

to maintain quality standards. Universities are suffering from low selectivity ratio and a

shortage of qualified faculty (Khan, 2010). One way of improving the quality of HEIs in

10

Pakistan is to upgrade improve their ranking and build their position and image

worldwide. The ranking is a strategy developer tool that helps HEIs to meet international

standards and compete internationally (Malik, 2014).

In Pakistan, universities are facing many threats and challenges and the main reason

behind that is fewer quality standards. The two major problems Pakistan's universities

facing are a shortage of skilled faculty and inadequate resources and infrastructure. The

one way to cope up these challenges is to improve the national ranking system of the

country that universities enable to meet the international standards. (Haider, 2013).

According to Dilshad, 2010 the performance of Pakistani universities is declined due to a

fiscal crisis, un-standardization of higher education, low enrollment ratio, insufficient

resources and infrastructure, less focused research culture and lack of competent faculty.

(Dilshad,2010).

From the above literature quotes, it is cleared that literature only highlights the quality

standards issues in the Pakistani universities but does not reveal the solutions and

techniques or strategies to improve the quality standards of HEIs in Pakistan. This

research aims to fill this gap and suggest best practices through which the universities of

Pakistan not only improve their quality standards, but they can also improve their ranking

system nationally as well as internationally.

1.3.2 Research Question

The research question of the study is to explore those practices which an institution can

adapt to make their organization as internationally standardized. The research question is:

11

1. “What best practices the business institutions adopt to enhance their national and

international ranking?”.

1.3.3 Research Objectives

This study has Six research objectives:

1. To benchmark the performance criteria of the ranking system adopted by HEC,

QS and THE.

2. To identify practices for all criteria and classify them according to HEC, QS and

THE.

3. To measure the implementation of identified practices for all criteria in business

institutes in Sindh.

4. To conduct a cluster analysis of implemented practices in business institutes in

Sindh according to HEC ranking parameters.

5. To develop best practice (BPs) model for business institutions to maintain and

upgrade their national and international ranking.

6. To propose the ranking proforma for HEC to assist business institutes in

upgrading their national and international ranking.

The first objective compares the HEC ranking with QS and THE ranking. The QS and

THE considered as a benchmark for the HEC. The comparison charts are designed to

measure the benchmarking. The second objective is to identify the practices with respect

to all criteria of the ranking system. These practices are those practices which various

12

national and international HEIs adopt to upgrade their ranking and maintain a quality

standard. After the identification, all practices are classified according to the similar

criteria and similar ranking (HEC, QS and THE). The third objective measure the mode

of adaptability of identified practices for all criteria in the business institutes in Sindh.

The fourth objective measure the homogeneity and heterogeneity of adopted practices in

the form of clusters. The fifth objective is the Conceptual outcome of this study. The best

practices model is designed for the business institutions through which they can maintain

and upgrade their quality and ranking. The last objective is the practical outcome of the

study in which a ranking proforma is designed for HEC Pakistan to revise their ranking

parameter and criteria and enables universities to compete globally.

1.4 RESEARCH METHODOLOGY

Research methodology is a technique used to resolve the research problem. It is a way to

address that how research is done. Before conducting the research, the researcher must be

aware of the methodology. Research methodology is a basic part of the thesis that defines

how research is done with suitable methods. The research methodology primarily

describes the research problem, highlight the alternative methods to address the problems

and explore various tools and techniques to solve the research problem. The methodology

is considering as the reliability of any thesis. The methodology comprises the various

parts such as: find the possible alternatives, identify the best method, select the methods

of data collection and select tools and techniques for data analyses.

13

This study incorporates both qualitative and quantitative approaches. For a qualitative

method, face to face interviews was conducted and practices were explored and clustered

around themes. For the quantitative method, semi-structured research questionnaire was

designed for data collection.

The details of methods are given below:

1) To identify the criteria and parameters of QS, THE and HEC ranking literature

surfing is conducted. The criteria and parameters are extracted from official

websites of QS, THE and HEC. Based on that secondary data through the official

websites of ranking systems, the criteria of QS and THE are compared with

criteria of HEC. The QS and THE are considered as a benchmark for the HEC.

2) To identify the practices in the all ranking criteria, various practices are explored

from the literature. These practices are those practices which are considered as a

best practice in the various national and international business schools and other

disciplines.

3) A semi-structured questionnaire was designed through literature review to explore

the nature of implemented best practices in the business institutes. The

questionnaire comprises 239 practices. The data is collected from directors of the

quality enhancement cells of the institutes through face to face interviews.

4) To test the reliability of the semi-structured questionnaire, pilot testing was

conducted with the three business institutes. After pilot testing questionnaire was

14

again redesigned with incorporated suggestions and recommendations received

during pilot testing. The redesigned questionnaire comprises 263 practices.

5) At the last stage of methodology, the face to face interviews was conducted from

remaining nine business institutes in Sindh.

The further details of methodology are discussed in chapter third and fourth.

1.5 STRUCTURE OF THESIS

Chapter one defines the complete summary of the research. Including: aim to conduct

this research, scope of this research in the society, the designed objectives of the study

and proposed research methodology. The chapter is a brief introduction to the thesis. It

defines the role of quality standards in education and in the economy of the country. This

chapter also sketched the picture and image of universities in Pakistan. This chapter

discussed the ranking performance and standard of Pakistan's HEIs.

Chapter two describes a detailed review of theories from literature for the development of

best practice model and redesigned HEC ranking proforma and is focusing on different

practices related to HEC ranking parameters and criteria to develop a best practice model.

The chapter two comprised of different sections of discussion including the ranking

system, international ranking comprises of two sections QS ranking and THE ranking,

benchmarking, higher education that discusses the higher education system in Pakistan

and HEC ranking system. The chapter discussed various practices relevant to the HEC

ranking system the practices are divided according to the parameter and criteria suggested

by HEC. Three subsections; appointment of faculty members, accreditations, plagiarism

15

policy, are described in the first parameter of quality assurance. Six subsections; student

teacher cooperation, pieces of training, faculty development, part-time faculty, national

and international awards, enrollment, are described in the second parameter of teaching

quality. Six subsections; patents, citation and publication, University-Industry

Government Linkages, supervisor, Ph.D. Students, Pakistan Education, and Research

Network, are described in the third parameter of research. Three subsections; computers,

library, the amount generated through own resources are described in forth parameter of

finance and facilities. Four subsections; exchange program, community services, foreign

students and foreign faculty are described in the fifth parameter of social integration and

community development. The chapter defines the role of business education and

discussed various business institutes existed in Sindh.

Chapter three introduces a research framework. The chapter discussed two main sections.

Section one discusses the Benchmarking of national and international rankings in which

the parameters and criteria of QS and THE ranking are compared with HEC ranking. The

second section discussed various explored practices specified to HEC ranking. More than

two hundred practices are identified in respect of HEC ranking. Sixty-nine practices are

identified in the first parameter of quality assurance. Fifty-three practices are identified in

the second parameter of teaching quality. Eighty-three practices are identified in the third

parameter of research. Twenty-nine practices are identified in the fourth parameter of

finance and facilities. Twenty-nine practices are identified in the fifth parameter of social

integration and community development.

16

Chapter four describes the proposed methodology used in this research. Both qualitative

and quantitative methodology is used in this research. A structured interview is used as

an instrument for data collection. The data is collected from business institutes in the

Sindh region. According to HEC ranking, twelve business institutes have existed in

Sindh. The chapter defines the method of data collection which comprises the secondary

data and primary data. The reliability of data is also discussed in this chapter. The chapter

defines the scales used in this research. Two Likert scales and Five Likert scales are used

in this research. The last section of this chapter describes the tools for data analysis. The

whole data is analyzed in SPSS through comparison charts, stacked bar charts,

descriptive statistics, cluster analysis, and logistic regression.

Chapter five shows the analysis of data through using various tools discussed in previous

section. The chapter describes the identification of practices based on the criteria of

ranking system adopted by HEC. The identification of practices is representing through

designed diagram. Furthermore, the chapter discussed the adoption of the practices in the

business institutes in Sindh. The quantitative data is analyzed through clustered bar charts

and descriptive statistics and qualitative data is represented through sorting the variables

in tabular form. The descriptive statistics shows the overall adoption of the practices

through the mean value and standard deviation value within the criteria. The clustered bar

chart shows the adoption of the practices, each practice is discussed separately according

to the business institute. After the identification of adaptability of practice, the practices

are categorizing into clusters through hierarchal cluster analysis in SPSS. The

dendrograms are used to present the cluster formation of the practice. To elaborate

17

dendrogram simple tables are generated that shows the homogeneity and heterogeneity of

the practices in cluster form. Six clusters are developed in this study. First cluster has

completely adopted practices. In second cluster, Some Practices are adopted some are not

adopted. In third Cluster, most of practices are not adopted. In forth Cluster most of

practices are adopted. In Fifth Cluster practices are moderately adopted in the business

institutions in Sindh. In Sixth Cluster six business institutes adopt the existed practices

and six business institutes does not adopt the existed practices. Finally, the logistic

regression through SPSS performed on the developed clusters and best practice model is

generated through logistic regression.

Chapter six describes conclusions extracted from the research work along with its

summary and recommendations. This chapter starts from research overview. The chapter

presents various conclusions drawn from the whole research. The conclusions are

discussed parameter wise suggested by HEC. The chapter also describes the overall

research outcome of this study. This study has two main outcomes first is the proposed

best practices model through the HEIs in order to maintain and upgrade their quality

standards of the institute and compete for institutes internationally. Second is the

redesigned ranking proforma for the HEC to improve their quality standards. The chapter

discussed the recommendations of the study. Finally, the chapter ends with the limitations

of research work and future directions.

18

1.6 SUMMARY

This chapter presented the background of the study outlining the significance of the

study, the research question with research objectives and theme of the study including

methodology and searched resources. The following chapters will present details review

of the literature for developing best practices model, including research framework, the

methodology followed by discussions, conclusions, and recommendations.

19

CHAPTER # 2

2. LITERATURE REVIEW

2.1 INTRODUCTION

This chapter presents a discussion which comprises of six major sections. At the start,

this chapter offers discussion related to ranking systems which comprises subsections of

national and international rankings. Following that chapter discuss the role of

benchmarking in the education sector. As this study is focused on the business

institutions, the chapter sketch the picture of business education in Pakistan. At last,

chapter discusses various practices relates to national and international ranking criteria.

These practices are considered as the most adopted practices in respect to improving their

ranking worldwide.

2.2 RANKING SYSTEM

University ranking is a suitable method to identify the top universities of the world as

well as within the country, i.e., it provides valuable information about the quality of

education, study programs, services delivered, and research potential of the university.

Casals et al. (2007) discussed two categories of ranking system:

1) Those ranking in which various indicators are designed to measure the ranking

and each indicator has a fixed score to be achieved. Such type of rankings is

known as unified rankings.

20

2) Those ranking in which institute has ranked based on specific programs,

specializations, and subjects offered. Such type of rankings is known as

Discipline-based Ranking.

Currently, universities have been ranked based on education and research perspectives,

such as; student ratio, number of research and book publications, and citations (Lukman

et al., 2010). University rankings are a transparency tool which allowed the institutions to

obtain a better position themselves through development strategies, such as improving

quality of education, achieving the excellence and specialization in different field of

research, producing qualified graduates in different disciplines, and services delivered to

the nation to benefit the stakeholders and policymakers (Bengoetxea and Casal, 2013).

Nowadays, university ranking has paid higher attention not only among students, parents,

stakeholders such as policy makers, conservationists, environmentalists, and

industrialists, etc. (Ismail, 2008). University ranking practice has been done for the past

more than 25 years. The first time, the university ranking was started in 1983 in the USA

to identify and publish the best American's colleges. The objective of ranking

encompasses on direct entrant higher education programs, examining the phenomena of

the international higher education market, the introduction of market directives for

universities at the national level to increase the competitions for students, professors, and

founder of universities. Lukman et al. (2010) illustrated that in many countries, higher

education may cause a financial burden to students, parents, and scholarships awarded

organizations.

21

University ranking has been done for various purposes, such as; provide key information

about the quality of education, study programs, rational and excellence of research to

students, parents, politicians, funding agencies, research councils, employers, and

international organizations and also to foster competition among educational institutions

(Sadlak, 2011). Likewise, Lukman et al. (2011) stated that the ranking indicates the

development and achievements of university's comprehensive educational, research, and

environmental perspectives, vision, goals, strategic plans, and development trend to the

experts, stakeholders, and decision makers.

The familiarity and validation of the ranking are the results of immense efforts such as

enhance student mobility, promotional campaigns, assessment, accountability and quality

insurance of institutions (Sponsler, 2009). University ranking potentially motivates to the

student to choose a suitable university even though sitting at home (Rauhvargers, 2013).

University leaders may make efforts to make universities in high ranking, maintain

institutional position in the top list and provide the quality of education to motivate

students to select the university. In addition, university leader’s use ranking system to

shortlist the students, particularly postgraduate students and major stakeholders to use

ranking influence on their decisions about accreditations, funding's, sponsorships and

hiring academic staff (Hazelkorn, 2007).

Ranking can be determined through public surveys (the opinion of the various

stakeholders) which provide valuable information about the prestige of heterogeneous

institutions, study programs, & other activities, and information collected by government

22

agencies and other allied agencies related to higher education and research (Sadlak,

2011).

2.3 INTERNATIONAL RANKING SYSTEM

International university ranking is a competitive business, not only for universities but

also companies that publish research. The first international ranking was published in

2003 by China Shanghai Jiao Tong University and it is also known as Shanghai Ranking.

The ranking was initially used to establish and make the Chinese universities an

outstanding internationally. But, now a day, other internationalize sectors, governments

around the world are employing ranking to determine their global competitive position.

International university ranking system is an integral part of higher education. Because it

focuses only on a few hundred universities of the world out of >20,000 HEIs the globe.

This system also attempts multiple dimensions of national higher education sectors. The

international rankings are along with weights and numbers also focused on the reputation

and image of the university by conducting various surveys (Millot, 2014).

Now a day, the international benchmark and investor confidence had increased the

emphasis on value-for-money. This might be due to that, in publicly funded research; the

performance assessment of scientific scholarly research is highly crucial. Likewise, many

governments are busy in rephrasing and restructuring higher education system that

institution should ensure and deliver the better quality of education (Hazelkorn, 2013).

For ranking comparisons, HEI's employing various indicators to obtain the score in one

digit as a proxy for total quality. The selection of the variable depends on the decision of

23

the organization. Mostly, international ranking focus on research data obtained through

ISI Thomson Reuters, Scopus Biblo metric data and rarely Google Scholar (Hazelkon,

2013). The international ranking of universities has got popularity with public opinion

and academic institutions (Casal et al. 2007). In 2004, an international group of experts

was established to harmonize the universities. This published the Berlin Principles in

2006 for ranking of HEIs from methodological and indicator perspectives (Lukman,

Krajnc and Glavic, 2010). International ranking imparts positive effect, i.e., it creates

public awareness about higher education and promotes transparency among institution

(Millot, 2014).

British magazine in relation with Quacquarelli Symonds published the “THES-QS”

World University ranking list annually. THES-QS ranking is based on growing trends of

students towards abroad higher education. The students have been attracted by world top

ranking universities due to the higher quality of education and wider opportunities for

jobs in the future instead of free education. Since last few years, the interest of

international students has increased to select world-class universities especially Pakistani

graduate students (Yeravdekar and Tiwari, 2014).

2.3.1 Quacquarelli Symonds (QS) Ranking

QS integrates with specialization in education and study abroad. It plays a vital role in the

wide range selection of highly new products and the vocational qualification. It has

published various university ranking. QS has innovative in the ranking of universities

according to the subject and abilities of a student. Till now QS has printed various list of

24

documents which include many methodological changed during the time. QS does not

include research institutes which do not contain students (Rauhvargers,2013).

QS is a British company which makes something helpful and suitable in carriers and

develops information on higher education. QS measure the ranking with the coordination

of Thomson Reuters and Scopus. However, the QS list comprises the global overall and

subject ranking based on information provided by universities (Lindblad, 2008).

The letter Q is an abbreviation of Quacquarelli and letter is an abbreviation of Symonds.

The term QS in creates by Wharton Quacquarelli and Matt Symonds. The vision of QS

ranking is to facilitate intelligent and talented students to utilize their capacities through

to get admission in international universities and achieve a successful carrier. At the start

the QS ranking measure six hundred HEIs. The quality and the standard of the HEIs is

measured through six parameters (Shown in Appendix 1). The first parameter is

Academic Peer Review: It is a survey based approach in which various type of designed

criteria is asking to judge the Outstanding performance of the university. The survey is

conducted online in which designed proforma is filled from various institutions

internationally. The second parameter is Employer Review parameter: It is a survey of

the staff of the institute it is an evaluation of the potential and skills of employees as

respect to their field. In this survey respondents are asked to explore HEIs, they supposed

to be on the top. The third parameter is Academic Peer Review in which online form is

distributed to employers globally and it is three years cycle in which the latest data is

measured. The fourth parameter is the measurement of Citations per Faculty Member. In

this parameter data is gathered from various sources like Scopus, to evaluate the research

25

their productivity and quality. In this parameter latest five years, data is measured. The

fifth parameter is the Student-Faculty Ratio: It is the assessment of teaching quality. The

last and sixth parameter is International Students and faculty: This parameter measures

the image of the university in foreign countries and evaluates its potential to be

internationalized and (THE-QS World University Rankings).

2.3.2 Times Higher Education (THE) Ranking

The ‘THE’ is an international ranking issued by British Times Higher Education (THE)

magazine yearly. Previously THE is issues ranking with the collaboration of QS ranking

known as THE-QS ranking. Now a day THE revised and redesigned their methodology

and publish the ranking with the collaboration of Thomson Reuters. The ranking is

considered as world university ranking due to its wide scope (Times Higher Education

World University Rankings).

‘THE' ranking is issued in their own magazine known as THE magazine and parallelly

publish in a newspaper, the newspaper was weekly published by same owners of THE.

Boulton, 2011 suggested that THE ranking is an academic ranking that measures the

quality of HEIs based on their academic performance. The parameters and criteria in

THE ranking are revised and updated time to time under the supervision of a team of

experts (Rauhvargers,2013).

The ‘THE’ measure thirteen parameters (shown in Appendix 2). These parameters

measure the ranking of universities through complete and stable contrasts (Millot, 2014).

Times Higher education does not measure the score of each parameter separately, but

26

each parameter has various criteria such as teaching quality, research, research income,

citation, industrial income, international outlook, and foreign students and faculty and

each criterion have a different score (Rauhvargers,2013).

International outlook measures the collaboration of university with industry in term of

joint projects. The research parameter measures the research output and income generated

from the research. The citation measures the ratio of citation of published work. The

teaching quality measure the number of enrolled students compare with the number of

faculties (Millot, 2014).

2.4 BENCHMARKING

Benchmarking is a process leads to consistent development in a Sequence. The aim to

benchmark is to bring improvement. It is the measurement of performance of any

organization against the familiar bests for defining best practices that improve the

performance. Basically, benchmark suggests best practices to be executed, these best

practices are digging out from the various assessment and evaluation reports. Benchmark

suggest what is beneficent for the organization and how an organization achieve these

improvements (Kelessidis,2000).

The benchmark is used as a tool to improve the performance of any organization.

Benchmark suggest best practices for the system that helps to improve the performance.

The basic advantage apply is this tool is that it analyzes the internal requirements of any

organization or university. In benchmarking the targeted organization or university is

compared with another organization or university which performs better. Benchmark is a

27

type of comparison in which the best practices are explored that are adopted by a well-

performed organization and these evaluated practices are suggested for the targeted

organization to improve their performance (Kelessidis,2000).

Kelessidis, (2000) discussed the two types of benchmarking: Internal and External. In the

internal benchmarking the one section of any organization is benchmarked with another

section of the same organization. For suppose the performance of the QECs in a

university is performed weakly than the planning and development department of the

same university. In that scenario, the best strategies implemented by the planning and

development department are suggested for QECs to be implemented and improve their

performance. In the external benchmarking one organization is compare with another

best-performed organization. Diverse types of trends are designed to identify the best

practices implemented by the well-performed organization. Trends can be recognized by

investigative the data over time, and the influence of performance-improving processes

can be assessed.

The benchmarking is processed in many phases, the first phase is the planning phase in

which an organization decides to which type of benchmarking is use and to whom an

organization is considered to compare. The second phase is analysis in which the

performance gaps are identified between the source organization and the recipient

organization. The third phase is Integration which involves in the preparation of the

recipient for implementation of actions. The fourth phase is the Action phase in which

planned activities are executed. The sixth and the last phase is maturity phase that looks

28

after the system and leads constant learning and provides input for continuous

improvement within the recipient organization.

The Benchmarking is an effective tool it has many advantages like identification of areas

of strategies and performance requiring attention and improvement, identifies strengths

and weaknesses to alternative respondents, founds company's actual status against the

remainder, creating easier for the company to increase the organizational potential for the

development support to evaluate current company performance, avoids reinventing the

wheel, accelerates change and restructuring by using tested and proven practices,

convincing skeptics who can see that it works, and overcoming inertia and complacency

and creating a sense of urgency when gaps are revealed (Kelessidis,2000)

2.5 HIGHER EDUCATION

Education is a forward and valuable tool of society. Basic education system increases and

improves all aspects of country especially social, political and scientifically higher

education fulfill the educational needs of education in all level such as schools, colleges

and universities (Haider, 2013). Higher education is acknowledged in modern days as

financial assists and marvelous enhancement in socio-economic progress of the country.

From the first decade of 21 century and until today continues advanced investment occurs

in higher educations. Now a day's educational institutes started to focus on the quality

standards and try to overcome the problems that make barriers in their quality standards

(Saria Firatb and Karadumanc, 2016).

29

With the rapid growth, the governments are more devoted to the betterment of the higher

education system in the country (Fernandez, Simo and Sallan, 2009). The higher

education system of any country performs several roles such as it creates a research

culture that maximizes the economic growth of country, research helps industries to

produce own goods and services rather than import from other countries, higher

education creates various type of linkages with the other universities and industries in

within and outside the country, these linkages help a nation to be developed (Saria Firatb

and Karadumanc, 2016). Universities are putting the potentials to standardize their

education system that they can fulfill the requirements for services and skills demanded

by the various designations for a suitable job in national and international market (Roga,

Lapina and Müürsepp,2015).

Higher education system of any country performs a major role in the economic growth of

the country. To achieve economic growth, the stakeholders, policymakers and think tanks

of the country design efficient and strong higher education policies for the country (Khan,

2010).

From last few years higher education system face may threats worldwide. The basic

threats are occurred due to rapid change in the evaluation and monitoring system and

shifting the focused on the research paradigm. Cabral and Hue, (2007) suggest that to

face these challenges the governments, policymakers, think tanks, bureaucrats and other

stakeholders of the country need to put efforts to standardize their higher education

system that enables to compete internationally.

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2.5.1 Higher Education System in Pakistan

The management of an education system necessitates informed decision making. It is the

need of the hour to have such a mechanism to facilitate various levels of management of

the education sector (Pakistan Education Statistics, 2010-11). After independence

Pakistan las limited number of HEIs. At that time the University of Punjab was the only

university existed in Pakistan. After thirty years of independence, the public and private

sector HEIs are emerging in various regions. In Pakistan higher education is branched

into various universities, degree awarding institutes and affiliated colleges. The higher

education system in Pakistan is controlled by the Higher Education Commission (HEC)

which is a federal body (Khan, 2010). In Pakistan, universities are facing many threats

and challenges and the main reason behind that is fewer quality standards. The two major

problems Pakistan's universities facing are the shortage of skilled faculty and inadequate

resources and infrastructure (Haider, 2013).

According to Dilshad, 2010 the performance of Pakistani universities is declined due to a

fiscal crisis, un-standardization of higher education, low enrollment ratio, insufficient

resources and infrastructure, less focused research culture and lack of competent faculty.

(Dilshad,2010).

2.5.2 Higher Education Commission (HEC) Pakistan Ranking System

The higher education commission (HEC) is an independent government body established

in 2002. The basic function of HEC is to assess, monitor, upgrade, developed and

enhanced the higher education system in Pakistan (Higher Education Commission, 2002)

31

In order to improve the quality standards of HEIs, HEC starts to measure the ranking of

universities in 2006. HEC ranking measures the ranking of universities through gathering

the data, the details of the collected data were provided on the HEC website

(http://hec.gov.pk). HEC ranking aims to compare private universities within the

categories provided for their research activities and output to assess their quality. The

methodology attempts to analyze and present data and publications available on the HEC

website on private and public-sector university education in three areas: growth, access

and ranking in Pakistan and offer a comparison between them. Since all global rankings

put great emphasis on research e to compare data on research activities and output of the

private universities listed in the top ten (Halai, 2013). The ranking system evaluates the

strengths and weaknesses of the university. In other words, the ranking is a tool used to

improve the quality of universities.

To measure the ranking of universities various tools are designed by Quality assurance

committee in HEC. These tools are named as the parameter. The parameters are designed

in a way that universities do not only ranked National level, but they can also enable to

compete for international rankings as well (Halai, 2013).

The ranking is the best way to select the top university for the academic carrier in

Pakistan ranking of universities is started from 2005. The tools and techniques to rank the

universities are designed by HEC in Pakistan.

HEC Pakistan measures the ranking of the HEIs four times. First ranking was measured

in 2010 than in 2013 with three parameters: quality assurance and enhancement, teaching

Quality and research. The third-ranking was measured in 2014 with two amended

32

parameters of employer perception survey and peer perception survey. The last ranking

was launched in 2015. HEC amended ranking with the introduction of two new

parameters: finance & facilities and social integration/community development (Shown

in Appendix 3).

There are five parameters measure by HEC (Shown in Appendix 4) In the first parameter

of Quality assurance there are eight criteria: appointments of faculty members, criteria of

M.Phil./MS Programs, criteria of Ph.D. programs, plagiarism policy, quality

Enhancement Cells, international awards won by students, accreditation and latest

international rankings. In the second parameter of teaching quality, there are eight

criteria: full-time Ph.D. faculty to full-time total faculty, teacher-student ratio, selectivity,

training, faculty having terminal degrees, national awards won by full-time faculty,

international awards won by full-time faculty and fresh Ph.D. faculty over total fresh

recruitment of faculty. The third parameter of research consists of eighteen criteria:

national registered patents, international registered Patents, commercialization,

University industrial linkages through (ORICs), ratio of active PhD students, external

research grants, travel grants, papers published in impact factor journals, publications in

ISI impact factor Journals, citations, University H Index, number of W category Journals,

number of X Category Journals, internet bandwidth utilization, digital Library utilization,

international conferences/symposia/workshop/seminar, national professional

conferences/symposia/workshop/seminar and total PhD output. There are seven criteria in

the fourth parameter of finance and facilities: amount generated through own resources,

the amount spent on research/library, computers per student, computers per full-time

33

faculty, number of books in the library, scholarships and non-salary expenditure. The

fifth and last parameter of social integration and community development have four

criteria: community outreach programs, international collaboration/exchange program,

enrolled foreign students and foreign faculty.

2.6 BEST PRACTICES IN THE RANKING SYSTEM

In the academic field the term ‘best practices' is considered as the part of an Academic

program that demonstrates and assembling the academic research. Best practices are the

basic pillars in any program or process. In the education system best practices enhance

inspiration and learning in the students (Best Practices: A Resource for Teachers).

Research discussed a number of practices that maximize the ranking of universities. For

example, development of incubation centers and technological parks in the HEIs to

promote the research culture in the country (Higher Education Medium Term

Development Framework II: 2011-2015). According to research, determined primary

features about internal inspection and quality and internal inspection basics are stated as;

Universities determine their own qualities, this office should develop strategies to

constantly improve quality and try to ensure the implementation of these strategies,

University should be clear in strategies, quality processes, and public control. It also

affects the number of qualified individuals in the country and not only HEIs as well


Sen with other colleagues (2012) identified that the best HEIs in the world maintain their

quality through recruit qualified faculty and international students. these best HEIs have

34

active funding agencies and various donation cells and excellent educational programs

and skilled faculty. The author explores that how top universities enjoy the title of ‘top

university' is very much conscious and focused on research. Along with research culture

some of following factors are also important for universities to improve their

performance; the infrastructure of a university, utilization of advanced technology, good

and relevant number of books, active endowment cells, the involvement of alumni's an

exemption in fees for low outreach background students.

2.6.1 Quality Assurance

Quality is a Latin word means of what kind. According to Khan 2010, Quality is a

measurement of potential that leads to success. (Khan, 2010). The quality is important in

all aspects of life but the quality in the education always be prior. In this context,

countries constitute their quality standards advancing in line with the education standards

that they practice and control the education in HEIs institutions in light of the quality

standards that they formed. The most critical dimension of quality in university is the

procurement of instructors, keeping them in the institution and encouragement of them


The quality is the main aspect on which student do not compromise at the time of

admission. The quality does not only depend upon the offered courses but also depends

upon the qualification of faculty, student support programs, infrastructure and other

facilities (Roga, Lapina and Müürsepp,2015). Quality is a basic pillar of the education

system. Quality in education system leads maximization of access and equality. Quality

35

in higher education is measured through various parameters like Quality of the resources

such as infrastructure, physical facilities, teachings style, designed courses, level of

knowledge, evaluation system and examination system (Pakistan Education Statistics,

2010-11).

Khan 2010 discussed the quality of higher education in Pakistan. He suggested that the

universities in Pakistan do not possess well-appreciated quality standards due to lack of

infrastructure, ineffective strategies and policies, low selectivity ratio, low doctorate

student's ratio, less qualified faculty, and inefficient courses. To achieve best quality

standards HEC established QEC cells in HEIs. The main aim of the QECs departments is

to monitor and assess the quality parameters of the university/ institute (Haider, 2013).

Universities improve their performance by hiring qualified faculty and enroll talented

students. As qualified faculty is expert in their field, so it has enormous potential to

perform research in their relevant field that enhance invention and innovation in the

university. The talented students have become professionals in their carriers. They help

their parent universities through generating funds to become alumni (Sen et al, 2012).

Quality is also considered as a tool to determine the excellence of any system and it also

suggests the room for improvement in the system (Casanova, Moreira and Costa, 2011).

Literature suggests various practices to improve the quality of HEIs. Such as:

1. Institutes organize various curricula activities inside and outside the institute to

develop linkages with other industries and organizations.

2. The students and employees are encouraged to gather knowledge about new

technological modes and issues.

36

3. Faculty shares their teaching experiences as a part of learning.

4. The infrastructure of the institute is satisfactory.

5. The institute motivates students to pursue higher studies.

6. Institute hire qualified faculty, shows their expertise in their relevant field.

7. Institute has strong, effective and clear admission policy.

8. The institute encourages their teachers and students to participate in various

conferences, symposiums, conferences, and other events nationally and

internationally.

The faculty hiring process is clean and pure merit-based (Lakshmi, Rama, and Hendrikz,

2007).

2.6.1.1Appointments of faculty members

Institutions of higher learning may apply the uniform hiring procedures in order to reduce

the chances of recurring problems such as unfamiliarity and discrimination among their

staff. If any department or unit formulate their own hiring preform, it might be a

significant risk among the official to impart the chances of illegal inquiries or may omit

important questions which hindrance in the future will. If the uniform preform is used to

hire the staff, which encompasses the detailed information about hiring applicant then

there will be fewer inquiries and un-satisfaction among hiring people (Brockington and

Franke, 2010).

Currently, a wide array of colleges and universities are employing the online application

form to hire the staff and secure the valuable data about the applicant, to minimize the

37

risk leaking information and inconsistent hiring procedure. The designated application

form cannot be designed internally or purchased from a commercial market. This might

be that many departments failed to retain the record of candidate's records. The other

reason could be that they hired people or company to maintain and kept their record at

least for a year and they have to the huge amount of record retention. The third reason

should be that many departments didn't follow the standard procedure to hire the staff.

Employing the online application procedure may reduce indiscrimination (Brockington

and Franke, 2010).

It is significantly crucial to know the relationship between the university and faculty from

the beginning outset. This could be that the individuals may like to know how his/her

appointment, tenure will be renewed and also the process of termination. It is utmost

important that any organization before hiring an applicant for a full-time tenure-track

faculty position should clearly mention to him through providing the hard copy of tenure

policy and the policy which enlist the terms and condition highlighting the salary

package, renewal of contract, termination. After that, if an applicant agreed he/she has to

sign the agreement which showed the acknowledgment of him/her receiving. This proper

procedure avoided the confusion and conflict between an applicant and organization. On

the other hand, the other procedure such as the use of appointment letter (typically short,

mostly one-page, documents) is an ideal practice which is most widely exercised by the

colleges and universities. It provides basic clear information about the employment, such

as position, the title of the job, salary, the status of the job either contract or tenure-track

or permanent and also the place of posting where an applicant has to serve and delivered

38

his services. A cautious college or university will issue an appointment letter contained

detailed information and address to the applicant’s mailing address to avoid a contrary

interpretation by a court (Brockington and Franke, 2010).

In faculty, the hiring of the administrative position frequently causes confusion about

salary when the role of administrative post finished. Mostly, when an administrative

returned from an administrative post to a teaching post, he claims an appointment letter

indicating a salary for the academic year, this means that he is entitled to that salary of for

the administrative post for whole year irrespective whether he remained at the

administrative post or not. So, therefore, in the appointment letter, it should be clearly

mentioned that the full salary should be paid only when the faculty member remains at

the administrative position or only specific period of holding the charge of the

administrative post. Likewise, the appointment letter should clearly state that what the

salary will be given to the faculty member when he will be held the administrative posit.

The instructor must hold the highest degree in his field and has the potential for

excellence in teaching. In addition, the instructor shall have a high level of teaching

ability in the relevant academic field, and the potential for high-quality research.

Similarly, the Assistant Professor also should have the doctorate degree, advanced level

of competence in teaching and research in the field of his academic. Furthermore, he

should have the skills and expertise to demonstrate his/her significant research, high

quality of technical writing and innovation of creative ideas in his related field. Likewise,

he/she should have published his research work internationally and committed to

promising of his/her productivity for the organization. In addition, the Associate

39

Professor should have established a national and international reputation for his

outstanding research through collaboration, scholarship or artistic creativity, and has the

distinguished record of teaching and research (University of Maryland policy on the

appointment, promotion, and tenure of faculty, 2017).

The recruitment of the faculty members should be online advertised which indicates and

described inter-institutional appointments, interdepartmental appointments, and

appointments in such a way that new professional academic members are required to

deliver their services in teaching and research in the university to graduate or post-

graduate or doctoral level. This process may reflect the commitment of the university to

will provide equal opportunities and affirmative action to experts and professionals

associated with their field of specialization. Faculty appointment and review committee

will evaluate and scrutinize the documents of an applicant and a prepared merit list. This

procedure is rigorous and most widely exercised in a wide array of universities to hire

new faculty members and maintain the standards of promotions to the same rank

(UMPAP & TF, 2017)

2.6.1.2 Accreditation

Accreditation is a system of authentication of education quality in which HEIs has been

evaluated. Or in other words, it is the procedure through which certification of

competency, authority or credibility is authorized by a peer review board of faculty from

different accredited universities. Accreditation enhances the quality of education through

exercising the continuous self-assessment, planning, and improvements thus ensure the

40

clear objective of education and research of a particular faculty or department (Ellison et

al., 2017).

Accreditation can be divided into two categories, namely; (i) Institutional Accreditation

and (ii) Programmatic Accreditation. Institutional Accreditation is a process which

programs and reports of the institutes are reviewed and evaluated. Accreditation may

check the educational/institutional objectives, financial, human, and physical resources in

order to achieve the desired objectives and is able to provide the quality of education and

will it continue in the future as well (HEC, 2011).

The Higher Education Commission (HEC) initiates the process and formulate

accreditation councils in order to enhance the academic curriculum, performance of

institutions and ranked them into different categories to assure the quality of education

adopt an effective system (Khan, 2010).

2.6.1.3 Plagiarism Policy

Plagiarism is a wrongful act and violation of the norms of science such as stealing the

ideas, thoughts, words, expressions, inventions, and presenting them as own work

without consent and acknowledgment (Anderson and Steneck, 2011). In addition,

plagiarism is redundant and duplication of an idea, manuscript, conversion of the larger

study into the small article, infringement of copyrights and text recycle (Anderson, 2006;

Roig, 2006) which constitute the breach of academic integrity (Scanlon, 2007).

41

Plagiarism include all published and unpublished material such as such as academic text

(thesis), scientific research (manuscripts), and inventions or formulation of product with

the new concept. Now a day, the offense of plagiarism has increased in the society due to

the availability of textual material in electronic format and occupied greater space due to

easy access through electronic documents (Macdonald and Caroll, 2006; Oberreuter and

Velásquez, 2013).

The plagiarism is not a small fraction of offense but an intentional or reckless disciplinary

offence such as copies (i.e., copy so many words or ideas that it makes up the major of

your work whether you give credit or not), inadequate reference (i.e., provide incorrect

information about source), citation of text (i.e., copying words or ideas from someone

else without giving credit), and the contents of academic activities (Maurer et al., 2006;

Berlink, 2011).

The data fabrication, redundant publication, and coercive citation are the major

consequences in plagiarism which effects on quality of performance and integrity in

research (Martin, 2013).

Globally, plagiarism has become a genuine issue in universities due availability of textual

material in electronic format (Boivert and Irwin, 2006). There is a wide variety of

software available to detect it, such as Turnitin internet-based plagiarism checker.

Furthermore, interpret redundancy is the best tool to check original and alleged copy

(McGregor and Williamson, 2005).

42

In institutions, a collision (secret agreement between one or more parties) is the ideal tool

to check extent and growth of plagiarism in higher education through submission of the

research work and their documents of academic staff and students. This helps the

institution to enhance the academic writing skills and improve their attribution to ensure

how to avoid plagiarism, staff behavior and attitude to reduce the prevalence of

misconduct in academic organization Carroll and Appleton, 2001).

2.6.2 Teaching Quality

Delivering a standard teaching and promoting a quality education is a leading mission of

universities and faculties (Byrne and Flood, 2003). Teaching evaluation is a complex

assessment process to promote the quality of learning and education which deliver the

advance knowledge relevant to the field of the study (Kamran et al., 2012).

Currently, little attention has been paid by the higher education commission that

institution must revise their syllabus, improve teaching methods, and provide a quality of

education to the students. This will improve the knowledge, skills and expertise, capacity

building and competition among the students and also working conditions in the future.

The teaching process, such as the nature of lecture delivery, contents of lecturer, and how

much lecture is informative and subjective has been examined and evaluated. Now a day,

universities have been paying much attention to the quality of education, such as

improving teaching practices, creating competition among students through various

programs, and encourage the students to conduct research to improve their capability.

This could be that the quality of teaching may change the belief and habits of the students

43

and encourage the quality of education is the key element of a successful life (Fook,

2012).

A rapid increase in scientific development especially various disciplines and demand for

the quality of education had increased the demand for qualified academic professional

and establishment of new universities across the world. European Union presently

encourages the students and teachers exchange programs among universities to help the

professional of developing countries to enhance the skills and expertise in various fields

and to transfer the advance knowledge across the global universities. This exchange

program is successful to deliver the quality of education and expertise in education

around the world (Pongrac et al., 2011).

Teaching practice is the core process which delivers a quality of information and

produces qualified graduates. The academic programs should be designed to deliver

skills and advance knowledge about the relevant field of studies to enhance the capacity

building to a student. The faculty should select an appropriate course to teach the

graduate students and ensure they gain knowledge and expertise in the allied field of

studies through theory and practical (Khan, 2010).

2.6.2.1 Student-Teacher Cooperation

Students and teaching cooperation is an essential component of the high-caliber teaching

process, as it provides insight learning to achieve a quality of education, consistent, and

sustainable training for capacity building of the students. The cooperative teacher plays a

significant role in the capacity building and carrier built-up of the student. It is like a

44

facilitator (Crasborn et al., 2011), socializer (Anderson, 2007), mentor and knowledge

provider (Clarke, 2006).

Cooperative teachers motivate and enhance the students which help them in career

satisfaction, knowledge, instructional practices thus to achieve their ambitions of life

(Britzman, 2000; Brouwer and Korthagen, 2005). Cooperative teacher possesses

professional qualities such as it provide constructive feedback and effective

communication to the students (Birrell and Bullough, 2005; Killian and Wilkins, 2009),

accept difference (Glenn, 2006), teach technical and managerial skills (Graham, 2006),

nurture professional development (Beck and Kosnik, 2002; Wang and Odell, 2002) and

provide freedom to explore new learning approaches (Koerner et al., 2002).

Student teacher cooperation is a major element of education. The cooperative teacher

helps the student in the learning process and play a major role to deliver professional

knowledge to the students. It became a focal person for students, i.e., they understand and

relied on teacher's tactics, apprentice relationship, and directive in their career building.

Likewise, the cooperative teacher know how to teach and motivate the students. This

could be that, the cooperative teacher is skillful, highly contextualize, and effective

veteran expert. The other reason could be that cooperative teacher encourages the

students in establishing a strong foundation through understanding the learning to ensure

the success of the students. Cooperative teacher share views and ideas to the students to

motive deep learning and handwork for their success in the future (Tellez, 2008).

2.6.2.2 Pieces of training

45

Training the process of acquiring skills and expertise in a relevant field. It enhances the

specific skills and expertise to perform particular activities in their relevant job in a better

way for which they have been trained. Personnel work performance affected the quality

of production and management system. It is crucially important that an appropriate

education and training should be provided to the official personnel in order to enhance

their working condition. In this regard, the organization should arrange the proper

training to perform certain task smoothly for the betterment of the organization. Through

training, the personnel should understand the relevance and importance of their duties

and may contribute to achieving the desired objects (Khan, 2010).

People need proper training about competencies such as knowledge, attitude, values, and

skills in order to achieve the given task efficient way. Because the proper training makes

them unable to complete their task in a better way. This could be that higher degree of

qualification and expertise provide benefits and facilities to the staff personals. Human

resource official is responsible for identifying the suitable training for staff members to

acquaint them with programs, benefits, and facilities to train them to enhance their

capacity building. For this purpose, a regular in-service training program has been

arranged to encourage the teachers to update their knowledge and skills (Nasreen and

Mirza, 2012).

2.6.2.3 Faculty Development

Faculty development depends on three main components such as teaching, research, and

service. This could be that faculty development program plays a critical role in the on the

46

growth of teachers, teaching process, and professional development. Professional

development strengthened the effective, intellectual, and social aspects of academic life.

Faculty development program is a wide array of activities employed by the institution to

enhance the working performance of the faculty members in teaching, research, and

administration (Wilkerson and Irby, 1998; Bligh, 2005). Creation and evaluation of a

faculty development program are the best instructional practices and it may increase the

competency among faculty members to the challenges of educating students. The

teaching perspective is a crucial component of the development of the faculty, i.e., it

determines the acquisition of self-efficacy, teaching competencies and teaching

perspectives among the faculty members (Rowbotham, 2015). Self-efficacy is thought to

influence performance, choice of task and efforts to put into the learning of the teacher.

Faculty development program is related to teaching and assessment strategies and

essential element to introduce the latest curricular approaches and modify the educational

environment (Bhatnaqar et al., 2010). Faculty members who had got training or higher

qualification through the faculty development program had positive effects on student

learning, satisfaction, motivation and success (Ambrosino and Peel, 2011; Perez et al.,

2012; Trigwell et al., 2012). Likewise, faculty members who had got training or

education become higher self–efficacy as compared to non–trained (Postareff et al.,

2008).

Faculty development consists of three major areas; personal development, instructional

development, and organizational development. The development program focuses on

faculty members as a teacher to enhance capacity building of institutions and promote

47

research activities. Furthermore, it improves pedagogy and enhancement of subject

knowledge (Nasreen and Mirza, 2012).

2.6.2.3 Part-Time Faculty

Due to the fiscal crisis, the organization hiring part-time faculty members to save the

money. This is because, part-time faculty is less costly (i.e., they are paid one-third of the

salary of full time) as compared to full-time faculty in salaries and benefits (limited rights

to raises and rarely promoted to higher paid or more prestigious position (Avakian, 1995;

Grace, 1997).

The teaching staff which is not regularly appointed but deliver his service at wage scale

based on per-course rate or per-hour rate per course. Part-time faculty members vary

themselves in their duties they deliver, qualification and working disciplines part-time

faculty members. Part-time faculty members have been appointed to teach and non-

teaching functions. The contribution of part-time faculty members is equal to full-time

faculty members except for the proportion of time given to the position (Stern et al,

1981).

Part-time faculty does not guide students properly, less employed the active teaching

techniques, spent less time for preparing lecturers, rarely participate in teaching

workshops, and impart negative impact on graduation rate (Jacoby, 2006; Umbach,

2007).

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2.6.2.4 National and International Awards

The aim of the award is a recognition and integrity for the organization that represents its

excellence. The awards are entitled to accomplishing student success, development in the

financial sector, foster global education and active management teams. The organizations

are selected for award-winning based on various components of data collected from the

origination (AASCU Excellence & Innovation Awards).

National Science Council Research Outcome Award is viewed as evidence of superior

research. Established in 1959, the National Science Council is the major research funding

source for university faculty. All full-time faculty members regardless of their disciplines

are eligible to apply for the award. The NSC Research Outcome Award reviews the

applicant’s completed research work, which may be in the form of an article, a book, or a

final report of the NSC research project, but does not require a specific project

prospectus. The Research Outcome Award is stipend money, which equals about

NT$144,000 (approximately US$4500, depending on the exchange rate) and goes to

successful applicants no more than once per year. Both junior and senior faculty can

apply for the award. NSC Research Outcome Award fits better the universalistic norm

because it permits all full-time faculty to submit their completed research work for

review, regardless of their institutional or programmer affiliation. Furthermore, the NSC

Research Outcome Award holds a rigorous peer review procedure for evaluating

applicants’ scholarly work. Because of its openness and peer review procedure, being an

NSC Research Outcome Awardee is prestigious (Tien, 2007).

49

The Institute of International Education (IIE) created the Heiskell awards in 2001 to

promote and honor the most outstanding initiatives that are being conducted in

international higher education by IIE Network member universities and colleges. By

recognizing excellence and innovation, the Institute hopes to support IIENetwork

members in their endeavors and to signal a new and key role for international education

on campus. IIE's Heiskell Awards showcase the most innovative and successful models

for internationalization of campuses, study abroad, and international partnership

programs in practice today. We are particularly interested in highlighting initiatives that

remove institutional barriers and broaden the base of participation in international

teaching and learning on campus. The goals of IIE's Heiskell Awards are: o foster

innovative ideas that will help international education professionals create and sustain

new opportunities for students and faculty, bring international education to the forefront

of education policy, stimulate public awareness of the benefits of study abroad and

international educational exchange (Andrew Heiskell Awards,2016).

The International Education Award will not only recognize outstanding international

programs, but it will also document the success of institutions in infusing

internationalization into one or more aspects of the university community, including

curriculum, student/faculty exchange, study abroad, faculty professional development,

international student recruitment or community outreach. This award is for those

institutions which have must advance curriculum development, foster international

opportunities, and creatively integrate international students into university life,

institution must offer innovative programs and services to make study abroad accessible

50

to a broader student population, special emphasis will be given to specific efforts that led

to a strong increase in study abroad participation by under-represented students and study

in non-traditional sites, The institution must demonstrate strategic, comprehensive and

sustainable international partnership efforts, The institution must demonstrate the extent

to which the program is a part of an integrated approach designed to identify, develop and

promote high-potential talent throughout the university, he program must be diverse by

design—that is, the enhancement and development of a diverse group of leaders is

reflected in the program goals and evaluation criteria; diversity includes diversity across

employee groups, but must also reflect attention to diversity based on race, ethnicity,

gender, and sexual orientation and The leadership development program can be

demonstrably connected to institutional outcomes; program must have completed 3

cycles and have outcome data as evidence (AASCU Excellence & Innovation Awards).

2.6.2.5 Enrollment

Selectivity or the enrollment is a key factor in the establishment of any institute. Top

universities have active enrollment management cell that monitored all enrollment issues.

Enrollment management cells handled the all enrollment system in the university and

Control the recruitment and retention process. Enrollment is an inclusive method to

assimilating all the higher education programs, strategies and development in respect to

accomplishing the best enrolment, retaining, and satisfy the students with the clearance of

aims objectives and vision of the university (Wilkinson et al,2007).

51

Enrollment management cell is an important part of the university. In enrollment

management system Students are considered as essentials and priority of the university.

The efficiency of the enrollment cell is measured with the ratio of student's retention in

the university. The student experience and their satisfaction about the university and their

word of mouth also considered as a core element of an enrollment. The success of

students is depending upon their academic performance, level of knowledge and their

educational capabilities.

The strong bonding between teacher and students increase the enrollment in the

university. The positive bounding inside and outside the classroom leads maximization in

enrollment ratio of the university.

Literature suggests various practices to increase the enrollment in higher education

institutions. Such as: students are facilitated with all necessary resources, maintain a

research-based environment in the university, organize various returning and recruitment

programs, brilliant students are involved in the various activities, financially help to low

outreach background students, arrange various training programs, involve students in the

academic development of the university, motivate students to participate in various

research projects, motivate student to be punctual and on the basis of best performance

students are recognized with rewards (Wilkinson et al,2007).

2.6.3 Research

HEIs developed countries are research oriented. Research is considered a priority in the

top universities. However, HEIs in various developing nations retained strong are great

52

focused on the teaching rather than researches improve the research quality education

commission design research-based strategies and policies in the country (Clemeña and

Acosta, 2014). The research trend is a process that provides insides about various

research activities. In a HEIs research is affiliated with the attitude of employees and

students that permit to convey the information revived from research in the society

(Cheetham, 2007).

Research is an obligatory part in the universities in Pakistan. Research can be defined as

“an action which has two parts first is gaining reliable information and second is

distribute the knowledge. HEIs in developed nation rely on research. They consider

research as the building block of their university or institute. The teachers in top

universities show their brilliant performance in research as a part of their duty

(Nadeem,2011).

Huang (2011) suggest that research is a mirror that shows the strength and weakness of a

university and it gives proper solutions to improve the quality standards. Produce

research-oriented culture has been a conspicuous object for HEIs. Under the research

paradigm universities are making efforts to enhance staff inquire about their performance,

rolling out improvements to workforce profession motivations—setting up a residency

audit framework, or potentially including another rank level into the current (Tien, 2007).

To advance the research environment in the advanced education organizations needs to:

build up an exploration segment that is dynamic, and can react adaptably to a changing

examination condition, guarantee educational projects address the needs of industry, the

market and the group, bolster the proceeding with improvement of the physical

53

framework for learning and instructing, encourage improvement of selection in Post-

graduate projects, give start-up research funds allow to recently name employees, grow

and show their efficiency in research produce and energize outer research subsidizing and

inquire about wage, create focuses of strategy examination and research to help

Government, set up Offices of Research, Innovation and Commercialization in all

institutes , dispatch a Knowledge Transfer Program giving chances to HEIs financing to

take care of modern issues and set up business brooding focuses in top institutes and to

set up Technology, Agriculture and Business Parks in the region of HEIs (Higher

Education Medium Term Development Framework II :2011-2015).

Now a day's universities start a mode of being research-oriented is to create industrial

linkages. Universities are trying to be making linkages with other universities and

industries to promote the research culture. These linkages may be developed in the form

of a joint project, full-fledged research project, joint scholarship programs and exchange

programs (Cabral and Huet, 2007).

The literature said that an institute becomes a research-oriented when it produces the

research conducive environment in their surroundings. The research environment can be

developed through designing the aims and objectives of the institute according to

research capability, implement such type of strategies and policies that a student shows

their potential in research, teachers are motivated to be fully involved in research culture

and yearly update their research output to the head of the department, universities take

initiatives to generate funds for conducting the research activities, provide sufficient

54

infrastructure to conduct the research, encourage faculty to participate in various research

projects and also produce copyright or patent (Clemeña and Acosta, 2014).

2.6.3.1 Patents

Since the 1980s, universities have ventured into a new line of business: patenting

inventions from university research labs and brokering these patents to businesses and

start-ups. Yet, on average, over three-quarters of university patents are never licensed to

companies for commercial use. The real reason universities end up with largely

unlicensed patent portfolios is this: university patent accumulation is an unintended

consequence of the inefficiencies inherent in our current university technology transfer

mode (Kurman,2011).

Encouraging universities to commercialize research results by granting them title to IP

can be useful but it is not sufficient to get researchers to become inventors. The key is

that institutions and individual researchers have incentives to disclose, protect and exploit

their inventions. Government rules that prevent universities from keeping royalty income

from licenses are another disincentive to institutions. Incentives can also be “carrots”

such as royalty sharing agreements or equity participation in academic start-ups. To

bridge the gap between invention and commercialization, universities have established

"technology transfer offices" (TTOs), on campus or off-campus intermediaries that carry

out a wide range of functions, from licensing patents to companies to managing research

contracts (Cervantes, 2016).

http://www.innovationexcellence.com/blog/author/melba-kurman/

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The fact that universities file for patents without a clear commercial license insight is not

necessarily a bad thing, despite legitimate concerns about the impact of patent

accumulation on our innovation ecosystem. Companies bearing research sponsorships are

typically drawn by faculty expertise and university research capabilities. Alumni donate

money because they get their name on a bench. In other words, successfully licensing

university inventions is an incredibly challenging task! Patent accumulation is not the

fault of under-performing tech transfer offices, nor the malevolent master plan of greedy

university administrators or faculty. Patents that staff can't find licensees for are set aside

and no longer marketed.

Staff are given too many patents to handle; finding the right companies to invest in one’s

raw IP is time-consuming and sophisticated work Universities don’t get to choose their

patents or develop their portfolio in a particular direction, say becoming a “nanotech

specialist; patents get dropped off at the door Universities don’t need their patents to

build up their core business; university technology transfer is a sideline at most

universities, not a core function It’s not unusual for patents to be pursued at the request of

a faculty member, even though there’s no commercial interest in the technology. The

number of patents issued remains a core “performance” metric at many university

technology transfer offices. (Kurman,2011).

The rise in university patenting has occurred against a broader policy framework aimed

at fostering a greater interaction between public research and industry in order to increase

the social and private returns from public support to R&D. The general strengthening of

intellectual property protection worldwide, as well as the passage of legislation aimed at


56

improving technology transfer, are additional factors that have facilitated the expansion

of patenting in academia (Cervantes, 2016).

Traditionally, universities have been exempted from paying fees for patented inventions

they use in their own research. The rationale is that universities fulfill a public mission.

As more public research is carried out with business and generates monetary rewards, the

divide between public mission and commercial aims becomes less stark (Cervantes,

2016)

2.6.3.2 Citation and Publication

University ranking is a quantitative style of university performance evaluation. Today,

several large-scale university ranking programs exist. Most of them rely partly or wholly

on bibliometric measures. Paper count and citation count are respectively the two most

basic bibliometric indicators for assessing research productivity and impact (Lin, Huang,

and Chen: 2013).

Publication and citation rankings have become major indicators of the scientific worth of

universities and determine to a large extent the career of individual scholars. Such

rankings do not effectively measure research quality, which should be the essence of any

evaluation (Frey and Rost, 2010).

Citation and publication analysis the analysis of data derived from scholarly publications

and the references cited in scholarly publications—is a particularly popular method of

examining and mapping the intellectual impact of scientists, projects, journals,

disciplines, faculties, universities, and nations (Frey and Rost, 2010).

57

One of the goals of encouraging publication is possibility asses’ faculty performance by a

kind of objective nature measure (comparing to teaching and service) and emphasizes

that “a count of publications is a part of most faculty evaluation systems, and a measure

of journal quality is often a part of this calculation”. Publication is the key variable is the

interaction between being a male faculty respondent and having higher numbers of male

graduate students on the team. The effective collaboration with talented students in

publishing articles is also enhanced the research culture (Jaskiene, 2015).

The publication measures normally categorize according to the scientific publications in

which papers have appeared. Publications in refereed journals are categorized according

to the prominence of the journal, which is measured by impact factors. However.

Citations in more prominent journals (where prominence is again measured in terms of

citations) receive a higher weight in the rankings than those in lesser journals. Citation

records are considered a proxy for the ability to do quality research, not only by authors,

librarians, and journal publishers but also by science policymakers. Citations represent

evidence that the individual, the journal, the institute, or the country cited has carried out

work that is viewed as relevant to the current research frontier and is useful to those

attempting to extend the frontier (Frey and Rost, 2010). The academic peer-review

system is an essential key to continuous and international research quality control and

evaluation system used for a multitude of purposes such as recruitment, publication, and

funding. One way to reach better decisions, where research quality is a variable, is to

evaluate research output and compare performance by measuring and analyzing

publication and citation data (Carlsson, Kettis, and Söderholm).

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Publication and citation rankings have become a major, and sometimes even the only,

indicator of the scientific worth of universities and countries and determine to a

considerable extent the career of individual scholars (Frey and Rost, 2010). for example,

Rs. 20,000/- for each paper published in any of the reputed International Journals.

10,000/- for each paper published in any of the reputed National Journals.The cash award

of Rs. 2,000/- in case of a paper presented at a Seminar/Conference at an institute of

repute outside Country. The cash award of Rs. 1,000/- in case of a paper presented at an

International Seminar/Conference at an institute of repute in Country (Carlson, Kettis,

and Söderholm).

2.6.3.3 University-Industry Government Linkages

For the promotion of linkage between Academia and Industry, it is necessary to enhance

the quality and level of research being conducted at the HEIs. A bridge needs to be built

between the university and industry through incubators, business, agriculture and

technology parks and the introduction of Small Business Innovation Research (SBIR)

grants. Universities should significantly enhance activities for development of Intellectual

Property and its subsequent commercialization. They should focus on enhanced ties with

local industry through the provision of training, testing, research support, and

consultancies. The spirit of entrepreneurship should be developed in all students with a

view to significantly increase the number of high-tech startups in the country. The

partnership with industry and other sectors of society can also help to vocational higher

education. Internships in an industry should become routine, and the engagement of

59

business managers in higher education decision-making will be promoted (Higher

Education Medium Term Development Framework II: 2011-2015).

Universities may have a significant impact on their local economy. The role that

universities play goes beyond the mere impact they have on the economic environment

through direct licensing or contract research. Universities also have an indirect impact on

the local economy through different linkages that they have with industry (Wright et

al.2008).

Types of university-industry linkage

1. Spinoffs: Spinoffs and academic start-ups will be most important in those regions

where no or very little downstream industry exists to which technology might be

contracted. University spin-offs are defined as new ventures that are dependent

upon licensing or assignment of the institution’s

2. intellectual property for initiation. Universities are more likely to spinoff

companies where they are not able to capture the full value of their technology

through a licensing arrangement.

3. Licensing: Licensing has traditionally been the most popular mode of university

technology transfer and arguably involves little transfer of tacit knowledge.

Universities in regions with higher levels of R&D and GDP appear to be efficient

in technology transfer, implying that there may be regional spillovers in university

technology transfer. Universities may need to decide between spinning off a

modern technology through a new company and licensing it to an existing

60

corporation. One factor affecting the choice between licensing or spinning out

concerns the intellectual eminence of the academics within the university.

4. Contract research: Typically, contract research between a university researcher

and a corporation involves applied research often in the form of specified formal

knowledge. From a commercial standpoint, these ideas are still at a very early

stage and only a fraction of the knowledge is codified.

5. Consulting and reach-out: Consulting typically involves interaction between the

academic and industry to find the best and most appropriate solution to a problem.

The engagement of end users in the consulting process can provide greater insight

into the knowledge which the academic has and is looking to transfer.

Intermediaries: Since the social networks of SMEs, large companies and knowledge

institutes often do not overlap, various sorts of intermediaries affect the transfer of

knowledge and bridge the gap between universities and industry. Such intermediaries

play the role of boundary spanners, who take knowledge from one domain and move it to

be applied in another. They convey influence between different constituent groups and

represent the perceptions, expectations, and ideas of each to the other. Effective transfer

of knowledge may require intermediaries to build relationships with recipients. The

distance between the groups in terms of language, physical distance and culture increase

both the importance of these boundary-spanning organizations and the complexity of

boundary spanning. Several types of the intermediary may be equipped to facilitate the

transfer of tacit or explicit knowledge. These intermediaries can involve a range of actors

from those internal to the university (e.g. TTOs, specialist fellows), through intermediate

61

organizations such as incubators and science parks, to those that are external (e.g.

surrogate entrepreneurs, venture capital firms and development agencies) (Wright et

al.2008).

2.6.3.4 Supervisor

Actual mentoring or supervision is a crucial element in the research. The bonding

between the candidate and its mentor or supervisor leads to certify their degree at masters

or doctorate level. This bounding is starting with the first sitting till to degree completion

time (Eshtiaghi, Robertson and Warren, 2012). Supervision is an action that is performed

by somebody which possess good guidance and leadership qualities (Swanson and

Watt:2011).

The basic duty of a supervisor is to identify the core capabilities and potentials in the

students to conduct the research. This identification does not only concern with the

academic performance of the student but also comprises on investigative inspiration,

promise, opportunities, employed and level of knowledge in the students. The basic

supervisor tasks are: help in literature surfing, sorting the related literature, topic

selection, discuss student topic in supervisor committee, early update to the high

authorities about status of student’s research and their progress, assess student

improvement, help in written work, provide helpful and research environment, discuss

the outcomes of research with other colleagues and get suggestions and finally help n

thesis writing (Swanson and Watt:2011).

62

As candidate require some space to replicate on their potential and wants in respect to

their first sitting an earlier correspondence requesting them to think particularly on their

requirement and hopes leads a successful strategy. It is also observing that candidate

should not realize that learning style of supervisor always not fulfill the expectations of

the student. The student needs to update their supervisor by assigned task and get

feedback from the supervisor before finalizing (Eshtiaghi, Robertson and Warren, 2012).

The main duties of a supervisor are: be approachable, helpful, involved, devoted, and

kind in attitude. The proficiency of a supervisor is judged on his/her availability and time

dedication for the student. To conduct the research is the very critical phase in the

academic carrier and it is the responsibility of a supervisor to clear all the misconceptions

about the research and ensure the student to conduct research easily in the research-

oriented environment (Eshtiaghi, Robertson and Warren, 2012).

Supervision is a fully committed job in the educational carrier. The supervisor's part can

be defined as a multifaceted, specialized in their relevant field, qualified one, that needs

to spend more and more time to supervise their student. The supervisor is one who is

counselor, trainer, leader, perfect and possess administrative and management skills. The

success of a supervisor or good supervision can be measured through the satisfaction of

the student, a motivation of student, the performance of a student in assigned task,

academic progress of a student in research and time of degree completion. Apart from

other duties, it is also a responsibility of a supervisor to motivate their student for

publication and participation in various conferences and academic events, the aware

63

student with the publication process and help him in the various phases of publication

including, rephrasing, designing and analyzing (Swanson and Watt:2011).

2.6.3.5 Ph.D. Students

Retaining, completion, and tenacity in the education sector are themes of concentration

within a university. Statically it has proven that forty to sixty percent Ph.D. student do not

continue to the graduation of the students who do continue in a Ph.D. program, forty-one

percent students take seven years to complete their degree, however, fifty-seven percent

student take ten years to be degree completion. The basic reason of discontinuity of

doctoral degree is a shortage of productive teacher and supervisor in the universities.

Ph.D. students are more sensitive, and they feel loneliness, especially in exchange or

distance learning programs. The significant connection for a Ph.D. student is with a

supervisor, teacher or head of the department or university. This connection may be

difficult, shifting in the student rotating to another teacher or student for guidance and

badly affected on supervision.

Students face many hurdles during the doctoral program such as lack of awareness about

the procedure to degree completion. Ph.D. program is different from other programs,

doctoral students is a knowledgeable student and he/she needs more academic tasks,

mental stresses, and autonomous research. Ph.D. students have described time managing

is necessary to their achievement.

Candidate shows their primacies were accomplished on daily basis, not permitting for

planned time management. A doctorate scholar is always curious in a Ph.D. degree

64

program can reduce as the time consuming from the start of the program till completion,

create disappointment in the academic carrier. In few HEIs, disappoint indications are

spoken through a harder program planned to offer direction throughout the selection, with

preparation for post-graduation life.

To effectively conversion from student to expert, an institute offers various leadership

and mentoring program that bound experts with students during the complete Ph.D.

degree program. Experts can apply techniques of self-confidence and involve students

with co-publishing. During the Ph.D. program, it is conceivable to involve the student in

all possible research activities to groom their potentials and capabilities in research (Brill

et al. 2014).

2.6.3.6 Pakistan Education and Research Network (PERN)

Now a day's graduates are intended to acquire in a broader range of surroundings and

adopt the new modes of technologies. With the increasing the number of enrollment the

students learning style is shifting towards technology and innovation.

More ever persons progressively required services for assessing and monitoring

information in personal and social life. Advanced Information and Communication

Technology (ICT) infrastructure and the applications that run on it, can provide learner-

centered educational opportunities that build on the unique advantages this technology

provides for the learning process. An essential pre-requisite is the existence of a

dedicated education and research network linking all institutions of higher learning to

each other, and to the world. This network (PERN), namely the Pakistan Education and

Research Network was established more than 5 years back. As it completes

65

implementation of the second-generation education and research network in Pakistan, it

can certainly lay claims to having one of the world's most advanced ICT infrastructures

linking our academic institutions. ICT can also act as a catalyst for the development of an

innovative organizational culture at the university/college level (Higher Education


2.6.4 Finance and Facilities

2.6.4.1Computers

As of late the combination of innovation and PCs in the instructing and learning process

is progressively turning into a fundamental piece of the instructive framework. This

pattern has started to grow in essential and optional instruction, however, is as of now

more articulated at the college level. This does not imply that instructing and learning as

a social procedure, by and large, tends to be adequately supplanted by the innovation. Be

that as it may, despite what might be expected, the innovation can benefit the instructive

procedure from numerous points of view. In the most recent years, every one of us either

as subjects or as experts of various fields are observing the fast improvement of science

and the progression of current advances (Hamiti, Reka, and Imeri:2015).

In nineteen-century understudy PC clients were fundamentally science and building

majors. In 1998, all understudies require access to PCs to prevail in school paying little

mind to their majors. Understudies now utilize PCs to finish assignments, to speak with

staff and different understudies, and to investigate topic utilizing on the web databases

and Web assets. A few colleges offer online ride-share sheets, ordered promotions,

66

electronic administrations for discovering flatmates, and different applications intended

for social needs. Colleges that have embraced a PC prerequisite refer to accomplishment

in upgraded learning, enhanced consistency standards, expanded correspondence among

personnel and understudies, and all-inclusive access.

The prerequisite makes rise to open a door for all understudies with respect to PC get to.

Some claim that PCs empower more, not less, association amongst personnel and

understudies. From an administration viewpoint, if understudies have their own PCs, at

that point it might be conceivable to recoup some important microcomputer lab space;

foundations that require tablets can advance toward supporting portable workstation

spaces in classrooms, with a power supply and system association at each seat, as

opposed to costlier desktop-based classrooms. An understudy PC prerequisite can

likewise mean institutionalization on equipment and programming, which can convert

into less unpredictable help from an IT administration viewpoint (Gates,1998). The

utilization of PCs in advanced education, by all showing staff, paying little heed to

colleges having a place, is considered as a need for contemporary instruction. The

utilization of PC segments is dealt with as a demonstrated device for the synchronous

progression of the instructing and learning process, and also for the administration of

instructive organizations. Among the beneficial outcomes of instructing and learning

through PC segments, the advanced education specialists are thinking about the

accompanying: streamlining the hypothesis through representation, intuitive and quick

online correspondence, the likelihood of individual research, access to different

67

wellsprings of data, following worldwide pattern in the field, the boundless probability of

participation, and so on (Hamiti, Reka and Imeri:2015).

The HEIs that have included a PC prerequisite have detailed a generous "increase" of

their specialized help administrations. Understudies and workforce must be prepared to

utilize the PCs. Some claim that understudy PC labs and individual proprietorship

together give sufficient access however that the missing piece is the absence of a

motivating force for the workforce to seek after a mechanical heading (Gates,1998).

If tablets are required, at that point classrooms must be changed over to give a power

supply and system association at each seat. Understudies will require secure spots where

they can store their portable workstations amid the day. School and college overseers are

observing intently to perceive how PC necessity programs advance at different

establishments and whether they are effective (Gates,1998). The preparation of

instructors is viewed as sensible regarding the utilization of PCs in educating, to

guarantee financially savvy proficient and arranged combination of data innovation in

training. Thusly, when all is said in done point of view of specialists in training, the effect

of PC segments is dealt with as uncontested and as a basic part of current educating and

learning forms. In any case, it stays discretionary the best approach to decently add in a

positive setting the improving of the nature of instructing and learning (Hamiti, Reka and

Imeri:2015).

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2.6.4.2 Library

Administrators in Library at this rank have exhibited proficient improvement confirm by

the accomplishment of a specialization in a subject, benefit, specialized, authoritative, or

another region of significant worth to the library. This rank does not convey perpetual

status. Administrators at this rank show confirmation of predominant execution at the

largest amounts of work and duty. They have indicated confirmation of and show

guarantee for proceeded with commitment in profitable administration and huge

inventive or insightful commitment. Such accomplishment must incorporate positions of

authority and have brought about the achievement of Libraries, grounds, state, territorial,

national, or worldwide acknowledgment. This rank conveys changeless status (University

of Maryland policy on the appointment, promotion, and tenure of faculty).

2.6.4.3Amount generated through own resources

Open subsidizing for HEIs and research foundations is diminishing. In the meantime, a

rivalry between HEIs is expanding and they turn out to be more economically orientated.

Each establishment needs to characterize its own procedure for changing its salary

sources separated from open subsidizing. Commercialization of research can likewise be

a crucial point in such manner. Advanced education and research establishments are

required to demonstrate that their examination has an effect outside their organization and

that it is of enthusiasm for the industry. Both the establishment's exploration status and

notoriety are increasingly subject to inquire about commercialization. Colleges,

resources, and foundations act to their greatest advantage while expanding learning and

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innovation pay as they guarantee a high caliber of their examination and raise their own

spending plans. During money related emergency and tight open spending plan the

weight on colleges and research organizations to discover new subsidizing sources is

rising. They are required to swing to business and jump start turn out organizations while

yet fulfilling their center assignments and guaranteeing nature of instructing and research.

Moreover, the organizations' financing models have turned out to be more dangerous as

the monetary allowance can't be anticipated and decided for some years any longer.

Likewise, colleges additionally should know how to respond when distinctive wellsprings

of wage abruptly end, for example, understudy educational costs, EU and worldwide

subsidizing and additionally their status as magnificence universities (Özturgut,2013).

The state-funded colleges are financed by government and went about as self-guided

foundations under the Universities, while the private colleges under the Private HEIs. The

advanced education organizations financing constitutes 90 percent of government

subsidizing and whatever is left of 10 percent is originated from the understudies'

expenses. Consistently, a certain measure of spending will be allotted to state-funded

colleges for research and educating, improvement and for operating costs. From the part

of government subsidizing, despite everything, it speaks to a vast segment of monetary

help to the day by day operation of a college. At the point when the HEIs are limited by

the administration, they get confined to procure pay in broadening techniques and neglect

to deal with their own inner money related framework. To be a noteworthy commitment

to the monetary and improvement of society, the college must be changed to be a more

research-driven organization. This is to produce extra salary for self-utilization at college

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while boosting the financial in neighborhood nation. In this manner, extra pay can be

added to the foundation regardless of through the exercises of research, consultancy,

commercialization et cetera. Moreover, the state-funded colleges are requiring improving

to manage rivalry and lessening capitation charges from the treasury. A college can gain

different wellsprings of subsidizing to the degree of how the sources could effect on their

monetary structure. The administration subsidizing contains operational stipends, inquire

about awards and capital speculation, though the understudy's expenses including

educational cost expenses and other subordinate charges. The private foundation's assets

included private gifts, blessing, and charges for consultancy, licenses and some other

administrations. HEIs are notwithstanding creating inventive and entrepreneurial

exercises to produce additional wage. The scholastic situated wage age is just produced

through methods for instructing and training administrations. Thus, they can completely

use their insight and experience by submerging into the salary age exercises. In like

manner, the scholastics are presently changed to be specialists as opposed to teachers.

They are foreseen to distribute articles and books to continue guaranteeing the outer

sources in the types of research awards. Wage producing exercises is meaning an

arrangement of little-scale ventures which ready to make wellspring of pay to the

individual recipients or gatherings, then again elevate the rights to self-assurance,

repatriation, and mix. Considering the data that gathered from past investigations, the

greater part of the HEIs scholastic staffs will probably include in the innovative work

(R&D), conference and commercialization exercises to create the salary for the colleges.

Moreover, the scholastic staffs in HEIs likewise give an assortment of courses

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deliberately to pull in more understudies to facilitate their investigations in the

unmistakable field; in the meantime, extend the payment streams for the universities

(Junaidi, 2012).

2.6.5 Social Integration and Community development

2.6.5.1 Exchange Program

Building up understudy trade programs is one of the courses in which abroad

establishments are progressing in the direction of internationalizing advanced education.

All in all, the worldwide instruction can be characterized as exercises and projects that

energize the stream of thoughts and individuals crosswise over social and global limits

(Sowa,2002). Understudy versatility or learning at HEIs than the organization at which

the understudy initially registered was for quite a while a fundamental component in a

completely adjusted scholarly instruction. Individuals from a more extensive financial

foundation accessed HEIs, understudy populaces expanded, the normal span of

concentrates rose, and scholastic instruction turned out to be logically ''school-like''. In a

relationship with these patterns, the number of understudies spending their whole

organization instruction at their ''home college'' began to rise. Another factor adding to

this advancement was the hesitance of numerous colleges to give their understudies'

scholarly credits for semesters spent at different HEIs. The subsequent prolongation of

the investigation time frame was an obstacle to numerous understudies who may

somehow, or another have partaken in a trade program (Messer and Wolter,2007).

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Most investigations found that portable understudies were persuaded that their insight

was enhanced through understudy versatility. Along these lines, it is believing that it is

real to test whether the multipurpose understudies additionally have leeway in their

expert and scholarly vocation when contrasted with non-portable understudies (Messer

and Wolter,2007). The various goals and missions of students and institutions of higher

education determine the model variety and the scope of student exchange programs

(Messer and Wolter,2007). Effects of exchange programs with respect to students and

regarding “cross-cultural interactions the increase in knowledge and language skills of

other countries and changes in attitudes and career goals (Sowa,2002). Goals of student

exchange programs can range from being a grand tour to exploring one’s roots to

improving international relations. The Council on International Educational Exchange

(2001) states that its goals are to promote peaceful cooperation between countries, to help

individuals gain insight into their societies and those of other countries, and to enable

students to learn new skills. The Fulbright/International Institute of Education

(Fulbright/IIE), which offers a variety of programs for U.S. and foreign nationals, has the

goal of "creating a better world community" through "investing in people". Institutions of

higher education and state governments also see student exchange programs as a vital

way of competing in the global marketplace and maintaining economic strength.

(Sowa,2002). The Fulbright/IIE organization, which has been successful in sustaining

international exchange, also cites the merits of these programs with respect to

international relations. The more than 200,000 foreign Fulbright alumni are leaders in all

sectors of their countries. Exchange programs also help support the economy. Student

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exchange programs have the potential "to give students an intensive understanding of the

environmental and social problems mounting in the non-industrial world as well as of the

global implications (Sowa,2002).

2.6.5.2 Community Services

Communal engagement in advanced education to be maintainable systems, organizations,

correspondence media, and exercises amongst universities and groups at the

neighborhood, national, provincial, and universal levels. Engagement exercises amongst

societies and advanced education might be formal or casual. There is an inescapable and

harmonious relationship that exists amongst societies or communities and universities.

These relationships help give HR that are vital for advanced education frameworks to

cultivate and complete their motivations (Jacob et al. 2015).

The literature discusses many community services in higher education such as:

1. Work to fund-raise for a respectable purpose.

2. Plan an Ethnic Awareness day.

3. Design a battle to advance resilience and comprehension of contrasts.

4. Volunteer at a wellbeing reasonable.

5. Share an ability through instructing a class.

6. Run or stroll in a philanthropy race with companions.

7. Stage a marathon to fund-raise for a reason.

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8. Volunteer to help at philanthropy barters.

9. Make first aid packs for your home.

10. Help cook and additionally serve a dinner at a destitute sanctuary.

11. Alter and repair garments for the penniless, elderly and destitute.

12. Gather garments from your neighbor and give it to a nearby sanctuary.

13. Set up a seed or a plant trade in your neighborhood.

14. Collect Old telephone directories in your neighborhood for reusing.

15. Create a living space for untamed life.

16. Collect aluminum jars and give the cash to a most loved philanthropy.

17. Plant a group cultivate. Receive a town landmark and keep it clean (County:

2016).

2.6.5.3 Foreign Students

Internationalization is getting to be plainly one of the fundamental needs of HEIs in

Europe, as well as around the world. Studies demonstrate that it is significantly costlier to

pull in new understudies than to hold those as of now learning at an HEI. It is

fundamental to meet and even surpass remote understudy desires, which they have for

their investigation encounter. As a rule, understudy desires tend to be unlikely, in this

way it is up to the staff working in bureaus of the HEI to deal with the making of

reasonable desires ahead of time to make it conceivable to try and accomplish consumer

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loyalty. If desires are met and surpassed, it might prompt a positive come about by

expanding the number of understudies held in the advanced education foundation, and in

addition guaranteeing the commonness of positive input from existing understudies

(Roga, Lapina and Müürsepp,2015).

The quantity of worldwide understudies is consistently expanding, and the possibility of

the numbers expanding is in the figure. Global understudies are "among the most critical

and noticeable components of internationalism the greater part of remote understudies

examining outside their nations of origin are from creating nations and it is hard to

anticipate the stream designs universal understudies are looked for after for their

monetary commitments without much push to having an arrangement as to how they

would ensure that the two sides would profit by this instructive trade. Global understudies

don't just add to the economy yet additionally fill in as research and showing aides in

many fields however generally in the fields of science and innovation (Junaidi, 2012).

At the point when the worldwide understudies go to another nation the first occasion

when they feel the nonappearance of their own conventional wellsprings of social help.

Hence, social help is vital for confidence and fearlessness as well as for lessening the

stress that has an imperative impact in scholarly accomplishment (Junaidi, 2012). The

most widely recognized method for getting data about the picked HEI among outside

degree understudies is looking on the web and accepting proposals from family, relatives,

and companions. Trade understudies, in any case, find out about investigation openings

essentially from worldwide relations officers at their individual HEIs where they are

contemplating for a degree (Roga, Lapina and Müürsepp,2015).

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Most of the foreign students select the United States for higher studies. On the other

hand, mostly, foreign students are coming from China and India. Interest for abroad

training in the two countries is driven by a developing white-collar class. The advanced

education frameworks in both nations can't give quality instruction. India dissimilar to

China does not have a long-standing Government strategy of sending its understudies to

another country (Kayani, Ahmed, and Shah, 2015). HEC has been given the command to

inspire advanced education in the nation by empowering Pakistani nationals and

nonnatives to take confirmation in colleges/DAIs of Pakistan (Zakaria, Janjua and Fida,

2016).

"Students, if reinforced via government, scholarships, their groups ‘or their resources,

will continually move in the heading of instructive opportunities". Universal training

need Additionally been secondary on the organization security during both the areas Also

central level about Pakistan since that foundation for higher training requisition (HEC) of

Pakistan1 on 2002. Outbound versatility gives scholars with intercultural ability.

Outbound portability exposes Pakistani scholars with distinctive also new circumstances

and makes them those worldwide nationals (Kayani, Ahmed, and Shah, 2015).

2.6.5.4 Foreign Faculty

Outside Faculty Hiring Programmed are a standout amongst the most well-known and

dubious customized of the Higher Education Commission of Pakistan. The Foreign

Faculty Hiring Programmed, was propelled by the HEC in November 2003 to "give

qualified research scholastics and Ph.D. directors in advanced education in Pakistan to

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defeat the deficiency of qualified educators to instruct more elevated amount courses and

regulate PhDs," "The outside workforce is accordingly anticipated that would administer

world-class graduate-level research and bring front-line research and innovation to

advanced education foundations (Zakaria, Janjua and Fida, 2016).

In total, 1,500 foreign professors have taught under the programme over the nine years

of its duration. “Foreign faculty professors give more attention to the students as

compared to the more locally experienced professors. Those who come from abroad have

much more mental grooming and they never feel jealous of their students,” (Junaidi,

2012). Pakistan additionally received the Foreign Faculty Hiring Programs. Under this

program, so much more than 300 specialists and researchers from different best driving

colleges/establishments of the world have been contracted. Correspondingly, under

Visiting Scholars Program 61 specialists have come to Pakistan. These specialists burn

through two to two months at open part colleges/DAIs to share their insight and direct

workshops/courses for graduate indigenous understudies. It expands the communication

amongst Pakistani and remote colleges that will open for future research joint effort and

personnel change (Zakaria, Janjua and Fida, 2016).

2.7 BUSINESS EDUCATION

The business study is an academic area of concentration within the business major that is

taught at an institution of higher learning. Business studies help train and prepare

undergraduates and graduates for careers in the business world (Lowe: 2013). Business

education is a part of an academic research in which course has been designed on

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business education themes to promote the socio-economic development of the country

(Kashif et al, 2013). "Business has a significant effect on the standard of living and

quality of life of Canadians, and on the environment in which they live and which future

generations will inherit. Young people need to understand how business functions, the

role it plays in our society, the opportunities it generates, the skills it requires, and the

impact it can have on their own lives and on society, today and in the future" (Ontario

Business Studies, 2006 :3). There is continuous improvement in the number of awarding

degrees in business education ‘In 2003–2004, 24% of MBA enrolments in the United

States were in full-time’(Acito, McDougall and Smith, 2008).

Among all disciplines the rate of competition is much higher in the MBA programs, the

United States has a large geographic market to attract various business education,' in

China, there were only nine pilot MBA programs in 1991; today, there are 64' and in

India the number of enrolments in MBA programs has eight-time increases from 1990 to

2011 (Acito, McDougall and Smith, 2008). Business, as an academic field where MBA

programs are facing severe competitive pressures, undergraduate business education is

experiencing a significant resurgence on campus. Due in part to the highly competitive

nature of the MBA market, our MBA program has traditionally been the most innovative

program in the School (Acito, McDougall and Smith, 2008).

Many international business programs–—especially MBA programs–—have reacted to

the changing international business environment, as well as stakeholder calls for

increased international business education preparing managers to face global challenges.

During the 1990s, international business -oriented MBA courses demonstrated

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‘curriculum internationalization, ‘whereby some programs augmented existing curricula

with an international business course or courses; others sought to expand the global

exposure of students via experiential learning opportunities, such as student and faculty

exchanges This approach initially seemed to satisfy stakeholders, students, and

administrators, but subsequent research revealed deficiency regarding the overall success

of international business programs in linking education with work-related competencies

scale (Martin, Heppard and Green,2011:356). The business degree helps to start own

business. Many colleges offer courses in entrepreneurship for individuals who might

want to venture out on their own instead of working for someone else. Also, a business

plan for a business venture includes a section identifying the management background

and experience of the new company's owners. A business degree is to gain knowledge of

the basics of organizational success. The concepts taught in business school are

applicable to just about every aspect of life 4 (Balle: 2013)

The business studies program will enhance a solid foundation for future study and

training in specialized areas such as management, international business, marketing,

accounting, information, and communication technology, or entrepreneurship. Business

education provides practical skills for those who wish to move directly into the

workplace. Engaging in the world of business involves studying individuals,

communities, and organizations, assessing their needs and problems, and generating

solutions (Ontario Business Studies, 2006).

The globalization of business education has grown faster than the internationalization of

business schools in term of faculty and student. Due to the emphasis on developing

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international business education different business education programs has been launched

in the United States. These programs are more focusing on international teaching,

training, and research through variations in students, teachers, and curriculum. Business

education enables a student to gain knowledge and skills to deal with the global

marketplace (Kedia and Englis,2011). The list of business institutes in Sindh is shown in

Appendix 5.

2.8 SUMMARY

Chapter two describe a detailed review of theories from literature for the development of

best practice model. The chapter defines the role of the higher education commission

system in Pakistan. The chapter discussed the parameters of QS and THE rankings also.

This chapter discussed various practices in respect to HEC ranking parameters; quality

assurance, teaching quality, research, finance and facilities, and social integration and

community development.

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CHAPTER # 3

3. RESEARCH FRAMEWORK

3.1 INTRODUCTION

The research framework is a well-known way of addressing the causal logic in social

science. In social science, frameworks are designed to test the causal relationship

between the social cause and effects. Research framework comprises various steps. The

first step is an observation: A research study starts with an observation. An observation

discusses the indication of something hidden that might be revealed by a study and an

apparent relationship between items which is not explained by current theories. The

second step is defining the research question that Formulates the question as clearly as it

can. At this step, it is necessary to understand that what population is interested in and

what result(s) are important. The third stage is developing study objectives that Convert

the research question into predictive and precise statements which must be "answerable".

The fourth step is to design. The purpose of the design is to determine a method which

creates accurate and unbiased data from which valid conclusions may be drawn. The fifth

stage is to collect study data. It is procedures for collecting and managing the data will

need to be determined. The sixth and last step is analyzing data and draw conclusions.

After gathering of data, the data is analyzed, and specific conclusions are drawn.

Appropriate statistical methods are used to analyze and present the results (Ren, 2014).

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Fig 3.1 Research Framework

To meet the objective of this study, the researcher implemented a research framework of

triangulation. In this study research framework, is depends upon four phases. In Phase1

literature review is conducted. Literature explores the national and international rankings

criteria in HEIs and the best practices adopt by various HEIs to upgrade and maintain

their ranking globally. Based on the literature, the ranking criteria of Higher education

commission Pakistan is compared with the ranking of QS and THE as the benchmark the

international ranking. This benchmarking is measure through comparison chart developed

in SPSS. In Phase 2 the semi-structured questionnaire was designed based on explored

practices. 239 Questions was designed in the questionnaire. That questionnaire was pilot

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tested in the three business institutes in Sindh namely: Institute of Business

Administration, Karachi, Institute of Business Management, Karachi and Sukkur Institute

of Business Administration, Sukkur. Based on pilot testing, a questionnaire was again

redesigned with 263 variables suggested by three business institutes mentioned above.

The final data was collected from nine business institutes in Sindh namely: Iqra

University, Karachi, Shaheed Zulfikar Ali Bhutto Institute of Science & Technology,

Karachi, Institute of Business and Technology, Karachi, Dadabhoy Institute of Higher

Education, Karachi, Muhammad Ali Jinnah University, Karachi, Greenwich University,

Karachi, Newport Institute of Communications & Economics, Karachi, KASB Institute

of Technology, Karachi and Textile Institute of Pakistan, Karachi. In the Phase 4 data

were analyzed through various tools. Such as Comparison Charts, Clustered bar charts,

Descriptive statistics, hierarchical cluster analysis and logistic regression in SPSS. The

details of tolls will discuss in next chapter.

In this chapter, the benchmark of the ranking and the nature and the adaptability of

explores practices are discussed. The methodology, analyzing and outcomes are

discussed in chapter fourth, fifth and sixth.

3.2 BENCHMARKING OF NATIONAL AND INTERNATIONAL RANKING

Benchmarking is an "a self-improvement tool for organizations which allows them to

compare themselves with others, to identify their comparative strengths and weaknesses

and learn how to improve. Benchmarking is the process of continuously comparing and

measuring an organization with business leaders anywhere in the world to gain

information, which will help the organization take action to improve its performance"

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(Schofield, 1998). Benchmarking is an ongoing, systematic process for measuring and

comparing the work processes of one organization to those of another, by bringing an

external focus to internal activities, functions, or operations. The goal of benchmarking is

to provide key personnel, in charge of processes, with an external standard for measuring

the quality and cost of internal activities, and to help identify where opportunities for

improvement may reside. Among the improvement strategies and techniques such as

Total Quality Management (TQM), Continuous Quality Improvement (CQI), and

Business Process Reengineering (BPR), benchmarking has emerged as a useful, easily

understood, and effective tool for staying competitive. The strategy of benchmarking is

important both conceptually and practically and is being used for improving

administrative processes as well as instructional models at colleges and universities by

examining processes and models at other schools and adapting their techniques and

approaches (Alstete,1995).

This study considered QS and THE ranking as a benchmark for the HEC ranking. The

comparison is performed through comparison charts (discussed in Appendix 6). The QS

and THE rankings are divided into four categories: system strength, access, flagship

institution, and economic context. The 13th edition of World University Rankings

issued by Times Higher Education, top 980 universities on the list this year, however,

have only seven institutions from Pakistan. Three universities make it into the top 800,

including COMSATS Institute of Information Technology, National University of

Sciences and Technology and Quaid-i-Azam University. Pakistan spends just over 2

percent of its GDP on higher education – less than India, Iran, and Bangladesh. Pakistan

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has one of the largest and fastest-growing youth population in the world – with 59 million

10-24-year-old – meaning it is now more crucial than ever that the country invests in

higher education. It is encouraging that Pakistan is taking measures to improve its

universities but academics in the region have claimed that progress has been slow. The

World University Rankings feature an increasing number of leading East Asian

universities that are beginning to rub shoulders with the global elite. Pakistan will need to

work harder at improving its universities, as global competition heats up if it wants to

achieve the same ambitious task (Raza, 2016). This study compares the criteria of HEC

ranking with international QS and THE ranking and tries to explore the reasons that make

hindrance for Pakistan's HEIs to internationalize themselves.

3.2.1 Comparison of national and International ranking

QS International ranking measure eleven parameters with various criteria. In the first

parameter of Research, there are four criteria: academic peer endorsements, citations,

research papers, and prolific academic experts. In the second parameter of teaching, there

are six criteria: student satisfaction, completion, satisfaction with teaching, faculty with

Ph.D., further study and Student/faculty ratio. The third parameter of employability

consist on four criteria: recruiter review, campus employer presence, graduate

employability, and careers support service. There are six criteria in the fourth parameter

of internationalization: international faculty, international students, international student

support – religious facilities, inbound exchange students, outbound exchange students,

and international diversity. The fifth parameter of facilities has six criteria: sports

facilities, medical facilities, student societies, student accommodation, IT infrastructure

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and library facilities. The sixth parameter of online distance learning comprises five

criteria: student services and technology, track record, student-faculty engagement,

student interaction, and reputation. The seventh parameter is social responsibility having

four criteria: community investment and development, charity work and disaster relief,

regional human capital development and environmental impact. The eighth parameter of

innovation has three criteria: patents, spin-off companies, and industrial research. The

ninth parameter of Arts/Culture has three criteria: concerts and exhibitions, credits and

cultural awards and cultural investment. The tenth parameter of QS ranking is

inclusiveness comprises four criteria: scholarships and bursaries, disabled access, gender

balance, and low-income outreach. The last and eleventh parameter of specialist criteria

has three criteria: broad faculty area ranking, narrow subject area ranking and

internationally and/or nationally recognized accreditations.

Times Higher Education (THE) international ranking measure Five parameters. In the

first parameter of teaching there are five criteria: reputation survey, staff-to-student ratio,

doctorate-to-bachelor's ratio, doctorates awarded-to-academic staff ratio and institutional

income. In the second parameter of research, there are three criteria: reputation survey,

research income, and research productivity. The third parameter of citation has only

single criteria of citation. There are four criteria in the fourth parameter of international

outlook: international-to-domestic-student ratio, international-to-domestic-staff ratio, and

international collaboration. The last and fifth parameter of industry income measure only

single criteria of research income.

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HEC Pakistan measures five parameters. In the first parameter of Quality assurance,

there are eight criteria: appointments of faculty members, criteria of M.Phil./MS

Programs, criteria of Ph.D. programs, plagiarism policy, quality Enhancement Cells,

international awards won by students, accreditation and latest international rankings. In

the second parameter of teaching quality, there are eight criteria: full-time Ph.D. faculty

to full-time total faculty, teacher-student ratio, selectivity, training, faculty having

terminal degrees, national awards won by full-time faculty, international awards won by

full-time faculty and fresh Ph.D. faculty over total fresh recruitment of faculty. The third

parameter of research consists of eighteen criteria: national registered patents,

international registered Patents, commercialization, University industrial linkages

through (ORICs), ratio of active PhD students, external research grants, travel grants,

papers published in impact factor journals, publications in ISI impact factor Journals,

citations, University H Index, number of W category Journals, number of X Category

Journals, internet bandwidth utilization, digital Library utilization, international

conferences, symposia, workshop, seminar, national professional conferences, symposia,

workshop, seminar and total PhD output. There are seven criteria in the fourth parameter

of finance and facilities: amount generated through own resources, the amount spent on

research/library, computers per student, computers per full-time faculty, number of books

in a library, scholarships and non-salary expenditure. The fifth and last parameter of

social integration and community development have four criteria: community outreach

programs, international collaboration/exchange program, enrolled foreign students and

foreign faculty.

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Fig 3.2: Comparison Chart of national and international ranking

Fig 3.2 shows the comparison of national and international criteria. QS measures

Academic peer endorsements however same criteria is measured by THE as a

Reputational survey of Research. There are three criteria are same in THE and HEC that

is Total Ph.D. output / Doctorate-to-bachelor's ratio, Publications in impact factor

Journals and the amount generated through own resources/ Institutional income. HEC

measure twelve same criteria measured by QS that is Accreditation, PhD Faculty,

Computers / IT infrastructure library books/ Library Facilities, National and international

Patents, University industrial linkages / Industrial research, Scholarships and bursaries,

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Latest technology, Number of national and international

conferences/symposia/workshop/seminar/ Concerts and exhibitions, Number of

community outreach programs/ Community investment and development , Number of

national and international Credits and cultural awards and Outbound/inbound student &

faculty. Six criteria are same in QS, THE and HEC ranking: Teacher/Staff-student ratio,

Teacher Evaluation / Satisfaction with teaching / Reputational survey teaching, Citation,

Published Papers, Foreign students and Foreign faculty.

3.3 EXPLORED PRACTICES (LITERATURE REVIEW)

Literature suggests various practices for the HEIs to maintain their quality standards and

upgrade their ranking. The practices of all criteria are discussed below:

3.3.1 HEC-THE Ranking Criteria

To compare HEC and THE ranking system, three criteria are same with each other; Total

Ph.D. output / Doctorate-to-bachelor's ratio, Publications in impact factor Journals and

Amount generated through own resources/ Institutional income. The practices in respect

to these criteria are discussed below.

3.3.1.1 Total PhD output / Doctorate-to-bachelor’s ratio

There are five practices in the Ph.D. Output criteria. The details of these practices are

given below:

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Table 3.1 Five practices of Ph.D. Output

PhDoutput_1 Researchers are motivated and facilitated by working in a research-

friendly environment.

PhDoutput_2 Industries based research and innovation partnership with researchers

exist.

PhDoutput_3 Research needs are readily identified.

PhDoutput_4 Institutional incentives are given to scholars for excellence in research.

PhDoutput_5 Lab facilities for indoor research and for off-campus opportunities are

provided to scholars.

Table 3.1 shows the detail of five practices in the criteria of Ph.D. Output. First Practice

is the PhDoutput_1 States that Researchers are motivated and facilitated to working in a

research-friendly environment. Second Practice is the PhDoutput_2 States that Industries

based research and innovation partnership with researchers exist. Third Practice is the

PhDoutput_3 States that Research needs are readily identified. Forth Practice is the

PhDoutput_4 States that Institutional incentives are given to scholars for excellence in

research. Fifth Practice is the PhDoutput_5 States that Lab facilities for indoor research

and for off-campus opportunities are provided to scholars. (Brill et al. 2014).

3.3.1.2 Criteria of Publication

There are two practices in the Publication criteria. The details of these practices are given

below:

Table 3.2 Two practices of Publication

Publication_1 Publication Committee Promote facilitates and monitors the timeliness of

publication.

Publication_2 Publications are reviewed, edited and approved by the editorial board.

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Table 3.2 shows the detail of two practices in the criteria of publication. First Practice is

the Publication_1 States that Publication Committee Promote facilitates, and monitors the

timeliness of publication. Second Practice is the Publication_2 States that Publications

are reviewed, edited and approved by the editorial board (Lin, Huang, and Chen: 2013).

3.3.1.3 Criteria of Amount generated through own resources

There are seven practices in the Amount generated through own resources criteria. The

details of these practices are given below:

Table 3.3 Eight practices of Amount generated through own resources

amountownresources_1 Short courses and workshops are organized.

amountownresources_2

Faculty members provide consultancy to other organizations and

industries.


Institute encourage their faculty to flip to commercial enterprise

and release spin-out corporations.


Earnings are produced through knowledge transfer, start-up

commercial enterprise, Incubators, Royalty sale, and IP auctions.


Faculty members are generating financial amount through

scientific studies, sponsorship, training, and investment from

projects.


Funds are generated via technology commercialization,

entrepreneurial activities, advisory work and contracts, research,

coaching, and verbal exchange.


Equipment is rented out to other institutions, industries, and

organizations.

Table 3.3 shows the detail of seven practices in the criteria of Amount generated through

own resources. First Practice is amountownresources_1 States that Short courses, and

workshops are organized. Second Practice is the amountownresources_2 States that

Faculty members provide consultancy to other organizations and industries. Third

Practice is the amountownresources_3 States that Institute encourages their faculty to flip

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to commercial enterprise and release spin-out corporations. Forth Practice is

amountownresources_4 States that Earnings is produced through knowledge transfer,

start-up commercial enterprise, Incubators, Royalty sale and IP auctions (Özturgut,2013).

Fifth Practice is the amountownresources_5 States that Faculty members are generating

financial amount through scientific studies, sponsorship, training, and investment from

projects. Sixth Practice is amountownresources_6 States that Funds is generated via

technology commercialization, entrepreneurial activities, advisory work and contracts,

research, coaching, and verbal exchange. Seventh Practice is amountownresources_7

States that Equipment is rent out to other institutions, industries, and organizations

(Junaidi, 2012).

3.3.2 HEC-QS Ranking Criteria

To compare HEC and QS ranking system, eleven criteria are same with each other;

Accreditation, PhD Faculty, Computers / IT infrastructure, library books/ Library

Facilities, National and international Patents, University industrial linkages / Industrial

research, Scholarships and bursaries, Number of national and international


community outreach programs/ Community investment and development, Number of


faculty. The practices in respect to these criteria are discussed below.

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There are ten practices in the accreditation criteria. The detail of these practices is given

below:

Table 3.4 Ten Practices of Accreditation

Accreditation_1

Designed policies and strategies contain national, regional and global

perspectives.

Accreditation_2 Cultural and regional diversity is focused.

Accreditation_3

During designing courses, the requirements of the corporate world

are focused.

Accreditation_4

A degree of recruiter satisfaction is the monitor with the quality of its

graduates.

Accreditation_5

Programs are incorporating as structured opportunities for

participants to gain direct experience of the corporate world, through

internships, fieldwork and campus visits.

Accreditation_6 Innovative ideas are focused on the assessment procedures.

Accreditation_7

Strong mechanism system executes to monitor and maintain the

quality control of the program to achieve program objectives

Accreditation_8

Student admission occurs student counseling and steering, expertness

and their temperament improvement, individual behavior, course

analysis and progression, career development, international and

company linkages and career placement.

Accreditation_9

well recognized, systematic techniques to develop, display, examine,

and revise the substance and delivery of the curricula.

Accreditation_10

Teaching assistant assists in various exercises like case studies, skills

practice and other academic activities.

Table 3.4 shows the detail often practices in the criteria of Accreditation. The First

Practice is Accreditation_1states that Designed policies and strategies contains national,

regional and global perspectives. Second Practice is Accreditation_2 states that Cultural

and regional diversity is focused. Third Practice is Accreditation_3 states that During

designing courses the requirements of the corporate world are focused. Forth Practice is

Accreditation_4 states that Degree of recruiter satisfaction is the monitor with the quality

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of its graduates (Ard, Beasley and Ellison, 2017). Fifth Practice is Accreditation_5 states

that Programs are incorporate as structured opportunities for participants to gain direct

experience of the corporate world, through internships, fieldwork and campus visits.

Sixth Practice is Accreditation_6 states that Innovative ideas are focused in the

assessment procedures (Aphumthanachok, Anond, and Sujiva,2016) Seventh Practice is

Accreditation_7 states that Strong mechanism system executes to monitor and maintain

the quality control of the program to achieve program objectives Eight Practice is

Accreditation_8 states that Student admission occurs: student counselling

and steering, expertness and their temperament improvement, individual behavior,

course analysis and progression, career development, international and company linkages

and career placement. Ninth Practice is Accreditation_9 states that well recognized,

systematic techniques to develop, display, examine, and revise the substance and delivery

of the curricula. Tenth Practice is Accreditation_5 states that Programs are incorporate as

structured opportunities for participants to gain direct experience of the corporate world,

through internships, fieldwork and campus visits (Ard, Beasley, and Ellison, 2017).

3.3.2.2 Ph.D. Faculty

There are thirteen practices in the Ph.D. Faculty Criteria. The detail of these practices is

given below:

Table 3.5 Thirteen Practices of Ph.D. Faculty

Ph.D.Faculty_1 Doctorate teachers are considered as a tutorial leadership, that is

professionally performed excellence in research, teaching,

skilled activities and policy development.

Ph.D. Faculty_2 Doctorate teachers are inspired to produce leadership and help to

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additional junior workers in developing their capacity for teaching

and research. Ph.D. Faculty_3 Doctorate teachers are expedited to participate within

the acceptable national and international organizations of their

discipline or profession.

Ph.D. Faculty_4 Doctorate teachers are concerned about policy formation and

management of the Institute.

Ph.D.Faculty_5 Ph.D. faculty is pursued to advance the image of your institute in

the community locally, nationally and internationally.

Ph.D. Faculty_6 How Ph.D. faculty is pursued to advance the image of your institute

in the community locally, nationally and internationally.

Ph.D. Faculty_7 Ph.D. faculty brings any improvement in academic standards.

Ph.D. Faculty_8 How Ph.D. faculty brings any improvement in academic standards.

Ph.D. Faculty_9 Faculty members are exchanged with foreign faculty.

Ph.D. Faculty_10 The foreign faculty is invited to deliver the lectures.

Ph.D. Faculty_11 Ph.D. Faculty is providing consultancy to the related industries and

organizations.

Ph.D. Faculty_12 Ph.D. Faculty provides consultancy through organizing a research

group.

Ph.D. Faculty_13 How Ph.D. Faculty provide consultancy

Table 3.5 shows the detail of Thirteen practices in the criteria of Ph.D. Faculty. First

Practice is Ph.D. The Faculty_1 States that Doctorate teachers are considered as a tutorial

leadership, that is professionally performed excellence in research, teaching,

skilled activities and policy development. Second Practice is Ph.D. The Faculty_2 States

that Doctorate teachers are inspired to produce leadership and help to additional junior

workers in developing their capacity for teaching and research. (Khan, 2010). Third

Practice is Ph.D. The Faculty_3 States that Doctorate teachers are expedited to

participate within the acceptable national and international organizations of their

discipline or profession. Forth Practice is Ph.D. The Faculty_4 States that Doctorate

teachers are concerned with policy formation and management of the Institute (Fook,

2012). Fifth Practice is Ph.D. The Faculty_5 States that Ph.D. faculty is pursued to

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advance the image of your institute in the community locally, nationally and

internationally. Sixth Practice is Ph.D. The Faculty_6 States that How Ph.D. faculty is

pursued to advance the image of your institute in the community locally, nationally and

internationally. Seventh Practice is Ph.D. The Faculty_7 States that Ph.D. faculty brings

any improvement in academic standards. Eight Practice is Ph.D. The Faculty_8 States

that How Ph.D. faculty brings any improvement in academic standards (Pavlina, Zorica

and Pongrac, 2011). The ninth, tenth and eleventh practices are suggested by Karachi

IBA during the pilot study. Ninth Practice is Ph.D. The Faculty_9 States that Faculty

members are exchanged with foreign faculty. Tenth Practice is Ph.D. The Faculty_10

States that Foreign faculty is invited to deliver the lectures. Eleventh Practice is

Ph.D.Faculty_11 States that Ph.D. Faculty is providing consultancy to the related

industries and organizations (Karachi IBA). Twelfth and thirteen practices are suggested

by IBA Sukkur during the pilot study. Twelfth Practice is Ph.D. The Faculty_12 States

that Ph.D. Faculty provides consultancy through organizing a research group. Thirteenth

Practice is Ph.D. Faculty_13 States that How Ph.D. Faculty provide consultancy (IBA

Sukkur).

3.3.2.3 Computers

There are twelve practices in the Computer criteria. The details of these practices are

given below:

Table 3.6 Twelve practices of Computer

computers_1 Computer systems and networks are provided for students use as a part of

the University academic program.

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computers_2 Graduate and post-graduate students have a responsibility to apply

computer resources in an efficient, moral, and lawful way.

computers_3 Equal opportunities are provided for all students (graduate and

postgraduate) with respect to access the computer.

computers_4 Departments have spaces for computers in lecture rooms, with a

electricity deliver and community connection at each seat.

computers_5 Computer training and short courses are offered to students and faculty.

computers_6 online library facility is available.

computers_7 Internet access can students to get different educational resources from all

over the world, without any cost.

computers_8 Students are restricted to send assignment through the online system.

computers_9 Video conferences are organized.

computers_10 Students attendance is online.

computers_11 Students grading system is online.

computers_12 Lectures are regularly recorded and uploaded on the website.

Table 3.6 shows the detail of twelve practices in the criteria of a computer. First Practice

is the computers_1 States that Computer systems and networks are provided for students

use as a part of the University academic program. Second Practice is the computers_2

States that Graduate and post-graduate students have a responsibility to apply computer

resources in an efficient, moral, and lawful way. Third Practice is computers_3 States that

Equal opportunities are provided for all students (graduate and postgraduate) in respect to

access the computer (Hamiti, Reka and Imeri:2015). Forth Practice is computers_4 States

that Departments have spaces for computers in lecture rooms, with a electricity deliver

and community connection at each seat. Fifth Practice is the computers_5 States that

Computer training and short courses are offered to students and faculty. Sixth Practice is

the computers_6 States that online library facility is available (Gates,1998). Seventh

Practice is computers_7 States that Internet access can students to get different

educational resources from all over the world, without any cost. Eight Practice is

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computers_8 States that Students are restricted to send assignment through an online

system (Hamiti, Reka, and Imeri:2015). Ninth, tenth, eleventh and twelfth practices are

suggested by Karachi IBA during a pilot study. Ninth Practice is the computers_9 States that

Video conferences are organized. Tenth Practice is the computers_10 States that Students

attendance is online. Eleventh Practice is computers_11States that Students grading

system is online. Twelfth Practice is computers_12 States that Lectures are regularly

recorded and uploaded on a website (Karachi IBA).

3.3.2.4 library books

There are six practices in the Books in Library criteria. The details of these practices are

given below:

Table 3.7 Six practices of Books in Library

librarybooks_1 The library visit is compulsory for a student twice a week.

librarybooks_2 Students are facilitated to visit various book fairs and purchase books

on the university domain.

librarybooks_3 Librarian is well talented and highly qualified.

librarybooks_4 Library effectiveness is measured as an indicator in the further

improvement of the institute.

librarybooks_5 Library provides safe and secure physical and virtual environment

conducive to study and research.

librarybooks_6 Departmental library has digital library facility with applicable books

and journals.

Table 3.7 shows the detail of six practices in the criteria of Books in the Library. First

Practice is the librarybooks_1 States that Library visit is compulsory for a student twice a

week. Second Practice is librarybooks_2 States that Students are facilitated to visit

various book fairs and purchase books on the university domain. Third Practice is the

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librarybooks_3 States that Librarian is well talented and highly qualified. Forth Practice

is the librarybooks_4 States that Library effectiveness is measured as an indicator in the

further improvement of the institute. Fifth Practice is the librarybooks_5 States that

Library provides safe and secure physical and virtual environment conducive to study and

research. Sixth Practice is librarybooks_6 States that Departmental library has digital

library facility with applicable books and journals (University of Maryland policy on the

appointment, promotion, and tenure of faculty).

3.3.2.5National and international Patents

There are twelve practices in the Registered Patents/ Commercialization criteria. The


Table 3.8 Twelve Practices of Registered Patents/ Commercialization

Patents_1 Faculty members are encouraged to file for patents.

Patents_2 Institute have branched to become innovation merchants to other organization (they

generate knowledge) to (they license their knowledge to other organizations).

Patents_3 Faculty members are encouraged to commercialize their research work.

Patents_4 Incentives are provided to release inventions such as exhibit percentage giving

out agreements or fraction undergo in academic start-ups.

Patents_5 Young researcher’s prizes are offered for inventions that are commercialized.

Patents_6 On- campus or off-campus “technology transfer offices" (TTOs) works to

intermediaries to bridge the gap between invention and commercialization.

Patents_7 Several types of training and workshops conducted on academic patenting

activities that enhance the culture of invention and licensing the goods and

services.

Patents_8 Management takes decisions based on discoveries that define scientific research.

Patents_9 The faculty is under intense pressure to publish their research work or file patenting

decided by management.

Patents_10 Caretakers financially facilitated to file the national or foreign patent.

Patents_11 An inventor is permitted to licensed sponsorship in case of a limited patent budget.

Patents_12 The invention can be a basis on the new product according to market need.

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Table 3.8 shows the detail of twelve practices in the criteria of Registered Patents/

Commercialization. First Practice is the Patents_1 States that Faculty members are

encouraged to file for patents. Second Practice is the Patents_2 States that Institute has

branched to become innovation merchants to other organization (they generate

knowledge) to (they license their knowledge to other organizations). Third Practice is the

Patents_3 States that Faculty members are encouraged to commercialize their research

work. Forth Practice is the Patents_4 States that Incentives are provided

to release inventions such as exhibit percentage giving out agreements

or fraction undergo in academic start-ups (Kurman,2011). Fifth Practice is the Patents_5

States that Young researcher’s prizes are offered for inventions that are commercialized.

Sixth Practice is the Patents_6 States that On- campus or off-campus “technology transfer

offices" (TTOs) works to intermediaries to bridge the gap between invention and

commercialization. Seventh Practice is the Patents_7 States that Several types of training

and workshops conducted on academic patenting activities that enhance the culture of

invention and licensing the goods and services. Eight Practice is the Patents_8 States that

Management takes decisions based on discoveries that define scientific research

(Goldscheider, 2002). Ninth Practice is the Patents_9 States that Faculty is under intense

pressure to publish their research work or file patenting decided by management. Tenth

Practice is the Patents_10 States that Caretakers financially facilitated to file the national

or foreign patent. Eleventh Practice is the Patents_11 States that Inventor is permitted to

licensed sponsorship in case of a limited patent budget. Twelfth Practice is the Patents_12


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States that Invention can be a basis on the new product according to market need

(Cervantes, 2016).

3.3.2.6 University industrial linkages

There are seven practices in the University industrial linkages through (ORICs). The


Table 3.9 Seven Practices of University industrial linkages through (ORICs)

UIL_1 Projects built up to help the University-Industry coordinated effort like the

"Contact Industrialist Programs".

UIL_2 Invite companies and other organization in various events and projects launch

by the institutes.

UIL_3 Innovation exchange component is effectively performing different exercises

through permitting, plans counseling, joint or contract R&D and specialized

administrations.

UIL_4 Top administration and agents from all the partners with the parts for

industry, higher education sector and government obviously characterized.

UIL_5 People relegated to deal with the linkage programs, either in the institute or

outside the institute must have some involvement with industry and

additionally a talent for managing the restricted area.

UIL_6 Linkage packages which can be advanced are primarily based on

entrepreneurial foundations, each of employees and of personal industry, with

a properly-thought-out development plan.

UIL_7 Institute is enthusiasm for the formation and provision of Science Parks and

Incubation centers.

Table 3.9 shows the detail of seven practices in the criteria of University industrial

linkages through (ORICs). First Practice is the UIL_1 States that Projects built up to help

the University-Industry coordinated effort like the "Contact Industrialist Programs".

Second Practice is the UIL_2 States that Invite companies and other organization in

various events and projects launch by the institutes. Third Practice is the UIL_3 States

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that Innovation exchange component is effectively performing different exercises through

permitting, plans counseling, joint or contract R&D and specialized administrations.

Forth Practice is the UIL_4 States that Top administration and agents from all the

partners with the parts for industry, higher education sector and government obviously

characterized. Fifth Practice is the UIL_5 States that People relegated to deal with the

linkage programs, either in the institute or outside the institute must have some

involvement with industry and additionally a talent for managing the restricted area.

Sixth Practice is the UIL_6 States that Linkage packages which can be advanced are

primarily based on entrepreneurial foundations, each of employees and of personal

industry, with a properly-thought-out development plan. Seventh Practice is the UIL_7

States that Institute is enthusiasm for the formation and provision of Science Parks and

Incubation centers. (Garatea,2008).

3.3.2.7 Scholarships

There are four practices in the Scholarship criteria. The details of these practices are

given below:

Table 3.10 Four practices of Indigenous Scholarship

scholarship_1 Proper information of scholarship is provided to the students.

scholarship_2 Indigenous scholarship advisory council is active.

scholarship_3 Institute arrange training are arranged on applying the process of

indigenous scholarship

scholarship_4 The fair and transparent system is active for applying for scholarships.

Table 3.10 shows the detail of four practices in the criteria of Scholarship. First Practice

is the scholarship_1 States that Proper information of scholarship is provided to the

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students. Second Practice is the scholarship_2 States that Indigenous scholarship advisory

council is active. Third Practice is the scholarship_3 States that Institute arrange training

are arranged on applying the process of indigenous scholarship Forth Practice is

scholarship_4 States that

The fair and transparent system is active for applying for scholarships (Higher Education


3.3.2.8 Conferences

There are eight practices in the National and International Conferences criteria. The


Table 3.11 Eight practices of National and International Conferences

Conferences_1 Event committees are active to properly plan and execute events.

Conferences_2 Alumni’s are encouraged in organizing conferences and other events.

Conferences_3 Faculty members are encouraging arranging conference.

Conferences_4 Proper funding is provided to arrange the conference.

Conferences_5 Rewards are given to the conference organizers.

Conferences_6 Guest are facilitated with pick and drop facility Lodging and boarding

during the conference.

Conferences_7 Students are encouraged to involve arranging conferences.

Conferences_8 Conference advertised schedule is updated on websites and mailing list.

Table 3.11 shows the detail of eight practices in the criteria of National and International

Conferences. First Practice is the Conferences_1 States that Event committees are active

to properly plan and execute events. Second Practice is the Conferences_2 States that

Alumni’s are encouraged in organizing conferences and other events. Third Practice is the

Conferences_3 States that Faculty members are encouraging arranging conference

(Carlsson, Kettis and Söderholm, 2011). Forth Practice is the Conferences_4 States that

104

Proper funding is provided to arrange a conference. Fifth Practice is the Conferences_5

States that Rewards are given to the conference organizers. Sixth Practice is the

Conferences_6 States that Guest is facilitated with pick and drop facility Lodging and

boarding during the conference. Seventh Practice is the Conferences_7 States that

Students are encouraged to involve arranging conferences. Eight Practice is

Conferences_8 States that Conference advertised schedule is updated on websites and

mailing list (Higher Education Medium Term Development Framework II: 2011-2015).

3.3.2.9 Community outreach programs

There are nine practices in the community outreach program criteria. The details of these

practices are given below:

Table 3.12 Nine practices of Community Outreach Programs

communityoutreach_1 Institute work in a concession stands to raise cash for a cause.

communityoutreach_2 Faculty members and students worked as Volunteer at a health

fair.

communityoutreach_3 Faculty members and students Share a talent through teaching

a class.

communityoutreach_4 Faculty members and students worked as Volunteer to help at

charity auctions.

communityoutreach_5 Faculty members and students take a part in Alter and repair

clothes for the needy, elderly and homeless.

communityoutreach_6 Teachers and students serve as a helper at a corporation that

works for special or handicap child's.

communityoutreach_7 Teachers and students survey a rehabilitation center and find

out about patients with unique needs.

communityoutreach_8 Faculty members and students Plant a garden or tree.

communityoutreach_9 Faculty members and students Pick up medicine for an elderly

person.

105

Table 3.12 shows the detail of nine practices in the criteria of community outreach

program. First Practice is the communityoutreach_1 States that Institute work in a

concession stands to raise cash for a cause. Second Practice is the communityoutreach_2

States that Faculty members and students worked as Volunteer at a health fair. Third

Practice is the communityoutreach_3 States that Faculty members and students Share a

talent through teaching a class. Forth Practice is the communityoutreach_4 States that

Faculty members and students worked as Volunteer to help at charity auctions. Fifth

Practice is the communityoutreach_5 States that Faculty members and students take a

part in Alter and repair clothes for the needy, elderly and homeless (Gates,1998). Sixth

Practice is communityoutreach_6 States that Teachers and students serve as a helper at a

corporation that works for special or handicap child's. Seventh Practice is

communityoutreach_7 States that Teachers and students survey a rehabilitation center

and find out about patients with unique needs (Jacob et al, 2015). Eight Practice is the

communityoutreach_8 States that Faculty members and students Plant a garden or tree.

Ninth Practice is the communityoutreach_9 States that Faculty members and students

Pick up medicine for an elderly person (Hamiti, Reka and Imeri:2015).

3.3.2.10 National and international awards

There are four practices in the International Awards criteria. The detail of these practices

is given below:

Table 3.13 Four Practices of International Awards

Internationalawards_1 Faculty members and students have a potential to sharing the

idea of practice within or outside their own university.

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Internationalawards_2 Incentives and rewards are provided to the award-winning

student or faculty.

Internationalawards_3 Faculty members and students are alerts with award-winning

competitions.

Internationalawards_4 Students and faculty members are encouraged to participate in

national and international events.

Table 3.13 shows the detail of four practices in the criteria of International awards. First

Practice is Internationalawards_1States that Faculty members and students have a

potential to sharing the idea of practice within or outside their own university. Second

Practice is the Internationalawards_2 States that Incentives and rewards are provided to

the award-winning student or faculty (Andrew Heiskell Awards,2016). Third Practice is

the Internationalawards_3 States that Faculty members and students are alerts with

award-winning competitions (Kember and McNaught, 2007). Forth Practice is

International awards_4 States that Students and faculty members are encouraged to

participate in national and international events (AASCU Excellence & Innovation

Awards).

3.3.2.11 Exchange Program/Outbound/inbound student & faculty

There are eight practices in the International collaboration/exchange program criteria.

The details of these practices are given below:

Table 3.14 Eight practices of International collaboration/exchange program

exchangep

rogram_1

Innovative programs and services are provided to faculty members and

students make study abroad.

exchangep

rogram_2

Latest ideas are generated that can assist worldwide schooling specialists

to create and sustain new possibilities for students and school.

exchangep

rogram_3

Global education brings to the leading edge of academic policies.

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exchangep

rogram_4

Students are aware of the benefits of getting education internationally

through educational exchange programs.

exchangep

rogram_5

Faculty suggests the best exchange program for the student with respect

to the relevant field.

exchangep

rogram_6

The teachers will determine, and support planned foreign study plan to

make certain program can be attributed towards institute.

exchangep

rogram_7

Institute Efforts demonstrate strategic, comprehensive and sustainable

international partnership efforts.

exchangep

rogram_8

Joint a twin degree packages growing with universities abroad -increasing

the range of conversion packages.

Table 3.14 shows the detail of eight practices in the criteria of International

collaboration/exchange program. First Practice is the exchangeprogram_1 States that

Innovative programs and services are provided to faculty members and students make

study abroad. Second Practice is the exchangeprogram_2 States that Latest ideas are

generated that can assist worldwide schooling specialists to create and sustain new

possibilities for students and school. Third Practice is the exchangeprogram_3 States that

Global education brings to the leading edge of academic policies (Messer and

Wolter,2007). Forth Practice is the exchangeprogram_4 States that Students are aware of

the benefits of getting education internationally through educational exchange programs.

Fifth Practice is the exchangeprogram_5 States that Faculty suggests the best exchange

program for the student with respect to the relevant field. Sixth Practice is the

exchangeprogram_6 States that The teachers will determine and support planned foreign

study plan to make certain program can be attributed towards institute. Seventh Practice

is the exchangeprogram_7 States that Institute Efforts demonstrate strategic,

comprehensive and sustainable international partnership efforts. Eight Practice is the

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exchangeprogram_8 States that Joint a twin degree packages growing with universities

abroad -increasing the range of conversion packages (Sowa,2002).

3.3.3 HEC-QS-THE Ranking Criteria

To compare HEC, QS and THE ranking system, four criteria are same with each other;

Teacher/Staff-student ratio, Teacher Evaluation / Satisfaction with teaching /

Reputational survey teaching, Published Papers and Publication and Foreign students and

Foreign faculty. The practices in respect to these criteria are discussed below.

3.3.3.1 Teacher/Staff-student ratio

There are five practices in the Teacher-Student Ratio. The detail of these practices is

given below:

Table 3.15 Five Practices of Teacher-Student Ratio

teacher.

student_1

Part-time faculty members are involved in various activities such as curricula

designing and others.

teacher.

student _2

Retired faculty members are rehired as part-time.

teacher.

student _3

Part-time teachers who are utilized for 6 or additional terms are provided the

same incentives of full-time teachers.

teacher.

student _4

Regular procedures are devised equitable scales paying to part-time faculty

members.

teacher.

student _5

Part-time faculty members contribute to the academic program of the

institution receive prorated compensation.

Table 3.15 shows the detail of five practices in the criteria of Teacher-Student Ratio. First

Practice is the teacher. the student_1 States that Part-time faculty members are involved

in various activities such as curricula designing and others. Second Practice is the

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teacher. student _2 States that Retired faculty members are rehired as part-time. Third

Practice is the teacher. student _3 States that Part-time teachers who are utilized for

6 or additional terms are provided the same incentives of full-time teachers. Forth

Practice is the teacher. student _4 States that Regular procedures are devised equitable

scales paying to part-time faculty members. Fifth Practice is the teacher. student _5 States

that Part-time faculty members contribute to the academic program of the institution

receive prorated compensation (Tellez, 2008).

3.3.3.2 Teacher Evaluation

There are eight practices in the Teacher Evaluation criteria. The details of these practices

are given below:

Table 3.16 Eight practices of Teacher Evaluation

teacherevaluation_1 Teachers performance is assessed throughout the academic year.

Teacherevaluation_2 Teaching effectiveness reports are analyzed and reviewed.

Teacherevaluation_3

correlation between faculty performance and student learning is

reviewed and improved.

Teacherevaluation_4

Teachers are engaged in reflecting their instructional practices and

assessing their own strengths and areas that need improvement.

Teacherevaluation_5

On the basis of the reviewed reports, individual areas are identified

where improvement needed.

Teacherevaluation_6

Teachers are bounded to comment on the reviewed reports for further

improvement.

Teacherevaluation_7

All teachers and evaluators receive comprehensive training on the

evaluation process.

Teacherevaluation_8 Evaluation systems should use multiple measures such as classroom

observations, academic improvement, and career advancement.

Table 3.16 shows the detail of eight practices in the criteria of Teacher Evaluation. First

Practice is teacher evaluation_1 States that Teachers performance is assessed throughout

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the academic year. Second Practice is the Teacherevaluation_2 States that Teaching

effectiveness reports are analyzed and reviewed. Third Practice is the

Teacherevaluation_3 States that correlation between faculty performance and student

learning is reviewed and improved (Lakshmi,Rama, and Hendrikz, 2007). Forth Practice

is the Teacherevaluation_4 States that Teachers are engaged in reflecting their

instructional practices and assessing their own strengths and areas that need improvement

( and Ylänne, 2007). Fifth Practice is the Teacherevaluation_5 States that based on

reviewed reports individual areas are identified where improvement needed. Sixth

Practice is the Teacherevaluation_6 States that Teachers are bounded to comment on the

reviewed reports for further improvement (Lakshmi,Rama, and Hendrikz, 2007). Seventh

Practice is the Teacherevaluation_7 States that All teachers and evaluators receive

comprehensive training on the evaluation process Fook, 2012). Eight Practice is the

Teacherevaluation_8 States that Evaluation systems should use multiple measures such as

classroom observations, academic improvement and career advancement (Lukman,

Krajnc and Glavic, 2010).

3.3.3.3 Published Papers and Publication

There are six practices in the Paper Published criteria. The details of these practices are

given below:

Table 3.17 Six Practices of Paper Published

Paperpublished_1 Faculty members receive the reward on high impact factor

publication.

Paperpublished_2 Authors are from the Institute and authors from outside the institute,

the amount of award shall be divided by the total number of authors.

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Paperpublished_3 Indirect incentives are provided on publishing more research papers

in term of annual block grants buy equipment or refurbish labs,

salary in crescent, promotion or funding for further research.

Paperpublished_4 At least Rs.10, 000/- the amount is fixed for each paper published in

any of the reputed International Journal.

Paperpublished_5 A cash award is provided for each paper published in any of the HEC

listed Journal.

Paperpublished_6 Faculty ranked on their publication and give reward in term of salary

increase.

Table 3.17 shows the detail of six practices in the criteria of the paper published. First

Practice is the Paperpublished_1 States that Faculty members receive the reward on high

impact factor publication. Second Practice is the Paperpublished_2 States that Authors

are from the Institute and authors from outside the institute, the amount of award shall be

divided by the total number of authors (Jaskiene, 2015). Third Practice is the

Paperpublished_3 States that Indirect incentives are provided on publishing more

research papers in term of annual block grants buy equipment or refurbish labs, salary in

crescent, promotion or funding for further research. Forth Practice is the

Paperpublished_4 States that At least Rs.10, 000/- the amount is fixed for each paper

published in any of the reputed International Journal (Brockington and Franke,2010).

Fifth Practice is Paperpublished_5 States that Cash award is provided for each paper

published in any of the HEC listed Journal (Higher Education Medium Term

Development Framework II: 2011-2015). Sixth practice is suggested by IBA Sukkur

during the pilot study. Sixth Practice is Paperpublished_6 States that Faculty ranked on

their publication and give reward in term of salary increase (IBA Sukkur).

There are two practices in the Publication criteria. The details of these practices are given

below:

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Table 3.18 Two practices of Publication

Publication_1 Publication Committee Promote facilitates and monitors the timeliness of

publication.

Publication_2 Publications are reviewed, edited and approved by the editorial board.

Table 3.18 shows the detail of two practices in the criteria of publication. First Practice is

the Publication_1 States that Publication Committee Promote facilitates, and monitors the

timeliness of publication. Second Practice is the Publication_2 States that Publications

are reviewed, edited and approved by the editorial board (Lin, Huang, and Chen: 2013).

3.3.3.4 Foreign students and Foreign faculty

There are twelve practices in the Foreign Students and Faculty criteria. These twelve

practices are labeled as: The details of these practices are given below:

Table 3.19 Twelve practices of Foreign Students and Faculty

foreignstudent

faculty_1

The university or institute have updated and advanced curriculum that

possess the international standards and helpful for the international

student to pursue their carrier.

foreignstudent

faculty_2

Faculty and Students facilitate Attending international conferences,

workshops, training and student fairs in different countries.

foreignstudent

faculty_3

The expert group of workers specifically for worldwide scholar

recruitment -provide scholarships.

foreignstudent

faculty_4

International alumni and their parents served as component-time

recruiters in several international locations.

foreignstudent

faculty_5

Strong support programs organized for foreign candidates like -Pairing

native programs with foreign and local students.

foreignstudent

faculty_6

The diverse office works with many events like Kitchenette, social

areas, clubs, bicycle and car condominium and visits with local

students.

foreignstudent

faculty_7

English Linguistic training and Strong support program organized for

foreign students.

foreignstudent

faculty_8

International students and faculties are facilitated with linguistics

placement programs, economic useful resource, health offerings,

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spiritual help, and immigration aid.

foreignstudent

faculty_9

Outreach email expanding to dispensing constrained and centered

flyers and marketing substances for international universities, schools,

and organizations that encourage to get the education in other

countries.

foreignstudent

faculty_10

Faculty members and students encouraged to work with a domestic

and global organization with a nearby worldwide employer with ties

abroad -networking with community corporations.

foreignstudent

faculty_11

Global alumni prompted to help with their efforts in recruitment and

establishing alumni chapters and recruitment facilities abroad.

foreignstudent

faculty_12

Immigration strategy and the advantages and demanding situations in

sponsoring international teachers, students, and employees with an

immigration repute.

Table 3.19 shows the detail of twelve practices in the criteria of Foreign Students and

Faculty. First Practice is foreignstudentfaculty_1 States that the university or institute

have updated and advanced curriculum that possess the international standards and

helpful for the international student to pursue their carrier. Second Practice is the

foreignstudentfaculty_2 States that Faculty and Students facilitate Attending international

conferences, workshops, training and student fairs in different countries (Özturgut,2013).

Third Practice is the foreignstudentfaculty_3 States that Expert group of workers

specifically for worldwide scholar recruitment -provide scholarships. Forth Practice is the

foreignstudentfaculty_4 States that International alumni and their parents served as

component-time recruiters in several international locations (Junaidi, 2012). Fifth

Practice is foreignstudentfaculty_5 States that Strong support programs organize for

foreign candidates like -Pairing native programs with foreign and local students (Higher

Education Commission, Pakistan). Sixth Practice is the foreignstudentfaculty_6 States

that Diverse office works with many events like Kitchenette, social areas, clubs, bicycle,

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and car condominium and visits with local students. Seventh Practice is

foreignstudentfaculty_7 States that English Linguistic training and Strong support

program organized for foreign students. Eight Practice is foreignstudentfaculty_8 States

that International students and faculties are facilitated with linguistics placement

programs, economic useful resource, health offerings, spiritual help, and immigration aid.

Ninth Practice is foreignstudentfaculty_9 States that Outreach email expanding to

dispensing constrained and centered flyers and marketing substances for international

universities, schools, and organizations that encourage to get the education in other

countries (Zakaria, Janjua and Fida, 2016). Tenth Practice is foreignstudentfaculty_10

States that Faculty members and students encourage to work with a domestic and global

organization with a nearby worldwide employer with ties abroad -networking with

community corporations. Eleventh Practice is foreignstudentfaculty_11 States that Global

alumni prompted to help with their efforts in recruitment and establishing alumni

chapters and recruitment facilities abroad. Twelfth Practice is foreignstudentfaculty_12

States that Immigration strategy and the advantages and demanding situations in

sponsoring international teachers, students, and employees with an immigration repute

(Kayani, Ahmed, and Shah, 2015).

3.3.4 HEC Ranking Criteria

There are fifteen criteria in HEC ranking system which does not meet with international

rankings. These fifteen criteria are Faculty appointment, MS/M.Phil. criteria, Ph.D.

Programs, Plagiarism Standing Committee, Quality enhancement cells, International

ranking, Full-time faculty to total faculty, Enrollment ratio, training, travel grants,

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research grants, H-Index, Internet bandwidth/ PERN, published journals and approved

supervisors. The practices in respect to these criteria are discussed below.

3.3.4.1 Faculty appointment

There are seven practices in the faculty appointment criteria. The detail of these seven

practices are is given below:

Table 3.20 Seven Practices of Faculty Appointment Criteria

facultyappointment_1 The appointee can assist in research.

facultyappointment_2 New and established faculty by refining and expanding their

effectiveness in teaching and research.

facultyappointment_3 The faculty is nourished with good salaries, rewards on best

performance and good environment.

facultyappointment_4 Faculty members are supported through scholarships and other

programs to pursue higher studies.

facultyappointment_5 Productive retired faculty members are re-hired.

facultyappointment_6 The performance of faculty members is measured through various

parameters.

facultyappointment_7 How the performance of faculty members is measured.

Table 3.20 shows the detail of seven variables in the criteria of appointment of faculty

members. The first practice is facultyappointment_1 states that appointee can be able to

assist in research (Nadeem, 2011). A second practice is facultyappointment_2 states that

new and established faculty expanding their effectiveness in teaching and research

(Carlsson, Kettis and Söderholm, 2011). The third practice is facultyappointment_3 states

that faculty is nourished with good salaries and rewards (Nadeem, 2011). Forth practice

is facultyappointment_4 states that faculty members are supported through scholarships

(Carlsson, Kettis and Söderholm, 2011). Fifth practice is facultyappointment_5 states that

productive retired faculty members are re-hired (Carlsson, Kettis and Söderholm, 2011).

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The Sixth and seventh practice is suggested by IBA Sukkur during the pilot study. The

sixth practice is facultyappointment_6 states that the performance of faculty members is

measured through various parameters and seventh practice is facultyappointment_7 states

that How the performance of faculty members is measured (IBA Sukkur).

3.3.4.2 MS/M.Phil. criteria

There are nine practices in the M.Phil./MS programs. The detail of these practices are

given below:

Table 3.21 Nine Practices of M.Phil./MS Programs

MS/M.Phil.

criteria_1

Postgraduate students acquire sufficient expertise, experience in research,

teaching, advising, and service.

MS/M.Phil.

criteria_2

Students acquire knowledge about the conduct of research through mentoring,

coursework, workshops and practice.

MS/M.Phil.

criteria_3

Students acquire knowledge about ethical behaviors in research.

MS/M.Phil.

criteria _4

English language training courses are arranged.

MS/M.Phil.

criteria _5

A higher level of proficiency students assists as teaching fellows.

MS/M.Phil.

criteria _6

Postgraduate students participate in various research projects assisted by

faculty members and another postgraduate student.

MS/M.Phil.

criteria_7

New areas of teaching and research are introduced in response to market

demands and projection of future needs of Pakistan.

MS/M.Phil.

criteria _8

Institute is equipped with the necessary infrastructure.

MS/M.Phil.

criteria _9

Campus residential opportunities are provided.

Table 3.21 shows the detail of nine practices in the criteria of MS/M.Phil. programs. The

first practice is MS/M.Phil. criteria_1 states that postgraduate students acquire sufficient

expertise in research. The second practice is MS/M.Phil. criteria_2 states that students

acquire knowledge about the conduct of research through mentoring coursework and

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workshops. The third practice is MS/M.Phil. criteria_3 states that students acquire

knowledge about ethical behaviors in research. Forth practice is MS/M.Phil. criteria_4

states that English language training courses are arranged. Fifth practice is MS/M.Phil.

criteria_5 states that a higher level of proficiency students assists as teaching fellows.

Sixth practice is MS/M.Phil. criteria_6 states that postgraduate students participate in

various research projects. Seventh practice is MS/M.Phil. criteria_7 states that new areas

of teaching and research are introduced. Eighth practice is MS/M.Phil. criteria_8 states

that institute is equipped with the necessary infrastructure and Ninth practice is

MS/M.Phil. criteria_9 states that campus residential opportunities are provided

(Wilkinson et al, 2007).

3.3.4.3 Ph.D. Programs

There are six practices in the Ph.D. Programs. The detail of these practices is given

below:

Table 3.22 Six Practices of Ph.D. Programs

PhDprograms_1 Ph.D. students regularly update their supervisors with their work progress.

PhDprograms_2 Ph.D. students are facilitated with adequate resources.

PhDprograms_3 Ph.D. students are regularly updated about procedural changes in the Ph.D.

program.

PhDprograms_4 Ph.D. students improve their research skills through co-authorship and

presentation opportunities.

PhDprograms_5 Student and supervisor share a common interest of topic.

PhDprograms_6 Ph.D. students are encouraged for publication.

Table 3.22 shows the detail of six practices in the criteria of Ph.D. programs. The first

practice is PhDprograms_1 states that Ph.D. students regularly update their supervisors

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with their work progress. The second practice is PhDprograms_2 states that Ph.D.

students are facilitated with adequate resources. The third practice is PhDprograms_3

states that Ph.D. students are regularly updated about procedural changes in the Ph.D.

program. Forth practice is PhDprograms_4 states that Ph.D. students improve their

research skills through co-authorship and presentation opportunities. Fifth practice is

PhDprograms_5 states that student and supervisor share a common interest or topic and

Sixth practice is PhDprograms_6 states that Ph.D. students are encouraged for

publication (Brill et al. 2014).

3.3.4.4 Plagiarism Standing Committee

There are nine practices in the Plagiarism Policy. The detail of these practices are given

below:

Table 3.23 Nine Practices of Plagiarism Policy

plagiarism_1 Plagiarism Policy exists.

plagiarism_2 Plagiarism policy is widely circulated.

plagiarism_3 Students and researchers are aware of the plagiarism policy.

plagiarism_4 Plagiarism standing committee is constituted.

plagiarism_5 Functions of that standing committee.

plagiarism_6 Field relevant faculty members and senior students are involved to deal with

plagiarism cases and solutions.

plagiarism_7 If Field relevant faculty members and senior students are involved to deal

with plagiarism cases and solutions than how

plagiarism_8 Students are offered with formal training about active learning techniques to

avoid plagiarism.

plagiarism_9 Record keeping system exists that monitor plagiarism problems and possible

solutions.

Table 3.23 shows the detail of nine practices in the criteria of Plagiarism Policy. The first

practice is plagiarism_1 states that plagiarism policy exists. The second practice is

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plagiarism_2 states that plagiarism policy is widely circulated. The third practice is

plagiarism_3 states that students and researchers are aware of plagiarism policy. Forth

practice is plagiarism_4 states that Plagiarism standing committee is constituted. Fifth

practice is plagiarism_5 states that functions of that standing committee (Carroll and

Appleton, 2001). Sixth practice is plagiarism_6 states that Field relevant faculty members

and senior students are involved to deal with plagiarism cases and solutions. Seventh

practice is plagiarism_7 states that how Field relevant faculty members and senior

students are involved to deal with plagiarism cases (Oberreuter and Velásquez, 2013).

Eighth practice is plagiarism_8 states that Students are offered with formal training about

to avoid plagiarism and Ninth practice is plagiarism_9 states that record keeping system

exists to monitor plagiarism (McGregor and Williamson, 2005).

3.3.4.5 Quality enhancement cells

There are eighteen practices in the Quality Enhancement Cell. The detail of these

practices is given below:

Table 3.24 Eighteen Practices of Quality Enhancement Cell

Qec_1 Effective management cell is established in which, faculty, staff and

governing bodies are taking a decision on academic programme development.

Qec_2 Students and faculty participants incorporate the results of self-assessments

reports based on the assignment of responsibility for quality improvements

and accountability.

Qec_3 Quality enhancement cell measures the efficiency of planning and

development, resource allocation, growth and development of the institute.

Qec_4 Faculty members are well qualified, trained and experts in their allocated

duties.

Qec_5 Curricula is planned, maintained and updated by technical experts and

faculty.

Qec_6 Assessment Criteria is usual for professionals who are responsible for

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academic programmes.

Qec_7 The well-developed system will be secured to regulating help for staff

improvement and progress in the teaching style, research, grant, and

administration.

Qec_8 Well-developed strategies designed to measure the accessibility and

effectiveness of capabilities in the institute.

Qec_9 Asset allotment structure is composed to locate the requirements for teachers

and students.

Qec_10 Programme results and scholar’s knowledge is evaluated in respect to the

objectives and targets of the academic programmes.

Qec_11 Outcomes of audit reports are utilized for students learning, teaching

improvement and program development.

Qec_12 Website about institutional is developed, looked after and updated to fulfill

the needs of the community.

Qec_13 Curricula is revised on a three-year cycle, in collaboration with relevant

universities and industry.

Qec_14 Departmental performance is measured through an interdepartmental audit.

Qec_15 Alumni centers are working in different countries.

Qec_16 The ranking standard is maintained by applying in various international

ranking or accreditations.

Qec_17 Various parameters are designed, measured and implemented according to

institutional need.

Qec_18 Annually externals are invited to evaluate the fulfilling of mission, vision,

goals, and objectives of the institute.

Table 3.24 shows the detail of eighteen practices in the criteria of Quality enhancement

cell. The first practice is Qec_1 states that Effective management cell is established in

which, faculty, staff and governing bodies are taking a decision on academic programme

development (Sen et al, 2012). The Second practice is Qec_2 states that Students and

faculty participants incorporate the results of self-assessments reports based on the

assignment of responsibility for quality improvements and accountability. Third Practice

is Qec_3 states that Quality enhancement cell measures the efficiency of planning and

development, resource allocation, growth and development of the institute. Forth Practice

is Qec_4 states that Faculty members are well qualified, trained and experts in their

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allocated duties. (Best Practices: A Resource for Teachers). Fifth Practice is Qec_5 states

that Curricula is planned, maintained and updated by technical experts and faculty.

(Muhammad, Ajmal, and Rahman, 2011). Sixth Practice is Qec_6 states that Assessment

Criteria is usual for professionals who are responsible for academic programmes. Seventh

Practice is Qec_7 states that Well-developed system will be secured to regulating help for

staff improvement and progress in the teaching style, research, grant, and administration.

(Batool and Qureshi: 2013). Eighth practice is Qec_8 states that Well-developed

strategies designed to measure the accessibility and effectiveness of capabilities in the

institute. (Luckman, Krajnc and Glavic, 2010). Ninth practice is Qec_9 states that Asset

allotment structure is composed to locate the requirements for teachers and students.

Tenth practice is Qec_10 states that Programme results and scholar's knowledge is

evaluated in respect to the objectives and targets of the academic programmes (Sen et al,

2012). Eleventh practice is Qec_11 states that Outcomes of audit reports are utilized for

students learning, teaching improvement and program development. Twelfth practice is

Qec_12 states that Website about institutional is developed, looked after and updated to

fulfill the needs of the community (Higher Education Medium Term Development

Framework II :2011-2015: _7). Thirteenth practice is Qec_13 states that Curricula is

revised on a three-year cycle, in collaboration with relevant universities and industry

(Fram et al, 1995). The fourteen and fifteen practices are suggested by Karachi IBA

during the pilot study. Fourteenth practice is Qec_14 states that Departmental

performance is measured through an interdepartmental audit. Fifteenth practice is Qec_15

states that Alumni centers are working in different countries (Karachi IBA). The Sixteen,

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seventeen and eighteen practices are suggested by IBA Sukkur during the pilot study.

Sixteenth practice is Qec_16 states that Ranking standard is maintained through applying

in various international ranking or accreditations. Seventeenth practice is Qec_17 states

that Various parameters are designed, measured and implemented according to

institutional need. Eighteenth practice is Qec_18 states that Annually externals are invited

to evaluate the fulfilling of mission, vision, goals, and objectives of the institute (IBA

Sukkur).

3.3.4.6 International ranking

There are ten practices in the International Ranking criteria. The detail of these practices

is given below:

Table 3.25 Ten Practices of International Ranking

Internationalranking_1 The ratio of degree completion over-enrolled students are

measured.

Internationalranking_2 Performance of institute is measured through a survey from

relevant institutes and expertise.

Internationalranking_3 Student societies are actively working.

Internationalranking_4 Spin-off companies are organized.

Internationalranking_5 Institute have the accessibility of wheelchairs for disabling.

Internationalranking_6 Gender balance is considered.

Internationalranking_7 Low- income background students are supported.

Internationalranking_8 A ratio of academic expert's measure having received the global

distinction in their area of expertise.

Internationalranking_9 Religious, sports, and medical facilities are provided.

Internationalranking_10 Online distance learning programs are offered.

Table 3.25 shows the detail often practices in the criteria of International Ranking. First

Practice is the Internationalranking_1 States that Ratio of degree completion over-

123

enrolled students is measured. Second Practice is the Internationalranking_2 States that

Performance of institute is measured through a survey from relevant institutes and

expertise. Third Practice is the Internationalranking_3 States that Student societies are

actively working. Forth Practice is the Internationalranking_4 States that Spin-off

companies are organized. Fifth Practice is the Internationalranking_5 States that Institute

has the accessibility of wheelchairs for disabling. Sixth Practice is the

Internationalranking_6 States that Gender balance is considered (Huang, 2011). Seventh

Practice is the Internationalranking_7 States that Low- income background students are

supported. Eight Practice is the Internationalranking_8 States that Ratio of academic

expert's measure having received the global distinction in their area of expertise. Ninth

Practice is the Internationalranking_9 States that Religious, sports and medical facilities

are provided. And Tenth Practice is Internationalranking_10 States that Online distance

learning programs are offered (THE-QS World University Rankings).

3.3.4.7 Full-time faculty to total faculty

There are seven practices in the Full-Time Faculty Criteria. The detail of these practices

is given below:

Table 3.26 Seven Practices of Full Time Faculty

fulltimefaculty_1 Faculty member maintains the highest personal standards through

continuing study, research, publication and participation in the

activities of a professional organization, to improve the

effectiveness of teaching.

fulltimefaculty_2 Senior associate dean for educational affairs controls all teacher's

affairs and student programmes.

fulltimefaculty_3 Full-time skilled faculty receives fifteen vacation days per annum.

fulltimefaculty_4 Full-time appointed skilled and educational staff are eligible to

have tuition exemption.

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fulltimefaculty_5 Faculty members are financially supported to attend conferences

nationally and internationally.

fulltimefaculty_6 Faculty members are loyal to the institute.

fulltimefaculty_7 On campus, residency is provided to lecturers, assistant and

associate professors.

Table 3.26 shows the detail of seven practices in the criteria of Full-Time Faculty. First

Practice is fulltimefaculty_1 States that Faculty member maintains the highest personal

standards through continuing study, research, publication and participation in the

activities of the professional organization, to improve the effectiveness of teaching (Fram

et al, 1995). Second Practice is fulltimefaculty_2 States that Senior associate dean for

educational affairs controls all teacher's affairs and student programmes. Third Practice is

fulltimefaculty_3 States that Full-time skilled faculty receive fifteen vacation days per

annum) (Nasreen and Mirza,2012). Forth Practice is fulltimefaculty_4 States that Full-

time appointed skilled and educational staff are eligible to have tuition exemption. Fifth

Practice is fulltimefaculty_5 States that Faculty members are financially supported to

attend conferences nationally and internationally (Higher Education Medium Term

Development Framework II: 2011-2015). The Sixth and seventh practice is suggested by

IBA Sukkur during the pilot study. Sixth Practice is fulltimefaculty_6 States that Faculty

members are loyal to the institute. Seventh Practice is fulltimefaculty_7 States that on-

campus residency is provided to lecturers, assistant and associate professors (IBA

Sukkur).

3.3.4.8 Enrollment ratio

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There are sixteen practices in the Enrollment/Selectivity criteria. The detail of these

practices is given below:

Table 3.27 Sixteen Practices of Enrollment/Selectivity

enrollment_1 The website is developed, maintained and updated.

enrollment_2 Institutional performance and achievements are assessed, and those

assessments are used for further improvement.

enrollment_3 Students are awarded by various funding opportunities like scholarships,

internships, fellowships, endowments, and other financial benefits.

enrollment_4 Criteria for faculty is must to be highly qualified.

enrollment_5 Sufficient technological support is provided on the basis of needs.

enrollment_6 Alumni’s are motivated to be involved with Institute.

enrollment_7 the administrative staff is Highly skilled, diverse and knowledgeable.

enrollment_8 Institute courses, programs, and syllabus are available online.

enrollment_9 Institutional infrastructure is well maintained and renovated per year.

enrollment_10 A stipend is offered to postgraduate students.

enrollment_11 Talented students are sent to abroad to attend various competitions.

enrollment_12 Research scholars are allowed to purchase hardware and software from

the institutional fund according to their research needs.

enrollment_13 Remedial courses are offered according to special needs.

enrollment_14 Institute focuses on pre-advertisement before launching a new session by

visiting other top schools and colleges.

enrollment_15 A student cannot achieve minimum score he/she is returned to zero

semesters

enrollment_16 Students are sent to abroad to conduct one or more semester.

Table 3.27 shows the detail of sixteen practices in the criteria of Enrollment/Selectivity

criteria. First Practice is the enrollment_1 States that Website is developed, maintained

and updated. Second Practice is the enrollment_2 States that Institutional performance

and achievements are assessed and those assessments are used for further improvement.

Third Practice is the enrollment_3 States that Students are awarded by various funding

opportunities like scholarships, internships, fellowships, endowments, and other financial

benefits. Forth Practice is the enrollment_4 States that Criteria for faculty is must to be

126

highly qualified. Fifth Practice is the enrollment_5 States that Sufficient technological

support is provided based on needs. Sixth Practice is the enrollment_6 States that

Alumni’s are motivated to be involved with Institute. Seventh Practice is the

enrollment_7 States that administrative staff is Highly skilled, diverse and

knowledgeable. Eight Practice is the enrollment_8 States that in your Institute courses,

programs and syllabus are available online (Wilkinson et al,2007). The ninth, tenth,

eleventh, twelfth, thirteen and fourteenth practices are suggested by Karachi IBA during

the pilot study. Ninth Practice is the enrollment_9 States that Your institutional

infrastructure is well maintained and renovated per year. Tenth Practice is the

enrollment_10 States that Stipend is offered to postgraduate students. Eleventh Practice is

the enrollment_11 States that Talented students are sent to abroad to attend various

competitions. Twelfth Practice is the enrollment_12 States that Research scholars can

purchase hardware and software from the institutional fund according to their research

needs. Thirteenth Practice is the enrollment_13 States that Remedial courses are offered

according to special needs. Fourteenth Practice is enrollment_14 States that Institute

focuses on pre-advertisement before launching new session through visiting other top

schools and colleges (Karachi IBA). Fifteen and sixteen practices are suggested by IBA

Sukkur during the pilot study. Fifteenth Practice is the enrollment_15 States that Student

cannot achieve minimum score he/she is returned to zero semesters. Sixteenth Practice is

the enrollment_16 States that Students are sent to abroad to conduct one or more semester

(IBA Sukkur).

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3.3.4.9 Pieces of training

There are eight practices in the Training criteria. The detail of these practices is given

below:

Table 3.28 Eight Practices of Training

training_1 Various professional development training is organized to enhance the

capacity of employees to enable them to contribute effectively and

creatively.

training_2 Supervisors are responsible for organizing various training.

training_3 Professional development and training opportunities are available to all

faculties.

training_4 Teacher training programs are organized twice a year.

training_5 Teacher training programs are arranged at the start of the academic year

and these training programs are devised by experts in teaching which may

inform them what teaching is and what they are expected to do as teachers.

training_6 Human resource development (HRD) cell is activated to provide assistance

and advice on all the faculty development practices.

training_7 Training content is selected and organized according to the needs of

participants.

training_8 Training is evaluated and analyzed as an indicator of improvement.

Table 3.28 shows the detail of eight practices in the criteria of Training. First Practice is

the training_1 States that Various professional development training is organized to

enhance the capacity of employees to enable them to contribute effectively and creatively

(Carlsson, Kettis and Söderholm, 2011). Second Practice is training_2 States that

Supervisors are responsible for organizing various training. Third Practice is the

training_3 States that Professional development and training opportunities are available

to all faculties (Khan, 2010). Forth Practice is the training_4 States that Teacher training

programs are organized twice a year (Carlsson, Kettis and Söderholm, 2011). Fifth

Practice is the training_5 States that Teacher training programs are arranged at the start of

128

the academic year and these training programs are devised by experts in teaching which

may inform them what teaching is and what they are expected to do as teachers. Sixth

Practice is training_6 States that Human resource development (HRD) cell is activated to

provide assistance and advice on all the faculty development practices. Seventh Practice

is the training_7 States that Training content is selected and organized according to the

needs of participants. Eight Practice is the training_8 States that Training is evaluated and

analyzed as an indicator of improvement (Nasreen and Mirza:2012).

3.3.4.10 Travel grants

There are six practices in the Travel Grant criteria. The details of these practices are

given below:

Table 3.29 Six Practices of Travel Grant

Travel Grants_1 All travel expenses are substantiated and documented.

Travel Grants 2 Authority is responsible for approved or denied payment of the

travel expenses.

Travel Grants _3 Approved travel grants are validated by the institute.

Travel Grants _4 The travel grant is allowed for the faculty teachers, for research

purpose.

Travel Grants 5 Departments and institutes have the same policies in term of the

travel grant.

Travel Grants _6 Faculty members are paid travel grants annually on first come first

served basis.

Table 3.29 shows the detail of six practices in the criteria of the travel grant. First

Practice is the Travel Grants_1 States that All travel expenses are substantiated and

documented. Second Practice is Travel Grants 2 States that Authority is responsible for

approved or denied of payment of the travel expenses. Third Practice is Travel Grants _3

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States that Approved travel grants are validated by the Institute (Higher Education

Medium Term Development Framework II: 2011-2015). Forth Practice is Travel Grants

_4 States that Travel grant are allowed for the faculty teachers, for research purpose. Fifth

Practice is Travel Grants 5 States that Departments and institutes have the same policies

in term of the travel grant. Sixth Practice is Travel Grants _6 States that Faculty members

are paid travel grants annually on first come first served basis (Junaidi, 2012).

3.3.4.11 Research grants

There are six practices in the Research Grant criteria. The details of these practices are

given below:

Table 3.30 Six Practices of Research Grant

Research Grants _1 Grant management committee is organized.

Research Grants _2 Grants control Officer is responsible for the commercial

enterprise control and different non-programmatic components

of awards or studies provide.

Research Grants _3 Grants Management Specialist is responsible for the day-to-day

management of a portfolio of grants.

Research Grants _4 The administration informed the policies and procedures of the

research programs to the prospective faculty members.

Research Grants 5 The faculty is financially supported in case of delay of funds in travel

grants.

Research Grants _6 Institute is given an incentive equal to 10% of the studies grants

acquired from outside investment groups.

Table 3.30 shows the detail of six practices in the criteria of the research grant. First

Practice is the Research Grants_1 States that Grant management committee is organized.

Second Practice is the Research Grants_2 States that Grants Control Officer is

responsible for the commercial enterprise control and different non-programmatic

130

components of awards or studies provide. Third Practice is the Research Grants_3 States

that Grants Management Specialist is responsible for the day-to-day management of a

portfolio of grants. Forth Practice is the Research Grants_4 States that Administration

informed the policies and procedures of the research programs to the prospective faculty

members (Junaidi, 2012). Fifth Practice is Research Grants _5 States that Faculty is

financially supported in case of delay of funds in travel grants. Sixth Practice is Research

Grants_6 States that Institute is given an incentive equal to 10% of the studies grants

acquired from outside investment groups (Higher Education Medium Term Development

Framework II: 2011-2015).

3.3.4.12 H-Index

There are four practices in the H-Index criteria. The details of these practices are given

below:

Table 3.31 Four practices of H-Index

Hindex_1 Postgraduate student publishes one paper before thesis submission.

Hindex_2 Chair evaluate his or her department contributors with the aid of figuring out

what number of papers everyone has published which are cited more.

Hindex_3 Publishing one chapter in a book is conditional before being promoted to more senior

or tenure-track positions

Hindex_4 Various training on awareness about H index scores is arranged.

Table 3.31 shows the detail of four practices in the criteria of H-Index. First Practice is

the Hindex_1 States that Postgraduate student publishes one paper before thesis

submission. Second Practice is the Hindex_2 States that Chair evaluates his or her

department contributors with the aid of figuring out what number of papers everyone has

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published which are cited more. (Higher Education Medium Term Development

Framework II: 2011-2015). Third Practice is the Hindex_3 States that Publishing one

chapter in a book is conditional before being promoted to more senior or tenure-track

positions (University of Maryland policy on the appointment, promotion, and tenure of

faculty). Forth Practice is Hindex_4 States that Various training on awareness about H

index scores is arranged (Kedia and Englis,2011).

3.3.4.13 Internet bandwidth/ PERN

There are five practices in the Internet Bandwidth/ PERN Utilization criteria. The details

of these practices are given below:

Table 3.32 Five practices of Internet Bandwidth/ PERN Utilization

PERN_1 Well established computerization & networking with Computer Laboratories exist.

PERN_2 High-speed LAN connections are available.

PERN_3 Institute have the accessibility of digital library.

PERN_4 Institute has the allowance of the Free use of bandwidth for educational purposes.

Such as Educational TV Channels and Video Lecturing.

PERN_5 University Web Portals are well established

Table 3.32 shows the detail of five practices in the criteria of Internet Bandwidth/ PERN

Utilization. First Practice is the PERN_1 States that Well-established computerization &

networking with Computer Laboratories exist. Second Practice is PERN_2 States that

High-speed LAN connections are available. Third Practice is PERN_3 States that

Institute has the accessibility of digital library (Higher Education Medium Term

Development Framework II: 2011-2015). Forth Practice is the PERN_4 States that

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Institute has an allowance of the Free use of bandwidth for educational purposes. Such as

Educational TV Channels and Video Lecturing. Fifth Practice is the PERN_5 States that

University Web Portals are well established (Hamiti, Reka and Imeri, 2015).

3.3.4.14 Published journals

There are four practices in the Published Journals criteria. The details of these practices

are given below:

Table 3.33 Four practices of Published Journals

publishedjournel_1 The issued journal has an impact factor.

publishedjournel_2 Editorial Board / Advisory Board is active.

publishedjournel_3 Papers are reviewed by experts.

publishedjournel_4 Status of Journal

Table 3.33 shows the detail of four practices in the criteria of Published Journals. First

Practice is publishedjournel_1 States that Issued journal has an impact factor (Lin,

Huang, and Chen: 2013). Second Practice is publishedjournel_2 States that Editorial

Board / Advisory Board is active. Third Practice is publishedjournel_3 States that Papers

are reviewed by experts. Forth Practice is the publishedjournel_4 States that Status of

Journal (Carlsson, Kettis and Söderholm, 2011).

3.3.4.15 Approved supervisors

There are nine practices in the Supervisor criteria. The details of these practices are given

below:

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Table 3.34 Nine practices of Supervisor

supervoisers_1 Apprenticeship programs are offered to supervisors.

supervoisers_2 Supervisors are certain to offer specific interest to students within the

initial stages.

supervoisers_3 Supervisors provide written as well as oral remarks on submitted

assignment within an inexpensive time frame.

supervoisers_4 Supervisors discuss the research topic of the student with other

academic staff and students.

supervoisers_5 Supervisors inspire research scholars to participate and share their

research at meetings and conferences and propose on the publication

or patenting of work.

supervoisers_6 Supervisors submit their performance reports per year.

supervoisers_7 If the supervisor works away from campus for two months or more

and where his/her students have the opportunity to accompany the

supervisor, the supervisor encourages the student to assist him.

supervoisers_8 Students and supervisors sit in the same building and are easily

available to each other.

supervoisers_9 Limited students are enrolled in the postgraduate degree according to

due to supervision capacity.

Table 3.34 shows the detail of nine practices in the criteria of Supervisor. First Practice is

the supervoisers_1 States that Apprenticeship programs are offered to supervisors.

Second Practice is supervoisers_2 States that Supervisors are certain to offer specific

interest to students within the initial stages. Third Practice is supervoisers_3 States that

Supervisors provide written as well as oral remarks on submitted assignment within an

inexpensive time frame. Forth Practice is the supervoisers_4 States that Supervisors

discuss the research topic of the student with other academic staff and students

(Eshtiaghi, Robertson and Warren, 2012). Fifth Practice is supervoisers_5 States that

Supervisors inspire research scholars to participate and share their research at meetings

and conferences and propose on the publication or patenting of work. Sixth Practice is

supervoisers_6 States that Supervisors submit their performance reports per year. Seventh

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Practice is supervoisers_7 States that If supervisor works away from campus for two

months or more and where his/her students can accompany the supervisor, the supervisor

encourages the student to assist him (Swanson and Watt:2011). Eighth and ninth practices

are suggested by Karachi IBA during the pilot study. Eighth Practice is supervoisers_8 States

that Students and supervisors sit in the same building and are easily available to each

other. Ninth Practice is supervoisers_9 States that Limited students are enrolled in the

postgraduate degree according to due to supervision capacity (Karachi IBA).

3.4 SUMMARY

Chapter three introduce a research framework. The chapter begins from a comparison of

HEC ranking with QS and THE ranking. Then chapter explored practices specified to

national and international ranking systems. More than two hundred practices are

identified in respect of HEC ranking. Fourteen practices are identified in the comparison

of HEC and THE ranking systems. Ninety-three practices are identified in the HEC and

QS ranking systems. Twenty- seven practices are identified in the of HEC, QS and THE

ranking systems. One hundred twenty-four practices are identified in the HEC ranking

system.

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CHAPTER # 4

4. METHODOLOGIES

4.1 INTRODUCTION

In the previous chapter, the comparison of national and international higher education

ranking and numerous best practices with respect to higher education ranking system

have been explained in detail. This chapter elaborates the ways and means about the

materials and methods such as selection of the study site, how to collect the data? How to

analyze the data? How to represent the results and discuss the findings? In addition, this

chapter also enlists various research methods employed to conduct the study and

elaborate the issues concerning the study. In addition, the quantitative and qualitative

approaches about the study also have been analyzed and justified (Ali, 2013).

This study is based on a well-defined and semi-structured ‘research-design’ or

methodology. The main purpose of this chapter is to provide a brief description. This

chapter comprised of five major components, namely; methodology, qualitative and

quantitative methodologies, population, methods of data collection and tools for data

analysis. The detail has been given below;

4.2 METHODOLOGY

In social studies, the methodology is encompassing of quantitative, qualitative, primary,

and secondary data collection through a semi-structural questionnaire, survey, interviews,

and participant perceptions to test the hypothesis or find out the answer of desirable

question or to the solution of an emerged problem. Research methodology clearly

explains how data will be collected and analyzed. The researcher prepared a semi-

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structured questionnaire which covers various aspects of the study to gather detailed

information through questionnaire survey in which respondent share their views, ideas,

and their perceptions about the related title. From the views of respondents, the

researcher concludes the results. In social science research, there are a variety of

techniques which has been utilized to gather the information, some of them are given

below;

4.2.1 Selecting and explaining the problem

In research, the problem is the major element (i.e., foundation) that drive the scientific

process of the study such as major aim and method applied to get the solution. In

research, the first thing is to identify the problem to address the question and used some

scientific method to find out the solution. The problem often has been identified to find a

proper solution or in other words to test the hypothesis. In order to find an appropriate

solution of the problem, the data has been collected through using a suitable scientific

method and analyze the data through employing formula or software or any statistical

method to find out the issues (Ali, 2013). After finding the issue, a strategy has been

formulated to solve the problem.

4.2.2 Implementation of research processes

Implementation research process is to promote the systematic application of the key

findings of research in practice in the field to improve the access to efficacious

interventions and to optimize the benefits (Ali, 2013).

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4.2.3 Analysis of data

It is the process to examine each component of the data and transform it through

employing the statistical or logical process to discover the useful information to draw the

conclusion (Shamoo and Resnik, 2003).

4.2.4 Inferring and writing of results

Data analysis provides a basis for inferring results in research. Findings can be

summarized and explained in the form of tables, figures, and graph with outline text. The

text is used to clarify the findings such as highlighting the correlation ship, effects of

factors, the most common and rare species, etc. In results, the researcher clearly writes

exactly what he has observed and founded. The results often presented in sequence using

outline text as guidance and method on which results based.

4.3 QUALITATIVE AND QUANTITATIVE METHODOLOGIES

The design of any study begins with the selection of a topic and a research methodology.

These initial decisions reflect assumptions about the social world, how science should be

conducted, and what constitutes legitimate problems, solutions, and criteria of "proof."

Different approaches to research encompass both theory and method. Two general

approaches are widely recognized: quantitative research and qualitative research.

Quantitative research is an inquiry into an identified problem, based on testing a theory,

measured with numbers, and analyzed using statistical techniques. The goal of

quantitative methods is to determine whether the predictive generalizations of a theory

hold true. By contrast, a study based on a qualitative process of inquiry has the goal of

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understanding a social or human problem from multiple perspectives. Qualitative

research is conducted in a natural setting and involves a process of building a complex

and holistic picture of the phenomenon of interest. The selection of which research

approach is appropriate in a given study should be based upon the problem of interest,

resources available, the skills and training of the researcher, and the audience for the

research. Although some research may incorporate both quantitative and qualitative

methodologies, in their ‘pure' form there are significant differences in the assumptions

underlying these approaches, as well as in the data collection and analysis procedures

used (Neuman, 2013).

Selection of methodology is the ethnographic approaches to obtain the data about

quantitative or qualitative research. In the present research, the quantitative approach has

been adopted. But, to some extent the qualitative approach has also been utilized. The

reason for opting the second is that the study has many facts to determine. At some stage,

it gives the look of qualitative research. Therefore, both research has been selected (Ali,

2013; Griensven, Moore and Hall, 2014).

4.3.1 Quantitative Research

Quantitative research is the process to quantify the problem by involving the interpretive

and naturalistic approach to discover the facts and measure reality. Quantitative research

generates data in a numerical form such as graphs and tables. Data is collected by

employing some equipment and analyzed through statistical formulas and software

(Michelle et al., 1990; Denscombe, 2010; Griensven et al., 2014; McLeod, 2017).

139

In the present research, the researcher applied a quantitative approach to achieve the

research objectives and to address the research problem. This is because the research at

hand agrees with the research paradigm of a quantitative approach. The focus of the

research is narrow and concise in nature. The researcher tried to control the research to

enhance the external validity of the study. Semi-Structured interview schedule has been

employed by the researcher to quantify the responses and to conduct statistical analysis

and objectivity is maintained through structured data collection. Based on a

comprehensive review of relevant literature data collection instrument was developed

(Ali, 2013).

4.3.2 Qualitative Research

Qualitative research is a primary exploratory and widely used to investigate through

opinions and motivations. It examines the insight problems through opinions testing the

hypothesis. It is concerned to understand human behavior through the perspectives of the

respondent. Data is collected using a semi-structural questionnaire through participant

observations and interviews. The data is analyzed by themes from descriptions by

respondents (Minchiello et al., 1990). In qualitative research different methods has been

employed to understand the perspective of the people, their social realities and how they

behave. Qualitative research plays a significant role to determine relationships, causes,

effects, dynamic processes, ambiguities, and contradictions that reflect the reality of a

group (Denscombe, 2010; McLeod, 2017).

Qualitative research is concerned with meaning, social context, and personal experience.

It is typically inductive, i.e., the theory derives from the data rather than being

140

predetermined and verified by the researcher. However, it is possible to make a

quantitative analysis of qualitative information, for instance by counting how often a

word is used in an interview or identifying the proximity to other keywords. Qualitative

researchers suggest that this cannot be done without a significant loss of meaning and

depth contained in the data. Instead, they prefer to immerse themselves in their data to get

an intimate understand what their participants want to do or experience (Griensven et al.,

2014).

4.3.2.1 Designs used in quantitative research

This research is based on the semi-structural questionnaire survey to gather detailed

information about targeted objectives.

4.3.2.2 Interviews

The interview has today become one of the most widespread knowledge-producing

practices across the social sciences. The interview exists in a variety of forms ranging

from formal interviews, for example, conducted in surveys, through the Internet, over the

telephone, or in face-to-face interaction, to more informal conversations conducted for

research purposes, for example, as a part of ethnographic fieldwork (Brinkmann, 2014).

The purpose of the research interview is to explore the views, experiences, beliefs and/or

motivations of individuals on specific matters (e.g. factors that influence their attendance

at the dentist). Qualitative methods, such as interviews, are believed to provide a 'deeper'

understanding of social phenomena that would be obtained from purely quantitative

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methods, such as questionnaires. Interviews are, therefore, most appropriate where little

is already known about the study phenomenon or where detailed insights are required

from individual participants. They are also particularly appropriate for exploring sensitive

topics, where participants may not want to talk about such issues in a group environment.

(Gill et al, 2008).

Interviewing is a way to collect data as well as to gain knowledge from individuals. The

interview is an interchange of views between two or more people on a topic of mutual

interest, sees the centrality of human interaction for knowledge production, and

emphasizes the social situations of research data." Interviews are ways for participants to

get involved and talk about their views. In addition, the interviewees can discuss their

perception and interpretation regarding a given situation. It is their expression from their

point of view (Kajornboon, 2005).

Semi-Structured interviews are, essentially, verbally administered questionnaires, in

which a list of predetermined questions are asked, with little or no variation and with no

scope for follow-up questions to responses that warrant further elaboration.

Consequently, they are relatively quick and easy to administer and may be of use if

clarification of certain questions is required or if there are likely to be literacy or

numeracy problems with the respondents. However, by their very nature, they only allow

for limited participant responses and are, therefore, of little use if 'depth' is required (Gill

et al, 2008).

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Semi-Structured interviews consist of a series of pre-determined questions that all

interviewees answer in the same order. Data analysis in structured interviews usually

tends to be more straightforward compared to other forms of interviews, because the

researcher can compare different answers given to the same questions. Advantages of

interviews include possibilities of collecting detailed information about research

questions. Moreover, in interviews researcher has direct control over the flow of primary

data collection process and have a chance to clarify certain issues during the process is in

need arises. Disadvantages of interviews include longer time requirements compared to

some of primary data collection methods and difficulties associated with arranging an

appropriate time with perspective sample group members to conduct interviews. A

structured interview is sometimes called a standardized interview. The same questions are

asked of all respondents. Structured interviews are interviews in which all respondents

are asked the same questions with the same wording and in the same sequence.

Bryman (2001) explains structured interview entails: “the administration of an interview

schedule by an interviewer. The aim is for all interviewees to be given the same context

of questioning”. This means that each respondent receives the same interview stimulus as

any other. The goal of this style of interview is to ensure that interviewees’ replies can be

aggregated … Questions are usually very specific and very often the interviewee a fixed

range of answers (this type of question is often called closed, closed-ended, pre-coded, or

fixed choice). This type of interview introduces some rigidity to the interview The

strengths of structured interviews are that the researcher has control over the topics and

the format of the interview. This is because a detailed interview guide is used.

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Consequently, there is a familiar format, which makes it easier to analyze, code and

compare data. In addition, a detailed interview guide can permit inexperienced

researchers to do a structured interview. Another strength of structured interviews is

“Prompting can be included with the questions and if a question is inappropriate, data on

why no response was made can be recorded.” Furthermore, non-verbal cues, such as

facial expressions, gestures can be recorded (Kajornboon, 2005).

In this research, semi-structured interviews are conducted through a designed

questionnaire. Interview questions should give as little guidance as possible to allow the

interviewees to talk about what is of importance to them regarding a given context.

4.4 POPULATION

The population is an assemblage of human beings inhabits together in a specific area.

From the statistical point of view, a population is an aggregate number of people to

investigate. The set of all the units from which a sample is drawn is called population. It

is also called the methodological language it is a place from where the data has been

collected for the research purpose (Parahoo, 1997). To determine the population is a

crucial point in any research. This could be that it provides a diverse source of large data

collection. All individuals or objects within a certain population usually have a common,

binding characteristic or trait (Ritchie et al., 2013).

This study focusses on all Business institutes of Sindh to collect the data such as from

directors of the quality enhancement cells (QECs) and department of the Business

Institutes. The detail about the number of business institutes in Sindh has been discussed

144

in the previous chapter (see table:) The data is collected in two phases. In phase 1, a pilot

study was carried out in three business institutes: Namely:

1. Institute of Business Management, Karachi (IoBM)

2. Institute of Business Administration (IBA) Karachi

3. Sukkur Institute of Business Administration (IBA) Sukkur

In phase 2, the data was collected from the remaining nine business institutes: Namely:

4. Iqra University, Karachi

5. Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology (SZABIST),

Karachi

6. Institute of Business and Technology - Karachi (BIZTEK)

7. Khadim Ali Shah Bukhari Institute of Technology, Karachi (KASB)

8. Muhammad Ali Jinnah University - Karachi

9. Newport Institute of Communications & Economics – Karachi

10. Greenwich University, Karachi

11. Dadabhoy Institute of Higher Education, Karachi

12. Textile Institute of Pakistan, Karachi

4.5 METHODS OF DATA COLLECTION

In sociological research, various methods have been applied for data collection. The

selection of the method depends on the nature and desired goals of the study. Social

research mostly is conducted through a structured questionnaire in combination with an

interview to determine the perceptions of the responding regarding the proposed topic

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schedule method. The main objective of employing the structured questionnaire and

interviews to determine the views of the respondents about their social livelihood, health

and education facilities, source of earning (income), involvement in politics, etc. The

current study also employed both techniques such as structured questionnaire and

interviews to obtain reliable data. A total of 263 respondents from 12 business institute

were selected randomly to investigate. The data was collected on the prepared structured

questionnaire form. The methodology has been followed as described by Polit and Beck

(2004), Ali (2013), and Bryman (2015).

In this study, 263 questions in a structured questionnaire were got filled from the twelve

business institutes. The adopted method was believed advantageous for data collection in

this study due to the following reasons:

1. To collect the personal information of the respondent, the researcher established

direct personal contact.

2. Both close-ended and open-ended questions were designed to collect the data, but

close-ended questions were mostly asked for the purpose of data collection.

3. As direct contact has occurred in this type of data collection, so it is easy to

remove misapprehension and delusion regarding the contents and meanings of the

questions asked.

4. In this study, both primary and secondary data were collected. Secondary data

were obtained from the official websites of QS, THE, and HEC to ranking the

institutions. In the second phase, primary data was collected through a structured

questionnaire from 263 respondents of twelve business institutes.

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4.5.1 Secondary Data (Literature Survey)

Secondary data refers to data that was collected by someone for another purpose.

Secondary data mostly obtained from government departments such as census,

information, organizational record and data originally sampled for other research

purposes (Cowton, 1998; Ghauri, 2005; Khan and Khan, 2011). Since the researcher

didn't collect the data for himself but obtained from other resources. Hence, it is essential

for a researcher to become familiar with secondary data, such as how data was collected?

What was the objective of the study and for a purpose it was collected?

Now a day, using secondary data has become more prevalent. This could be that a huge

amount of data has been collected and archived by researcher around the world (Doolan

and Froelicher, 2009; Smith et al., 2011; Andrews et al., 2012). The reason of using

secondary data is that the researcher didn't use the money, time, energy, and resources for

data collection.

In this study secondary data was obtained from official websites of QS, HEC and THE

(mentioned in the second chapter), sites, journals, newspapers, web pages, books, and

other sources relate to best practices adopted by various business schools globally in

order to save the time and money.

4.5.2 Primary Data

Primary data is the data which has been collected by the researcher directly to find out the

solution of the specific problem or to test the hypothesis or for other purposes. In social

study surveys, the data has been collected through a structured questionnaire and

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conducting interviews in person to obtain the data (Hox and Boeije, 2005). Hence, this

proposed study also encompasses on structured questionnaire and interviews to achieve

the proposed desired objectives and gather detailed information to understand the ranking

system of business institutions.

4.5.3 Pre-testing of the instrument

Pre-testing (pilot study) for data collection was carried out to in three business institute of

Sindh namely; IOBM, Karachi IBA, and IBA Sukkur to examine the feasibility and

validity of the study. Based on the results of a pilot study, the questionnaire was modified

to obtain better results. The methodology was followed by as described by Brink &

Wood (1998) and Polit & Beck (2004).

4.5.4 Reliability

Reliability may be defined as the possibility of attaining the identical outcomes when the

researcher processes the same variable twice over a period of time, or when more than

one person measures the same variable repeatedly. In other words, reliability means to

determine the quality of research within the subject being tested. Reliability of research

depends on information, competence, and skills of an observer, and potential of

methodology. Reliability is the technical context in research, such as; how consistent the

results of assessment would satisfy the answer of related question (Brink, 2000; Polit and

Beck 2004; Baird et al., 2004).

In this proposed study, the reliability of the collected data was tested with Cronbach's

Coefficient Alpha (Brink, 1990). This method is widely used to check the internal

148

consistency and the reliability of the research in social science. This technique determines

the extent of the performance of any item of the same instrument.

The test was performed to examine either researcher has focused on only one aspect in

each section or not? The test result indicated that every individual item was according

with the score. The standard reliability score for the structured questionnaire was 0.968

which was higher than the standard score of 0.70. The methodology was followed as

described by Ali (2013).

Table 4.1 Reliability Test of Data

Reliability Test

Cronbach’s Coefficient Alpha N of Items

0.968 264

4.5.5 Scales of data collection

As this research is based on mix methods, the questionnaire contains open and close-

ended variables. Open-ended variables are measure qualitatively, and close-ended

variables are measured through two types of Likert scale. First is the two Likert scale

(Yes and No) and Second was the one to five (1>5) Likert scale (Never, rarely,

moderately, mostly and completely).

4.5.5.1 Two Likert Scale

Eight variables are measured on two Likert scales (Yes and No). These eight variables

are shown in the table: 4.2

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Table 4.2 List of variables measured on the Two-Likert scale

Two Likert Scale: (Yes and No)

1 Ph.D. Faculty_5 2 Ph.D. Faculty_7 3 Ph.D. Faculty_12

4 facultyappointment_6 5 plagiarism_1 6 plagiarism_4

7 plagiarism_6 8 Research Grants _1

4.5.5.2 Five Likert Scale

Two hundred and forty-six variables are measured on five Likert scales (Never, rarely,

moderately, mostly and completely). Shown in the Table: 4.3

Table 4.3 List of variables measured on the Five-Likert scale

Five Likert Scale: (Never, rarely, moderately, mostly and completely)

1 PhDoutput_1 83 communityoutreach_3 165 Internationalranking_1





6 Publication_1 88 communityoutreach_8 170 Internationalranking_6

7 Publication_2 89 Internationalawards_1 171 Internationalranking_7

8 amountownresources_1 90 Internationalawards_2 172 Internationalranking_8

9 amountownresources_2 91 Internationalawards_3 173 Internationalranking_9

10 amountownresources_3 92 Internationalawards_4, 174 Internationalranking_10

11 amountownresources_4 93 exchangeprogram_1 175 fulltimefaculty_1




15 Accreditation_1 97 exchangeprogram_5 179 fulltimefaculty_5



18 Accreditation_4 100 exchangeprogram_8 182 enrollment_1

19 Accreditation_5 101 teacher. student_1 183 enrollment_2

20 Accreditation_6 102 teacher. student _2 184 enrollment_3

21 Accreditation_7 103 PERN_4 185 enrollment_4



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24 Accreditation_10 106 Teacherevaluation_1 188 enrollment_7

25 PhD.Faculty_1 107 Teacherevaluation_2 189 enrollment_8

26 PhD.Faculty_2 108 Teacherevaluation_3 190 enrollment_9

27 PhD.Faculty_3 109 Teacherevaluation_4 191 Internationalranking_7




31 PhD.Faculty_11 113 Teacherevaluation_8 195 fulltimefaculty_1

32 computers_1 114 Paperpublished_1 196 fulltimefaculty_2





37 computers_6 119 Paperpublished_6 201 enrollment_10

38 computers_7 120 Foreign student faculty&

students_3

202 enrollment_11


students_4

203 enrollment_12


students_5

204 enrollment_13


students_6

205 enrollment_14

42 omputers_11 124 Foreign student faculty&

students_7

206 enrollment_15


students_8

207 enrollment_16

44 librarybooks_1 126 Foreign student faculty&

students_9

208 training_1


students_10

209 training_2


students_11

210 training_3


students_12

211 training_4

48 librarybooks_5 130 facultyappointment_1 212 training_5

49 librarybooks_6 131 facultyappointment_2 213 training_6

50 Patents_1 132 facultyappointment_3 214 training_7

51 Patents_2 133 facultyappointment_4 215 training_8

52 Patents_3 134 facultyappointment_5 216 Research Grants_2

53 Patents_4 135 m.sm.phl. criteria_1 217 Research Grants _3

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55 Patents_6 137 m.sm.phl. criteria_3 219 Research Grants 5


57 Patents_8 139 m.sm.phl. criteria_5 221 Travel Grants_1

58 Patents_9 140 m.sm.phl. criteria_6 222 Travel Grants 2

59 Patents_10 141 m.sm.phl. criteria_7 223 Travel Grants _3

60 Patents_11 142 m.sm.phl. criteria_8 224 Travel Grants _4

61 Patents_12 143 m.sm.phl. criteria_9 225 Travel Grants 5

62 UIL_1 144 PhDprograms_1 226 Travel Grants _6

63 UIL_2 145 PhDprograms_2 227 Hindex_1




67 UIL_6 149 PhDprograms_6 231 publishedjournal_1

68 UIL_7 150 plagiarism_2 232 publishedjournal_2

69 scholarship_1 151 plagiarism_3 233 publishedjournal_3

70 scholarship_2 152 plagiarism_8 234 PERN_1

71 scholarship_3 153 plagiarism_9 235 PERN_2

72 scholarship_4 154 Qec_1 236 PERN_3

73 Conferences_1 155 Qec_2 237 PERN_5

74 Conferences_2 156 Qec_3 238 supervoisers_1







81 communityoutreach_1 163 Qec_10 245 supervoisers_8

82 communityoutreach_2 164 Qec_11 246 supervoisers_9

4.5.5.3 Open Ended Variables

Seven variables are measured through open-ended answers. shown in the table: 4.4

Table 4.4 List of variables measured through open-ended answers

Open-Ended Answers

1 Ph.D. Faculty_6 4 facultyappointment_7 7 Publishedjournal__4

2 Ph.D. Faculty_8 5 plagiarism_5

3 Ph.D. Faculty_13 6 plagiarism, _7

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4.6 TOOLS FOR DATA ANALYSIS

For Ph.D. research, the data has been collected directly and indirectly from various

resources. To obtain the reliable results various statistical technique has been used to

draw meaningful interpretation and conclude the key finding of the research. Following

sections will present facts and figures about the variables and their mutual relationships

(Khan and Khan, 2011).

4.6.1 Statically Package for Social sciences (SPSS)

SPSS is a Computer Windows-based program which has been used to key in data and for

data analysis and also present the data in table form or graph format. SPSS is capable to

handle large amounts of data and to perform all of the analyses covered in the text and

much more. SPSS is commonly used in the Social Sciences and in the business world

(Morrison, 1999).

4.6.1.1 Comparison Charts

Chart comparison has been using for three purposes namely (i) to identify the tool to

either use off-the-shelf or to adapt to meet the needs in measuring impact, reporting

performance, demonstrating quality, and the developing business strategy. It can be used

as the chart an overview to compare the tools in analyzing their merits and decide which

tool is most appropriate, (ii) the general information need to respond to others'

suggestions or requirements that take up a method or tool and (iii) to enable those

providing support and advice to third sector organizations and to understand the range of

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approaches and signpost of their clients to place the assistance, based on their needs and

situation.

4.6.1.2 Stacked Bar Charts

The bar chart is used to present the discrete or categorical data. It is ideal for nominal or

ordinal data scales with less than 10 categories. The cluster or grouped bar chart has been

used to show the information relating to the subgroups. Stacked Bar chart showed the

multiple datasets on top of each other. Stacked bar charts also have been used to indicate

the larger category which is divided into smaller categories. There is two type of stacked

bar chart.

4.6.1.3 Descriptive Statistic

Descriptive statistics are used to describe the basic features of the data set which

represent the entire population or sample of the population summarized with a simple

graph. It enables to present the data in a meaningful way, i.e., simpler interpretation of

the data. The simplest form is the Frequency Distribution or Tabulation. Other general

type includes measures of dispersion, such as; the standard deviation and the coefficient

of variation. In this study, the researcher has used multiple tables to represent the

descriptive findings of his research as illustrated by Khan and Khan (2011).

4.6.1.4 Hierarchical Cluster Analysis

The hierarchical cluster is the process to identify the relatively similar groups of the

variable based on selected characteristics employing algorithm in a separate cluster and

combine into same clusters at a time in a series of sequential steps (Holand, 2006; Blei

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and Lafferty, 2009). It identifies the homogeneity of similar groups and develops clusters

according to similarity Hierarchical cluster analysis is unique because its goal is to reduce

the number of cases or observations by classifying them into homogeneous clusters. It

refers the procedure of data reduction technique employed to sort the cases, observations,

and variables of given data set in similar groups that may differ from each other (Landau

and Chis Ster, 2010; Norousis, 2010; Yim and Ramdeen, 2015).

4.6.1.5 Logistic Regression

Logistic regression is a statistical method that has been employed to analyze the data set

in which single or multivariate independent variables have been examined. The output

has been determined with an (only two possible outputs). It has been used to describe the

data and explain the association between one dependent binary variable and one nominal

or ordinal or ratio level independent variables (Pampel, 2000; Hosmer et al., 2013;

Pandis, 2017).

4.7 SUMMARY

The chapter describes the proposed methodology to achieve the research objectives in

this research. Both qualitative and quantitative methodology is used in this research. A

semi-structured interview is used as the instrument for data analysis. The data is collected

from business institutes in the Sindh region. The chapter defines the method of data

collection which comprises the secondary data and primary data. The chapter defines the

scales used in this research. The last section of this chapter describes the tools for data

analysis.

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CHAPTER # 5

5. ANALYSIS

5.1 INTRODUCTION

Ranking systems indicates the development and achievements of university's

comprehensive educational, research, and environmental perspectives, vision, goals,

strategic plans, and development trend to the experts, stakeholders, and decision makers

(Lukman et al. 2011). This chapter discusses the results of this study based to analyses

the objectives of this research. The chapter starts with the analysis of identified practices

based on all criteria of national and international ranking systems. After the

identification, the adaptability of practices is explored in the business institutions in

Sindh. In detail, the chapter discusses the adaptability of practices through descriptive

statistics and clustered bar charts. After presenting the adaptability the clusters are

developed according to HEC ranking parameters and sort clusters into groups according

to their homogeneity and heterogeneity. At last the logistic regression is performed on the

developed clusters to dig out the best practices from the identified practices.

5.2 IDENTIFICATION OF PRACTICES BASED ON THE ALL CRITERIA OF

RANKING SYSTEMS

There are two hundred sixty-three Practices are identified from the literature. These

practices are adopted by various business schools globally to maintain and upgrade their

ranking and quality standards. In respect to all criteria, sixty-nine practices are identified

from a literature review. The details of identified practices are given below:

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Fig. 5.1: Identified practices based on all criteria of HEC, QS and THE ranking

system

Fig 5.1 Shows the number of practices explored from literature according to all national

and international criteria. The first section is a comparison of HEC and THE ranking

systems that contains three criteria and fourteen practices; five in Ph.D. output, two in

publication and seven in Amount generated through own resources/ Institutional income.

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The second section is comparison of HEC and QS ranking systems that contains eleven

criteria and ninety-three practices; thirteen in PhD faculty to total faculty, ten in

accreditation, twelve in computer, six in books in library, twelve in registered patent and

commercialization, seven in university, industry and government linkages, four in the

scholarship, eight in national and international conferences, nine in community outreach

program, four in national and international awards and eight in exchange program.

The third section is a comparison of HEC, QS and THE ranking systems that contains

four criteria and twenty-seven practices; five in student-teacher ratio, eight in teacher

evaluation, six in a paper published, two in publication and twelve in foreign student and

faculty.

The fourth section contains those criteria that are only designed and measured by HEC.

This section contains fifteen criteria and one hundred twenty-four practices; seven in the

appointment of a faculty member, nine in MS/M. Phil., six in PhD programs, nine in

plagiarism policy, eighteen in quality enhancement cell, and ten in latest international

ranking, seven in full time faculty to total faculty, sixteen in selectivity, eight in trainings,

six in research grants, six in travel grants, four in H-index, four in research journals, six

in internet bandwidth or PERN and nine in approved supervisor.

5.3 ANALYSIS OF IDENTIFIED PRACTICES

As the previous section discusses various identified practices in all ranking criteria. After

the identification of practices, the adaptability of these practices in the business institutes

in Sindh are evaluated. The adaptability is analyzed through descriptive statistics and

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stacked bar charts. The descriptive statistics show the overall mean and standard

deviation value of the practice; however, the stacked bar chart shows the separate mode

of adaptability according to business institute and Likert scale.

5.3.1 Analysis of HEC-THE Ranking Systems

There are three criteria and fourteen practices are existing in this section. The details are

given below:

5.3.1.1 Analysis of "Total Ph.D. output" Criteria

Table 5.1: Mean & Std. deviation of "Ph.D. Output" Criteria

Practice Statement Mean Std. Deviation

PhDoutput_1 Researchers are motivated and facilitated by

working in a research-friendly environment

4.33 1.23

PhDoutput_2 Industries based research and innovation

partnership with researchers exist.

4.00 1.41

PhDoutput_3 Research needs are readily identified. 4.16 1.26

PhDoutput_4 Institutional incentives are given to scholars for

excellence in research.

3.91 1.37

PhDoutput_5 Lab facilities for indoor research and for off-

campus opportunities are provided to scholars.

3.75 1.42

Table 5.1 Shows the mean and standard deviation of five practices in respect to Ph.D.

Output Criteria. The Practice: "Researchers are motivated and facilitated by working in a

research-friendly environment" had high mean value (4.33) and low standard deviation

value (1.23) that show it is mostly adopted practices among five practices however the

practice “Lab facilities for indoor research and for off-campus opportunities are provided

to scholars" had smallest mean value (3.75) and high standard deviation value (1.42) that

shows it was moderately adopted practice in the business institutes in Sindh.

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Fig. 5.2: Stacked bar chart of "Ph.D. Output" Criteria

Fig 5.2 shows stacked bar charts the adaptability of five practices of Ph.D. Output

criteria. The practice "Researchers are motivated and facilitated to working in the

research-friendly environment" is never adopted in MAJU and frequently adopted in

others. The practice "Industries based research and innovation partnership with

researchers exist" is never adopted in MAJU, rarely adopted in Newport and frequently

adopted in others. The practice "Research needs are readily identified) is frequently

adopted in all business institutes" and "Institutional incentives are given to scholars for

excellence in research" is rarely adopted in Greenwich and frequently adopted in others.

5.3.1.2 Analysis of “Publications in impact factor Journals” Criteria

Table 5.2: Mean & Std. deviation of “Paper Published & Publications” Criteria

Practice Statement Mean Std.

Deviation

Paperpublished_1 Faculty members receive a reward on high impact

factor publication.

4.08 1.24

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Paperpublished_2 Authors are from the Institute and authors from

outside the institute, the amount of award shall be

divided by a total number of authors.

3.50 1.31

Paperpublished_3 Indirect incentives are provided on publishing more

research papers in term of annual block grants buy

equipment or refurbish labs, salary in crescent,

promotion or funding for further research.

3.75 1.42

Paperpublished_4 At least Rs.10, 000/- the amount is fixed for each

paper published in any of the reputed International

Journal.

3.33 1.49

Paperpublished_5 The cash award is provided for each paper published

in any of the HEC listed Journal.

3.33 1.30

Paperpublished_6 Faculty ranked on their publication and give reward

in term of salary increase.

3.81 1.16

Publication_1 Publication Committee Promote facilitates and

monitors the timeliness of publication.

4.41 0.66

Publication_2 Publications are reviewed, edited and approved by

the editorial board.

4.58 0.90

Table 5.2 Shows the mean and standard deviation of six practices in respect to a paper

published and two practices in respect to Publication. The Practice “Faculty members

receive reward on high impact factor publication” had high mean value (4.08) and low

standard deviation value (1.24) that show it is mostly adoptable practices among six

practices however the Practice “At least Rs.10, 000/- amount is fixed for each paper

published in any of the reputed International Journal” and “Cash award is provided for

each paper published in any of the HEC listed Journal” had smallest mean value (3.33)

and high standard deviation value (1.49) that shows they were moderately adoptable

practice in the business institutes in Sindh. In respect of publication practices The

Practice “Publication Committee Promote, facilitates, and monitors the timeliness of

publication” have low mean value (4.41) as compare to the practice “Publications are

reviewed, edited and approved by editorial board” (4.58) but both practices are mostly

adopted in the business institutes in Sindh.

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Fig. 5.3: Stacked bar chart of “Paper Published & Publications” Criteria

Fig 5.3 shows stacked bar charts the adaptability of six practices of a paper published and

two practices of publication. The Practice “Faculty members receive a reward on high

impact factor publication" is never adopted in SZABIST and frequently adopted in

others. The Practice “Authors are from the Institute and authors from outside the institute,

the amount of award shall be divided by a total number of authors" is never adopted in

IBA Sukkur and MAJU and frequently adopted in others. The Practice “Indirect

incentives are provided on publishing more research papers in term of annual block

grants buy equipment or refurbish labs, salary in crescent, promotion or funding for

further research” is never adopted in SZABIST and MAJU and frequently adopted in

others. The Practice “At least Rs.10, 000/- the amount is fixed for each paper published in

any of the reputed International Journal" is never adopted in MAJU, rarely adopted in

Karachi IBA, BIZTEK, Newport and Greenwich and frequently adopted in others. The

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Practice “Faculty ranked on their publication and give reward in term of salary increase”

is rarely adopted in SZABIST and BIZTEK and frequently adopted in others. The

Practice “Publication Committee Promote, facilitates and monitors the timeliness of

publication" is frequently adopted in all business institutes. The Practice “Publications

are reviewed, edited and approved by the editorial board" is rarely adopted in MAJU and

mostly adopted in others.

5.3.1.3 Analysis of “Amount generated through own resources” Criteria

Table 5.3: Mean & Std. deviation of “Amount generated through own resources”

Criteria


Deviation

Amount own

resources_1

Short courses and workshops are organized. 4.00 0.73

Amount own

resources_2

Faculty members provide consultancy to other

organizations and industries.

3.75 1.05

Amount own

resources_3

Faculty members turn to business and launch spin-

out companies.

3.41 0.90

Amount own

resources_4

Income is generated through Technology Transfer,

Start-up business, Incubators, Royalty sale, and IP

auctions.

3.41 1.16

Amount own

resources_5

Faculty members are fundraising through scientific

research, sponsorship, education with tuition fees,

and funding from projects.

4.00 0.73

Amount own

resources_6

The amount is generated through Technology

commercialization, entrepreneurial activities,

advisory work and contracts, research, teaching, and

communication.

3.08 1.50

Amount own

resources_7

Equipment is rented out to other institutions,

industries, and organizations.

1.00 0.00

Table 5.3 Shows the mean and standard deviation of seven practices in respect to Amount

generated through own resources Criteria. The Practice “Short courses, and workshops

are organized" and "Faculty members are generating financial amount through scientific

studies, sponsorship, training, and investment from projects” had high mean value (4.00)

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and low standard deviation value (0.73) that show it is mostly adopted practices among

seven practices. However, The Practice “Equipment is rent out to other institutions,

industries and organizations" had the smallest mean value (1.00) that shows it was not an

adopted practice in the business institutes in Sindh.

Fig. 5.4: Stacked bar chart of “Amount generated through own resources” Criteria

Fig 5.4 shows stacked bar charts the adaptability of seven practices of the amount

generated through own resources criteria. The Practice “Short courses and workshops are

organized" is frequently adopted in all business institutes. The Practice “Faculty members

provide consultancy to other organizations and industries” is rarely adopted in SZABIST

and frequently adopted in others. The Practice “Institute encourage their faculty to flip to

commercial enterprise and release spin-out corporations” is rarely adopted in SZABIST

and frequently adopted in others. The Practice “Earnings is produced through knowledge

transfer, start-up commercial enterprise, Incubators, Royalty sale, and IP auctions" is

never adopted in KASB, rarely adopted in IoBM and frequently adopted in others. The

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Practice “Faculty members are generating financial amount through scientific studies,

sponsorship, training, and investment from projects” is frequently adopted in all business

institutes. The Practice “Funds is generated via technology commercialization,

entrepreneurial activities, advisory work and contracts, research, coaching, and verbal

exchange” is never adopted in Karachi IBA, IBA Sukkur and KASB, rarely adopted in

BIZTEK and frequently adopted in others. The Practice “Equipment is rent out to other

institutions, industries, and organizations" is never adopted in all business institutes.

5.3.2 Analysis of HEC-QS Ranking Systems

There are eleven criteria and ninety-three practices are existing in this section. The details

are given below:


Table 5.6: Mean & Std. deviation of “Accreditation” Criteria


Deviation

Accreditation_1 Designed policies and strategies contain national,

regional and global perspectives.

4.25 0.86

Accreditation_2 Cultural and regional diversity is focused. 3.33 0.88

Accreditation_3 During designing courses, the requirements of the

corporate world are focused.

4.58 0.51

Accreditation_4 A degree of recruiter satisfaction is the monitor with

the quality of its graduates.

4.08 0.24

Accreditation_5 Programs are incorporate as structured opportunities

for participants to gain direct experience of the

corporate world, through internships, fieldwork and

campus visits.

4.33 0.77

Accreditation_6 New ideas are focused on the assessment

procedures.

4.41 0.66

Accreditation_7 Strong mechanism system executes to monitor and

maintain the quality control of the program in order

to achieve program objectives

4.00 1.12

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Accreditation_8 Student admissions include student counseling and

guidance, professionalism and personality

improvement, individual behavior, course research

and progression, career development, international

and corporate linkages, and career placement.

3.58 0.79

Accreditation_9 Well documented, systematic processes to develop,

monitor, evaluate, and revise the substance and

delivery of the curricula of degree programs.

4.25 0.62

Accreditation_10 Teaching assistant assists in various exercises like

case studies, skills practice and other academic

activities.

4.08 1.24

Table 5.6 Shows the mean and standard deviation of ten practices in respect to

Accreditation criteria. The Practice “During designing courses the requirements of the

corporate world are focused” had highest mean value (4.58) and low standard deviation

value (0.51) that show it is most adoptable practices among ten practices. however, The

Practice “Cultural and regional diversity is focused” had smallest mean value (3.33) that

shows it was moderately adopted practice in the business institutes in Sindh.

Fig. 5.6: Stacked bar chart of “Accreditation” Criteria

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Fig 5.6 shows stacked bar charts the adaptability often practices in Accreditation criteria.

The Practice "Designed policies and strategies contain national, regional and global

perspectives" is frequently adopted in whole business institutes. The Practice “Cultural

and regional diversity is focused” is rarely adopted in SZABIST and Iqra and frequently

adopted in others. The Practice "During designing courses the requirements of the

corporate world are focused" is frequently adopted in whole business institutes. The

Practice "Degree of recruiter satisfaction is the monitor with the quality of its graduates"

is never adopted in MAJU and frequently adopted in others. A The Practice "Programs

are incorporate as structured opportunities for participants to gain direct experience of the

corporate world, through internships, fieldwork and campus visits" and "New ideas are

focused in the assessment procedures" are frequently adopted in whole business

institutes. The Practice “Strong mechanism system executes to monitor and maintain the

quality control of the program in order to achieve program objectives” is never adopted in

IoBM and frequently adopted in others. The Practice “Student admission occurs: student

counseling and steering, expertness and their temperament improvement, individual

behavior, course analysis and progression, career development, international and

company linkages and career placement" is rarely adopted by KASB and frequently

adopted by others. The Practice “well recognized, systematic techniques to develop,

display, examine, and revise the substance and delivery of the curricula” is moderately

adopted by IoBM and mostly adopted by others. The Practice “Teaching assistant assist

in various exercises like case studies, skills practice and other academic activities” is

never adopted by Dadabhoy and frequently adopted by others.

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5.3.2.2 Ph.D. faculty

Table 5.4: Mean & Std. deviation of "Ph.D. Faculty" Criteria


Deviation

Ph.D.Faculty_1 Ph.D. faculty member is considered as an academic

leader, that is excellence in research, teaching,

professional activities, and policy development.

4.75 0.45

Ph.D.Faculty_2 Ph.D. faculty is encouraged to provide guidance

and assistance to more junior staff in developing

their capacity for teaching and research.

4.33 0.77

Ph.D.Faculty_3 Ph.D. faculty is facilitated to participate in the

appropriate national and international organizations

of their discipline or profession.

4.75 0.62

Ph.D.Faculty_4 Ph.D. faculty is involved in policy formation and

management of the Institute.

4.25 0.75

Ph.D.Faculty_9 Faculty members are exchanged with foreign

faculty.

2.09 1.37

Ph.D.Faculty_10 In your Institute foreign faculty is invited to deliver

the lectures.

3.36 1.12

Ph.D.Faculty_11 Ph.D. Faculty is providing consultancy to the related

industries and organizations.

4.00 0.63

Table 5.4 Shows the mean and standard deviation of thirteen practices in respect to Ph.D.

Faculty criteria. This table discuss only seven quantitative practices. Remaining six

qualitative practices are discussed in table 4.14. The Practice "Doctorate teachers are

considered as a tutorial leadership, that is professionally performed excellence in

research, teaching, skilled activities, and policy development" and “Doctorate teachers

are expedited to participate within the acceptable national and international organizations

of their discipline or profession” had high mean value (4.75) and low standard deviation

value (.45) that show it is mostly adoptable practices among seven practices however The

Practice "Faculty members are exchanged with foreign faculty" had the smallest mean

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value (2.09) and high standard deviation value (1.37) that shows it was very rarely an


Fig. 5.5: Stacked bar chart of "Ph.D. Faculty" Criteria

Fig 5.5 shows stacked bar charts the adaptability of seven practices in Ph.D. Faculty

criteria. The Practice "Doctorate teachers are considered as a tutorial leadership, that is

professionally performed excellence in research, teaching, skilled activities and policy

development” is mostly adopted in all business institutes. The Practice “DOCTORATE

TEACHERS ARE INSPIRED TO PRODUCE LEADERSHIP AND HELP TO ADDITIONAL JUNIOR

WORKERS IN DEVELOPING THEIR CAPACITY FOR TEACHING AND RESEARCH" is moderately

adopted by IoBM and Newport and mostly adopted by others. The Practice “Doctorate

teachers are expedited to participate within the acceptable national and international

organizations of their discipline or profession” is moderately adopted by Newport and

mostly adopted by others. The Practice “Doctorate teachers are concerned in policy

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formation and management of the Institute” is moderately adopted by SZABIST and

mostly adopted by others. The Practice "Faculty members are exchanged with foreign

faculty" is never adopted by KASB, BIZTEK, SZABIST, MAJU, Greenwich, and

Dadabhoy and frequently adopted by others. The Practice "Foreign faculty is invited to

deliver the lectures" and "Ph.D. Faculty is providing consultancy to the related industries

and organizations" are frequently adopted by all business Institutes.

Table 5.5: Coding of five qualitative "Ph.D. Faculty" Criteria

Table 5.5 shows the qualitative and two Likert scale answers of Seven practices asked

during the interview. Ph.D.Faculty_5 states that Ph.D. faculty is pursued to advance the

image of your institute in the community locally, nationally and internationally? All

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institutes replied as "Yes". The Practice "How Ph.D. faculty is pursued to advance the

image of your institute in the community locally, nationally and internationally". The

responses of the business institutes are: IoBM perform Sindh Economic Survey and

KCCI. In IBA Sukkur PhDs play a vital role in ORIC and complete various industrial

projects. BIZTEK Ph.D. Faculty introduces innovation in Auto Rikshaw. SZABIST Run

incubation center in various places. Iqra Participate in chambers of commerce and

various seminars. Muhammad Ali Jinnah performs IRC projects, three months’ project of

stitching in Sindh. In Greenwich, Ph.D. faculty performs a vital role in the popularity of

the institute and Dadabhoy Institute of Higher Education Performing various research

projects. The Practice "Ph.D. faculty brings any improvement in academic standards" All

institutes replied as "Yes". The Practice "How Ph.D. faculty brings any improvement in

academic standards" IBA Sukkur help to improve the courses. BIZTEK introduce

Research oriented culture. SZABIST gain International Accreditation. In Muhammad Ali

Jinnah Ph.D. faculty sit in the classes and advise and coach the young faculty and taught

them improving academic skills. In Greenwich, the Ph.D. faculty has innovative ideas

regarding the conduction of research work. As the Practice "Ph.D. Faculty provide

consultancy through organizing research group" and "that How Ph.D. Faculty provides

consultancy" was evaluated through pilot testing and three pilot testing business institutes

(IoBM and Karachi IBA and IBA Sukkur) was not included in the answer of that

practices. The Practice "Ph.D. Faculty provide consultancy through organizing research

group" KASB, BIZTEK, Iqra, Newport Institute of Communications & Economics and

Muhammad Ali Jinnah replied in “Yes” however others deny the practice. The last

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practice was “How Ph.D. Faculty provides consultancy" No any business institutes

replied that question.

5.3.2.3 Computer

Table 5.7: Mean & Std. deviation of “Computers” Criteria


Deviation

computers_1 Computer systems and networks are provided for

students use as a part of the University academic

program.

4.75 0.62

computers_2 Students have a responsibility to use computer

resources in an efficient, ethical, and lawful manner.

4.75 0.45

computers_3 Equal opportunities are provided for all students

(graduate and postgraduate) with respect to access the

computer.

4.66 0.65

computers_4 Institute have spaces for computers in classrooms, with

a power supply and network connection at each seat.

3.83 1.46

computers_5 Computer training and short courses are offered to

students and faculty.

4.50 0.67

computers_6 online library facility is available. 3.83 1.40

computers_7 Internet access can students to get different educational

resources from all over the world, without any cost.

4.58 0.66

computers_8 Students are restricted to send assignment through the

online system.

2.83 1.11

computers_9 Video conferences are organized. 3.70 1.15

computers_10 Students attendance is online. 3.30 1.88

computers_11 Students grading system is online. 4.20 1.47

computers_12 Lectures are regularly recorded and uploaded on the

website.

2.90 1.66

Table 5.7 Shows the mean and standard deviation of twelve practices in respect to

computer Criteria. The Practice “Computer systems and networks are provided for

students use as a part of the University academic program” and “Graduate and post-

graduate students have a responsibility to apply computer resources in an efficient, moral,

and lawful way” had high mean value (4.75) and low standard deviation value (0.45) that

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show it is completely adopted practices among twelve practices, however, The Practice

"Students are restricted to send assignment through online system” had smallest mean

value (2.8) that shows it was rarely adopted practice in the business institutes in Sindh.

Fig. 5.7: Stacked bar chart of “Computers” Criteria

Fig 5.7 shows stacked bar charts the adaptability of twelve practices of computer criteria.

The Practice “Computer systems and networks are provided for students use as a part of

the University academic program” , “Graduate and post-graduate students have a

responsibility to apply computer resources in an efficient, moral, and lawful way” and

"Equal opportunities are provided for all students (graduate and postgraduate) in respect

to access the computer" are frequently adopted in all business institutes. The Practice

“Departments have spaces for computers in lecture rooms, with a electricity deliver and

community connection at each seat” is never adopted in SZABIST and TIP and

frequently adopted in others. The Practice “Computer training and short courses are

offered to students and faculty" is frequently adopted in all business institutes. The

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Practice “online library facility is available" is rarely adopted in KASB, Newport,

Greenwich, and Dadabhoy and frequently adopted in others. The Practice “Internet

access can students to get different educational resources from all over the world, without

any cost” is frequently adopted in all business institutes. The Practice “Students are

restricted to send assignment through the online system" is never adopted in IoBM and

BIZTEK, rarely adopted in SZABIST, and Greenwich and frequently adopted in others.

The Practice “Video conferences are organized” is rarely adopted in KASB and MAJU

and frequently adopted in others. The Practice “Students attendance is online” is never

adopted in SZABIST, MAJU and Dadabhoy, rarely adopted in Iqra and frequently

adopted in others. The Practice “Students grading system is online” is never adopted in

SZABIST rarely adopted in MAJU and frequently adopted in others. The Practice

“Lectures are regularly recorded and uploaded on the website" is never adopted in

KASB, SZABIST and MAJU rarely adopted in IBA Sukkur and frequently adopted in

others.

5.3.2.4 Books in the library

Table 5.8: Mean & Std. deviation of “Library Books” Criteria


Deviation

librarybooks_1 A library visit is compulsory for a student twice a

week.

2.83 1.11

librarybooks_2 Students are facilitated to visit various book fairs and

purchase books on the university domain.

3.16 1.40

librarybooks_3 Librarian is well talented and highly qualified. 4.41 0.66

librarybooks_4 Library effectiveness is measured as an indicator in

the further improvement of the institute.

4.08 0.79

librarybooks_5 Library provides safe and secure physical and virtual

environment conducive to study and research.

4.50 0.90

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librarybooks_6 Digital library facilities are available at each

departmental library along with relevant books and

journals.

4.16 1.26

Table 5.8 Shows the mean and standard deviation of six practices in respect to books in

library Criteria. The Practice “Library provides safe and secure physical and virtual

environment conducive to study and research” had high mean value (4.50) that show it is

completely adopted practices among six practices however The Practice “Library visit is

compulsory for a student twice a week” had smallest mean value (2.83) that shows it was

rarely adopted practice in the business institutes in Sindh.

Fig. 5.8: Stacked bar chart of “Library Books” Criteria

Fig 5.8 shows stacked bar charts the adaptability of six practices of books in library

criteria. The Practice “Library visit is compulsory for a student twice a week” is never

adopted in Karachi IBA and SZABIST, rarely adopted in IBA Sukkur and BIZTEK and

frequently adopted in others. The Practice “Students are facilitated to visit various book

fairs and purchase books on university domain” is never adopted in IoBM and SZABIST,

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rarely adopted in Greenwich and Dadabhoy and frequently adopted in others. The

Practice “Librarian is well talented and highly qualified” and “Library effectiveness is

measured as an indicator in the further improvement of the institute” are frequently

adopted in all business institutes. The Practice “Library provides safe and secure physical

and virtual environment conducive to study and research” is rarely adopted in Greenwich

and frequently adopted in others. The Practice “Departmental library has digital library

facility with applicable books and journals” is never adopted in Greenwich and frequently

adopted in others.

5.3.2.5 Registered patent and commercialization

Table 5.9: Mean & Std. deviation of “Registered Patents/Commercialization”

Criteria


Deviation

Patents_1 Faculty members are encouraged to file for patents. 1.16 0.57

Patents_2 Institute have branched to become innovation merchants to

other organization (they generate knowledge) to (they

license their knowledge to other organizations).

1.33 1.15

Patents_3 Faculty members are encouraged to commercialize their

research work.

3.83 1.02

Patents_4 Incentives are provided to disclose inventions like royalty

sharing agreements or equity participation in academic

start-ups.

3.25 1.28

Patents_5 Young researcher’s prizes are offered for inventions that

are commercialized.

2.91 1.16

Patents_6 On- campus or off-campus “technology transfer offices"

(TTOs) works to intermediaries to bridge the gap between

invention and commercialization.

3.66 1.49

Patents_7 A small amount of (formal) academic patenting activity

that takes place, the increased focus on patenting academic

inventions and licensing.

1.91 0.99

Patents_8 Management takes decisions based on discoveries that

define scientific research.

2.16 0.83

Patents_9 The faculty is under intense pressure to publish their

research work or file patenting decided by management.

3.00 1.27

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Patents_10 Caretakers financially facilitated to file a national or

foreign patent.

1.58 0.79

Patents_11 The inventor is permitted to licensed sponsorship in case of

the limited patent budget.

1.33 0.65

Patents_12 The invention can be the basis on the new product

according to market need.

1.91 0.90


Registered Patent/ Commercialization criteria. The Practice “Faculty members are

encouraged to commercialize their research work” had high mean value (3.83) that show

it is moderately adoptable practices among twelve practices however The Practice

“Faculty members are encouraged to file for patents” had smallest mean value (1.16) that

shows it was not an adopted practice in the business institutes in Sindh. In respect to

standard deviation the practice that is close to mean value is “Faculty members are

encouraged to file for patents” (.57) and far from mean value is “On- campus or off-

campus “technology transfer offices" (TTOs) works to intermediaries to bridge the gap

between invention and commercialization” (1.49).

177

Fig. 5.9: Stacked bar chart of “Registered Patents/Commercialization” Criteria

Fig 5.9shows stacked bar charts the adoptability of twelve practices of Registered

Patents/Commercialization criteria. The Practice “Faculty members are encouraged to file

for patents” is moderately adopted in TIP and never adopted in others. The Practice

“Institute have branched to become innovation merchants to other organization (they

generate knowledge) to (they license their knowledge to other organizations” is mostly

adopted in Karachi IBA and never adopted in others. The Practice “Faculty members are

encouraged to commercialize their research work” is never adopted in Newport and

frequently never adopted by others. The Practice “Incentives are provided


or fraction undergo in academic start-ups” is never adopted by MAJU, rarely adopted by

Newport and frequently adopted by others. The Practice “Young researcher’s prizes are

offered for inventions that are commercialized” is never adopted by MAJU and

ZSABIST, rarely adopted by Karachi IBA and IBA Sukkur and frequently adopted by

others. The Practice “On- campus or off-campus “technology transfer offices" (TTOs)

works to intermediaries to bridge the gap between invention and commercialization” is

never adopted by IoBM and KASB and frequently adopted by others. The Practice

“Several types of trainings and workshops conducted on academic patenting activities

that enhance the culture of invention and licensing the goods and services” is never

adopted by IoBM, Karachi IBA, IBA Sukkur, KASB and Iqra, rarely adopted by

BIZTEK, MAJU and Newport and frequently adopted by others. The Practice

“Management take decisions based on discoveries that define scientific research” is never

178

adopted by Karachi IBA and IBA Sukkur, rarely adopted by IoBM, Iqra and Newport and

frequently adopted by others. The Practice “Faculty are under intense pressure to publish

their research work or file patenting decided by management” is never adopted by

Karachi IBA and MAJU, rarely adopted by Greenwich and SZABIST and frequently

adopted by others. The Practice “Caretakers financially facilitated to file national or

foreign patent” is rarely adopted by BIZTEK, SZABIST and Newport, frequently adopted

by TIP and Dadabhoy and never adopted by Newport and frequently adopted by others.

The Practice “Inventor is permitted to licensed sponsorship in case of limited patent

budget” is rarely adopted by BIZTEK and IoBM frequently adopted by TIP and never

adopted by Newport and frequently adopted by others. The Practice “Invention can be

basis on the new product according to market need” is never adopted by Karachi IBA,

Iqra, MAJU, Greenwich and Dadabhoy, rarely adopted by IoBM, SAZBIST and Newport

and frequently adopted by others.

5.2.2.6 University, industry and government linkages

Table 5.10: Mean & Std. deviation of “University industrial linkages through

(ORICs).” Criteria


Deviation

UIL_1 Programs established to support the University-Industry

collaboration like the "Liaison Industrialist Programs". 4.16 0.71

UIL_2 Institute promote the support of companies to participate in

projects of the faculties. 3.66 1.15

UIL_3 Technology transfer mechanism is actively performing

various activities through licensing, arrangements consulting,

joint or contract R&D and technical services.

2.75 1.54

UIL_4 Top management and representatives from all the stake-

holders with the roles for industry, universities and

government clearly defined.

4.66 0.49

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UIL_5 Persons assigned to manage the linkage programs, either in

universities or the public sector must have some experience

with industry as well as a flair for dealing with the private

sector.

3.58 0.51

UIL_6 Linkage programs that are developed is based on

entrepreneurial foundations, both of university staff and of

private industry, with a well-thought-out development plan.

3.83 0.57

UIL_7 Institute is interest in the creation and support of university-

related Science Parks and Business Incubators in recent

years.

2.83 0.93

Table 5.10 Shows the mean and standard deviation of seven practices in respect to

University industrial linkages through (ORICs) criteria. The Practice “Top administration

and agents from all the partners with the parts for industry, higher education sector and

government obviously characterized” had high mean value (4.66) and low standard

deviation value (0.49) that show it is mostly adoptable practices among seven practices

however. The Practice “Innovation exchange component is effectively performing

different exercises through permitting, plans counseling, joint or contract R&D and

specialized administrations” had smallest mean value (2.75) and high standard deviation

vale (1.54) that shows it was very rarely adopted practice in the business institutes in

Sindh.

180

Fig. 5.10: Stacked bar chart of “University industrial linkages through (ORICs)”

Criteria

Fig 5.10 shows stacked bar charts the adoptability of seven practices of University

industrial linkages through (ORICs) criteria. The Practice “Projects built up to help the

University-Industry coordinated effort like the "Contact Industrialist Programs" is

moderately adopted in Iqra and MAJU and mostly adopted in others. The Practice “Invite

companies and other organization in various events and projects launch by the institutes”

is never adopted in Greenwich and frequently adopted in others. . The Practice

“Innovation exchange component is effectively performing different exercises through

permitting, plans counseling, joint or contract R&D and specialized administrations” is

never adopted in Karachi IBA, IBA Sukkur, KASB and BIZTEK, rarely adopted in IoBM

and frequently adopted in others. The Practice “Top administration and agents from all

the partners with the parts for industry, higher education sector and government

obviously characterized” is mostly adopted in all business institutes. The Practice “People

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relegated to deal with the linkage programs, either in institute or outside the institute must

have some involvement with industry and additionally a talent for managing the restricted

area” moderately adopted in IoBM, SZABIST and Iqra and mostly adopted in others. The

Practice “Linkage packages which can be advanced is primarily based on entrepreneurial

foundations, each of employees and of personal industry, with a properly-thought-out

development plan” is moderately adopted in Iqra, Greenwich and MAJU and mostly

adopted in others. The Practice “Institute is enthusiasm for the formation and provision of

Science Parks and Incubation centers” is completely adopted in IoBM, mostly adopted in

Dadabhoy and moderately adopted in BIZTEK, TIP, MAJU, SZABIST and Greenwich

and rarely adopted in others.

5.3.2.7 Scholarships

Table 5.11: Mean & Std. deviation of “Indigenous Scholarship” Criteria


Deviation

scholarship_1 Proper information of scholarship is provided to the

students.

4.58 0.66

scholarship_2 Indigenous scholarship advisory council is active. 3.33 1.55

scholarship_3 Institute arrange trainings are arranged on applying

process of indigenous scholarship

3.41 1.16

scholarship_4 Fair and transparent system is active for applying for

scholarships.

4.41 0.90

Table 5.11 Shows the mean and standard deviation of four practices in respect to

indigenous scholarship Criteria. The Practice “Proper information of scholarship is

provided to the students” had high mean value (4.58) and low standard deviation value

(0.66) that show it is completely adopted practices among four practices however The

Practice “Indigenous scholarship advisory council is active” had smallest mean value

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(3.33) and highest standard deviation value (1.55) hat shows it was rarely adopted

practice in the business institutes in Sindh.

Fig. 5.11: Stacked bar chart of “Indigenous Scholarship” Criteria

Fig 5.11 shows stacked bar charts the adoptability of four practices of indigenous

scholarship criteria. The Practice “Proper information of scholarship is provided to the

students” is never adopted in IoBM and SZABIST, rarely adopted in IBA Sukkur and

BIZTEK and frequently adopted in others. The Practice “Indigenous scholarship

advisory council is active” is never adopted in SZABIST, rarely adopted in dadabhoy and

Greenwich and frequently adopted in others. The Practice “Institute arrange trainings are

arranged on applying process of indigenous scholarship” and “Fair and transparent

system is active for applying for scholarships” are frequently adopted in all business

institutes.

183

5.3.2.8 National and international conferences

Table 5.12: Mean & Std. deviation of “National & International Conferences”

Criteria


Deviation

Conferences_1 Event committees are active to properly plan and

execute events.

4.50 1.16

Conferences_2 Alumni’s are encouraged in organizing conferences

and other events.

4.66 0.65

Conferences_3 Faculty members are encourages arranging conference. 4.75 0.62

Conferences_4 Proper funding is provided to arrange conference. 4.75 0.45

Conferences_5 Rewards are given to the conference organizers. 4.00 1.34

Conferences_6 Guest are facilitated with pick and drop facility

Lodging and boarding during the conference.

4.41 0.99

Conferences_7 Students are encouraged to involve arranging

conferences.

4.58 0.51

Conferences_8 Conference advertised schedule is updated on websites

and mailing list.

4.75 0.45

Table 5.12 Shows the mean and standard deviation of eight practices in respect to

National and International Conferences Criteria. The Practice “Faculty members are

encouraging arranging conference”, “Proper funding is provided to arrange conference”

and “Conference advertised schedule is updated on websites and mailing list” had high

mean value (4.75) and low standard deviation value (0.45) that show it is completely

adopted practices among eight practices however The Practice “Rewards are given to the

conference organizers” had smallest mean value (4.00) and high standard deviation value

(1.34) that shows it was mostly adopted practice in the business institutes in Sindh.

184

Fig. 5.12: Stacked bar chart of “National & International Conferences” Criteria

Fig 5.12 shows stacked bar charts the adoptability of eight practices of national and

international conferences criteria. The Practice “Event committees are active to properly

plan and execute events” is never adopted in BIZTEK and frequently adopted in others.

The Practice “Alumni’s are encouraged in organizing conferences and other events”,

“Faculty members are encouraging arranging conference”, “Proper funding is provided to

arrange conference”, “Rewards are given to the conference organizers”, “Students are

encouraged to involve arranging conferences” and “Conference advertised schedule is

updated on websites and mailing list” are frequently adopted in all business institutes.

The Practice “Guest are facilitated with pick and drop facility Lodging and boarding

during the conference” is rarely adopted in SZABIST and frequently adopted in others.

5.3.2.9 Community outreach program

Table 5.13: Mean & Std. deviation of “Community Outreach” Criteria

185


Deviation

communityoutreach_1 Institute Work in a concession stand to raise

money for a worthy cause.

3.50 1.08

communityoutreach_2 Faculty members and students worked as

Volunteer at a health fair.

3.91 1.08

communityoutreach_3 Faculty members and students Share a talent

through teaching a class.

4.08 0.99

communityoutreach_4 Faculty members and students worked as

Volunteer to help at charity auctions.

3.66 1.15

communityoutreach_5 Faculty members and students take a part in

Alter and repair clothes for the needy, elderly

and homeless.

4.00 1.04

communityoutreach_6 Faculty members and students work as

Volunteer at an agency that works with

children with disabilities.

3.83 1.11

communityoutreach_7 Faculty members and students Visit a

rehabilitation center. Learn about patients with

special needs. Volunteer to help.

3.25 1.42

communityoutreach_8 Faculty members and students Plant a garden

or tree.

4.58 0.51

communityoutreach_9 Faculty members and students Pick up

medicine for an elderly person.

3.25 1.21

Table 5.13 Shows the mean and standard deviation of nine practices in respect to

community outreach programs Criteria. The Practice “Faculty members and students

Plant a garden or tree” had high mean value (4.58) and low standard deviation value

(0.51) that show it is completely adopted practices among nine practices however The

Practice “Teachers and students survey a rehabilitation center and find out about patients

with unique needs” and “Faculty members and students Pick up medicine for an elderly

person” had smallest mean value (3.25) and highest standard deviation value (1.42) hat

shows it was rarely adopted practice in the business institutes in Sindh.

186

Fig. 5.13 Stacked bar chart of “Community Outreach” Criteria

Fig 5.13 shows stacked bar charts the adoptability of nine practices of community

outreach programs criteria. The Practice “Institute work in a concession stand to raise

cash for a cause” is never adopted in Greenwich, rarely adopted in IBA Sukkur and

frequently adopted in others. The Practice “Faculty members and students worked as

Volunteer at a health fair” is never adopted in IBA Sukkur and frequently adopted in

others. The Practice “Faculty members and students Share a talent through teaching a

class” is rarely adopted in Iqra and frequently adopted in others. The Practice “Faculty

members and students worked as Volunteer to help at charity auctions” is never adopted

in Greenwich, rarely adopted in TIP and frequently adopted in others. The Practice

“Faculty members and students take a part in Alter and repair clothes for the needy,

elderly and homeless” is rarely adopted in Newport and frequently adopted in others. The

Practice “Teachers and students serve as a helper at a corporation that works for special

187

or handicap child’s” is rarely adopted in Dadabhoy and MAJU and frequently adopted in

others. The Practice “Teachers and students survey a rehabilitation center and find out

about patients with unique needs” is never adopted in MAJU, rarely adopted in TIP,

Dadabhoy, Newport and Iqra and frequently adopted in others. The Practice “Faculty

members and students Plant a garden or tree” is frequently adopted in all business

institutes. The Practice “Faculty members and students Pick up medicine for an elderly

person” is never adopted in Greenwich, rarely adopted in IBA Sukkur and Newport and

frequently adopted in others.

5.3.2.10 National and international awards

Table 5.14: Mean & Std. deviation of “International Awards” Criteria


Deviation

Internationalawards_1 Faculty members and students have a potential

to sharing idea on practice within or outside

their own university.

3.41 0.79

Internationalawards_2 Incentives and rewards are provided to the

award-winning student or faculty.

3.50 0.52

Internationalawards_3 Faculty members and students are alerts with

award winning competitions.

4.25 0.75

Internationalawards_4 Students and faculty members are encouraged to

participate in national and international events.

3.58 0.51


International Awards criteria. The Practice “Faculty members and students are alerts with

award winning competitions” had high mean value (4.25) and low standard deviation

value ( 0.75) that show it is mostly adoptable practices among four practices however

The Practice “Faculty members and students have a potential to sharing idea on practice

within or outside their own university” had smallest mean value (3.41) and high standard

188

deviation value (0.79) that shows it was moderately adopted practice in the business


Fig. 5.14: Stacked bar chart of “International Awards” Criteria

Fig 5.14 shows stacked bar charts the adoptability of four practices of International

awards criteria. The Practice “Faculty members and students have a potential to sharing

idea on practice within or outside their own university” is rarely adopted in IoBM and

frequently adopted in others. The Practice “Incentives and rewards are provided to the

award-winning student or faculty”, “Faculty members and students are alerts with award

winning competitions” and “Students and faculty members are encouraged to participate

in national and international events” are frequently adopted in all business Institutes.

5.3.2.11 Exchange program

Table 5.15: Mean & Std. deviation of “Exchange Program” Criteria


Deviation

exchangeprogram_1 Innovative programs and services are provided to

faculty members and students make study

abroad.

3.00 1.59

exchangeprogram_2 Innovative ideas are fostering that will help

international education professionals create and

sustain new opportunities for students and

faculty.

4.25 0.75

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exchangeprogram_3 International education brings to the forefront of

education policy.

4.16 1.26

exchangeprogram_4 Students are aware with the benefits of study

abroad and international educational exchange.

3.25 1.13

exchangeprogram_5 Faculty suggest the best exchange program for

the student in respect to relevant field.

3.08 0.79

exchangeprogram_6 The faculty will assess and approve proposed

overseas study plan to ensure program can be

credited towards institute.

3.16 0.71

exchangeprogram_7 Institute Efforts demonstrate strategic,

comprehensive and sustainable international

partnership efforts.

4.58 0.66

exchangeprogram_8 Joint a dual degree programs Developing with

universities abroad -Increasing the number of

exchange programs.

2.33 1.55


International collaboration/exchange program Criteria. The Practice “Institute Efforts

demonstrate strategic, comprehensive and sustainable international partnership efforts”

had high mean value (4.58) and low standard deviation value (0.66) that show it is

completely adopted practices among eight practices however The Practice “Joint a twin

degree packages growing with universities abroad -increasing the range of conversion

packages” had smallest mean value (2.33) and highest standard deviation value (1.55) hat


190

Fig. 5.15: Stacked bar chart of “Exchange Program” Criteria

Fig 5.15 shows stacked bar charts the adoptability of eight practices of to International

collaboration/exchange program Criteria. The Practice “Innovative programs and services

are provided to faculty members and students make study abroad” is never adopted in

SZABIST, TIP and Greenwich, rarely adopted in BIZTEK and MAJU and frequently

adopted in others. The Practice “Latest ideas are generated that can assist worldwide

schooling specialists create and sustain new possibilities for students and school” is

frequently adopted in all business institutes. The Practice “Global education brings to the

leading edge of academic policies” is never adopted in MAJU and frequently adopted in

others. The Practice “Students are aware with the benefits of get education internationally

through educational exchange programs” is never adopted in Greenwich, rarely adopted

in MAJU and frequently adopted in others. The Practice “Faculty suggest the best

exchange program for the student in respect to relevant field” is rarely adopted in

BIZTEK, SZABIST and MAJU and frequently adopted in others. The Practice “The

191

teachers will determine, and support planed foreign study plan to make certain program

can be attributed towards institute” is rarely adopted in BIZTEK and SZABIST and

frequently adopted in others. The Practice “Institute Efforts demonstrate strategic,

comprehensive and sustainable international partnership efforts” is frequently adopted in

all business institutes. The Practice “Joint a twin degree packages growing with

universities abroad -increasing the range of conversion packages” is never adopted in

KASB, SZABIST, BIZTEK, MAJU, Greenwich and dadabhoy and frequently adopted in

others.

5.3.3 Analysis of HEC-QS-THE Ranking Systems

There are four criteria and twenty-seven practices are existing in this section. The details

are given below:

5.3.3.1 Student teacher ratio

Table 5.16: Mean & Std. deviation of “Teacher student” Criteria


Deviation

teacher. student_1 Part-time faculty members are involved in various

activities such as curricula designing and others.

3.33 1.07

teacher. student _2 Retired faculty members are re hired as part time. 3.25 1.05

teacher. student _3 Part-time faculty who have been employed for six

or more terms is provided same incentives of full

time faculty.

2.25 1.42

teacher. student _4 Regular procedures are devised equitable scales

paying to part-time faculty members.

3.66 0.88

teacher. student _5 Part-time faculty members contribute to the

academic program of the institution receive

prorated compensation.

3.00 1.27

192

Table 5.16 Shows the mean and standard deviation of five practices in respect to Teacher

student ratio criteria. The Practice “Regular procedures are devised equitable scales

paying to part-time faculty members” had high mean value (3.66) and low standard

deviation value (0.88) that show it is moderately adoptable practices among five practices

however The Practice “Part-time teachers who are utilized for 6 or additional terms is

provided same incentives of full time teachers” had smallest mean value (2.25) and high

standard deviation value (1.42) that shows it was very rarely an adopted practice in the

business institutes in Sindh.

Fig. 5.16: Stacked bar chart of “Teacher student” Criteria

Fig 5.16 shows stacked bar charts the adoptability of five practices in Teacher Student

criteria. The Practice “Part-time faculty members are involved in various activities such

as curricula designing and others” is never adopted by IoBM and frequently adopted by

others. The Practice “Retired faculty members are re hired as part time” is never adopted

by SZABIST and frequently adopted by others. The Practice “Part-time teachers who

are utilized for 6 or additional terms is provided same incentives of full time teachers” is

never adopted by IoBM, Karachi IBA, SZABIST.MAJU and Dadabhoy and frequently

193

adopted by others. The Practice “Regular procedures are devised equitable scales paying

to part-time faculty members” is rarely adopted by BIZTEK and frequently adopted by

others. The Practice “Part-time faculty members contribute to the academic program of

the institution receive prorated compensation” is never adopted by SZABIST and MAJU,

rarely adopted by IoBM and BIZTEK and frequently adopted by others.

5.3.3.2 Teacher evaluation

Table 5.17: Mean & Std. deviation of “Teacher Evaluation” Criteria


Deviation

Teacherevaluation_1 Teachers performance is assessed throughout the

academic year.

4.66 0.49

Teacherevaluation_2 Teaching effectiveness reports are analyzed and

reviewed.

4.58 0.66

Teacherevaluation_3 correlation between faculty performance and

student learning is reviewed and improved.

4.66 0.49

Teacherevaluation_4 Teachers are engaged in reflecting their

instructional practices and assessing their own

strengths and areas that need improvement.

4.66 0.49

Teacherevaluation_5 On the basis of reviewed reports individual areas

are identified where improvement needed.

4.41 0.90

Teacherevaluation_6 Teachers are bounded to comment on the

reviewed reports for further improvement.

3.83 1.19

Teacherevaluation_7 All teachers and evaluators receive

comprehensive training on the evaluation

process.

3.66 1.37

Teacherevaluation_8 Evaluation systems should use multiple measures

such as classroom observations, academic

improvement and career advancement.

4.50 0.79


Teacher Evaluation Criteria. The Practice “Teachers performance is assessed throughout

the academic year”, “correlation between faculty performance and student learning is

reviewed and improved” and “Teachers are engaged in reflecting their instructional

194

practices and assessing their own strengths and areas that need improvement” had high

mean value (4.66) and low standard deviation value (0.49) that show it is mostly adopted

practices among eight practices however The Practice “All teachers and evaluators

receive comprehensive training on the evaluation process” had smallest mean value

(3.66) and high standard deviation value (1.37) hat shows it was moderately adopted


Fig. 5.17: Stacked bar chart of “Teacher Evaluation” Criteria

Fig 5.17 shows stacked bar charts the adoptability of eight practices of Teacher

Evaluation criteria. The Practice “Teachers performance is assessed throughout the

academic year”, “Teaching effectiveness reports are analyzed and reviewed”, “correlation

between faculty performance and student learning is reviewed and improved” and

“Teachers are engaged in reflecting their instructional practices and assessing their own

strengths and areas that need improvement” are frequently adopted in all business

institutes. The Practice “Based on reviewed reports individual areas are identified where

195

improvement needed” is rarely adopted in Greenwich and frequently adopted in others.

The Practice “Teachers are bounded to comment on the reviewed reports for further

improvement” is rarely adopted in SZABIST and Greenwich and frequently adopted in

others. The Practice “All teachers and evaluators receive comprehensive training on the

evaluation process” is rarely adopted in SZABIST and Greenwich and frequently adopted

in others. The Practice “Evaluation systems should use multiple measures such as

classroom observations, academic improvement and career advancement” is frequently

adopted in all business institutes.

5.3.3.3 Paper published and Publication

Table 5.18: Mean & Std. deviation of “Paper Published & Publications” Criteria


Deviation

Paperpublished_1 Faculty members receive reward on high impact

factor publication.

4.08 1.24

Paperpublished_2 Authors are from the institute and authors from

outside the institute, the amount of award shall be

divided by total number of authors.

3.50 1.31

Paperpublished_3 Indirect incentives are provided on publishing more

research papers in term of annual block grants buy

equipment or refurbish labs, salary in crescent,


3.75 1.42

Paperpublished_4 At least Rs.10, 000/- amount is fixed for each paper

published in any of the reputed International

Journal.

3.33 1.49

Paperpublished_5 Cash award is provided for each paper published in

any of the HEC listed Journal.

3.33 1.30

Paperpublished_6 Faculty ranked on their publication and give reward

in term of salary increase.

3.81 1.16

Publication_1 Publication Committee Promote, facilitates, and

monitors the timeliness of publication.

4.41 0.66

Publication_2 Publications are reviewed, edited and approved by

editorial board.

4.58 0.90

196

Table 5.18 Shows the mean and standard deviation of six practices in respect to paper

published and two practices in respect to Publication. The Practice “Faculty members

receive reward on high impact factor publication” had high mean value (4.08) and low

standard deviation value (1.24) that show it is mostly adoptable practices among six

practices however The Practice “At least Rs.10, 000/- amount is fixed for each paper

published in any of the reputed International Journal” and “Cash award is provided for

each paper published in any of the HEC listed Journal” had smallest mean value (3.33)

and high standard deviation value (1.49) that shows they were moderately adoptable

practice in the business institutes in Sindh. In respect of publication practices The

Practice “Publication Committee Promote, facilitates, and monitors the timeliness of

publication” have low mean value (4.41) as compare to the “Publications are reviewed,

edited and approved by editorial board” (4.58) but both practices are mostly adopted in

the business institutes in Sindh.

Fig. 5.18: Stacked bar chart of “Paper Published & Publications” Criteria

197

Fig 5.18 shows stacked bar charts the adoptability of six practices of paper published and

two practices of publication. The Practice “Faculty members receive reward on high

impact factor publication” is never adopted in SZABIST and frequently adopted in

others. The Practice “Authors are from the institute and authors from outside the institute,

the amount of award shall be divided by total number of authors” is never adopted in IBA

Sukkur and MAJU and frequently adopted in others. The Practice “Indirect incentives are

provided on publishing more research papers in term of annual block grants buy

equipment or refurbish labs, salary in crescent, promotion or funding for further research”

is never adopted in SZABIST and MAJU and frequently adopted in others. The Practice

“At least Rs.10, 000/- amount is fixed for each paper published in any of the reputed

International Journal” is never adopted in MAJU, rarely adopted in Karachi IBA,

BIZTEK, Newport and Greenwich and frequently adopted in others. The Practice “Cash

award is provided for each paper published in any of the HEC listed Journal” is never

adopted in MAJU, rarely adopted in Karachi IBA, BIZTEK and Newport and frequently

adopted in others. The Practice “Faculty ranked on their publication and give reward in

term of salary increase” is rarely adopted in SZABIST and BIZTEK and frequently

adopted in others. The Practice “Publication Committee Promote, facilitates, and

monitors the timeliness of publication” is frequently adopted in all business institutes.

The Practice “Publications are reviewed, edited and approved by editorial board” is rarely

adopted in MAJU and mostly adopted in others.

198

5.3.3.4 Foreign student and faculty

Table 5.19: Mean & Std. deviation of “Foreign Faculty & Foreign Students”

Criteria


Deviation

Foreign student

& faculty_1

Advancing curriculum development, fostering

international opportunities and creatively integrating

international students into university life.

4.83 0.38

Foreign student

& faculty_2

Faculty and Students facilitate to Attending

international conferences, workshops, trainings and

student fairs in different countries.

4.08 0.79

Foreign student

& faculty_3

Professional staff specifically for international student

recruitment -Provide scholarships.

3.58 1.16

Foreign student

& faculty_4

International student alumni, parents of international

students and alumni served as part-time recruiters in

several countries.

4.41 0.90

Foreign student

& faculty_5

Strong support programs organize for international

students like -Pairing native students with

internationals and match international with domestic

students.

4.25 0.96

Foreign student

& faculty_6

Multicultural office works with many events like

Kitchen and social spaces for international student

clubs, Support All Nations Club, Friendship Family

Program, Bicycle and car rental programs, Outings

and activities for international students.

2.75 1.13

Foreign student

& faculty_7

English Language trainings and Strong support

program organize for international students.

3.91 0.99

Foreign student

& faculty_8

international students and faculties are facilitated with

English placement test, financial Aid, health services,

religious support, and immigration support.

3.91 0.99

Foreign student

& faculty_9

Outreach email expanding to distributing limited and

targeted brochures and marketing materials to foreign

universities, schools, and agencies that promote study

abroad Innovative websites.

4.33 1.15

Foreign student

& faculty_10

Faculty members and students encourage to work with

a local international organization with ties abroad -

networking with community organizations.

4.25 0.86

Foreign student

& faculty_11 International alumni motivated to assist with their

efforts in recruitment and opening alumni chapters

and recruitment centers abroad.

4.41 0.90

Foreign student

& faculty_12 Immigration sponsorship policy, and the benefits and

challenges in sponsoring foreign national faculty,

scholars, and employees with an immigration status.

1.41 0.79

199


Foreign student and faculty Criteria. The Practice “The university or institute have

updated and advanced curriculum that possess the international standards and helpful for

the international student to pursue their carrier” had high mean value (4.83) and low

standard deviation value (0.38) that show it is completely adopted practices among

twelve practices however The Practice “Immigration strategy and the advantages and

demanding situations in sponsoring international teachers, students and employees with

an immigration repute” had smallest mean value (1.41) hat shows it was not an adopted


Fig. 5.19: Stacked bar chart of “Foreign Faculty & Foreign Students” Criteria

Fig 5.19 shows stacked bar charts the adoptability of twelve practices of foreign students

and faculty criteria. The Practice “The university or institute have updated and advanced

curriculum that possess the international standards and helpful for the international

200

student to pursue their carrier” , “Faculty and Students facilitate to Attending

international conferences, workshops, trainings and student fairs in different countries”

and “Expert group of workers specifically for worldwide scholar recruitment -provide

scholarships” are frequently adopted in all business institutes. The Practice “International

alumni and their parents served as component-time recruiters in several international

locations” and “Strong support programs organize for foreign candidates like -Pairing

native programs with foreign and local students” are rarely adopted in IBA Sukkur and

frequently adopted in others. The Practice “Multicultural office works with many events

like Kitchen and social spaces for international student clubs, Support All Nations Club,

Friendship Family Program, Bicycle and car rental programs, Outings and activities for

international students” is never adopted in SZABIST, rarely adopted in BIZTEK, Iqra,

Newport, MAJU and Greenwich and frequently adopted in others. The Practice “English

Linguistic trainings and Strong support program organize for foreign students” and

“International students and faculties are facilitated with linguistics placement programs,

economic useful resource, health offerings, spiritual help, and immigration aid” are rarely

adopted in SZABIST and frequently adopted in others. The Practice “Outreach email

expanding to dispensing constrained and centered flyers and marketing substances for

international universities, schools, and organizations that encourage to get education in

other countries” is never adopted in SZABIST and frequently adopted in others. The

Practice “Faculty members and students encourage to work with a domestic and global

organization with a nearby worldwide employer with ties abroad -networking with

community corporations” is rarely adopted in SZABIST and frequently adopted in others.

201

The Practice “Global alumni prompted to help with their efforts in recruitment and

establishing alumni chapters and recruitment facilities abroad” is rarely adopted in IBA

Sukkur and frequently adopted in others. The Practice “Immigration strategy and the

advantages and demanding situations in sponsoring international teachers, students and

employees with an immigration repute” is frequently adopted in IoBM and dadabhoy,

rarely adopted in BIZTEK and never adopted in others.

5.3.4 Analysis of HEC Ranking Systems

There are fifteen criteria and one hundred twenty-four practices are existing in this

section. The details are given below:

5.3.4.1 Appointment of faculty member

Table 5.20: Mean & Std. deviation of “Faculty Appointment” Criteria


Deviation

facultyappointment_1 Appointee shall be capable of assisting in

research.

4.33 0.65

facultyappointment_2 New and established faculty by refining and

expanding their effectiveness in teaching and

research.

4.00 0.73

facultyappointment_3 Faculty is nourished with good salaries, rewards

on best performance and good environment.

4.08 0.90

facultyappointment_4 Faculty members are supported through

scholarships and other programs to pursue

higher studies.

4.08 1.24

facultyappointment_5 Productive retired faculty members are re-hired. 3.50 1.16

Table 5.20 Shows the mean and standard deviation of five practices in respect to faculty

appointment criteria. The Practice “Faculty member maintains the highest personal


activities of professional organization, to improve the effectiveness of teaching” had

202

highest mean value (4.33) and low standard deviation value (0.65) that show it is most

adoptable practices among five practices however The Practice “Faculty members are

financially support to attend conferences nationally and internationally” had least mean

value (3.50) and it is less adopted practice.

Fig. 5.20: Stacked bar chart of “Faculty appointment” Criteria

Fig 5.20 shows stacked bar charts the adoptability of five practices in faculty appointment

criteria. The Practice “Appointee shall can assist in research” is mostly adopted in all

twelve Business institutes however The Practice “New and established faculty by refining

and expanding their effectiveness in teaching and research” is mostly adopted in nine

universities except MAJU, TIP and Greenwich. The Practice “Faculty is nourished with

good salaries, rewards on best performance and good environment” is less adopted in

Greenwich and mostly adopted in other business institutes. The Practice “Faculty

members are supported through scholarships and other programs to pursue higher

studies” is mostly adopted in all twelve Business institutes however The Practice

“Productive retired faculty members are re-hired” is never adopted in SZABIST and

rarely adopted in IBA Sukkur.

203

Table 5.21: Coding of two qualitative “Faculty Appointment” Criteria

Table 5.21 shows the qualitative answers of two practices asked during the interview. As

these two practices were explored during the pilot study so three pilot testing business

institutes (IoBM, Karachi IBA and IBA Sukkur) do not answered that variables. In The

Practice “The performance of faculty members is measured through various parameters”.

As this variable was measured on the two (yes and no) Likert scale, the nine business

institutes replied as yes. The Practice an open ended variable state: “How the

performance of faculty members is measured”. KASB measure the performance through

research and education however BIZTEK assigned various task to their faculty to

measure their performance. BIZTEK measure their faculty performance through their

research work and students output. Iqra measure faculty performance through

presentation, content, interaction.

204

Evaluation methods by students were used to measure faculty performance in MAJU. TIP

have Faculty evaluation form in which seniors sit in the class and judge the faculty and if

faculty performance is not satisfactory, give them two chances to improve otherwise fire

them. Greenwich’s faculty performance is measured by their QEC department. Dadabhoy

had designed various proforma that are that assessed faculty development performance.

5.3.4.2 MS/M.Phil. Criteria

Table 5.22: Mean & Std. deviation of “MS/M.Phil.” Criteria


Deviation

m.sm.phl.criteria_1 Post graduate students acquire sufficient expertise,

experience in research, teaching, advising, and

service.

4.00 1.12

m.sm.phl.criteria_2 Students acquire knowledge about conduct of

research through mentoring, course work,

workshops and practice.

4.33 0.65

m.sm.phl.criteria_3 Students acquire knowledge about ethical

behaviours in research.

4.25 0.62

m.sm.phl.criteria_4 English language training courses are arranged. 3.83 1.02

m.sm.phl.criteria_5 Higher level of proficiency students assists as

teaching fellows.

3.58 1.44

m.sm.phl.criteria_6 Post graduate students participate in various

research projects assisted by faculty members and

another postgraduate student.

3.66 1.15

m.sm.phl.criteria_7 New areas of teaching and research are introduced

in response to market demands and projection of

future needs of Pakistan.

4.25 0.75

m.sm.phl.criteria_8 Institute is equipped with the necessary

infrastructure.

4.41 0.51

m.sm.phl.criteria_9 Campus residential opportunities are provided. 2.58 1.62


MS/M.Phil. criteria. The Practice “Institute is equipped with the necessary infrastructure”

had highest mean value (4.41) and low standard deviation value (0.51) that show it is

most adoptable practices among nine practices however The Practice “Campus residential

205

opportunities are provided” had least mean value (2.58) that shows it was a very rarely


Fig. 5.21: Stacked bar chart of “MS/M.Phil.” Criteria

Fig 5.21 shows stacked bar charts the adoptability of nine practices in MS/M.Phil.

criteria. The Practice “Post graduate students acquire sufficient expertise, experience in

research, teaching, advising, and service” is never adopted by MAJU however

moderately and mostly adopted by other business institutes. The Practice “Students

acquire knowledge about conduct of research through mentoring, course work,

workshops and practice” is moderately adopted by Greenwich university and generally

adopted by other business institutes. The Practice “Students acquire knowledge about

ethical behaviours in research” is mostly adopted in all twelve Business institutes. The

Practice “English language training courses are arranged” is rarely adopted in SZABIST

and mostly adopted in others. The Practice “Higher level of proficiency students assists

as teaching fellows” is never adopted by Dadabhoy and SZABIST and frequently adopted

in others. The Practice “Post graduate students participate in various research projects

206

assisted by faculty members and other postgraduate student” is mostly adopted in whole

business institutes except Greenwich. The Practice “New areas of teaching and research

are introduced in response to market demands and projection of future needs of Pakistan”

and “Institute is equipped with the necessary infrastructure” are frequently adopted in all

business institutes. The last practice “Campus residential opportunities are provided” is

never adopted in five business institutes and frequently adopted in others.

5.3.4.3 PhD programs

Table 5.23 Mean & Std. deviation of “PhD Programs” Criteria


Deviation

PhDprograms_1 PhD students regularly update their supervisors

with their work progress.

4.41 0.66

PhDprograms_2 PhD students are facilitated with adequate

resources.

4.10 0.93

PhDprograms_3 PhD students is regularly updated about procedural

changes in PhD program.

4.33 0.65

PhDprograms_4 PhD students improve their research skills through

co authorship and presentation opportunities.

3.16 1.40

PhDprograms_5 Student and supervisor share a common interest of

topic.

4.33 0.49

PhDprograms_6 PhD students is encouraged for publication. 3.58 1.37

Table 5.23 Shows the mean and standard deviation of six practices in respect to PhD

Programs criteria. The Practice “PhD students regularly update their supervisors with

their work progress” had highest mean value (4.41) that show it is most adoptable

practices among six practices however The Practice “PhD students improve their research

skills through co authorship and presentation opportunities” had smallest mean value

(3.16) that shows it was moderately adopted practice in the business institutes in Sindh.

207

As a part of standard deviation, the practice that is very near to the mean (0.49) is

“Student and supervisor share a common interest of topic”.

Fig. 5.22: Stacked bar chart of “PhD Programs” Criteria

Fig 5.22 shows stacked bar charts the adoptability of six practices in PhD Programs

criteria. The Practice “PhD students regularly update their supervisors with their work

progress” is frequently adopted in whole business institutes. The Practice “PhD students

are facilitated with adequate resources” is rarely adopted in Newport and frequently

adopted in others. The Practice “PhD students is regularly updated about procedural

changes in PhD program” is also normally adopted in whole business institutes. The

Practice “PhD students improve their research skills through co authorship and

presentation opportunities” is never adopted in SZABIST. The Practice “Student and

supervisor share a common interest of topic” is mostly adopted in business institutes in

Sindh. The last practice “PhD students is encouraged for publication” is frequently

adopted in all business institutes except Greenwich and MAJU.

208

5.3.4.4 Plagiarism policy

Table 5.24: Mean & Std. deviation of “Plagiarism” Criteria


Deviation

plagiarism_2 Plagiarism policy is widely circulated. 4.83 0.38

plagiarism_3 Students and researchers are aware of plagiarism

policy.

4.83 0.38

plagiarism_8 Students are offered with formal trainings about

active learning techniques to avoid plagiarism.

3.75 0.62

plagiarism_9 Record keeping system exists that monitor

plagiarism problems and possible solutions.

4.00 1.20

Table 5.24 Shows the mean and standard deviation of nine practices in respect to PhD

Programs criteria. However only four quantitative practices are discussed in this table

another five qualitative practices are discussed in table. 4.8. The Practice “Plagiarism

policy is widely circulated” and “Students and researchers are aware of plagiarism

policy” had highest mean value (4.83) and low standard deviation value (0.38) that show

it is most adoptable practices among four practices however The Practice “Students are

offered with formal trainings about active learning techniques to avoid plagiarism” had

smallest mean value (3.75) that shows it was moderately adopted practice in the business


Fig. 5.23: Stacked bar chart of “Plagiarism” Criteria

209

Fig 5.23 shows stacked bar charts the adoptability of four practices in Plagiarism Policy

criteria. The Practice “Plagiarism policy is widely circulated” and “Students and

researchers are aware of plagiarism policy” are mostly adopted in whole business

institutes. The Practice “Students are offered with formal trainings about active learning

techniques to avoid plagiarism” is moderately adopted in IoBM, IBA Sukkur and

dadabhoy and mostly adopted in others. The Practice “Record keeping system exists that

monitor plagiarism problems and workable solutions” is never adopted in Newport and

frequently adopted in others.

Table 5.25: Coding of five qualitative “Plagiarism” Criteria

210

Table 5.25 shows the qualitative and two Likert scale answers of five practices asked

during the interview. The Practice “Is the Plagiarism Policy exists in the institute” All

institutes replied as “Yes”. The Practice “Is Plagiarism standing committee is constituted

in the Institute” There are three business institutes which don’t have plagiarism standing

committee: Iqra, TIP and Dadabhoy. The Practice “the Functions of plagiarism standing

committee” The functions of plagiarism standing committee in nine business institutes

are; IoBM review the reports monthly and deal with plagiarism cases according to HEC

Policy. In Karachi IBA plagiarism policy provided to all student in the form of handbook

and committee handled all the plagiarism cases. IBA Sukkur Check thesis against

plagiarism and if found plagiarized, take necessary action’s Check plagiarism of research

papers and student projects. BIZTEK Check the problems involved in research.

SZABIST Deal with plagiarism cases. Newport Institute of Communications &

Economics Check plagiarism, made plagiarism policy and arrange awareness programs

for students. Muhammad Ali Jinnah Check plagiarism through software and Greenwich

Deal plagiarism cases and solve them. The Practice “Field relevant faculty members and

senior students are involved to deal with plagiarism cases and solutions”. Eleven business

institutes replied as “Yes” except TIP and Dadabhoy. The Practice “Field relevant faculty

members and senior students are involved to deal with plagiarism cases and solutions

than how” Only five business institutes answered that question as: In IoBM Faculty

aware their students to avoid the plagiarism. In IBA Sukkur Experts take decision to

accept or reject the thesis if any case occurs. BIZTEK Rectify the problems and aware

211

students to resolve them. Muhammad Ali Jinnah check plagiarism through various

software’s programs and Greenwich Through plagiarism committee.

5.3.4.5 Quality enhancement cell

Table 5.26: Mean & Std. deviation of “Quality Enhancement Cell” Criteria


Deviation

Qec_1 Effective management cell is established in which, faculty,

staff and governing bodies are taking decision on academic

programme development.

4.75 0.45

Qec_2 Students and faculty participants incorporate the results of

self-assessments reports based on assignment of responsibility

for quality improvements and accountability.

3.91 1.31

Qec_3 Quality cell periodically focuses on the effectiveness of

planning, resource allocation, institutional growth and

development.

4.16 0.93

Qec_4 Faculty members and other professionals are appropriately

qualified, trained and prepared to assume the assigned roles.

4.50 0.52

Qec_5 Curricula is designed, maintained and updated by trained and

qualified faculty and professional.

5.00 0.00

Qec_6 Criteria is set for evaluation of professionals and faculty

members who are responsible for academic programmes.

4.33 0.65

Qec_7 Well-developed mechanism is established for institutional

support for faculty development and advancement in the

context of teaching, research, scholarship and service.

4.25 0.62

Qec_8 Well-developed practices and strategies formulated to evaluate

the level of availability and efficiency of utilization of

institutional resources.

4.25 0.75

Qec_9 Appropriate resource allocation system is organized to address

the needs of faculty, staff and students.

4.08 1.16

Qec_10 Programme outcomes and student learning is assessed in

relation with goals and objectives of the academic

programmes.

4.50 0.79

Qec_11 Results and findings of review reports are used for

improvement of programme effectiveness and student

learning.

4.33 1.23

Qec_12 Website of institution is developed, maintained and updated to

meet the requirement of interested public.

4.66 0.88

Qec_13 Curricula is revised on a three-year cycle, in collaboration

with relevant universities and industry.

4.83 0.38

212

Qec_14 Departmental performance is measured through inter

departmental audit.

4.27 0.90

Qec_15 Alumni centers are working in different countries. 3.09 1.75

Qec_16 Ranking standard is maintained through applying in various

international ranking or accreditations.

4.10 1.28

Qec_17 Various parameters are designed, measured and implemented

according to institutional need.

4.50 0.52

Qec_18 Annually externals are invited to evaluate the fulfilling of

mission, vision, goals and objectives of the institute.

4.40 0.84

Table 5.26 Shows the mean and standard deviation of eighteen practices in respect to

Quality Enhancement Cell criteria. The Practice “Curricula is planned, maintained and

updated by technical experts and faculty” had highest mean value (5.00) and low standard

deviation value (0.00) that show it is most adoptable practices among eighteen practices

however The Practice “Alumni centers are working in different countries” had smallest

mean value (3.09) and high standard deviation value (1.75) that shows it was moderately


213

Fig. 5.24: Stacked bar chart of “Quality Enhancement Cell” Criteria

Fig 5.24 shows stacked bar charts the adoptability of eighteen practices in Quality

Enhancement Cell criteria. The Practice “Effective management cell is established in

which, faculty, staff and governing bodies are taking decision on academic programme

development” is mostly adopted in whole business institutes. The Practice “Students and

faculty participants incorporate the results of self-assessments reports based on

assignment of responsibility for quality improvements and accountability” is never

adopted in IoBM and frequently adopted in others. The Practice “Quality enhancement

cell measure the efficiency of planning and development, resource allocation, growth and

development of the institute” is rarely adopted in IoBM and frequently adopted in others.

The Practice “Faculty members are well qualified, trained and experts in their allocated

duties”, “Curricula is planned, maintained and updated by technical experts and faculty”

and “Assessment Criteria is usual for professionals who are responsible for academic

programmes” are mostly adopted in the business Institutes in Sindh. The Practice “Well-

developed system will be secured for regulate help for staff improvement and progress in

the teaching style, research, grant and administration” is rarely adopted in MAJU and

mostly adopted in others. The Practice “Well-developed strategies designed to measure

the accessibility and effectiveness of capabilities in the institute” is frequently adopted in

all business institutes. The Practice “Asset allotment structure is composed to locate the

requirements for teachers and students” is never adopted in IoBM and frequently adopted

in others. The Practice “Programme results and scholar’s knowledge is evaluated in

respect to the objectives and targets of the academic programmes” is frequently adopted

214

in all business institutes. The Practice “Outcomes of audit reports are utilized for students

learning, teaching improvement and program development” is never adopted in IoBM

and frequently adopted in others. The Practice “Website about institutional is developed,

looked after and updated to fulfill the needs of community” is rarely adopted in IoBM

and frequently adopted in others. The Practice “Curricula is revised on a three-year cycle,

in collaboration with relevant universities and industry” is mostly adopted in whole

business institutes. The Practice “Departmental performance is measured through inter

departmental audit” is rarely adopted in SZABIST and frequently adopted in others. The

Practice “Alumni centers are working in different countries” is never adopted in IBA

Sukkur, BIZTEK, KASB and Dadabhoy. The Practice “Ranking standard is maintained

through applying in various international ranking or accreditations”, “Various parameters

are designed, measured and implemented according to institutional need” and “Annually

externals are invited to evaluate the fulfilling of mission, vision, goals and objectives of

the institute” are frequently adopted.

5.4.3.6 International ranking

Table 5.27: Mean & Std. deviation of “International Ranking” Criteria


Deviation

International

ranking_1

Ratio of degree completion over enrolled students is

measured.

1.08 0.28

International

ranking_2

Performance of institute is measured through survey from

relevant institutes and expertise.

3.33 1.30

International

ranking_3

Student societies are actively working. 1.41 1.16

International

ranking_4

Spin-off companies are organized. 1.91 1.37

International

ranking_5

Institute have accessibility of wheelchairs for disable. 1.75 1.35

215

International

ranking_6

Gender balance is considered. 1.33 1.15

International

ranking_7

Low- income background students are supported. 1.33 1.15

International

ranking_8

Ratio of academic expert’s measure having received

global distinction in their area of expertise.

3.83 0.93

International

ranking_9

Religious, sports and medical facilities are provided. 3.08 1.44

International

ranking_10

Online distance learning programs are offered. 2.41 1.44

Table 5.27 Shows the mean and standard deviation of ten practices in respect to

international ranking criteria. The Practice “Ratio of academic expert’s measure having

received global distinction in their area of expertise” had high mean value (3.83) that

show it is moderately adoptable practices among ten practices however. The Practice

“Ratio of degree completion over enrolled students is measured” had smallest mean value

(1.08) and standard deviation value (0.288) that shows it was not an adopted practice in


Fig. 5.25: Stacked bar chart of “International Ranking” Criteria

216

Fig 5.25 shows stacked bar charts the adoptability of ten practices in International

Ranking criteria. The Practice “Ratio of degree completion over enrolled students is

measured” is never adopted in all business institutes except Newport where it is rarely

adopted. The Practice “Performance of institute is measured through survey from relevant

institutes and expertise” is never adopted in TIP, rarely adopted in KASB, BIZTEK and

Newport and frequently adopted in others. The Practice “Student societies are actively

working” is completely adopted by Karachi IBA and never adopted by others. The

Practice “Spin-off companies are organized” is mostly adopted by IBA Sukkur, TIP and

MAJU, moderately adopted in BIZTEK and never adopted by others. The Practice

“Institute have accessibility of wheelchairs for disable” is mostly adopted by Iqra,

SZABIST and TIP and never adopted by others. The Practice “Gender balance is

considered” is completely adopted by TIP but never adopted by others. The Practice

“Low- income background students are supported” is completely adopted by Sukkur IBA

and never adopted by others. The Practice “Ratio of academic expert’s measure having

received global distinction in their area of expertise” is frequently adopted in whole

business institutes. The Practice “Religious, sports and medical facilities are provided” is

never adopted by SZABIST and Iqra, rarely adopted by MAJU and frequently adopted by

others. The Practice “Online distance learning programs are offered” is mostly adopted

by Sukkur IBA, KASB, TIP and Dadabhoy and never or rarely adopted in others.

5.3.4.7 Full time faculty to total faculty

Table 5.28: Mean & Std. deviation of “Full Time Faculty” Criteria

217


Deviation

Fulltime

faculty_1

Faculty member maintains the highest personal standards

through continuing study, research, publication and

participation in the activities of professional organization, to

improve the effectiveness of teaching.

4.25 0.96

Fulltime

faculty_2

Senior associate dean for academic affairs provide

leadership in faculty affairs and graduate programming is

responsible for all faculty actions.

4.25 1.13

Fulltime

faculty_3

Full-time professional staff receive 15 vacation days per

year (20 days after 10 years of service).

4.50 0.79

fulltime

faculty_4

Full-time appointed professional and instructional

employees are eligible to receive tuition exemption.

3.66 1.43

Fulltime

faculty_5

Faculty members are financially supporting to attend

conferences nationally and internationally.

4.08 1.16

Fulltime

faculty_6

Faculty members are loyal to the institute. 4.60 0.69

Fulltime

faculty_7

On campus residency is provided to lecturers, assistant and

associate professors.

2.00 1.69

Table 5.28 Shows the mean and standard deviation of seven practices in respect to full

time faculty criteria. The Practice “Faculty members are loyal to the institute” had high

mean value (4.60) and low standard deviation value (0.69) that show it is mostly

adoptable practices among seven practices however The Practice “On campus residency

is provided to lecturers, assistant and associate professors” had smallest mean value

(2.00) and high standard deviation value (1.69) that shows it was very rarely an adopted


218

Fig. 5.26: Stacked bar chart of “Full Time Faculty” Criteria

Fig 5.26 shows stacked bar charts the adoptability of seven practices in Full time faculty

criteria. The Practice “Faculty member maintains the highest personal standards through

continuing study, research, publication and participation in the activities of professional

organization, to improve the effectiveness of teaching” is rarely adopted by IBA Sukkur

and frequently adopted by others. The Practice “Senior associate dean for

educational affairs control all teacher’s affairs and student programmes” is never adopted

by Karachi IBA and mostly adopted by others. The Practice “Full-

time skilled faculty receive fifteen vacation days per annum” is frequently adopted in all

business institutes. The Practice “Full-time

appointed skilled and educational staff are eligible to have tuition exemption” is never

adopted by Iqra, rarely adopted by MAJU and Greenwich and frequently adopted by

others. The Practice “Faculty members are financially supported to attend conferences

nationally and internationally” is never adopted by Greenwich and frequently adopted by

others. The Practice “Faculty members are loyal to the institute” is mostly adopted. The

219

Practice “On campus residency is provided to lecturers, assistant and associate

professors” is mostly adopted by TIP and IBA Sukkur and never adopted by others.

5.3.4.8 Enrollment

Table 5.29: Mean & Std. deviation of “Selectivity/Enrollment” Criteria


Deviation

enrollment_1 Website is developed, maintained and updated. 4.66 0.88

enrollment_2 Institutional performance and achievements are assessed

and those assessments are used for further improvement.

4.66 0.49

enrollment_3 Students are receiving funding such as assistantships,

fellowships, loans, grants, scholarships or traineeships.

4.58 0.66

enrollment_4 Criteria for faculty is must to be highly qualified. 4.66 0.49

enrollment_5 Sufficient technological support is provided on the basis

of needs.

4.50 0.52

enrollment_6 Alumni’s are motivated to be involved with Institute. 4.41 0.90

enrollment_7 administrative staff is Highly skilled, diverse and

knowledgeable.

4.33 0.77

enrollment_8 In your Institute courses, programs and syllabus are

available online.

4.08 1.24

enrollment_9 Your institutional infrastructure is well maintained and

renovated per year.

4.27 1.00

enrollment_10 Stipend are offered to post graduate students. 3.27 1.48

enrollment_11 Talented students are sent to abroad to attend various

competitions.

3.09 1.44

enrollment_12 Research scholars are allowed to purchase hardware and

software from the institutional fund according to their

research needs.

3.18 1.60

enrollment_13 Remedial courses are offered according to special needs. 4.00 1.00

enrollment_14 Institute focus on pre-advertisement before launching

new session through visiting other top schools and

colleges.

4.27 1.19

enrollment_15 Student cannot achieve minimum score he/she is

returned to zero semester

3.40 1.71

enrollment_16 Students are send to abroad to conduct one or more

semester.

2.30 1.33

‘

220

Table 5.29 Shows the mean and standard deviation of sixteen practices in respect to

Enrollment criteria. The Practice “Website is developed, maintained and updated”,

“Institutional performance and achievements are assessed and those assessments are used

for further improvement” and “Criteria for faculty is must to be highly qualified” had

high mean value (4.66) that show it is mostly adoptable practices among sixteen practices

however The Practice “Students are send to abroad to conduct one or more semester”

had smallest mean value (2.30) that shows it was very rarely adopted practice in the

business institutes in Sindh.

Fig. 5.27: Stacked bar chart of “Selectivity/Enrollment” Criteria

Fig 5.27 shows stacked bar charts the adoptability of sixteen practices of enrollment

criteria. The Practice “Website is developed, maintained and updated” is rarely adopted

by IoBM and mostly adopted by others. The Practice “Institutional performance and

achievements are assessed and those assessments are used for further improvement” ,

“Students are awarded by various funding opportunities like scholarships, internships,

221

fellowships, endowments and other financial benefits” , “Criteria for faculty is must to be

highly qualified”, “Sufficient technological support is provided on the basis of needs”,

“Alumni’s are motivated to be involved with Institute” and “administrative staff is Highly

skilled, diverse and knowledgeable” are frequently adopted in all business institutes. The

Practice “In your Institute courses, programs and syllabus are available online” is never

adopted by MAJU and frequently adopted by others. The Practice “Your institutional

infrastructure is well maintained and renovated per year” is rarely adopted by SZABIST

and frequently adopted by others. The Practice “Stipend are offered to post graduate

student” is never adopted by MAJU and SZABIST and frequently adopted by others. The

Practice “Talented students are sent to abroad to attend various competitions” is never

adopted by Greenwich and TIP , rarely adopted by BIZTEK and MAJU and frequently

adopted by others. The Practice “Research scholars can purchase hardware and software

from the institutional fund according to their research needs” is never adopted by TIP,

MAJU and SZABIST, rarely adopted by Greenwich and frequently adopted by others.

The Practice “Remedial courses are offered according to special needs” is rarely adopted

by SZABIST and frequently adopted by others. The Practice “Institute focus on pre-

advertisement before launching new session through visiting other top schools and

colleges” is never adopted by SZABIST and mostly adopted by others. The Practice

“Student cannot achieve minimum score he/she is returned to zero semester” is never

adopted by KASB and Iqra and mostly adopted by others. The Practice “Students are

send to abroad to conduct one or more semester” is never adopted by Greenwich, TIP and

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IBA Sukkur, rarely adopted by BIZTEK, MAJU and Newport and frequently adopted by

others.

5.3.4.9 Trainings

Table 5.30: Mean & Std. deviation of “Trainings” Criteria


Deviation

training_1 Various professional development training are organized

to enhance the capacity of employees to enable them to

contribute effectively and creatively.

4.33 0.65

training_2 Supervisors are responsible for organizing various

trainings.

4.16 0.57

training_3 Professional development and training opportunities are

available to all faculties.

4.41 0.66

training_4 Teacher training programs are organized twice a year. 3.66 1.23

training_5 Teacher training programs are arranged at the start of

academic year and these training programs are devised by

experts in teaching which may inform them what teaching

is and what they are expected to do as teachers.

3.66 0.98

training_6 Human resource development (HRD) cell is activated to

provide assistance and advice on all the faculty

development practices.

3.83 0.93

training_7 Training content is selected and organized according to

needs of participants.

3.83 1.02

training_8 Trainings are evaluated and analyzed as an indicator for

improvement.

4.41 0.79


Training criteria. The Practice “Professional development and training opportunities are

available to all faculties” and “Trainings are evaluated and analyzed as an indicator for

improvement” had high mean value (4.41) and low standard deviation value (0.66 and

0.79) that show it is mostly adoptable practices among eight practices however The

Practice “Teacher training programs are organized twice a year” and “Teacher training

programs are arranged at the start of academic year and these training programs are

223

devised by experts in teaching which may inform them what teaching is and what they

are expected to do as teachers” had smallest mean value (3.66) and high standard

deviation value (1.23) that shows it was very moderately adopted practice in the business


Fig. 5.28: Stacked bar chart of “Trainings” Criteria

Fig 5.28 shows stacked bar charts the adoptability of eight practices of training criteria.

The Practice “Various professional development training is organized to enhance the

capacity of employees to enable them to contribute effectively and creatively”,

“Supervisors are responsible for organizing various trainings” and “Professional

development and training opportunities are available to all faculties” are frequently

adopted in all business institutes. The Practice “Teacher training programs are organized

twice a year” is rarely adopted by Iqra, MAJU and Dadabhoy and frequently adopted by

others. The Practice “Teacher training programs are arranged at the start of academic year

and these training programs are devised by experts in teaching which may inform them

what teaching is and what they are expected to do as teachers” is rarely adopted by

SZABIST and MAJU and frequently adopted by others. The Practice “Human resource

224

development (HRD) cell is activated to provide assistance and advice on all the faculty

development practices” is rarely adopted by BIZTEK and frequently adopted by others.

The Practice “Training content is selected and organized according to needs of

participants” is rarely adopted by SZABIST and frequently adopted by others. The

Practice “Trainings are evaluated and analyzed as an indicator for improvement” is

frequently adopted in all business institutes.

5.3.4.10 Research grants

Table 5.31: Mean & Std. deviation of “research Grants” Criteria


Deviation

Research

Grants_2

Grants Management Officer is responsible for the business

management and other non-programmatic aspects of awards

or research grant.

1.66 1.23

Research

Grants _3

Grants Management Specialist is responsible for the day-to-

day management of a portfolio of grants.

1.58 1.16

Research

Grants _4

Administration informed the policies and procedures of the

research programs to the prospective faculty members.

3.50 1.24

Research

Grants 5

Faculty is financially supported in case of delay of funds in

travel grants.

3.08 1.83

Research

Grants _6

Research team is given an incentive equivalent to 10% of

the research grants received from external funding agencies.

2.66 1.66

Table 5.31 Shows the mean and standard deviation of six practices in respect to Research

Grant criteria. The Practice “Administration informed the policies and procedures of the

research programs to the prospective faculty members” had high mean value (3.50) and

low standard deviation value (1.24) that show it is mostly adoptable practices among

seven practices however The Practice “ Grants Management Specialist is responsible for

225

the day-to-day management of a portfolio of grants” had smallest mean value (1.5833)

that shows it was not an adoptable practice in the business institutes in Sindh.

Fig. 5.29: Stacked bar chart of “Research Grants” Criteria

Fig 5.29 shows stacked bar charts the adoptability of six practices of Research Grant

criteria. The Practice “Grants control Officer is responsible for the commercial enterprise

control and different non-programmatic components of awards or studies provid” is

mostly adopted in IoBM, rarely adopted in IBA Sukkur, and Greenwich, moderately

adopted in BIZTEK and never adopted in other business Institutes. The Practice “Grants

Management Specialist is responsible for the day-to-day management of a portfolio of

grants” mostly adopted in IoBM rarely adopted in IBA Sukkur,Biztek and Greenwich

BIZTEK and never adopted in other business Institutes. The Practice “Administration

informed the policies and procedures of the research programs to the prospective faculty

members” is never adopted in Iqra, rarely adopted in Biztek and frequently adopted in

others. The Practice “Faculty is financially supported in case of delay of funds in travel

grants” is never adopted in IoBM, SZABIST and Greenwich, rarely adopted in Biztek

and frequently adopted in others. The Practice “Institute is given an incentive equal to

226

10% of the studies grants acquired from outside investment groups” is never adopted in

IoBM, Karachi IBA, SZABIST and Iqra, rarely adopted in Newport, MAJU and

Greenwich and frequently adopted in others.

Table 5.32: Coding of One qualitative “Research Grant” Criteria

Table 5.32 shows the two Likert scale answers of one practice in respect to research grant

asked during the interview. The Practice “management committee is organized in the

institute” IoBM, IBA Sukkur, BIZTEK and Greenwich replied as “Yes” however

remaining business institutes replied as “No”.

5.3.4.11 Travel grants

Table 5.33: Mean & Std. deviation of “Travel Grants” Criteria


Deviation

Travel Grants_1 All travel expenses are substantiated and

documented.

4.75 0.45

Travel Grants 2 Authority is responsible for approved or denied of

payment of the travel expenses.

4.08 1.24

Travel Grants _3 Approved travel grants are validated from the

institute.

4.08 0.99

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Travel Grants _4 Travel grant are allowed for the faculty teachers, for

research purpose.

4.16 1.19

Travel Grants 5 Departments and institutes have same policies in

term of travel grant.

4.00 1.53

Travel Grants _6 Faculty members are paid travel grants annually on

first come first served basis.

2.58 1.72

Table 5.33 Shows the mean and standard deviation of six practices in respect to Travel

Grant criteria. The Practice “All travel expenses are substantiated and documented” had

high mean value (4.75) and low standard deviation value (0.45) that show it is mostly

adoptable practices among six practices however The Practice “Faculty members are paid

travel grants annually on first come first served basis” had smallest mean value (2.58)

and high standard deviation value (1.72) that shows it was rarely adoptable practice in


Fig. 5.30: Stacked bar chart of “Travel Grants” Criteria

Fig 5.30 shows stacked bar charts the adoptability of six practices of Travel Grant

criteria. The Practice “All travel expenses are substantiated and documented” is mostly

adopted in all business institutes. The Practice “Authority is responsible for approved or

228

denied of payment of the travel expenses” is never adopted in Greenwich and frequently

adopted in others. The Practice “Approved travel grants are validated from the institute”

is rarely adopted in Greenwich and frequently adopted in others. The Practice “Travel

grant are allowed for the faculty teachers, for research purpose” is never adopted in

Greenwich and frequently adopted in others. The Practice “Departments and institutes

have same policies in term of travel grant” is never adopted in IoBM and Greenwich and

frequently adopted in others. The Practice “Faculty members are paid travel grants

annually on first come first served basis” is completely adopted in BIZTEK, and TIP,

mostly adopted in IoBM, SZABIST and Iqra and never adopted in other business

Institutes.

5.3.4.12 H-index

Table 5.34: Mean & Std. deviation of “H-Index” Criteria


Deviation

Hindex_1 Post graduate student publish one paper before thesis

submission.

3.66 1.30

Hindex_2 Chair assess his or her department members by determining

how many papers each person has published that are cited

more.

3.41 1.16

Hindex_3 Publishing one chapter in a book is conditional before being

promoted to more senior or tenure track positions

2.33 1.30

Hindex_4 Various trainings on awareness about H index scores are

arranged.

3.00 1.20

Table 5.34 Shows the mean and standard deviation of four practices in respect to H-Index

criteria. The Practice “Post graduate student publish one paper before thesis submission”

had high mean value (3.66) and low standard deviation value (1.16) that show it is

moderately adoptable practices among four practices however The Practice “Publishing

229

one chapter in a book is conditional before being promoted to more senior or tenure track

positions” had smallest mean value (2.33) and high standard deviation value (1.30) that


Fig. 5.31: Stacked bar chart of “H-Index” Criteria

Fig 5.31 shows stacked bar charts the adoptability of four practices of H-Index criteria.

The Practice “Post graduate student publishes one paper before thesis submission” is

never adopted in MAJU, rarely adopted in Greenwich and frequently adopted in others.

The Practice “Chair evaluate his or her department contributors with the aid of figuring

out what number of papers everyone has published which are cited more” is never

adopted in MAJU, rarely adopted in Greenwich and frequently adopted in others. The

Practice “Publishing one chapter in a book is conditional before being promoted to more

senior or tenure track positions” is never adopted in IoBM, Karachi IBA, BIZTEK,

MAJU and Dadabhoy, rarely adopted in Newport and frequently adopted in others. The

Practice “Various trainings on awareness about H index scores are arranged” is never

adopted in Iqra, rarely adopted in Newport and frequently adopted in others.

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5.3.4.13 Research journals

Table 5.35: Mean & Std. deviation of “Published journal” Criteria


Deviation

publishedjournal_1 Issued journal has an impact factor. 2.91 1.50

publishedjournal_2 Editorial Board / Advisory Board is active. 4.08 1.24

publishedjournal_3 Papers are reviewed by experts. 4.33 1.15


Published Journals Criteria. Three practices were discussed in this table and one practice

is discussed in table.4.27. The Practice “Papers are reviewed by experts” had high mean

value (4.33) and low standard deviation value (1.15) that show it is mostly adopted

practices among three practices however The Practice “Issued journal has an impact

factor” had smallest mean value (2.91) and high standard deviation value (1.50) that


Fig. 5.32: Stacked bar chart of “Published journal” Criteria

231

Fig 5.32 shows stacked bar charts the adoptability of three practices of Published journals

criteria. The Practice “Issued journal has an impact factor” is never adopted in Karachi

IBA, IBA Sukkur, KASB and MAJU and frequently adopted in others. The Practice

“Editorial Board / Advisory Board is active” is never adopted in MAJU and frequently

adopted in others. The Practice “Papers are reviewed by experts” is never adopted in

MAJU and frequently adopted in others.

Table 5.36: Coding of One qualitative “Published Journal” Criteria

Table 5.36 shows the three Likert scale answers of one practice in respect to paper

published criteria. The Practice “Status of Journal published by the business institute”.

IoBM, BIZTEK and Greenwich publish their journal quarterly. Karachi IBA, IBA

Sukkur, KASB, Iqra, TIP and Ddadabhoy publish their journal biannually. SZABIST and

Newport publish their journal annually.

232

5.3.4.14 Internet bandwidth or PERN

Table 5.37: Mean & Std. deviation of “Internet Bandwidth/ PERN Utilization”

Criteria


Deviation

PERN_1 Well established computerization & networking with

Computer Laboratories are existed.

4.25 1.54

PERN_2 High-speed LAN connections are available. 4.08 1.50

PERN_3 Institute have accessibility of digital library. 3.75 1.65

PERN_4 Institute has allowance of Free use of bandwidth for

educational purposes. Such as Educational TV Channels and

Video Lecturing.

3.91 1.56

PERN_5 University Web Portals are well established 4.25 1.54

Table 5.37 Shows the mean and standard deviation of five practices in respect to Internet

Bandwidth/ PERN Utilization Criteria. The Practice “Well established computerization &

networking with Computer Laboratories are existed” and “University Web Portals are

well established” had high mean value (4.25) and low standard deviation value (1.54) that

show it is mostly adopted practices among five practices however The Practice “Institute

have accessibility of digital library” had smallest mean value (3.75) and high standard

deviation value (11.65) that shows it was moderately adopted practice in the business


233

Fig. 5.33: Stacked bar chart of “Internet Bandwidth/ PERN Utilization” Criteria

Fig 5.33 shows stacked bar charts the adoptability of five practices of Internet

Bandwidth/ PERN Utilization criteria. The Practice “Well established computerization &

networking with Computer Laboratories are existed” is never adopted in Iqra and MAJU

and frequently adopted in others. The Practice “High-speed LAN connections are

available” is never adopted in Iqra and MAJU and frequently adopted in others. The

Practice “Institute have accessibility of digital library” is never adopted in Iqra and

MAJU, rarely adopted in Greenwich and frequently adopted in others. The Practice

“Institute has allowance of Free use of bandwidth for educational purposes. Such as

Educational TV Channels and Video Lecturing” is never adopted in Iqra and MAJU and

frequently adopted in others. The Practice “University Web Portals are well established”

is never adopted in Iqra and MAJU and frequently adopted in others.

5.3.4.15 Approved supervisor

Table 5.38: Mean & Std. deviation of “Supervisor” Criteria


Deviation

supervoisers_1 Apprenticeship programs are offered to supervisors. 3.66 0.98

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supervoisers_2 Supervisors are bound to give attention to students in

the early stages.

4.33 0.65

supervoisers_3 Supervisors give written as well as oral feedback on any

submitted work within a reasonable period of time after

submission.

4.58 0.51

supervoisers_4 Supervisors discuss the research topic of the student

with other academic staff and students.

4.16 0.93

supervoisers_5 Supervisors encourage research students to attend and to

present their work at appropriate external meetings and

conferences and advise on the publication and/or

patenting of work.

4.00 1.27

supervoisers_6 Supervisors submit their performance reports per year. 4.16 0.83

supervoisers_7 If supervisor works away from campus for two months

or more and where his/her students can accompany the

supervisor, the supervisor encourages the student to

assist him.

2.75 1.35

supervoisers_8 Students and supervisors sit in same building and are

easily available to each other.

4.09 0.94

supervoisers_9 Limited students are enrolled in the postgraduate degree

according due to supervision capacity.

3.81 1.47


Supervisor Criteria. The Practice “Supervisors provide written as well as oral remarks on

submitted assignment within an inexpensive time frame” had high mean value (4.58) and

low standard deviation value (0.51) that show it is mostly adopted practices among nine

practices however The Practice “If supervisor works away from campus for two months

or more and where his/her students have the opportunity to accompany the supervisor, the

supervisor encourages the student to assist him” had smallest mean value (2.75) that


235

Fig. 5.34: Stacked bar chart of “Supervisor” Criteria

Fig 5.34 shows stacked bar charts the adoptability of nine practices of Supervisor criteria.

The Practice “Apprenticeship programs are offered to supervisors” is rarely adopted in

BIZTEK and frequently adopted in others. The Practice “Supervisors are certain to offer

specific interest to students within the initial stages” and “Supervisors provide written as

well as oral remarks on submitted assignment within an inexpensive time frame” were

frequently adopted in all business institutes. The Practice “Supervisors discuss the

research topic of the student with other academic staff and students” is rarely adopted in

IoBM and frequently adopted in others. The Practice “Supervisors inspire research

scholars to participate and share their research at meetings and conferences and propose

on the publication or patenting of work” is never adopted in IoBM and rarely adopted in

SZABIST and frequently adopted in others. The Practice “Supervisors submit their

performance reports per year” is frequently adopted in all business institutes. The

Practice “If supervisor works away from campus for two months or more and where

his/her students have the opportunity to accompany the supervisor, the supervisor

encourages the student to assist him” is never adopted in IoBM, SZABIST and MAJU,

236

rarely adopted in BIZTEK and Iqra and frequently adopted in others. The Practice

“Students and supervisors sit in same building and are easily available to each other” is

rarely adopted in Greenwich and frequently adopted in others. The Practice “Limited

students are enrolled in the postgraduate degree according due to supervision capacity” is

never adopted in MAJU, rarely adopted in Newport and Greenwich and frequently

adopted in others.

5.3 CLUSTER ANALYSIS

Cluster analysis shows the homogeneity and heterogeneity of the practices. Six clusters

are developed in this study. first cluster has completely adopted practices. In second

cluster, Some Practices are adopted some are not adopted. In third Cluster, most of

practices are not adopted. In forth Cluster most of practices are adopted. In Fifth Cluster

practices are moderately adopted in the business institutions in Sindh. In Sixth Cluster six

business institutes adopt the existed practices and six business institutes does not adopt

the existed practices.

5.4.1 Cluster Analysis of HEC-THE Ranking System

Three clusters are developed in this section. There are nine practices existed in first

cluster that are completely adopted in the business institutes in Sindh. There are four

practices existed in third clusters in which most of practices are not adopted in the

business institutions in Sindh. Fifth Cluster have only one practices which is moderately

adopted in the business institutions in Sindh.

237

Fig. 5.35: dendrogram Cluster Analysis of “HEC-THE Ranking System”

Table 5.39: Results of Cluster Analysis (HEC-THE Ranking System)

238

Fig 5.35 and Table 5.39 show the results of cluster analysis. The dendrogram shows that

there are three clusters developed during cluster analysis. There are nine practices in first

cluster that are completely adopted in the business institutes in Sindh. These nine

practices are: PhDoutput_1(Researchers are motivated and facilitated to working in

research-friendly environment) , PhDoutput_2(Industries based research and innovation

partnership with researchers exist) , PhDoutput_3(Research needs are readily identified)

,PhDoutput_4 (Institutional incentives are given to scholars for excellence in research)

,PhDoutput_5 (Lab facilities for indoor research and for off -campus opportunities are

provided to scholars), Publication_1(Publication Committee Promote, facilitates, and

monitors the timeliness of publication), Publication_2(Publications are reviewed, edited

and approved by editorial board), amountownresources_1(Short courses, trainings and

workshops are organized, amountownresources_5( Faculty members are generating

financial amount through scientific studies, sponsorship, training, and investment from

projects).Third Cluster have four practices in which most of practices are not adopted in

the business institutions in Sindh. These four practices are: amountownresources_2

(Faculty members provide consultancy to other organizations and

industries),amountownresources_3(Institute encourage their faculty to flip to commercial

enterprise and release spin-out corporations), amountownresources_6 (Funds is generated

via technology commercialization, entrepreneurial activities, advisory work and

contracts, research, coaching and verbal exchange),amountownresources_7(Equipment

are rent out to other institutions, industries and organizations). Fifth Cluster have only

239

one practices which is moderately adopted in the business institutions in Sindh. The

practice is amountownresources_4 (Earnings is produced through knowledge transfer,

start-up commercial enterprise, Incubators, Royalty sale and IP auctions).

5.4.2 Cluster Analysis of HEC-QS Ranking System

Six clusters are developed in the HEC and QS ranking system. There are fifty-four

practices in first cluster that are completely adopted in the business institutes in Sindh.

There are four practices in second cluster in which Some Practices are adopted some are

not adopted in business institutes in Sindh. Third Cluster have fifteen practices in which

most of practices are not adopted in the business institutions in Sindh. Forth Cluster has

only one practices that is mostly adopted in the business institutions in Sindh. Fifth

Cluster have eleven practices which is moderately adopted in the business institutions in

Sindh. Sixth Cluster have two practices in which six business institutes adopt these

practices and six business institutes does not adopt these practices.

240

Fig. 5.36: dendrogram Cluster Analysis of “HEC-QS Ranking System”

241

Table 5.40: Results of Cluster Analysis (HEC-QS Ranking System)

242


there are six clusters developed during cluster analysis. There are fifty-four practices are

existed in first cluster that are completely adopted in the business institutes in Sindh.

These fifty-four practices are: Accreditation_1(Designed policies and strategies contains

national, regional and global perspectives. Accreditation_3 During designing courses the

requirements of corporate world are focused),Accreditation_4 (Degree of recruiter

satisfaction is monitor with the quality of its graduates),Accreditation_5 (Programs are

incorporate as structured opportunities for participants to gain direct experience of the

corporate world, through internships, field work and campus visits),Accreditation_6

(New ideas are focused in the assessment procedures),Accreditation_7 (Strong

mechanism system executes to monitor and maintain the quality control of the program in

order to achieve program objectives),Accreditation_9 (well recognized, systematic

techniques to develop, display, examine, and revise the substance and delivery of the

curricula),Accreditation_10 (Teaching assistant assist in various exercises like case

studies, skills practice and other academic activities), PhD.Faculty_1( Doctorate teachers

are considered as a tutorial leadership, that is professionally perform excellence

in research, teaching, skilled activities and policy development),PhD.Faculty_3 (

Doctorate teachers are expedited to participate within the acceptable national and

international organizations of their discipline or profession),PhD.Faculty_4 ( Doctorate

teachers are concerned in policy formation and management of the Institute),

computers_1(Computer systems and networks are provided for students use as a part of

the University academic program), computers_2(Graduate and post-graduate students

243

have a responsibility to apply computer resources in an efficient, moral, and lawful way) ,

computers_3(Equal opportunities are provided for all students (graduate and post

graduate) in respect to access the computer),computers_4 (Departments have spaces for

computers in lecture rooms, with a electricity deliver and community connection at each

seat) , computers_5 (Computer trainings and short courses are offered to students and

faculty) , computers_6 (online library facility is available) , computers_7(Internet access

can students to get different educational resources from all over the world, without any

cost) , librarybooks_3(Librarian is well talented and highly qualified), librarybooks_4

(Library effectiveness is measured as an indicator in the further improvement of the

institute) , librarybooks_5 (Library provides safe and secure physical and virtual

environment conducive to study and research) , librarybooks_6 (Departmental library has

digital library facility with applicable books and journals), Patents_3 (Faculty members

are encouraged to commercialize their research work),Patents_4(Incentives are provided


or fraction undergo in academic start-ups),Patents_9 (Faculty are under intense pressure

to publish their research work or file patenting decided by management), UIL_1( Projects

built up to help the University-Industry coordinated effort like the "Contact Industrialist

Programs"), UIL_2( Invite companies and other organization in various events and

projects launch by the institutes),UIL_4 (Top administration and agents from all the

partners with the parts for industry, higher education sector and government obviously

characterized), UIL_5 (People relegated to deal with the linkage programs, either in

institute or outside the institute must have some involvement with industry and

244

additionally a talent for managing the restricted area),UIL_6 (Linkage packages which

can be advanced is primarily based on entrepreneurial foundations, each of employees

and of personal industry, with a properly-thought-out development plan),

scholarship_1(Proper information of scholarship is provided to the students) and

scholarship_3 ( Institute arrange trainings are arranged on applying process of indigenous

scholarship), ), Conferences_1(Event committees are active to properly plan and execute

events),Conferences_2(Alumni’s are encouraged in organizing conferences and other

events),Conferences_3 (Faculty members are encouraging arranging

conference),Conferences_4 (Proper funding is provided to arrange

conference),Conferences_6 (Guest are facilitated with pick and drop facility Lodging and

boarding during the conference),Conferences_7 (Students are encouraged to involve

arranging conferences), Conferences_8 (Conference advertised schedule is updated on

websites and mailing list.), : communityoutreach_1(Institute work in a concession stand

to raise cash for a cause) , communityoutreach_2 (Faculty members and students worked

as Volunteer at a health fair) communityoutreach_3 (Faculty members and students Share

a talent through teaching a class) , communityoutreach_4 (Faculty members and students

worked as Volunteer to help at charity auctions) communityoutreach_5 (Faculty members

and students take a part in Alter and repair clothes for the needy, elderly and homeless) ,

communityoutreach_6 (Teachers and students serve as a helper at an corporation that

works for special or handicap child’s) , communityoutreach_7 (Teachers and students

survey a rehabilitation center and find out about patients with unique needs),

communityoutreach_8 (Faculty members and students Plant a garden or tree),

245

communityoutreach_9(Faculty members and students Pick up medicine for an elderly

person), Internationalawards_3 (Faculty members and students are alerts with award

winning competitions), ), exchangeprogram_1 (Innovative programs and services are

provided to faculty members and students make study abroad),

exchangeprogram_2(Latest ideas are generated that can assist worldwide schooling

specialists create and sustain new possibilities for students and school) ,

exchangeprogram_3 (Global education brings to the leading edge of academic policies),

exchangeprogram_4 (Students are aware with the benefits of get education internationally

through educational exchange programs) and exchangeprogram_7 (Institute Efforts

demonstrate strategic, comprehensive and sustainable international partnership efforts).

Second cluster have four practices that is mostly adopted in some business institutes and

not adopted in some business institutes. These four practices are: Accreditation_8

(Student admission occurs: student counselling and steering, expertness and their

temperament improvement, individual behavior, course analysis and progression, career

development, international and company linkages and career placement), librarybooks_2

(Students are facilitated to visit various book fairs and purchase books on university

domain), scholarship_2 (Indigenous scholarship advisory council is active) and

Internationalawards_2 (Incentives and rewards are provided to the award-winning student

or faculty).

Third Cluster have fifteen practices, these fifteen practices are mostly not adopted in the

business institutions in Sindh. These fifteen practices are: Accreditation_2 (Cultural and

regional diversity is focused), Internationalranking_1 (Ratio of degree completion over

246

enrolled students is measured), Internationalranking_3(Student societies are actively

working), PhD.Faculty_9 (Faculty members are exchanged with foreign faculty),

computers_8(Students are restricted to send assignment through online system) ,

librarybooks_1(Library visit is compulsory for a student twice a week). There is no any

practice in forth cluster, Patents_1(Faculty members are encouraged to file for patents),

Patents_2(Institute have branched to become innovation merchants to other organization

(they generate knowledge) to (they license their knowledge to other organizations) ,

Patents_5(Young researcher’s prizes are offered for inventions that are commercialized),

Patents_7(Several types of trainings and workshops conducted on academic patenting

activities that enhance the culture of invention and licensing the goods and services),

Patents_8 (Management take decisions based on discoveries that define scientific

research) , Patents_10(Caretakers financially facilitated to file national or foreign patent),

Patents_11(Inventor is permitted to licensed sponsorship in case of limited patent budget)

, Patents_12(Invention can be basis on the new product according to market need), UIL_3

(Innovation exchange component is effectively performing different exercises through

permitting, plans counseling, joint or contract R&D and specialized

administrations),UIL_7 (Institute is enthusiasm for the formation and provision of

Science Parks and Incubation centers) and exchangeprogram_8 (Joint a twin degree

packages growing with universities abroad -increasing the range of conversion packages).

Forth Cluster have one practices which is mostly adopted in the business institutions in

Sindh. The practice is: Internationalawards_4 (Students and faculty members are

encouraged to participate in national and international events).

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Fifth Cluster have eleven practices which is moderately adopted in the business

institutions in Sindh. The eleven practices are: PhD.Faculty_2 ( States that Doctorate

teachers are inspired to produce leadership and help to additional junior workers in

developing their capability for teaching and research),PhD.Faculty_10 (Foreign faculty is

invited to deliver the lectures),PhD.Faculty_11 (PhD Faculty is providing consultancy to

the related industries and organizations), computers_9(Video conferences are organized),

computers_10 (Students attendance is online), computers_11(Students grading system is

online), computers_12 (Lectures are regularly recorded and uploaded on website),

Patents_6 (On- campus or off-campus “technology transfer offices" (TTOs) works to

intermediaries to bridge the gap between invention and commercialization),

scholarship_4 (Fair and transparent system is active for applying for scholarships),

exchangeprogram_5 (Faculty suggest the best exchange program for the student in

respect to relevant field) and exchangeprogram_6 (The teachers will determine, and

support planed foreign study plan to make certain program can be attributed towards

institute).

Sixth Cluster have two practices in which six business institutes adopt these practices and

six business institutes does not adopt these practices. The practices are: Conferences_5

(Rewards are given to the conference organizers) and Internationalawards_1 (Faculty

members and students have a potential to sharing idea on practice within or outside their

own university).

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5.4.3 Cluster Analysis of HEC-THE and QS Ranking System

Five clusters are developed in the HEC, THE and QS ranking system. There are twenty-

one practices are existed in first cluster that are completely adopted in the business

institutes in Sindh. There are two practices are existed in second cluster in which Some

Practices are adopted some are not adopted in business institutes in Sindh. Third Cluster

have three practices in which most of practices are not adopted in the business institutions

in Sindh. No any practice exists in Forth Cluster. Fifth Cluster has only one practice

which is moderately adopted in the business institutions in Sindh. Sixth Cluster have

three practices in which six business institutes adopt these practices and six business

institutes does not adopt these practices.

Fig. 5.37: dendrogram Cluster Analysis of “HEC-THE & QS Ranking system”

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Table 5.41: Results of Cluster Analysis (HEC-THE and QS Ranking System)


there are five clusters developed during cluster analysis. There are twenty-one practices

are existed in first cluster that are completely adopted in the business institutes in Sindh.

These twenty-one practices are: teacher. student _4 (Regular procedures are devised

equitable scales paying to part-time faculty members), teacherevaluation_1 (Teachers

performance is assessed throughout the academic year),Teacherevaluation_2 (Teaching

effectiveness reports are analyzed and reviewed),Teacherevaluation_3(correlation

between faculty performance and student learning is reviewed and

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improved),Teacherevaluation_4 (Teachers are engaged in reflecting their instructional

practices and assessing their own strengths and areas that need improvement),

Teacherevaluation_5 (On the basis of reviewed reports individual areas are identified

where improvement needed),Teacherevaluation_7 (All teachers and evaluators receive

comprehensive training on the evaluation process),Teacherevaluation_8 (Evaluation

systems should use multiple measures such as classroom observations, academic

improvement and career advancement), Paperpublished_1(Faculty members receive

reward on high impact factor publication),Paperpublished_2 (Authors are from the

institute and authors from outside the institute, the amount of award shall be divided by

total number of authors),Paperpublished_3(Indirect incentives are provided on publishing

more research papers in term of annual block grants buy equipment or refurbish labs,

salary in crescent, promotion or funding for further research),Paperpublished_4 (At least

Rs.10, 000/- amount is fixed for each paper published in any of the reputed International

Journal),Paperpublished_5(Cash award is provided for each paper published in any of the

HEC listed Journal), foreignstudentfaculty_1(The university or institute have updated and

advanced curriculum that possess the international standards and helpful for the

international student to pursue their carrier), foreignstudentfaculty_2 (Faculty and

Students facilitate to Attending international conferences, workshops, trainings and

student fairs in different countries) foreignstudentfaculty_4 (International alumni and

their parents served as component-time recruiters in several international locations) and

foreignstudentfaculty_5 (Strong support programs organize for foreign candidates like -

Pairing native programs with foreign and local students) foreignstudentfaculty_7 (English

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Linguistic trainings and Strong support program organize for foreign students) and

foreignstudentfaculty_8 (International students and faculties are facilitated with

linguistics placement programs, economic useful resource, health offerings, spiritual

help, and immigration aid) , foreignstudentfaculty_9 (Outreach email expanding to

dispensing constrained and centered flyers and marketing substances for international

universities, schools, and organizations that encourage to get education in other

countries), foreignstudentfaculty_10 (Faculty members and students encourage to work

with a domestic and global organization with a nearby worldwide employer with ties

abroad -networking with community corporations) and foreignstudentfaculty_11 (Global

alumni prompted to help with their efforts in recruitment and establishing alumni

chapters and recruitment facilities abroad ).

Second cluster have two practices that is mostly adopted in some business institutes and

not adopted in some business institutes. These two practices are:

Teacherevaluation_6(Teachers are bounded to comment on the reviewed reports for

further improvement) and foreignstudentfaculty_3 (Full-

time skilled faculty receive fifteen vacation days per annum).

Third Cluster have three practices, these three practices are mostly not adopted in the

business institutions in Sindh. These three practices are: teacher. student _2 (Retired

faculty members are re hired as part time), foreignstudentfaculty_6 (Diverse office works

with many events like Kitchenette, social areas, clubs, bicycle and car condominium and

visits with local students), foreignstudentfaculty_12 (Immigration strategy and the

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advantages and demanding situations in sponsoring international teachers, students and

employees with an immigration repute).

Fifth Cluster have only one practices which is moderately adopted in the business

institutions in Sindh. The practices are: Paperpublished_6 (Faculty ranked on their

publication and give reward in term of salary increase).

Sixth Cluster have three practices in which six business institutes adopt these practices

and six business institutes does not adopt these practices. The practices are: teacher.

student_1 (Part-time faculty members are involved in various activities such as curricula

designing and others), teacher. student _3 (Part-time teachers who are utilized for

6 or additional terms is provided same incentives of full time teachers) and teacher.

student _5 Part-time faculty members contribute to the academic program of the

institution receive prorated compensation).

5.4.4 Cluster Analysis of HEC Ranking System

Six clusters are developed in the HEC ranking system. There are seventy-six practices


There are two practices are existed in second cluster in which Some Practices are adopted

some are not adopted in business institutes in Sindh. Third Cluster have eight practices in

which most of practices are not adopted in the business institutions in Sindh. Forth

Cluster has three practices that is mostly adopted in the business institutions in Sindh.

Fifth Cluster have nine practices which is moderately adopted in the business institutions

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in Sindh. Sixth Cluster have only one practice which six business institutes adopt these

practices and six business institutes does not adopt these practices.

Fig. 5.38: dendrogram Cluster Analysis of “HEC Ranking System”

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Table 5.42: Results of Cluster Analysis (HEC Ranking System)

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there are six clusters developed during cluster analysis. There are seventy-six practices


These seventy-six practices are: facultyappointment_1(Aappointee can be able to assist in

research), facultyappointment_2(new and established faculty expanding their

effectiveness in teaching and research), facultyappointment_3(faculty is nourished with

good salaries and rewards), facultyappointment_4(faculty members are supported

through scholarships), MS/M.Phil. criteria_1(post graduate students acquire sufficient

expertise in research), MS/M.Phil. criteria_2(students acquire knowledge about conduct

of research through mentoring course work and workshops), MS/M.Phil.

criteria_3(students acquire knowledge about ethical behaviours in research) MS/M.Phil.

criteria_4 (English language training courses are arranged), MS/M.Phil. criteria_5(higher

level of proficiency students assist as teaching fellows), MS/M.Phil. criteria_6 (post

graduate students participate in various research projects) MS/M.Phil. criteria_7(new

areas of teaching and research are introduced) MS/M.Phil. criteria_8 (institute is

equipped with the necessary infrastructure), PhDprograms_2 (PhD students are facilitated

with adequate resources), Qec_1(Effective management cell is established in which,

faculty, staff and governing bodies are taking decision on academic programme

development), Qec_2(Students and faculty participants incorporate the results of self-

assessments reports based on assignment of responsibility for quality improvements and

accountability), Qec_3 Quality enhancement cell measure the efficiency of planning and

development, resource allocation, growth and development of the institute), Qec_4

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(Faculty members are well qualified, trained and experts in their allocated

duties),Qec_5(Curricula is planned, maintained and updated by technical experts and

faculty),Qec_6 (Assessment Criteria is usual for professionals who are responsible for

academic programmes),Qec_7 (Well-developed system will be secured for regulate help

for staff improvement and progress in the teaching style, research, grant and

administration),Qec_8 (Well-developed strategies designed to measure the accessibility

and effectiveness of capabilities in the institute),Qec_9 (Asset allotment structure is

composed to locate the requirements for teachers and students),Qec_10 (Programme

results and scholar’s knowledge is evaluated in respect to the objectives and targets of the

academic programmes),Qec_11 (Outcomes of audit reports are utilized for students

learning, teaching improvement and program development), Qec_12 (Website about

institutional is developed, looked after and updated to fulfill the needs of

community),Qec_13 (Curricula is revised on a three-year cycle, in collaboration with

relevant universities and industry), PhDprograms_3( PhD students is regularly updated

about procedural changes in PhD program), PhDprograms_4( PhD students improve their

research skills through co authorship and presentation opportunities), plagiarism_2

(Plagiarism policy is widely circulated),plagiarism_3 (Students and researchers are aware

of plagiarism policy),plagiarism_9 (Record keeping system exists that monitor plagiarism

problems and possible solutions), Internationalranking_2 (Performance of institute is

measured through survey from relevant institutes and expertise), Internationalranking_8

(Ratio of academic expert’s measure having received global distinction in their area of

expertise),Internationalranking_9 and (Religious, sports and medical facilities are

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provided. Internationalranking_10 Online distance learning programs are offered),

fulltimefaculty_1(Faculty member maintains the highest personal standards through

continuing study, research, publication and participation in the activities of professional

organization, to improve the effectiveness of teaching), fulltimefaculty_2 (Senior

associate dean for educational affairs control all teacher’s affairs and student

programmes), fulltimefaculty_3 Full-time skilled faculty receive fifteen vacation days per

annum, fulltimefaculty_4( Full-time appointed skilled and educational staff are eligible to

have tuition exemption), fulltimefaculty_5 (Faculty members are financially supported to

attend conferences nationally and internationally), enrollment_1 (Website is developed,

maintained and updated),enrollment_2 (Institutional performance and achievements are

assessed and those assessments are used for further improvement),enrollment_3

(Students are awarded by various funding opportunities like scholarships, internships,

fellowships, endowments and other financial benefits.), enrollment_4 (Criteria for faculty

is must to be highly qualified), training_2 (Supervisors are responsible for organizing

various trainings),training_3 (Professional development and training opportunities are

available to all faculties),training_4 (Teacher training programs are organized twice a

year),training_5 (Teacher training programs are arranged at the start of academic year

and these training programs are devised by experts in teaching which may inform them

what teaching is and what they are expected to do as teachers)training_6(Human resource

development (HRD) cell is activated to provide assistance and advice on all the faculty

development practices)training_7 ( Training content is selected and organized according

to needs of participants),training_8 (Trainings are evaluated and analyzed as an indicator

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for improvement), Research Grants _4 (Administration informed the policies and

procedures of the research programs to the prospective faculty members),Research

Grants 5 (Faculty is financially supported in case of delay of funds in travel ,

grants)Travel Grants_1 (All travel expenses are substantiated and documented),Travel

Grants 2 (Authority is responsible for approved or denied of payment of the travel

expenses),Travel Grants _3(Approved travel grants are validated from the

institute),Travel Grants _4 (Travel grant are allowed for the faculty teachers, for research

purpose), Hindex_1(Post graduate student publish one paper before thesis

submission),Hindex_2 (Chair evaluate his or her department contributors with the aid of

figuring out what number of papers everyone has published which are cited more),

publishedjournel_2(Editorial Board / Advisory Board is active),publishedjournel_3

(Papers are reviewed by experts), PERN_1(Well established computerization &

networking with Computer Laboratories are existed),PERN_2 (High-speed LAN

connections are available),PERN_3 (Institute have accessibility of digital

library),PERN_4 ( Institute has allowance of Free use of bandwidth for educational

purposes. Such as Educational TV Channels and Video Lecturing), PERN_5(University

Web Portals are well established), publishedjournel_3 (Papers are reviewed by experts),

publishedjournel_2(Editorial Board / Advisory Board is active) ,

supervoisers_1(Apprenticeship programs are offered to supervisors) , supervoisers_2

(Supervisors are certain to offer specific interest to students within the initial stages),

supervoisers_3(Supervisors provide written as well as oral remarks on submitted

assignment within an inexpensive time frame) , supervoisers_4 (Supervisors discuss the

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research topic of the student with other academic staff and students) ,

supervoisers_5(Supervisors inspire research scholars to participate and share their

research at meetings and conferences and propose on the publication or patenting of

work) , supervoisers_6(Supervisors submit their performance reports per year) and

supervoisers_7(If supervisor works away from campus for two months or more and

where his/her students have the opportunity to accompany the supervisor, the supervisor

encourages the student to assist him).

Second cluster have two practices that is mostly adopted in some business institutes and

not adopted in some business institutes. These two practices are: facultyappointment_5

(Productive retired faculty members are re-hired) and Internationalranking_4 (Spin-off

companies are organized).

Third Cluster have eight practices, these three practices are mostly not adopted in the

business institutions in Sindh. These eight practices are: MS/M.Phil. criteria _9 (Campus

residential opportunities are provided), Internationalranking_1 (Ratio of degree

completion over enrolled students is measured), Internationalranking_3(Student societies

are actively working), Internationalranking_5 (Institute have accessibility of wheelchairs

for disable), Internationalranking_6 (Gender balance is considered),

Internationalranking_7 (Low- income background students are supported), Research

Grants _2 (Grants control Officer is responsible for the commercial enterprise control and

different non-programmatic components of awards or studies provide) and Research

Grants _3( Grants Management Specialist is responsible for the day-to-day management

of a portfolio of grants).

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Forth Cluster have three practices in which most of practices are adopted in the business

institutions in Sindh. These three practices are: plagiarism_8 (Students are offered with

formal trainings about active learning techniques to avoid plagiarism) and Qec_15

(Alumni centres are working in different countries) and supervoisers_8 (Students and

supervisors sit in same building and are easily available to each other).

Fifth Cluster have nine practices which is moderately adopted in the business institutions

in Sindh. These nine practices are: Qec_14 (Departmental performance is measured

through inter departmental audit), enrollment_9 (Institutional infrastructure is well

maintained and renovated per year),enrollment_10 (Stipend are offered to post graduate

students),enrollment_11 (Talented students are sent to abroad to attend various

competitions),enrollment_12 (Research scholars are allowed to purchase hardware and

software from the institutional fund according to their research needs),enrollment_13

(Remedial courses are offered according to special needs,enrollment_14 (Institute focus

on re-advertisement before launching new session through visiting other top schools and

colleges), Travel Grants 5 (Departments and institutes have same policies in term of

travel grant) and supervoisers_9 (Limited students are enrolled in the postgraduate degree

according due to supervision capacity).

Sixth Cluster has only one practice in which six business institutes adopt this practice and

six business institutes does not adopt this practice. The practice is: Hindex_4 (Various

trainings on awareness about H index scores are arranged).

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5.4 LOGISTIC REGRESSION

Logistic regression is used to predict a categorical (usually dichotomous) variable from a

set of predictor variables. In this study, logistic regression is used to design a best

practices model. Six clusters are regret based on their Wald value and best practices are

extracted to perform logistic regression. The details are given below:

Table 5.44 Mean Value of Logistic Regression

Cluster Mean

Cluster_1 4.1060

Cluster_2 3.3021

Cluster_3 2.1602

Cluster_4 3.6042

Cluster_5 3.5965

Cluster_6 3.1667

Base line Value 3.3220

Table. 5.44 shows the mean value of six clusters, developed during the cluster analysis.

Cluster1 had highest mean value 4.1060 and cluster 3 had low mean value 2.1602. The

baseline value is 3.3220 analyzed through compare the mean of clusters. The baseline

value is used to analyze the logistic regression.

Table 5.45: Results of Logistic Regression

Variable Wald 2LL C & S R2 N R2

Cluster 6 1.227 12.137a .107 .159

Cluster 1 .459 13.020a .039 .058

Cluster 4 .458 13.006a .040 .059

Cluster 2 .295 13.190a .025 .037

Cluster 5 .201 13.282a .018 .026

Cluster 3 .001 13.495a .000 .000

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Table 5.45 shows that cluster 6 is selected for the first entry because this has highest

value of Wald statistics, (1.227) in base model. When this variable is entered the base

model, the -2LL value increased from 3.3220 to 12.137. This means model works better

if cluster 6 is entered the base model. The log like hood value of R2 in cluster6 is

decreases from 3.3220 baseline to .107 in C&R2 and decreases 3.3220 baseline to .159 in

NR2. The model still works well with the entry of the third independent variable;

therefore, further expansion of the model should be carried out. The model continues

with the cluster1 that has the second highest value of Wald statistics (459). The entry of

this independent variable into the model results in the improvement in both R2 and log

likelihood value. The 2LL value increases from 12.137 to 13.020 and C&R2 and NR2

decreases from .107 to .039 and .159 to .058. This means model works better if cluster 1

is entered the base model. The model continues with the cluster4 that has the third highest

value of Wald statistics (.458). The entry of this independent variable into the model

results in the decrease the value of 2LL from 13.020 to13. 006.. The C&R2 increase from

0.39 to 0.40 and NR2 increase from .0.58 to .059 The model become unstable and

produced inappropriate coefficients and even indicated perfect fit in some measures, such

as the decrease in -2LL value. In this case, there are only two clusters to be selected and

entered the estimation model.

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5.6 SUMMARY

This chapter represent the analysis of data through using various tools and techniques.

The chapter describe the identification of practices based on the criteria of ranking

system adopted by HEC. The identification of practices is representing through designed

diagram. Furthermore, the chapter discussed the adoption of the practices in the business

institutes in Sindh. The quantitative data is analyzed through clustered bar charts and

descriptive statistics and qualitative data is represented through sorting the variables in

tabular form. The identified practices are categorizing into clusters through hierarchal

cluster analysis in SPSS. The dendrogram are used to present the cluster formation of the

practice. Finally, the logistic regression through SPSS performed on the developed

clusters and best practice model is generated through logistic regression.

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CHAPTER # 6

6. CONCLUSION & RECOMMENDATIONS

6.1 INTRODUCTION

This chapter describes conclusions extracted from the research work along with its

summary and recommendations. This chapter contains various sections. The first section

describes the focused-on overview of research work, the second section has eight

different subsections that offer conclusions of the research conclusion, the third section

describes the output of research, the fourth section presents the recommendations of the

study, the fifth section presents some limitations of the study and the last section presents

future directions for this research.

6.2 RESEARCH OVERVIEW

The ranking of the HEIs is a filtered process that judges the strengths and weaknesses of

the institute. The ranking system either it is national or international has some fixed

parameters and criteria that measure the performance and quality of the HEIs. The aim of

this study is to explore the causes and consequences that create hurdles of the HEIs in

Pakistan to become internationalize. The findings of this study suggest various guidelines

through which HEIs improve their quality standards and compete internationally.

This research has two main aspects. The first aspect is to compare the parameters and

criteria of HEC ranking with two international ranking systems; QS and THE. The QS

and THE rankings are considered as a benchmark for the HEC ranking. The findings of

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this benchmark comparison reveal various conclusions (discussed in the next section) that

dig out the barriers that make hindrance Pakistan's HEIs meet the international standards.

The second aspect of this research is to explore the practices commonly adopted in HEIs

and the role of these practices to maintain their quality standards of the institutes.

Moreover, this study also suggests further practices that are not common in Pakistan's

HEIs need to be adopted to improve their quality standards and meet the international

standards.

6.3 CONCLUSIONS

The conclusion of research work is sketched based on the criteria and parameters of QS,

THE and HEC ranking.

6.3.1 Conclusions drawn from Benchmarking

In the benchmarking, the criteria of HEC are compared with criteria of QS and THE.

There is QS International ranking measure eleven parameters comprises forty-nine

criteria. Times Higher Education (THE) international ranking measure Five parameters

comprise eleven criteria Pakistan measure five parameters comprises forty-one criteria.

Comparison results show that three criteria are same in THE and HEC that is Total Ph.D.

output / Doctorate-to-bachelor's ratio, Publications in impact factor Journals and the

amount generated through own resources/ Institutional income. HEC measure twelve

same criteria measured by QS that is Accreditation, PhD Faculty, Computers / IT

infrastructure library books/ Library Facilities, National and international Patents,

University industrial linkages / Industrial research, Scholarships and bursaries, Latest

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technology, Number of national and international


community outreach programs/ Community investment and development , Number of


faculty. Six criteria are same in QS, THE and HEC ranking: Teacher/Staff-student ratio,

Teacher Evaluation / Satisfaction with teaching / Reputational survey teaching, Citation,

Published Papers, Foreign students and Foreign faculty.

Finally, results of this benchmark reveal that HEC measure the good number of criteria

and most of HEC criteria are similar with QS ranking but still there are many criteria that

are avoided by HEC such as faculty area, gender balance, graduate employment rate and

others (discussed in detail in research outcome section). Parallelly HEC also measures

those criteria which do not possess any international standards and does not contribute a

great part in the internationalization of the institute such as plagiarism policy, selectivity,

research, and travel grants and many more (discussed in detail in research outcome

section).

6.3.2 Conclusions drawn from Identified Practices

The overall results show that total two hundred and sixty-three practices are identified in

respect to HEC, QS and THE ranking system. After the identification of these practices,

the adaptability of these practices are evaluated in the business institutes in Sindh. After

running various type of test, it is concluded that most of the identified practices are

adopted at the various scales in the business institutes however some practices are less or

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never adopted. This section is divided into two subsections; Section one discusses those

practices that are completely or mostly adopted in the business institutes, however,

section two defines the less adopted or avoided practices. The further details are given

below:

6.3.2.1 Completely or Mostly Adopted Practices in the Business Institutes in Sindh

In the business institutes in Sindh “faculty members are well qualified and have a

potential to assist their students in research and expanding their effectiveness in teaching

and research” parallelly these “faculty members are nourished with good salaries and

rewards and supported through scholarships”. The “post-graduate students acquire

sufficient expertise in research, and ethical behaviors in research". "Various English

language training courses are organized for students", "higher level of proficiency

students assists as teaching fellows", "students are also encouraged to participate in

various research projects". The business institutes are "equipped with the necessary

infrastructure with adequate resources, religious, sports and medical facilities, and strong

management cells". The "self-assessment reports are reviewed and used for quality

improvements". The "Curricula of the institutes is planned, maintained and updated

by technical experts and faculty”.

Most of the business institutes have "Well-developed system secured to regulating help

for staff improvement and progress in the teaching style, research, grant, and

administration". "Well-developed strategies designed to measure the accessibility and

effectiveness of capabilities in the institute". "Website of the institute is developed,

looked after and updated to fulfill the needs of the community". "The institutes are more

268

focused on their doctorate students their Ph.D. students are regularly updated about

procedural changes in Ph.D. programs and improve their research skills through co-

authorship and presentation opportunities". "Plagiarism detection system is well-

established Students and researchers are aware of plagiarism policy and take the record to

monitor plagiarism problems and workable solutions".

“Institutes designed policies and strategies contain national, regional and global

perspectives, during designing courses the requirements of the corporate world are

focused". "Innovative ideas are focused in the assessment procedures". "Institutes

measure their performance through the survey from relevant institutes and expertise".

In the business institutes in Sindh "faculty member maintains the highest personal


activities of the professional organization, to improve the effectiveness of teaching".

Institutes "facilitate their faculty with enough number of vacations and tuition

exemptions". "Faculty members are financially supported to attend conferences

nationally and internationally". Institutes "considered their Ph.D. faculty as tutorial

leadership, that is professionally performed excellence in research, teaching,

skilled activities and policy development and participate within the acceptable national

and international organizations of their discipline or profession". Several types of

"training are organized for faculties according to a need of the institute". These "training

are evaluated and analyzed as an indicator of improvement".

Business institutes in Sindh “encourage their Faculty members to commercialize their

research work and publish their research work or file patenting decided by management".

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"Teachers performance is assessed throughout the academic year and Teaching

effectiveness reports are analyzed and reviewed". Based on reviewed reports "individual

areas are identified where improvement needed". "All teachers and evaluators receive

comprehensive training on the evaluation process". "Evaluation systems should use

multiple measures such as classroom observations, academic improvement, and career

advancement". Business Institutes "take initiatives like Industry coordinated Contact

Industrialist Programs and invite companies and other organization in various events and

projects” launch by the institutes. “Linkage packages which can be advanced is primarily

based on entrepreneurial foundations, each of employees and of personal industry, with a

properly-thought-out development plan”. Institutes provide “research and travel grants to

their students and faculty”. “Administration informed the policies and procedures of the

research programs to the prospective faculty members”, all “travel expenses are

substantiated and documented and approved travel grants are validated from the

institute”. Institutes are “increase their research capacities by provide reward on high

impact factor publication and publishing more research papers in term of annual book

grants buy equipment or refurbish labs, salary in crescent, promotion or funding for

further research”. “Amount is fixed for each paper published in any of the reputed

International Journal and cash award is provided for each paper published in any of the

HEC listed Journal”. “Institutes are furnished with well-established computerization &

networking with Computer Laboratories, High-speed LAN connections, digital library

and Free use of bandwidth for educational purposes”. Institutes “motivate their Alumni’s

in organizing conferences and other events”. “Faculty members are encouraging

270

arranging conference”. “Students are encouraged to involve arranging conferences”.

Institutes provide “excellent facilities of supervision in research”. “Apprenticeship

programs are offered to supervisors”, “Supervisors are certain to offer specific interest to

students within the initial stages”. “Supervisors provide written as well as oral remarks on

submitted assignment within an inexpensive time frame”. “Supervisors inspire research

scholars to participate and share their research at meetings and conferences and propose

on the publication or patenting of work”.

The business institutes in Sindh "generate funds and another financial amount through

short courses, training and workshops, scientific studies, sponsorship, training, and

investment in various projects”. Institutes have well developed “Computer systems and

networks for students and faculty". Institute "taught their students to use a computer as a

responsibility to apply computer resources in an efficient, moral, and lawful way". "Equal

opportunities are provided for all students in respect to access the computer”.

“Departments have spaces for computers in lecture rooms, with an electricity delivery

and community connection at each seat". "Computer training and short courses are

offered to students and faculty". "Institutes have established libraries in which librarian is

well talented and highly qualified with safe and secure physical and virtual environment

conducive to study and research". "Library effectiveness is measured as an indicator in

the further improvement of the institute". "Institutes offers several types of scholarships

and arrange training are arranged on applying a process of indigenous scholarships".

Business Institute work in a “concession stand to raise cash for a cause, their faculty

members and students worked as Volunteer at a health fair, charity auctions, Alter and

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repair clothes for the needy, elderly and homeless and share a talent through teaching a

class”. “Teachers and students survey a rehabilitation center and find out about patients

with unique needs, plant a garden or tree, pick up medicine for an elderly person”. The

business Institutes in Sindh offers “Innovative programs and services to faculty members

and students make study abroad and brings global education to the leading edge of

academic policies", "Students in the institutes are aware with the benefits of getting

education internationally through educational exchange programs" and "institute efforts

demonstrate strategic, comprehensive and sustainable international partnership efforts”.

The institutes are more conscious to “recruit international/foreign students and faculty”.

Institute have “updated and advanced curriculum that possess the international standards”

and helpful for the international student to pursue their carrier. Faculty and Students

"facilitate to Attending international conferences, workshops, training and student fairs in

different countries". "International alumni and their parents served as component-time

recruiters in several international locations”. “Strong support programs organize for

foreign candidates like -Pairing native programs with foreign and local students”.

International students and faculties are “facilitated with linguistics placement programs,

economic useful resource, health offerings, spiritual help, and immigration aid”. Faculty

members and students “encourage to work with a domestic and global organization with a

nearby worldwide employer with ties abroad -networking with community corporations

and global alumni prompted to help with their efforts in recruitment and establishing

alumni chapters and recruitment facilities abroad”.

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6.3.2.2 Less or Not Adopted Practices in the Business Institutes in Sindh

Along with adopted practices, there is certain weakness also exist in the business

Institutes. Institutes avoid few practices with respect to the quality assurance system.

Most of the business institutes does not "offer hostel facilities or residential opportunities

to their faculty and students" it is a reason that effects on their enrollment or selectivity

ratio. "International universities measure the rate of degree completion comparing with a

rate of enrollment" but unfortunately this ratio is not measured in the business institutes

in Sindh. "Student societies are not well developed and there is no any check and balance

system that measure the proper working of these student societies". Most of the institutes

"does not have the accessibility of wheelchairs for disable students and gender balance is

also avoided". There is "no any authentic system or process that facilitate those students

who belong to the low-income background and intended to get admission in the

institute".

The business institutes in Sindh are also weak in teaching quality at some instance. The

institutes do not "rehired their skilled, qualified and potential faculty member". In this

way, institutes lost their experienced faculty. With the passage of time, new moods of

teaching quality improvement are adopted in higher education nationwide. The top

universities exchange their faculty according to a field for one semester or more. But the

business institutes do not take this effort and that is also a reason that creates barriers to

the improvement of their quality.

Research is a major element to improve the quality standards. The business institutes do

not possess quality standards due to unfocused some research capabilities. “Faculty

273

members in the institutes are not encouraged to file for patents”. “Institutes does not take

efforts to have branched to become innovation merchants to other organization (they

generate knowledge) to (they license their knowledge to other organizations)”. Institute

does not “offer Young researcher’s prizes are for inventions that are commercialized”. No

any “specific training and workshops conducted on academic patenting activities that

enhance the culture of invention and licensing the goods and services". "Management

does not have the power to take decisions based on discoveries that define scientific

research". "Caretakers of institutes does not financially facilitate to file the national or

foreign patent". Due to "lack of Innovation exchange component, permitting plans

counseling, joint or contract R&D and specialized administrations institutions suffer from

quality crises". Institutes are not "enthusiasm for the formation and provision of Science

Parks and Incubation centers". "Grants control Officer is not responsible for the

commercial enterprise control and different non-programmatic components of awards or

studies provide" and "institutes do not have any Grants Management Specialist that is

responsible for the day-to-day management of a portfolio of grants”.

Institutes do not "encourage their faculty to generate financial amount through provide

consultancy to other organizations and industries and to flip to commercial enterprise and

release spin-out corporations". Institutes do not "generate Funds via technology

commercialization, entrepreneurial activities, advisory work and contracts, research,

coaching, and verbal exchange". In respect of computers, "students are not restricted to

send assignment through the online system." Institutes do not "bound their students to

visit the library and get initiative from poured books in libraries".

274

However, business institutes do not have any “joint or twin degree packages growing

with universities abroad -increasing the range of conversion packages”. Institutes don’t

have “sufficient facilities for foreign students and faculties like Kitchenette, social areas,

clubs, bicycle, and car condominium and visits with local students". Institutes do not

have any "Immigration strategy for sponsoring international teachers, students, and

employees with an immigration repute".

6.4 OVERALL RESEARCH OUTCOME

This study has two main outcomes first is the proposed ranking proforma for the HEC to

improve their quality standards. Second is the proposed best practices model through the

HEIs maintain and upgrade their quality standards and compete internationally. The

details are given below:

6.4.1 Proposed Proforma for the HEC to meet International Standard of Ranking

System

The first output of this research is proposed and designed ranking proforma (Shown in

Appendix 7) for the HEC to revise their criteria and parameter to enables HEIs to meet

international standards and compete globally.

This proforma contains two portions. The first portion defines those criteria, HEC need to

be amended in their ranking proforma. The second portion contains those parameters

which do not possess international standards and their weights do not bring any

improvement in the academic standards of the institutes.

275

In the first portion, thirty criteria are suggested to be amended in ranking proforma. In the

first HEC ranking parameter of quality assurance, six criteria need to be amended:

Faculty area: that defines University features measures as compared to the in one of

broad subject area rankings, many points will be given according to their position.

Specific subject ranking: that measure the narrow subject area, ranking. Gender Balance:

It is the recognition of gender parity, points are awarded to universities with an equal

balance of male and female students. International Diversity: It is Different nationalities

must be represented in a university’s student body. Graduate employment rate: It is a

category consisting mostly of those who choose to continue their studies. Campus

employer: It is the ratio of Employer presence on campus is vital in ensuring that students

are surrounded by business and industry contacts, to make use of while studying while

also setting them up for job-seeking after graduation.

In the second HEC ranking parameter of teaching quality five criteria need to be

amended: Overall Student Satisfaction: It is the measurement of the levels of student

satisfaction, statistics from the National Student Satisfaction Survey, or an equivalent

test. Completion: Completion refers to the percentage of students enrolled who succeed

in graduating. Further study: The proportion of students who choose to pursue further

study is an effective way to measure teaching quality Student-faculty engagement: This

category considers the teaching support provided by the university for students enrolled

in online and distance learning programs. Reputational Survey: Reputation university has

at least five organizations using its programs and technology for staff training.

276

In the third HEC ranking parameter of research four criteria need to be amended: Prolific

academic experts: Measuring the number of staff who have received the global

distinction in their area of expertise. Spin-off companies: This indicates that universities

are carrying out work that is demand in the world beyond their own walls, and that

researchers can profit by the important and innovative work that they are doing. Research

Income: Research income is scaled against staff numbers and adjusted for purchasing-

power-parity (PPP). Institutional research collaborations: Points awarded If a university

has worked with other universities in the top of the World University Rankings.

In the fourth HEC ranking parameter of finance and facilities twelve criteria need to be

amended: Student societies: Points are available for universities offering a strong

selection of active student societies. Cultural investment: Financial Arts and culture

category are based on universities’ wider financial investment in this area. Disabled

access: Proportion of campus with wheelchair access Low-income outreach: Universities’

commitment to extending access to higher education and inclusivity for those from low-

income backgrounds is assessed. Religious facilities: Availability of place of worship for

at least three major religions. Medical Facilities: institutions must have an on-campus

medical center with at least one full-time qualified medical doctor. Career service

support: These advisory staff can prove invaluable in helping graduates find work, and

their presence is indicative of a university’s appreciation of its responsibility to help its

students find work after graduation. Student accommodation: Points are available for

universities’ provision of student accommodation. Sporting Facilities: Points are awarded

for each of the following campus facilities: swimming pool, fitness gym, indoor sports

277

court, outdoor sports court, outdoor sports pitch, athletics track, stadium, full-time sports

coach or dedicated sports medical staff. Track record: Points are awarded in recognition

of the length of time universities have been focusing on providing online programs.

Commitment to online: Points are available for universities demonstrating a strong

commitment to online and distance learning, awarded on a sliding scale. Student

interaction: Opportunities for interaction with course-mates available for each of the

following: online forum/discussion board, alumni network, group work/ team assessment,

peer assessment.

In the fifth HEC ranking parameter of social integration and community development

three criteria needs to be amended: Charity work and disaster relief: Students involved in

their global environment and offers a chance for institutions to contribute profits for the

benefit of society. Environmental impact: universities must offer each of the following: a

sustainability webpage, an energy conservation program, a water conservation program, a

recycling program, and a transportation policy. Regional human capital development:

Regional human capital development can mean one of two things. One looks at the

proportion of graduates employed in the region, while the other looks at the proportion of

students who are from the region.

In the Second portion of this proforma seventeen criteria are suggested that does not

possess international standards and their weights do not bring any improvement in the

academic standards of the institutes: Adoption/Implementation of HEC plagiarism policy.

Adoption/Implementation of HEC criteria of M.Phil./MS Programs.

Adoption/Implementation of HEC criteria of Ph.D. programs. Rating of Quality

278

Enhancement Cells (QECs) of the HEIs. Adoption/Implementation of HEC eligibility

criteria for appointments of faculty members. A ratio of fresh Ph.D. faculty over total

fresh recruitment of faculty. A ratio of full-time faculty to total faculty. Enrollment ratio

(fresh intake) to total applicants. A ratio of full-time faculty to part-time faculty. The full-

time faculty is regular and contractual faculty whereas part-time faculty is the visiting

faculty Ratio of their faculty having terminal degrees from other institutions over total

full-time faculty members. The number of training of full-time faculty members. A ratio

of active Ph.D. students to total active enrolled students. Research Grants. Travel Grants.

Number of W, X, Y, Z Journals Published by the University. Digital Library utilization.

Ratio non-salary expenditure to the total budget. Amount spent on research/library.

6.4.2 Best Practices Model

The logistic regression shows that out of two hundred sixty-three practices; one hundred

and seventy practices are considered overall best practices possess the quality standards.

(Details mentioned in Appendix 8). Logistic regression shows an estimated model

possess best practices. To design the best practices model top fifty practices are randomly

picking and incorporated in the model considered as best practices model.

279

Curricula is designed, maintained & updated by trained and qualified faculty

All travel expenses are substantiated & documented.

Proper funding is provided to arrange a conference.

A website is developed, maintained & updated

Publications are reviewed, edited & approved by the editorial board.

Conference advertised schedule is updated on websites & mailing list.

Teachers performance is assessed throughout the academic year.

Publication Committee Promote facilitates, & monitors the timeliness of publication.

Plagiarism policy is widely circulated.

Innovative ideas are fostering that will help international education professionals create and sustain new opportunities for students & faculty.

Ph.D. faculty is facilitated to participate in the national and international organizations.

Supervisors give feedback on any submitted work within a reasonable period after submission.

Full-time professional staff receives 15 vacation days per year (20 days after 10 years of service).

Teaching effectiveness reports are analyzed & reviewed.

Computer training & short courses are offered to students and faculty.

Students & researchers are aware of the plagiarism policy.

Website of the institution is developed, maintained & updated.

Evaluation systems should use multiple measures such as classroom observations, academic improvement& career advancement.

Ph.D. faculty member is considered as an academic leader, that is excellence in research, & teaching.

Faculty members are encouraging arranging conference.

Correlation between faculty performance & student learning is reviewed & improved.

During designing courses, the requirements of the corporate world are focused.

Curricula is revised on a three-year cycle, in collaboration with relevant universities and industry.

Internet access can students to get different educational resources from all over the world, without any cost.

Computer systems & networks are provided for students use as a part of the University academic program.

Best Practiced Model

Top management from all the stakeholders with the roles for industry, universities, and government clearly defined.

Teachers are engaged in reflecting their instructional practices & assessing their own strengths & areas that need improvement.

Programme outcomes & student learning is assessed in relation to the goals and objectives of the academic programmes.

Students are receiving funding such as assistantships, fellowships, loans, grants, & scholarships.

Event committees are active to properly plan & execute events.

Students have a responsibility to use computer resources in an efficient, ethical, & lawful manner.

Advancing curriculum development, fostering international opportunities and creatively integrating international students into university life.

Effective management cell is established in which, faculty & staff are taking the decision on programme development.

Professional development & training opportunities are available to all faculties.

Training is evaluated and analyzed as an indicator of improvement.

Criteria for faculty is must to be highly qualified.

Alumni’s are encouraged in organizing conferences & other events.

Equal opportunities are provided for all students (graduate & postgraduate) with respect to access the computer.

Institutional performance& achievements are assessed, and those assessments are used for improvement.

Institute is equipped with the necessary infrastructure.

Based on reviewed reports individual areas are identified where improvement needed.

Alumni’s are motivated to be involved with Institute.

Faculty members & professionals are appropriately qualified & trained.

Proper information of scholarship is provided to the students.

Faculty members & students Plant a garden or tree.

Sufficient technological support is provided based on needs.

Institute Efforts demonstrate strategic, comprehensive & sustainable international partnership efforts.

Library provides a safe & secure physical and virtual environment conducive to study and research.

Ph.D. students regularly update their supervisors with their work progress.

Students are encouraged to involve arranging conferences.

Fig. 6.1 Best Practices Model

280

Best practices model shows the top fifty practices, considered as best practices. These

practices are possessing quality standards that help HEIs to upgrade and maintain their

quality standards through adopting and implement these practices in their organizations.

The fifty best practices are: "Institutes have a curriculum that is designed, maintained &

updated by trained and qualified faculty”. “All approved travel grants in the institutes

should be documented properly” "Institutes provide funding for organizing conferences

through the transparent and fair system". "Institutes provide funding for organizing

conferences through the transparent and fair system". "Website of the institute is well

developed, maintained & updated. Publications published by faculty and students are

reviewed, edited & approved by the editorial board". "Advertisement of variously

organized conference schedule is updated on websites & mailing list". "Teachers

performance is assessed throughout the academic year". "Institute have Publication

Committee that Promote, facilitates, & monitors the timeliness of publication". "Institute

have widely circulated plagiarism policy”. “New and innovative ideas are fostering that

will help international education professionals create and sustain new opportunities for

students & faculty”. “Institute encourage Ph.D. faculty to participate in the national and

international organizations". "Supervisors give feedback on any submitted work within a

reasonable period after submission". "Institute offers enough number of vacations to Full-

time faculty”. “Teaching effectiveness reports are analyzed & reviewed. Computer

training & other short courses are offered for students and faculty. Institute aware their

Students & researchers with plagiarism policy”. “Evaluation systems of the institute has

multiple measures such as classroom observations, academic improvement& career

281

advancement”. “Ph.D. faculty member is considered as an academic leader, that is

excellence in research, & teaching. Faculty members are encouraging arranging

conference” “Correlation between faculty performance & student learning is reviewed &

improved”. “During designing courses, the requirements of the corporate world are

focused". "Curricula of the institute is revised on a three-year cycle, in collaboration with

relevant universities and industry". "Institute have availability of Internet access for

students to get different educational resources from all over the world, without any cost".

"Computer systems & networks are provided for students use as a part of the University

academic program". "Top management from all the stakeholders with the roles for

industry, universities, and government clearly defined. Teachers are engaged in reflecting

their instructional practices & assessing their own strengths & areas that need

improvement". "Programme outcomes & student learning is assessed in relation to goals

and objectives of the academic programmes. Students are receiving funding such as

assistantships, fellowships, loans, grants, & scholarships". "Institute has active Event

committees that properly plan & execute events. Students are restricted to use computer

resources in an efficient, ethical, & lawful manner. Advancing curriculum development,

fostering international opportunities and creatively integrating international students into

university life". "Effective management cell is established in which, faculty & staff are

taking the decision on programme development." "Professional development & training

opportunities are available to all faculties". "Organized Training is evaluated and

analyzed as an indicator of improvement". “Criteria for recruit faculty is must to be highly

qualified. Alumni's are encouraged in organizing conferences & other events". "Equal

282

opportunities are provided for all students (graduate & postgraduate) in respect to access

the computer". "Institutional performance& achievements are assessed, and those

assessments are used for improvement”. “Institute is equipped with the necessary

infrastructure”. “Based on reviewed reports individual areas are identified where

improvement needed. Alumni’s are motivated to be involved with Institute”. “Faculty

members & professionals are appropriately qualified & trained. Proper information of

scholarship is provided to the students.” “Faculty members & students Plant a garden or

tree for social and environmental perspective”. “Sufficient technological support is

provided based on needs. Institute Efforts demonstrate strategic, comprehensive &

sustainable international partnership efforts”. “Library of the institute provides safe &

secure physical and virtual environment conducive to study and research”. "Ph.D.

students regularly update their supervisors with their work progress. Students are

encouraged to involve arranging conferences”.

6.5 RECOMMENDATIONS

This research is based on ranking parameters and criteria of national and international

ranking. The major part of this research is focused on the all ranking criteria and

parameter. The aim to conduct this research is to improve the quality standards of HEIs.

As this research is limited for business institutes; the recommendations are more

concerned with business institutes. However other disciplines except medical fields can

also be benefited from these recommendations.

283

This section is divided into two sub-sections. In the first sub-section recommendations

are discussed in respect to benchmarking or compare the national and international

ranking. These recommendations are designed for the HEC Pakistan to improve their

ranking parameters and criteria. The second sub-section recommendations are designed

for the business institutes in Pakistan to adopt recommended practices and strategies and

improve their quality standards.

6.5.1 Recommendation drawn from Benchmarking

▪ HEC measure a sizable number of parameters and criteria but most of them do not

have any quality standards and most of the parameters does not bring any

improvement in the academic status of the institute. HEC need to concern various

experts nationally and internationally to redesign their parameters and criteria.

▪ The designed parameters and criteria are the same for all disciplines. However,

the existed HEIs in Pakistan vary from each other with respect to their size,

disciplines, proximity and financial resources. HEC needs to design separate

parameters and criteria for separate and resemble HEIs.

▪ The nature of public and private sector universities is different from each other,

their mood of earning and the number of facilities are totally different from each

other. HEC needs to be designed separate proforma for public and private sector

universities according to their nature.

284

▪ The ranking proforma is purely scored based, it does not contain any survey-

based methodology that is also a reason that HEIs do not internationalize. HEC

add a survey-based element to their proforma.

▪ The parameters and criteria suggested by HEC are fixed and only filled by the

concerned university however the status and standard of the university is judged

through asking its image and reputation from the other same reputed university or

institute. HEC add some criteria that ask from the companion university in

ordered to judge the standard of the university.

▪ HEC ranking proforma contains some criteria that are obvious and considered as a

building block in the emergence of any HEIs. Such as plagiarism policy, research

journals, the number of enrolled students and others. HEC needs to remove these

criteria form ranking proforma.

▪ HEC ranking proforma does not focus on some international standard criteria

such as; research income, spin-offs, research coloration, gender balance, and

others. HEC revised their ranking proforma according to proposed proforma in

this study.

6.5.2 Recommendation drawn from the evaluation of practices

• Business institutes offer hostel facilities and residential opportunities to their

faculty and students.

• Business institutes develop student societies. The Institute continuously check the

activities of student societies.

285

• For disabling students Business institutes should offer various facilities like

walkers, wheelchairs, and others.

• Business institutes make a gender balance in their institutes.

• Business institutes finically support to those students who belong to the low-

income background and intended to get admission in the institute.

• Business institutes rehired their skilled, qualified and potential faculty member.

• Business institutes exchange their faculty with foreign faculty.

• Business institutes encourage their Faculty members to file for patents.

• Business institutes take efforts to have branched to become innovation merchants

to other organization (they generate knowledge) to (they license their knowledge

to other organizations).

• Institute offers Young researcher's prizes for inventions that are commercialized.

• Business institutes organize specific training and workshops on academic

patenting activities that enhance the culture of invention and licensing the goods

and services.

• Business institutes establish Management cell that takes decisions based on

discoveries that define scientific research.

• Business institutes financially facilitate to their faculty to file the national or

foreign patent.

• Business institutes take efforts to launch of Science Parks and Incubation centers.

286

• Business institutes organize grant management committee. Grants control Officer

is responsible for the commercial enterprise control and different non-

programmatic components of awards or studies provide. Grants Management

Specialist that is responsible for the day-to-day management of a portfolio of

grants.

• Business institutes encourage their faculty to generate financial amount through

provide consultancy to other organizations and industries and to flip to

commercial enterprise and release spin-out corporations.

• Business institutes generate Funds via technology commercialization,

entrepreneurial activities, advisory work and contracts, research, coaching, and

verbal exchange.

• Business institutes restricted their students to send assignment through the online

system.

• Business institutes bound their students to visit the library and get initiative from

poured books in libraries.

• Business institutes organize joint or twin degree packages growing with

universities abroad -increasing the range of conversion packages.

• Business Institutes offers sufficient facilities for foreign students and faculties like

Kitchenette, social areas, clubs, bicycle, and car condominium and visits with

local students.

287

• Business institutes design an Immigration strategy for sponsoring international

teachers, students, and employees with an immigration repute.

6.6 LIMITATIONS OF THE RESEARCH WORK

This study generates concepts of best practices model in the business institutes in Sindh

to evaluate the HEC ranking criteria and parameters. The study also suggests a proposed

ranking proforma for the HEC Pakistan. Within the context of best practice model and

proposed ranking proforma there are significant limitations on their applications.

▪ This research compares the HEC ranking with two international rankings.

Literature suggests others international rankings also. This study is limited to

compare HEC ranking with QS and THE ranking.

▪ HEC suggest ranking parameters for all disciplined HEIs. However, this study is

limited to Business Institutes only.

▪ This study measures the performance of business institutes in the Sindh region

only.

▪ The evaluated practices are limited for HEC ranking only.

6.7 FUTURE DIRECTIONS

The future work within the context of best practices indicates the tactics to improve the

quality standard and ranking performance. In appreciation of this study, further research

is required.

288

▪ Future research can measure the role and existence of QS and THE parameters

and criteria in the HEIs in Pakistan.

▪ Future research can explore the best practices in respect to QS and THE ranking.

▪ Future research can be done by exploring practices to HEC ranking in other

disciplines.

▪ Future research can have analyzed the weight and scope of fixed scores of various

criteria in HEC ranking.

▪ Future research can have done on the comparative analysis of public and private

sector performance and differences in HEC ranking.

▪ Future research can measure the impact of one ranking parameter on another

ranking parameter.

289

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Appendix 1

Parameters and Criteria of QS Ranking

QS Ranking

Parameter Criteria

1 Research 1.Academic peer endorsements

2. Citations

3. Research papers

4. Prolific academic experts

2 Teaching 1. Student satisfaction

2. Completion

3. Satisfaction with teaching

4. Faculty with PhD

5.Further study

6. Student/faculty ratio

3 Employability 1. Recruiter review

2. Campus employer presence

3. Graduate employability

4. Careers support service

4 Internationalization 1.International faculty

2. International students

3. International student support – religious facilities

4. Inbound exchange students

5. Outbound exchange students

6. International diversity

5 Facilities 1.Sports facilities

2. Medical facilities.

3. Student societies

4.Student accommodation

5. IT infrastructure

6. Library facilities

6 Online/ distance

Learning

1.Student services and technology

2.Track record

3.Student-faculty engagement

4.Student interaction

5.Reputation

7 Social 1. Community investment and development

306

Responsibility 2. Charity work and disaster relief

3. Regional human capital development

4. Environmental impact

8 Innovation 1. Patents

2. Spin-off companies

3. Industrial research

9 Arts/Culture 1. Concerts and exhibitions

2. Credits and cultural awards

3. Cultural investment

10 Inclusiveness 1. Scholarships and bursaries

2. Disabled access

3. Gender balance

4. Low-income outreach

11 Specialist Criteria

1. Broad faculty area ranking

2. Narrow subject area ranking

3. Internationally and/or national recognized accreditations

307

Appendix 2

Table 2.2: Parameters and Criteria of THE Ranking

THE Ranking

Parameter Criteria

1 Teaching

1. Reputation survey

2. Staff-to-student ratio

3. Doctorate-to-bachelor’s ratio

4. Doctorates awarded-to-academic staff ratio

5. Institutional income

2 Research

1. Reputation survey

2. Research income

3. Research productivity

3 Citations

1. Citation

4 International

outlook

1. International-to-domestic-student ratio

2. International-to-domestic-staff ratio

3. International collaboration

5 Industry income

1. Research Income

308

Appendix 3

HEC Ranking Parameters

HEC Ranking 2010 HEC Ranking 2013 HEC Ranking

2014

HEC Ranking

2015

Quality Assurance

and Enhancement

Quality Assurance and

Enhancement

Quality

Assurance &

Enhancement

Quality Assurance

Teaching Quality Teaching Quality Teaching

Quality

Teaching Quality

Research Research Research Research

Employer

Perception

Survey

Finance &

Facilities

Peer Perception

Survey

Social Integration /

Community

Development

309

Appendix 4

HEC Ranking Criteria

HEC Ranking

Parameter Criteria

1 Quality

Assurance

1. Appointments of faculty members

2. Criteria of M.Phil./MS Programs

3. Criteria of PhD programs

4. Plagiarism policy

5. Quality Enhancement Cells

6. International awards won by students

7. Accreditation

8. Latest international rankings

2 Teaching

Quality

1. Full time PhD faculty to full time total faculty

2. Teacher student ratio

3. Selectivity

4. Trainings

5. Faculty having terminal degrees

6. National awards won by full time faculty

7. International awards won by full time faculty

8. Fresh PhD faculty over total fresh recruitment of faculty

3 Research

1. National registered Patents

2. International registered Patents

3. Commercialization

4. University industrial linkages through (ORICs)

5. Ratio of active PhD students

6. External research grants

7. Travel grants

8. Papers published in impact factor journals

9. Publications in ISI impact factor Journals

10. Citations

11. University H Index

12. Number of W category Journals

13. Number of X Category Journals

14. Internet bandwidth utilization

15. Digital Library utilization

16. International

conferences/symposia/workshop/seminar

17. National professional

conferences/symposia/workshop/seminar

18. Total PhD output

310

4 Finance &

Facilities

1. Amount generated through own resources

2. Amount spent on research/library

3. Computers per student

4. Computers per full time faculty

5. Number of books in library

6. Scholarships

7. Non-salary expenditure

5 Social

Integration/

Community

Development

1. Community outreach programs

2. International collaboration/exchange program

3. Enrolled foreign students

4. Foreign faculty

311

Appendix 5

List of Business Institutes in Sindh

Sr# 2010 2013 2014 2015

1 Institute of Business

Administration Karachi

Institute of Business

Administration –

Karachi


Administration (IBA),

Karachi

Iqra University,

Karachi

2 Iqra University, Karachi Sukkur Institute of

Business

Administration –

Sukkur

Shaheed Zulfiqar Ali

Bhutto Institute of Science

and Technology

(SZABIST), Karachi


Administration (IBA)

Karachi

3 Sukkur Institute of

Business

Administration –

Sukkur

Shaheed Zulfikar Ali

Bhutto Institute of

Science &

Technology, Karachi

Sukkur Institute of

Business Administration –

Sukkur

Sukkur Institute of

Business

Administration –

Sukkur

4 Shaheed Zulfikar Ali

Bhutto Institute of

Science & Technology,

Karachi

Iqra University -

Karachi


Management, Karachi

Shaheed Zulfikar Ali

Bhutto Institute of

Science &

Technology, Karachi


Management, Karachi


Management –

Karachi

Institute of Business &

Technology, Karachi


Management, Karachi


and Technology,

Karachi


and Technology -

Karachi

Dadabhoy Institute of

Higher Education, Karachi

Greenwich

University, Karachi

7 KASB Institute of

Technology, Karachi

Muhammad Ali Jinnah

University - Karachi

Textile Institute of

Pakistan, Karachi


and Emerging

Sciences, Karachi

8 Newport Institute of

Communications &

Economics – Karachi

KASB (Khadim Ali Shah

Bukhari) Institute of

Technology, Karachi

Dadabhoy Institute of

Higher Education,

Karachi

9 KASB Institute of

Technology – Karachi

KASB (Khadim Ali

Shah Bukhari)

Institute of

Technology, Karachi

312

Appendix 6

Comparison Charts of QS, THE and HEC Ranking

Sr# Criteria HEC QS THE

1 Academic peer endorsements/ Reputational survey – Research ✓

2 Total PhD output / Doctorate-to-bachelor’s ratio ✓ ✓

3 Publications in impact factor Journals ✓ ✓

4 Amount generated through own resources/ Institutional income ✓ ✓

5 Accreditation ✓ ✓

6 PhD Faculty ✓ ✓

7 Computers / IT infrastructure ✓ ✓

8 library books/ Library Facilities ✓ ✓

9 National and international Patents ✓ ✓

10 University industrial linkages / Industrial research ✓ ✓

11 Scholarships and bursaries ✓ ✓

12 Latest technology ✓ ✓

13 Number of national and international conferences/symposia/workshop/seminar/

Concerts and exhibitions ✓ ✓

14 Number of community outreach programs/ Community investment and

development ✓ ✓

15 Number of national and international Credits and cultural awards ✓ ✓

16 Outbound/inbound student & faculty ✓ ✓

17 Teacher/Staff student ratio ✓ ✓ ✓

18 Teacher Evaluation / Satisfaction with teaching / Reputational survey teaching ✓ ✓ ✓

19 Citation ✓ ✓ ✓

20 Published Papers ✓ ✓ ✓

21 Foreign students ✓ ✓ ✓

22 Foreign faculty ✓ ✓ ✓

23 PhD awards per academic ✓

24 Research income ✓

313

25 Plagiarism Policy ✓

26 Appointments of faculty members ✓

27 Criteria of M.Phil./MS Programs ✓

28 Criteria of PhD programs ✓

29 International rankings ✓

30 Quality Enchantement Cells (QECs) ✓

31 Full time faculty ✓

32 Ratio of full time faculty to total faculty ✓

33 Enrollment ratio ✓

34 Full time faculty to part time ✓

35 Faculty having terminal degrees ✓

36 Trainings ✓

37 Commercialization ✓

38 PhD students to total active enrolled students ✓

39 Research grants ✓

40 Travel grants ✓

41 Student Satisfaction ✓

42 Completion ✓

43 Further study ✓

44 Faculty area ✓

45 Specific subject ranking ✓

46 Student societies ✓

47 Spin-off companies ✓

48 Disabled access ✓

49 Gender Balance ✓

50 Low-income outreach ✓

51 Prolific academic experts ✓

52 Cultural investment ✓

53 Charity work ✓

314

54 Environmental impact ✓

55 Institutional research Collaboration ✓

43 Further study ✓

44 Faculty area ✓

45 Specific subject ranking ✓

46 Student societies ✓

47 Spin-off companies ✓

48 Disabled access ✓

49 Gender Balance ✓

50 Low-income outreach ✓

51 Prolific academic experts ✓

52 Cultural investment ✓

53 Charity work ✓

54 Environmental impact ✓

55 Institutional research Collaboration ✓

56 Regional human capital development ✓

57 Religious facilities ✓

58 International Diversity ✓

59 Graduate employment rate ✓

60 Campus employer ✓

61 Medical Facilities ✓

62 Career service support ✓

63 Student accommodation ✓

64 Sporting Facilities ✓

65 Track record ✓

66 Student faculty engagement ✓

67 Commitment to online ✓

68 Student interaction ✓

69 Reputation ✓

315

Appendix 7

Suggested Criteria for the HEC to improve the standards

Amended Criteria

Criteria Parameter

1 Faculty area:

University features in one of broad subject area rankings, a number

of points will be given according to their position.

Quality assurance

2 Specific subject ranking:

For the narrow subject area, ranking.

Quality assurance

3 Gender Balance:

Recognition of gender parity, points are awarded to universities

with an equal balance of male and female students.

Quality assurance

4 International Diversity:

Different nationalities must be represented in a university’s student

body.

Quality assurance

5 Graduate employment rate:

A category consisting mostly of those who choose to continue their

studies.

Quality assurance

6 Campus employer:

Employer presence on campus is vital in ensuring that students are

surrounded by business and industry contacts, to make use of while

studying while also setting them up for job-seeking after

graduation.

Quality assurance

7 Overall Student Satisfaction:

To work out the levels of student satisfaction, statistics from the

National Student Satisfaction Survey, or an equivalent test.

Teaching Quality

8 Completion:

Completion refers to the percentage of students enrolled who

succeed in graduating.

Teaching Quality

9 Further study:

The proportion of students who choose to pursue further study is a

good way to measure teaching quality

Teaching Quality

10 Student faculty engagement:

This category considers the teaching support provided by the

university for students enrolled in online and distance learning

programs.

Teaching Quality

11 Reputational Survey:

Reputation university has at least five organizations using its

programs and technology for staff training.

Teaching Quality

12 Prolific academic experts:

Measuring the number of staff who have received global distinction

Research

316

in their area of expertise.

13 Spin-off companies:

This indicates that universities are carrying out work that is

demand in the world beyond their own walls, and that researchers

can profit by the important and innovative work that they are doing.

Research

14 Research Income:

Research income is scaled against staff numbers and adjusted for

purchasing-power parity (PPP).

Research

15 Institutional research collaborations:

If a university has worked with 50 universities in the top 500 of the

World University Rankings.

Research

16 Student societies:

Points are available for universities offering a strong selection of

active student societies.

Finance &

Facilities

17 Cultural investment:

Financial Arts and culture category are based on universities’

wider financial investment in this area.

Finance &

Facilities

18 Disabled access:

Proportion of campus with wheelchair access

Finance &

Facilities

19 Low-income outreach:

Universities’ commitment to extending access to higher education

and inclusivity for those from low-income backgrounds is assessed.

Finance &

Facilities

20 Religious facilities: At least one place of worship for at least three

major religions (Christianity, Islam, Sikhism, Hinduism, Buddhism,

Taoism and Judaism).

Finance &

Facilities

21 Medical Facilities:

institutions must have an on-campus medical center with at least

one full-time qualified medical doctor.

Finance &

Facilities

22 Career service support:

These advisory staff can prove invaluable in helping graduates find

work, and their presence is indicative of a university’s appreciation

of its responsibility to help its students find work after graduation.

Finance &

Facilities

23 Student accommodation:

Points are available for universities’ provision of student

accommodation.

Finance &

Facilities

24 Sporting Facilities:

Points are awarded for each of the following campus facilities:

swimming pool, fitness gym, indoor sports court, outdoor sports

court, outdoor sports pitch, athletics track, stadium, full-time sports

coach or dedicated sports medical staff.

Finance &

Facilities

317

25 Track record:

Points are awarded in recognition of the length of time universities

have been focusing on providing online programs.

Finance &

Facilities

26 Commitment to online:

Points are available for universities demonstrating a strong

commitment to online and distance learning, awarded on a sliding

scale.

Finance &

Facilities

27 Student interaction:

Opportunities for interaction with course-mates available for each

of the following: online forum/discussion board, alumni network,

group work/ team assessment, peer assessment.

Finance &

Facilities

28 Charity work and disaster relief:

Students involved in their global environment and offers a chance

for institutions to contribute profits for the benefit of society.

Social Integration

and community

Development

29 Environmental impact:

universities must offer each of the following: a sustainability

webpage, an energy conservation program, a water conservation

program, a recycling program and a transportation policy.

Social Integration

and community

Development

30 Regional human capital development:

Regional human capital development can mean one of two things.

One looks at the proportion of graduates employed within the

region, while the other looks at the proportion of students who are

from the region.

Social

Integration and

community

Development

Criteria having no International Standards

Criteria Parameter

1 Adoption/Implementation of HEC plagiarism policy compliance

Quality assurance

2 Adoption/Implementation of HEC criteria of M.Phil./MS

Programs

Quality assurance

3 Adoption/Implementation of HEC criteria of PhD programs Quality assurance

4 Rating of Quality Enhancement Cells (QECs) of the HEIs Quality assurance

5 Adoption/Implementation of HEC eligibility criteria for

appointments of faculty members

Teaching Quality

6 Ratio of fresh PhD faculty over total fresh recruitment of faculty (03

years data)

Teaching Quality

318

7 Ratio of full time faculty to total faculty Teaching Quality

8 Selectivity

Enrollment ratio (fresh intake) to total applicants

Teaching Quality

9 Ratio of Full time faculty to part time

It is the ratio of full time faculty to part time faculty. Full time

faculty is regular and contractual faculty whereas part time faculty

is the visiting faculty

Teaching Quality

10 Ratio of their faculty having terminal degrees from other institutions

over total full-time faculty members.

Teaching Quality

11 Number of trainings of full time faculty members (3 years data) Teaching Quality

12 Ratio of active PhD students to total active enrolled students Teaching Quality

13 Research Grants Research

14 Travel Grants Research

15 Number of W, X, Y, Z Journals Published by the University Research

16 Digital Library utilization Research

Ratio non-salary expenditure to total budget Finance &

Facilities

17 Amount spent on research/library

Finance &

Facilities

319

Appendix 8

Best Practices Explored from logistic regression

1 Curricula is planned, maintained and updated by technical experts and faculty.

2 Plagiarism policy is widely circulated.

3 Students and researchers are aware of plagiarism policy.

4 Curricula is revised on a three-year cycle, in collaboration with relevant universities and industry.

5 The university or institute have updated and advanced curriculum that possess the international standards and helpful

for the international student to pursue their carrier.

6 Effective management cell is established in which, faculty, staff and governing bodies are taking decision on

academic programme development.

7 Doctorate teachers are considered as a tutorial leadership, that is professionally perform excellence in research,

teaching, skilled activities and policy development.

8 Doctorate teachers are expedited to participate within the acceptable national and international organizations of their

discipline or profession.

9 All travel expenses are substantiated and documented.

10 Faculty members are encouraging arranging conference.

11 Guest are facilitated with pick and drop facility Lodging and boarding during the conference.

12 Librarian is well talented and highly qualified.

13 International alumni and their parents served as component-time recruiters in several international locations.

14 Global alumni prompted to help with their efforts in recruitment and establishing alumni chapters and recruitment

facilities abroad.

15 Appointee shall can assist in research.

16 Senior associate dean for educational affairs control all teacher’s affairs and student programmes.

17 Doctorate teachers are concerned in policy formation and management of the Institute.

18 Well established computerization & networking with Computer Laboratories are existed.

19 University Web Portals are well established

20 Latest ideas are generated that can assist worldwide schooling specialists create and sustain new possibilities for

students and school.

21 Approved travel grants are validated from the institute.

22 Faculty members receive reward on high impact factor publication.

23 Authors are from the institute and authors from outside the institute, the amount of award shall be divided by total

number of authors.

24 High-speed LAN connections are available.

25 Library effectiveness is measured as an indicator in the further improvement of the institute.

26 Ratio of academic expert’s measure having received global distinction in their area of expertise.

27 Human resource development (HRD) cell is activated to provide assistance and advice on all the faculty

development practices.

28 Training content is selected and organized according to needs of participants.

29 Faculty members are encouraged to commercialize their research work.

30 Faculty members and students worked as Volunteer to help at charity auctions.

31 Higher level of proficiency students assists as teaching fellows.

32 PhD students is encouraged for publication.

33 People relegated to deal with the linkage programs, either in institute or outside the institute must have some

320

involvement with industry and additionally a talent for managing the restricted area.

34 Administration informed the policies and procedures of the research programs to the prospective faculty members.

35 Conference advertised schedule is updated on websites and mailing list.

36 Computer systems and networks are provided for students use as a part of the University academic program.

37 Graduate and post-graduate students have a responsibility to apply computer resources in an efficient, moral, and

lawful way.

38 Website about institutional is developed, looked after and updated to fulfill the needs of community.

39 Website is developed, maintained and updated.

40 Institutional performance and achievements are assessed and those assessments are used for further improvement.

41 Criteria for faculty is must to be highly qualified.

42 Teachers performance is assessed throughout the academic year.

43 correlation between faculty performance and student learning is reviewed and improved.

44 Students acquire knowledge about conduct of research through mentoring, course work, workshops and practice.

45 PhD students is regularly updated about procedural changes in PhD program.

46 Student and supervisor share a common interest of topic.

47 Assessment Criteria is usual for professionals who are responsible for academic programmes.

48 Outcomes of audit reports are utilized for students learning, teaching improvement and program development.

49 Strong support programs organize for foreign candidates like -Pairing native programs with foreign and local

students.

50 Faculty members and students encourage to work with a domestic and global organization with a nearby worldwide

employer with ties abroad -networking with community corporations.

51 PhD students are facilitated with adequate resources.

52 Quality enhancement cell measure the efficiency of planning and development, resource allocation, growth and

development of the institute.

53 Supervisors are responsible for organizing various trainings.

54 Faculty members and students Share a talent through teaching a class.

55 Faculty and Students facilitate to Attending international conferences, workshops, trainings and student fairs in

different countries.

56 New and established faculty by refining and expanding their effectiveness in teaching and research.

57 Post graduate students acquire sufficient expertise, experience in research, teaching, advising, and service.

58 Record keeping system exists that monitor plagiarism problems and possible solutions.

59 Linkage packages which can be advanced is primarily based on entrepreneurial foundations, each of employees and

of personal industry, with a properly-thought-out development plan.

60 Equal opportunities are provided for all students (graduate and post graduate) in respect to access the computer.

61 online library facility is available.

62 Teachers and students serve as a helper at an corporation that works for special or handicap child’s.

63 At least Rs.10, 000/- amount is fixed for each paper published in any of the reputed International Journal.

64 Cash award is provided for each paper published in any of the HEC listed Journal.

65 student. teacher_1

66 Incentives are provided to release inventions such as exhibit percentage giving out agreements or fraction undergo in

academic start-ups.

67 Students are aware with the benefits of get education internationally through educational exchange programs.

69 Teachers are engaged in reflecting their instructional practices and assessing their own strengths and areas that need

improvement.

70 Top administration and agents from all the partners with the parts for industry, higher education sector and

321

government obviously characterized.

71 Alumni’s are encouraged in organizing conferences and other events.

72 Equal opportunities are provided for all students (graduate and post graduate) in respect to access the computer.

73 During designing courses, the requirements of corporate world are focused.

74 Students are awarded by various funding opportunities like scholarships, internships, fellowships, endowments and

other financial benefits.

75 Teaching effectiveness reports are analyzed and reviewed.

76 Publications are reviewed, edited and approved by editorial board.

77 Students are encouraged to involve arranging conferences.

78 Supervisors provide written as well as oral remarks on submitted assignment within an inexpensive time frame.

79 Programs are incorporating as structured opportunities for participants to gain direct experience of the corporate

world, through internships, field work and campus visits.

80 Administrative staff is Highly skilled, diverse and knowledgeable.

81 Various professional development training is organized to enhance the capacity of employees to enable them to

contribute effectively and creatively.

82 Papers are reviewed by experts.

83 Researchers are motivated and facilitated to working in research-friendly environment.

84 Projects built up to help the University-Industry coordinated effort like the "Contact Industrialist Programs".

85 Travel grant are allowed for the faculty teachers, for research purpose.

86 Research needs are readily identified.

87 Supervisors discuss the research topic of the student with other academic staff and students.

88 Supervisors submit their performance reports per year.

89 Strong mechanism system executes to monitor and maintain the quality control of the program in order to achieve

program objectives.

90 Industries based research and innovation partnership with researchers exist.

91 Supervisors inspire research scholars to participate and share their research at meetings and conferences and propose

on the publication or patenting of work.

92 Short courses, trainings and workshops are organized.

93 Faculty members are generating financial amount through scientific studies, sponsorship, training, and investment

from projects.

94 Indirect incentives are provided on publishing more research papers in term of annual block grants buy equipment or

refurbish labs, salary in crescent, promotion or funding for further research.

95 Institute have accessibility of digital library.

96 Lab facilities for indoor research and for off -campus opportunities are provided to scholars.

97 Post graduate students participate in various research projects assisted by faculty members and other postgraduate

student.

98 Part-time faculty members contribute to the academic program of the institution receive prorated compensation.

99 Various trainings on awareness about H index scores are arranged.

100 Supervisors submit their performance reports per year.

101 If supervisor works away from campus for two months or more and where his/her students have the opportunity to

accompany the supervisor, the supervisor encourages the student to assist him.

102 Part-time teachers who are utilized for 6 or additional terms is provided same incentives of full time teachers.

103 Internet access can students to get different educational resources from all over the world, without any cost.

104 Proper information of scholarship is provided to the students.

105 Faculty members and students Plant a garden or tree.

322

106 Institute Efforts demonstrate strategic, comprehensive and sustainable international partnership efforts.

107 Faculty members are well qualified, trained and experts in their allocated duties.

108 Programme results and scholar’s knowledge is evaluated in respect to the objectives and targets of the academic

programmes.

109 Full-time skilled faculty receive fifteen vacation days per annum.

110 Sufficient technological support is provided on the basis of needs.

111 Evaluation systems should use multiple measures such as classroom observations, academic improvement and career

advancement.

112 Event committees are active to properly plan and execute events.

113 Supervisors are certain to offer specific interest to students within the initial stages.

114 Outreach email expanding to dispensing constrained and centered flyers and marketing substances for international

universities, schools, and organizations that encourage to get education in other countries.

115 Students acquire knowledge about ethical behaviors in research.

116 New areas of teaching and research are introduced in response to market demands and projection of future needs of

Pakistan.

117 Well-developed system will be secured for regulate help for staff improvement and progress in the teaching style,

research, grant and administration.

118 Departmental library has digital library facility with applicable books and journals.

119 Global education brings to the leading edge of academic policies.

120 Faculty is nourished with good salaries, rewards on best performance and good environment.

121 Faculty members are supported through scholarships and other programs to pursue higher studies.

122 Asset allotment structure is composed to locate the requirements for teachers and students.

123 Faculty members and students take a part in Alter and repair clothes for the needy, elderly and homeless.

124 Rewards are given to the conference organizers.

125 Students and faculty participants incorporate the results of self-assessments reports based on assignment of

responsibility for quality improvements and accountability.

126 Religious, sports and medical facilities are provided.

127 Institute has allowance of Free use of bandwidth for educational purposes. Such as Educational TV Channels and

Video Lecturing.

128 Full-time appointed skilled and educational staff are eligible to have tuition exemption.

129 Regular procedures are devised equitable scales paying to part-time faculty members.

130 Teacher training programs are organized twice a year.

131 Teacher training programs are arranged at the start of academic year and these training

132 Faculty members and students have a potential to sharing idea on practice within or outside their own university

133 Performance of institute is measured through survey from relevant institutes and expertise.

134 Teachers and students survey a rehabilitation center and find out about patients with unique needs.

135 Faculty members and students Pick up medicine for an elderly person.

136 Institute arrange trainings are arranged on applying process of indigenous scholarship

137 Computer trainings and short courses are offered to students and faculty.

138 Library provides safe and secure physical and virtual environment conducive to study and research.

139 Institute is equipped with the necessary infrastructure.

140 PhD students regularly update their supervisors with their work progress.

141 New ideas are focused in the assessment procedures.

142 Alumni’s are motivated to be involved with Institute.

323

143 Professional development and training opportunities are available to all faculties.

144 Trainings are evaluated and analyzed as an indicator for improvement.

145 On the basis of reviewed reports individual areas are identified where improvement needed.

146 Publication Committee Promote, facilitates, and monitors the timeliness of publication.

147 Well-developed strategies designed to measure the accessibility and effectiveness of

capabilities in the institute.

148 Faculty members and students are alerts with award winning competitions.

149 Designed policies and strategies contains national, regional and global perspectives.

150 well recognized, systematic techniques to develop, display, examine, and revise the substance and delivery of the

curricula.

151 Faculty member maintains the highest personal standards through continuing study, research, publication and

participation in the activities of professional organization, to improve the effectiveness of teaching.

152 Degree of recruiter satisfaction is monitor with the quality of its graduates.

153 Teaching assistant assist in various exercises like case studies, skills practice and other academic activities.

154 Faculty members are financially supported to attend conferences nationally and internationally.

155 Institute courses, programs and syllabus are available online.

156 Authority is responsible for approved or denied of payment of the travel expenses.

157 Institutional incentives are given to scholars for excellence in research.

158 Faculty members and students worked as Volunteer at a health fair. 159 English Linguistic trainings and Dedicated support program organize for foreign students.

160 International students and faculties are facilitated with linguistics placement programs, economic useful resource,

health offerings, spiritual help, and immigration aid.

161 English language training courses are arranged.

162 All teachers and evaluators receive comprehensive training on the evaluation process.

163 Invite companies and other organization in various events and projects launch by the institutes.

164 Post graduate student publishes one paper before thesis submission.

165 Apprenticeship programs are offered to supervisors.

166 Innovative programs and services are provided to faculty members and students make study abroad.

167 Chair evaluate his or her department contributors with the aid of figuring out what number of papers everyone has

published which are cited more.

168 Faculty are under intense pressure to publish their research work or file patenting decided by management.

169 Institute work in a concession stand to raise cash for a cause.

170 Faculty is financially supported in case of delay of funds in travel grants.

324

Appendix 9

Research Questionnaire

Respected Participant:

My name is Nazish Baladi, I am enrolled as a PhD scholar in Mehran university Institute

of science, technology and development Jamshoro (MUISTD). I am doing my PhD in

science, technology and innovation policy (STIP). My research topic is:

THE BEST PRACTICES (BPS) MODEL FOR UPGRADING

RANKING OF THE BUSINESS INSTITUTIONS IN SINDH

The university or Institute is an essential organization in society that performs a principal

part in development of a nation. Sindh is suffering from Low education quality crisis. The

purpose of this study is to examine the best practices adopting by the business Institutes

to upgrade the ranking in higher education commission.

This research is an effort to understand that what managerial practices can help to

upgrade the ranking. This research will improve the quality of business Institutes through

which they enable to compete in a global world with high quality education. In this

regard, I have to collect the data from all the QEC departments in the business Institutes

in Sindh. As your Institute is a business Institute so I need your co-operation. This

questionnaire asks about the practices, your Institute adopt to upgrade ranking in higher

education commission. Your responses will be anonymous and will never be linked to

your personally. Your participation is entirely voluntary.

Thank you for your cooperation.

Sincerely,

Nazish Baladi

PhD Scholar

Phone: 0334-2617726

E-mail: [email protected]

Mehran University Institute of Science, Technology and Development (MU&ISTD)

Mehran University of Engineering & Technology (MUET)

Jamshoro, Sindh Pakistan

325

QUESTIONNAIRE

THE BEST MANAGERIAL PRACTICES FRAMEWORK (MPF) FOR

UPGRADING RANKING OF THE BUSINESS INSTITUTIONS IN SINDH

By Nazish Baladi

In fulfilment of requirement for the degree of Doctor of Philosophy.

Name of University/Institute___________________________________________

(A) QUALITY ASSURANCE SCORES

(A)1. ADOPTION/IMPLEMENTATION OF HEC ELIGIBILITY CRITERIA

FOR APPOINTMENTS OF FACULTY MEMBERS

Never Rarely Moderately Mostly Completely

1 In your Institute, the appointee shall be capable of

assisting in research.

2 Your Institute helps new and established faculty by

refining and expanding their effectiveness in teaching and

research.

3 In your Institute, the faculty is nourished with good

salaries, rewards on best performance and good

environment.

4 In your Institute faculty members are supported through

scholarships and other programs to pursue higher studies.

5 In your Institute, the productive retired faculty members

are re-hired.

6 In your Institute, the performance of faculty members is

measured through various parameters. Yes No

7 If yes than how?

Others:

(A) 2. ADOPTION/IMPLEMENTATION OF HEC CRITERIA OF M.PHIL/MS

PROGRAMS

326


1 In your Institute, the post graduate students acquire

sufficient expertise, experience in research, teaching,

advising, and service.

2 In your Institute, the students acquire knowledge about

conduct of research through mentoring, course work,

workshops and practice.

3 In your Institute, the students acquire knowledge about

ethical behaviors in research.

4 In your Institute, the English language training courses are

arranged for those students who do not demonstrate

sufficient proficiency in English.

5 In your Institute, the higher level of proficiency students

assist as teaching fellows.

6 In your Institute, the post-graduate students participate in

various research projects assisted by faculty members and

other postgraduate student.

7 In your Institute new areas of teaching and research are

introduced in response to market demands and projection of

future needs of Pakistan.

8 Your Institute is equipped with the necessary infrastructure

to absorb and increase student population.

9 In your Institute campus, residential opportunities are

provided to the postgraduate students.

Others:

(A)3. ADOPTION/IMPLEMENTATION OF HEC CRITERIA OF PHD

PROGRAMS


1 PhD students in your Institute regularly update their

supervisors with their work progress.

2 PhD students in your Institute are provided with adequate

327

resources.

3 PhD students in your Institute is regularly updated about

procedural changes in PhD program.

4 PhD students in your Institute improve their research skills

through co authorship and presentation opportunities.

5 In your Institute student and supervisor share a common

interest of topic.

6 PhD students in your Institute In your Institute a doctoral

student is encouraged for publication.

(A)4. ADOPTION/IMPLEMENTATION OF HEC PLAGIARISM POLICY

COMPLIANCE

1

In your Institute Plagiarism Policy exists. Yes No


2 In your Institute plagiarism policy is widely circulated.

3 In your Institute students and researchers are aware of

plagiarism policy.

4 In your Institute plagiarism standing committee is

constituted. Yes No

5 What are the functions of that standing committee?

6 In your Institute field, relevant faculty members and senior

students are involved to deal with plagiarism cases and

solutions.

Yes No

7 If yes than how.


8 In your Institution students are offered with formal trainings

about active learning techniques to avoid plagiarism.

9 In your Institution record keeping system exists that monitor

plagiarism problems and possible solutions.

328

Others

(A)5. RATING OF QUALITY ENHANCEMENT CELLS (QECS) OF THE

HEIS


1 In your Institute an effective management cell is established

in which, faculty, staff and governing bodies are taking

decision on academic programme development.

2 In your Institute, the students and faculty participants

incorporate the results of self-assessments reports based on

assignment of responsibility for quality improvements and

accountability.

3 In your Institute Quality enhancement cell measure the

efficiency of planning and development, resource allocation,

growth and development of the institute.

4 In your Institute Faculty members are well qualified, trained

and experts in their allocated duties.

5 In your Institute Curricula is planned, maintained and

updated by technical experts and faculty.

6 In your Institute Assessment Criteria

is usual for professionals who are responsible for academic

programmes.

7 In your Institute Well-developed system will be secured for

regulate help for staff improvement and progress in the

teaching style, research, grant and administration.

8 In your Institute Well-developed strategies designed to

measure the accessibility and effectiveness of capabilities in

the institute.

9 In your Institute Asset allotment structure is composed to

locate the requirements for teachers and students.

10 In your Institute Programme results and scholar’s knowledge

is evaluated in respect to the objectives and targets of the

academic programmes.

11 In your Institute Outcomes of audit reports are utilized for

students learning, teaching improvement and program

development.

12 In your Institute Website about institutional is developed,

looked after and updated to fulfill the needs of community.

329

13 In your Institute curricula is revised on a three-year cycle, in

collaboration with relevant universities and industry.

14 In your Institute departmental performance is measured

through inter departmental audit.

15 In your Institute your alumni centers are working in different

countries.

16 In your Institute ranking standard is maintained through

applying in various international ranking or accreditations.

17 In your Institute various parameters are designed, measured

and implemented according to institutional need.

18 In your Institute annually, externals are invited to evaluate

the fulfilling of mission, vision, goals and objectives of the

Institute.

Others:

(A)6. NUMBER OF INTERNATIONAL AWARDS WON BY STUDENTS


1 In your Institute faculty members and students have a

potential to sharing idea on practice within or outside their

own university.

2 In your Institute incentives and rewards are provided to the

award-winning student or faculty.

3 In your Institute the faculty members and students are alerts

with award winning competitions.

4 In your Institute students and faculty members are

encouraged to participate in national and international

events.

(A)7. AFFILIATION OF PROGRAMS WITH HEC RECOGNIZED

ACCREDITATION COUNCILS/BODIES (BUSINESS, AGRICULTURE,

COMPUTING, PMDC, ENGINEERING-PEC, ETC)


1 In your Institute designed policies and strategies contains

330

national, regional and global perspectives.

2 In your Institute cultural and regional diversity is focused.

3 In your Institute while designing courses the requirements

of corporate world are focused.

4 In your Institute the degree of recruiter satisfaction is

monitor with the quality of its graduates.

5 In your Institute programs are incorporate as structured

opportunities for participants to gain direct experience of

the corporate world, through internships, field work and

campus visits.

6 In your Institute, new ideas are focused in the assessment

procedures.

7 In your Institute Strong mechanism system execute to

monitor and maintain the quality control of the program in

order to achieve program objectives.

8 In your Institute Student admission occurs

student counsel & steering, expertness &

temperament improvement, individual behavior,

course analysis & progression, career development,

international &company linkages & career placement

9 In your Institute well recognized, systematic techniques to

develop, display, examine, and revise the substance and

delivery of the curricula.

10 In your Institute teaching assistant assist in various

exercises like case studies, skills practice and other

academic activities accompanying a course.

(A)8. RANKING OF HEIS IN LATEST INTERNATIONAL RANKINGS


1 In your Institute ratio of degree completion over enrolled

students is measured.

2 In your Institute the performance of Institute is measured

through survey from relevant Institutes and expertise.

331

3 In your Institute student societies are actively working.

4 In your Institute spin-off companies are organized

5 In your Institute have accessibility of wheelchairs for

disable.

6 In your Institute gender balance is considered.

7 In your Institute low- income background students are

supported.

8 In your Institute the ratio of academic experts measure

having received global distinction in their area of

expertise.

9 In your Institute religious, sports and medical facilities are

provided.

10 In your Institute online distance learning programs are

offered.

(B)TEACHING QUALITY SCORES

(B)1. RATIO OF FULL TIME FACULTY TO TOTAL FACULTY


1 In your Institute each faculty member maintains the

highest personal standards through continuing study,

research, publication and participation in the activities of

professional organization, to improve the effectiveness of

teaching.

2 In your Institute Senior associate dean for

educational affairs control all teacher’s affairs and

student programmes.

3 In your Institute Full-

time skilled faculty receive fifteen vacation days per

annum.

4 In your Institute Full-time

appointed skilled and educational staff are eligible to

have tuition exemption.

332

5 In your Institute faculty members are financially support

to attend conferences nationally and internationally.

6 In your Institute faculty members are loyal to the

Institute.

7 In your Institute on campus residency is provided to

lecturers, assistant and associate professors.

Others:

(B)2. RATIO OF FULL TIME PHD FACULTY TO FULL TIME TOTAL

FACULTY


1 In your Institute Doctorate teachers are considered as a

tutorial leadership, that is professionally perform excellence

in research, teaching, skilled activities and policy

development.

2 In your Institute Doctorate teachers are inspired to

produce leadership and help to additional junior workers in

developing their capability for teaching and research

3 In your Institute Doctorate teachers are expedited to

participate within the acceptable national and international

organizations of their discipline or profession.

4 In your Institute Doctorate teachers are concerned in policy

formation and management of the Institute.

5 In your Institute PhD faculty is pursued to advance the

image of your Institute in the community locally, nationally

and internationally. Such as commercialization of their

research. Yes No

6 If yes, What would it be?

7 In your Institute PhD faculty brings any improvement in

academic standards. Yes No

8 If yes, What would it be?

9 In your Institute faculty members are exchanged with

333

foreign faculty.

10 In your Institute foreign faculty is invited to deliver the

lectures.

11 In your Institute PhD Faculty is providing consultancy to the

related industries and organizations.

12 In your Institute PhD Faculty provide consultancy through

organising research group. Yes No

13 If yes than how?

Others:

(B)3. FULL TIME TEACHER STUDENT RATIO


1 In your Institute Part-time faculty members are involved in

various activities such as curricula designing and others.

2 In your Institute retired faculty members are re hired as part

time.

3 In your Institute Part-time teachers who are utilized for

6 or additional terms is provided same incentives of full

time teachers.

4 In your Institute regular procedures are devised equitable

scales paying to part-time faculty members.

5 In your Institute part-time faculty members contribute to

the academic program of the institution receive prorated

compensation.

Others

(B)4. SELECTIVITY: ENROLLMENT RATIO (FRESH INTAKE) TO

TOTAL APPLICANTS


1 In your Institute the website is developed, maintained and

334

updated.

2 In your Institute the institutional performance and

achievements are assessed and those assessments are used

for further improvement.

3 In your Institute Students are awarded by various funding

opportunities like scholarships, internships, fellowships,

endowments and other financial benefits.

4 In your Institute criteria for faculty is must to be highly

qualified.

5 In your Institute Sufficient technological support is

provided on the basis of needs.

6 In your Institute alumni’s are motivated to be involved with

Institute.

7 In your Institute administrative staff is Highly skilled,

diverse and knowledgeable.

8 In your Institute courses, programs and syllabus are

available online.

9 Your institutional infrastructure is well maintained and

renovated per year.

10 In your Institute stipend are offered to post graduate

students.

11 In your Institute talented students are sent to abroad to

attend various competitions.

12 In your Institute research scholars are allowed to purchase

hardware and software from the institutional fund

according to their research needs.

13 In your Institute remedial courses are offered according to

special needs.

14 In your Institute the focus is on pre-advertisement before

launching new session through visiting other top schools

and colleges.

15 In your Institute if student cannot achieve minimum score

he/she is returned to zero semester

16 In your Institute, students are send to abroad to conduct one

or more semester.

Others:

(B)5. NUMBER OF TRAININGS OF FULL TIME FACULTY MEMBERS (3

YEARS DATA)

335


1 In your Institute various professional development training

are organized to enhance the capacity of employees to

enable them to contribute effectively and creatively.

2 In your Institute supervisors are responsible for organizing

various trainings.

3 In your Institute professional development and training

opportunities are available to all faculties.

4 In your Institute teacher training programs are organized

twice a year.

5 In your Institute teacher training programs are arranged at

the start of academic year and these training programs are

devised by experts in teaching which may inform them

what teaching is and what they are expected to do as

teachers.

6 In your Institute human resource development (HRD) cell

is activated to provide assistance and advice on all the

faculty development practices.

7 In your Institute Training content is selected and organized

according to needs of participants.

8 In your Institute trainings are evaluated and analyzed as an

indicator for improvement.

Others:

(C.) RESEARCH SCORES

(C)1. NUMBER OF

REGISTEREDPATENTS/VARIETIES/TECHNOLOGIES/BREEDS/COMME

RCIALIZATION AND CREATIVE WORK AT NATIONAL AND

INTERNATIONAL LEVEL PER FULL TIME FACULTY


1 In your Institute the faculty members are encouraged to file

for patents.

2 In your Institute have branched to become innovation

merchants to other organization (they generate knowledge)

to (they license their knowledge to other organizations).

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3 In your Institute faculty members are encouraged to

commercialize their research work.

4 In your Institute Incentives are provided

to release inventions such as exhibit percentage giving

out agreements or fraction undergo in academic start-ups.

5 In your Institute young researchers prizes are offered for

inventions that are commercialized.

6 In your Institute Effective working of on- campus or off-

campus “technology transfer offices" (TTOs).

7 In your Institute Several types of trainings and workshops

conducted on academic patenting activities that enhance the

culture of invention and licensing the goods and services.

8 In your Institute the management take decisions based on

discoveries that define scientific research.

9 In your Institute faculty are under intense pressure to publish

their research work or file patenting decided by

management.

10 In your Institute the caretakers financially facilitated to file

national or foreign patent.

11 In your Institute the inventor is permitted to licensed

sponsorship in case of limited patent budget.

12 In your Institute invention can be basis on the new product

according to market need.

(C)2. TEACHER EVALUATION


1 In your Institute teacher’s performance is assessed

throughout the academic year.

2 In your Institute teaching effectiveness reports are

analyzed and reviewed.

3 In your Institute correlation between faculty performance

and student learning is reviewed and improved.

337

4 In your Institute teachers are engaged in reflecting their

instructional practices and assessing their own strengths

and areas that need improvement.

5 In your Institute on the basis of reviewed reports

individual areas are identified where improvement needed.

6 In your Institute teachers are bounded to comment on the

reviewed reports for further improvement.

7 In your Institute all teachers and evaluators receive

comprehensive training on the evaluation process.

8 In your Institute evaluation systems should use multiple

measures such as classroom observations, academic

improvement and career advancement.

Others:

(C)3. NUMBER OF UNIVERSITY INDUSTRIAL LINKAGES THROUGH

(ORICS)


1 In your Institute Projects built up to help the University-

Industry coordinated effort like the "Contact Industrialist

Programs".

2 In your Institute Invite companies and other organization in

various events and projects launch by the institutes.

3 In your Institute Innovation exchange component is

effectively performing different exercises through

permitting, plans counseling, joint or contract R&D and

specialized administrations.

4 In your Institute Top administration and agents from all the

partners with the parts for industry, higher education sector

and government obviously characterized.

5 In your Institute People relegated to deal with the linkage

programs, either in institute or outside the institute must

338

have some involvement with industry and additionally a

talent for managing the restricted area.

6 In your Institute Linkage packages which can be advanced

is primarily based on entrepreneurial foundations, each of

employees and of personal industry, with a properly-

thought-out development plan.

7 Institute is enthusiasm for the formation and provision of

Science Parks and Incubation centers.

(C)4. AMOUNT OF EXTERNAL RESEARCH GRANTS WON/OBTAINED

BY HEIS

In your Institute any grant management committee is

organized.

IF NO THAN GO TO QUSETION NUMBER#4 Yes No


2

In your Institute Grants control Officer is responsible for

the commercial enterprise control and different non-

programmatic components of awards or studies provide.

3 In your Institute the Grants Management Specialist is

responsible for the day-to-day management of a portfolio of

grants.

4 In your Institute administration informed the policies and

procedures of the research programs to the prospective

faculty members.

5 In your Institute faculty is financially supported in case of

delay of funds in travel grants.

6 Institute is given an incentive equal to 10% of the studies

grants acquired from outside investment groups.

Others:

(C)5. NUMBER OF TRAVEL GRANTS WON FOR PRESENTATION OF

PAPERS ABROAD PER FULL TIME FACULTY

339


1 In your Institute all travel expenses are substantiated and

documented.

2 In your Institute authority is responsible for approved or

denied of payment of the travel expenses.

3 In your Institute approved travel grants are validated

from the Institute.

4 In your Institute travel grant are allowed for the faculty

teachers, for research purpose.

5 In your Institute departments and Institutes have same

policies in term of travel grant.

6 In your Institute faculty members are paid travel grants

annually on first come first served basis.

Others:

(C)6. TOTAL NUMBER OF PAPERS PUBLISHED IN IMPACT FACTOR

JOURNALS (ISI WEB OF SCIENCES) AND HEC RECOGNIZED

JOURNALS (X & Y CATEGORY JOURNALS) BY THE HEIS


1 In your Institute faculty members receive reward on high

impact factor publication.

2 In your Institute authors are from the Institute and authors

from outside the Institute, the amount of award shall be

divided by total number of authors.

3 In your Institute, indirect incentives are provided on

publishing more research papers in term of annual block

grants buy equipment or refurbish labs, salary increment,


4 In your Institute, at least Rs.10, 000/- amount is fixed for

each paper published in any of the reputed International

Journal.

5 In your Institute cash award is provided for each paper

published in any of the HEC listed Journal.

6 In your Institute faculty ranked on their publication and

give reward in term of salary increase.

340

Others:

(C)7. PUBLICATIONS IN ISI IMPACT FACTOR JOURNALS


1 In your Institute Publication Committee Promote,

facilitates, and monitors the timeliness of publication.

2 In your Institute publications are reviewed, edited and

approved by editorial board.

Others:

(C)8. UNIVERSITY H INDEX


1 In your Institute post, graduate student publishes one

paper before thesis submission.

2 In your Institute Chair evaluate his or her department

contributors with the aid of figuring out what number of

papers everyone has published which are cited more.

3 In your Institute publishing one chapter in a book is

conditional before being promoted to more senior or

tenure track positions

4 In your Institute, various trainings on awareness about H

index scores are arranged.

Others:

(C)9. W, X, Y, Z JOURNALS PUBLISHED BY THE UNIVERSITY


341

1 Your Institute issued journal has an impact factor.

2 In your Institute Editorial Board / Advisory Board is active.

3 In your Institute papers are reviewed by experts.

4

What is your status of publication?

Annual publication

Six monthly publication

Quarterly publication

Monthly publication

(C) 10. UTILIZATION OF INTERNET BANDWIDTH THROUGH PERN

AND OTHER ISPS PARAMETER?


1 In your Institute, well established computerization &

networking with Computer Laboratories are existed.

2 In your Institute high-speed LAN connections are

available.

3 Your Institute have accessibility of digital library.

4 Your Institute has allowance of Free use of bandwidth for

educational purposes. Such as Educational TV Channels

and Video Lecturing.

5 In your Institute University Web Portals are well

established

Others:

(C)11. NUMBER OF NATIONAL AND INTERNATIONAL

CONFERENCES/SYMPOSIA/WORKSHOP/SEMINAR ORGANIZEDBY

THE HEC


1 In your Institute Event committees are active to properly

plan and execute events.

2 In your Institute alumni are encouraged in organizing

conferences and other events.

3 In your Institute faculty members are encourages arranging

conference.

342

4 In your Institute proper funding is provided to arrange

conference.

5 In your Institute, rewards are given to the conference

organizers.

6 In your Institute guest are facilitated with pick and drop

facility Lodging and boarding during the conference.

7 In your Institute students are encouraged to involve

arranging conferences.

8 In your Institute conference advertised schedule is updated

on websites and mailing list.

Others:

(C)12. TOTAL PHD OUTPUT


1 In your Institute researchers are motivated and facilitated to

working in research-friendly environment.

2

In your Institute industries based research and innovation

partnership with researchers exist.

3 In your Institute research needs are readily identified.

4 In your Institute, Institutional incentives are given to

scholars for excellence in research.

5 In your Institute lab facilities for indoor research and for off

-campus opportunities are provided to scholars.

Others:

(C) 13. APPROVED SUPERVISORS


1 In your Institute apprenticeship programs are offered to

supervisors.

2 In your Institute Supervisors are certain to offer specific

interest to students within the initial stages.

3 In your Institute Supervisors provide written as well as

oral remarks on submitted assignment within an

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inexpensive time frame.

4 In your Institute supervisors discuss the research topic of

the student with other academic staff and students.

5 In your Institute Supervisors inspire research scholars to

participate and share their research at meetings and

conferences and propose on the publication or patenting of

work.

6 In your Institute supervisors submit their performance

reports per year.

7 In your Institute if supervisor works away from campus for

two months or more and where his/her students have the

opportunity to accompany the supervisor, the supervisor

encourages the student to assist him.

8 In your Institute students and supervisors sit in same

building and are easily available to each other.

9 In your Institute limited students are enrolled in the

postgraduate degree according due to supervision capacity.

Others:

(D) FINANCE & FACILITIES

(D)1. AMOUNT GENERATED THROUGH OWN RESOURCES


1 In your Institute Short courses, trainings and workshops are

organized.

2 Your Institute Faculty members provide consultancy to

other organizations and industries.

3 Institute encourage their faculty to flip to commercial

enterprise and release spin-out corporations.

4 In your Institute Earnings is produced through knowledge

transfer, start-up commercial enterprise, Incubators,

Royalty sale and IP auctions.

344

5 In your Institute Faculty members are generating financial

amount through scientific studies, sponsorship, training,

and investment from projects.

6 In your Institute Funds is generated via technology

commercialization, entrepreneurial activities, advisory

work and contracts, research, coaching and verbal

exchange.

7 In your Institute equipment are rent out to other

institutions, industries and organizations.

(D)2. COMPUTERS PER STUDENT


1 In your Institute computer systems and networks are

provided for students use as a part of the University

academic program.

2 In your Institute, Graduate and post-graduate students have

a responsibility to apply computer resources in an

efficient, moral, and lawful way.

‘3 In your Institute, equal opportunities are provided for all

students (graduate and post graduate) in respect to access

the computer.

4 In your Institute, Departments have spaces for computers

in lecture rooms, with a electricity deliver and community

connection at each seat.

5 In your Institute, various computer trainings and short

courses are offered to students and faculty.

6 In your Institute, online library facility is available

7 In your Institute, the internet access is allowed to students

to get different educational resources from all over the

world, without any cost.

8 In your Institute students are restricted to send assignment

through online system.

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9 In your Institute video conferences are organized.

10 In your Institute student’s attendance is online.

11 In your Institute students grading system is online.

12 In your Institute lectures are regularly recorded and

uploaded on website.

Others:

(D) 3. NUMBER OF BOOKS IN LIBRARY PER STUDENT EXCLUDING E-

LIBRARY/DIGITAL LIBRARY BOOKS


1 In your Institute library visit is compulsory for a student

twice a week.

2 In your Institute students are facilitated to visit various

book fairs and purchase books on university domain.

3 In your Institute librarian is well talented and highly

qualified.

4 In your Institute library effectiveness is measured as an

indicator in the further improvement of the Institute.

5 In your Institute library provides safe and secure physical

and virtual environment conducive to study and research.

6 In your Institute, Departmental library has digital library

facility with applicable books and journals.

Others:

(D) 4. NUMBER OF STUDENTS RECEIVING EXTERNAL SCHOLARSHIPS

PER TOTAL NUMBER OF


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1 In your Institute proper information of scholarship is

provided to the students.

2 In your Institute indigenous scholarship advisory council is

active.

3 In your Institute arrange trainings are arranged on applying

process of indigenous scholarship

4 In your Institute Fair and transparent system is active for

applying for scholarships.

Others:

(E.) SOCIAL INTEGRATION/COMMUNITY DEVELOPMENT SCORES

(E)1. NUMBER OF COMMUNITY OUTREACH PROGRAMS, CIVIL

ENGAGEMENTS AND COMMUNITY SERVICES BY THE HEIS


1 Institute work in a concession stand to raise cash for a

cause.

2 In your Institute Faculty members and students worked as

Volunteer at a health fair.

3 In your Institute Faculty members and students Share a

talent through teaching a class.

4 In your Institute Faculty members and students worked as

Volunteer to help at charity auctions.

5 In your Institute Faculty members and students take a part

in Alter and repair clothes for the needy, elderly and

homeless.

6 In your Institute Teachers and students serve as a helper at

an corporation that works for special or handicap child’s.

7 In your Institute Teachers and students survey a

rehabilitation center and find out about patients with unique

needs

8 In your Institute Faculty members and students Plant a

garden or tree.

9 In your Institute Faculty members and students Pick up

medicine for an elderly person.

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(E)2. NUMBER OF INTERNATIONAL COLLABORATION/EXCHANGE

PROGRAM (OUTBOUND/INBOUND STUDENT & FACULTY


1 In your Institute, innovative programs and services are

provided to faculty members and students make study

abroad. 2 In your Institute Latest ideas are generated that can assist

worldwide schooling specialists create and sustain new

possibilities for students and school.

3 In your Institute Global education brings to the leading edge

of academic policies.

4 In your Institute Students are aware with the benefits of get

education internationally through educational exchange

programs.

5 In your Institute Faculty suggest the best exchange program

for the student in respect to relevant field.

6 In your Institute, The teachers will determine and support

planed foreign study plan to make certain program can be

attributed towards institute.

7 In your Institute Efforts demonstrate strategic,

comprehensive and sustainable international partnership

efforts.

8 In your Institute Joint a twin degree packages growing with

universities abroad -increasing the range of conversion

packages.

(E)3. NUMBER OF FOREIGN STUDENTS AND FOREIGN FACULTY?


1 In your Institute The university or institute have updated

and advanced curriculum that possess the international

standards and helpful for the international student to

pursue their carrier. 2 In your Institute Faculty and Students facilitate to

Attending international conferences, workshops, trainings

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and student fairs in different countries.

3 In your Institute Expert group of workers specifically for

worldwide scholar recruitment -provide scholarships.

4 In your Institute International alumni and their parents

served as component-time recruiters in several

international locations.

5 In your Institute Strong support programs organize for

foreign candidates like -Pairing native programs with

foreign and local students.

6 In your Institute Diverse office works with many events

like Kitchenette, social areas, clubs, bicycle and car

condominium and visits with local students.

7 In your Institute English, Linguistic trainings and Strong

support program organize for foreign students.

8 In your Institute International students and faculties are

facilitated with linguistics placement programs, economic

useful resource, health offerings, spiritual help, and

immigration aid.

9 In your Institute Outreach email expanding to dispensing

constrained and centered flyers and marketing substances

for international universities, schools, and organizations

that encourage to get education in other countries.

10 In your Institute Faculty members and students encourage

to work with a domestic and global organization with a

nearby worldwide employer with ties abroad -networking

with community corporations.

11 In your Institute Global alumni prompted to help with

their efforts in recruitment and establishing alumni

chapters and recruitment facilities abroad.

12 In your Institute Immigration strategy and the advantages

and demanding situations in sponsoring international

teachers, students and employees with an immigration

repute.

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