Quality Assurance Implementation in the Graduate Education Policy 2023: A Qualitative Exploration of Barriers, Institutional Execution, and Outcomes in Pakistani Higher Education

Abstract

This paper is based on a doctoral study that explored the quality assurance (QA) protocols that have been integrated in the implementation of Pakistan's Graduate Education Policy 2023 (GEP-2023). Through qualitative nature of the study, the data was gathered on issues of implementation, institutionalisation of execution and outcomes of the policy in the context of higher education in Pakistan. The evidence was gathered from eight public and private universities in Southern Punjab which were purposefully selected having active Quality Enhancement Cells (QECs) and Directorates of Advanced Studies and Research (DASR/ASRB) and Offices of Research, Innovation and Commercialization (ORIC). Purposeful sampling of the stakeholders was carried out which included 60 QEC Directors, DASR/ORIC officials, supervisors, faculty members, chairpersons / HODs and MS/MPhil/PhD scholars. Data was gathered via semi-structured interviews and documentary and observational approach to analyse the institutional records which were then analysed thematically in MAXQDA using open, axial and selective coding. The analysis showed that GEP-2023 had improved some of the aspects of QA practice like transparency in admission, research supervision, plagiarism checking, monitoring of research-ethics, external evaluation, norms of publication, grievance handling and role-play of the institutional QECs and DASR/ASRB offices. In the meantime, participants indicated that there were still implementation problems, including funding, lack of faculty, inexistent institutional capacities, institutional delays, lack of research facilities, pressure to publish and differences in enforcement between departments and universities. The paper concludes that, whilst GEP-2023 has been a good starting point to shift the culture of quality assurance of graduates, it will need to be further invested and monitored, professional learning will be needed, institutional leadership will need to be in place and supported, as well as student supports and policy requirements.