Evaluating the Impact of PSG-2023 on Higher Education Quality in Pakistan: A Thematic Analysis of Faculty and Administrative Perspectives

Abstract

The Pakistan Standard Guidelines (PSG-2023), introduced by the Higher Education Commission, represent a major reform aimed at improving academic quality and governance in higher education. This study evaluates the impact of PSG-2023 through a thematic analysis of faculty and administrative perspectives. Semi-structured interviews with academic and administrative leaders across multiple universities were analyzed using open and axial coding. Four key themes emerged. First, Enhanced Academic Quality was observed through structured curriculum alignment with outcome-based education (OBE), student-centered pedagogy, and increased research output. Second, Strengthened Governance and Accountability was achieved via empowered Quality Enhancement Cells (QECs), real-time dashboards, and evidence-based planning. Third, Perceptions and Opportunities reflected junior faculty’s appreciation of transparent career benchmarks alongside senior faculty’s concerns over bureaucratic constraints. Finally, Challenges in Implementation included heavy administrative workload, limited resources, outdated IT infrastructure, and insufficient follow-up training. The findings suggest that while PSG-2023 has advanced curriculum design, research culture, and institutional accountability, its effectiveness is hindered by systemic and contextual barriers. The study contributes to the growing discourse on quality assurance in higher education, with implications for policy refinement and institutional practice in Pakistan and other developing contexts.