Effectiveness of Faculty in Public Sector Universities using Quality Indicators

Dr. Ali Sajid

Year:    2003
Category:   Education Quality
Source:   EQ 2003 – Pakistan 1st National Conference on Quality Assurance in Education, Lahore
Publisher:   PIQC Institute of Quality

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Author’ Introduction:   

Dr. Ali Sajid is a graduate mechanical engineer from UET, Lahore. He has done his Masters and Ph.D in engineering Management from the George Washington University, Washington DC, USA. He is ISO 9000 Certified Lead Auditor form BSI UK. He has taught in Various US Universities and worked at the World Bank, multi national and multi racial corporate environment of Washington D.C. He is also member of American Society for Quality and Pakistan Engineering Council. Since last seven years, he has been teaching at various NUST constituent colleges including College of E&ME and MCS. Presently, he is the Department Head for Information and Technology Management, at NIMS. He has been an Advisor to the Planning Commission, Government of Pakistan on TQM & Productivity. Increasing Productivity in White/Blue Collar Environment, Good Governance and Application of TQM in Public Sector & Industry are his main areas on interest. Since last Seven years involved in teaching Management Sciences Courses at NUST.

He is also a national level trainer and consultant. He is extensively involved in the training of Management, Productivity and Quality related topics at all important national forum with a view to enhance organizational effectiveness for federal agencies and private enterprises.


Low quality of intake, teaching staff and physical facilities, and lack of quality control has significantly affected the standard of ‘quality’ of higher education in Pakistan. Lack of correspondence of expansion in enrolment with economic needs for skills has resulted in server unemployment among certain types of graduates and scarcity of certain other types of graduates (namely, managers and technologists) in our society. The increased role of the private sector in higher education has also affected excellence in quality standards in recent past because of haphazard expansion in this sector. Maintenance of quality and its improvement is becoming a major problem.

These are the basic reasons for evaluation of Education using Quality Indicators (QI), in developing countries like Pakistan. A QI is a statistic; number or qualitative description that indicates the extent to which the university system, an individual institution or some internal structure/process is performing as it ought to. The great benefit of quality indicators is that they can be used to inform and assess instructional effectiveness and ultimately to improve education.

Meaningful QI link university structures and processes to student learning and development outcomes (basic university objectives or missions), independent of input characteristics. They demonstrate that the student outcomes are truly the result of university activities and structures (program effects) rather than the result of inputs (selection effects). Dissemination of meaningful QI information would go a long way toward demonstrating real public accountability. If universities made their missions explicit, measured the extent to which they were achieving their goals, shared data on successes and problems including what is being done to remedy deficiencies (a strong demonstration of accountability), public trust and confidence would be enhanced. Most importantly, education would be improved. A good “Education Quality Indicator System” is expected to provide accurate and precise information to illuminate the condition of education ad contribute to its improvement.

Quality indicator development often employs an Input – Process – Outcome (IPO) framework. Inputs represent what universities start with-Students, instructors, books and buildings. Process refers to what universities do with inputs – program and instructional processes such as curricula, workload, organization of teaching, faculty/student contact, class sizes, etc. Outcomes are the cognitive and non-cognitive effects of the university experience on students – their knowledge, skills, values, attitudes and behaviors. Paper will identify functions of a university as a guideline for measuring and evaluating the performance of Public Sector Universities (PSU) in Pakistan. The paper will then devise qualitative and quantitative methods of linking the performance of Faculty with the successful attainment of those objectives.

It is hoped that paper will help Higher Education Commission and educational policy makers in Islamabad to understand the true sprit of “Evaluation System” using these indicators and use them for fair and objective assessment of the performance of Pakistani PSU.