Reshaping plans for research
By Dr Shahid Siddiqui
QUALITY and quantity can exist together theoretically but in real life there is an inherent tension between them which needs to be appreciated and resolved.
This is so true in the case of the HEC’s desire and efforts to produce quality researchers in large numbers. This vision apparently had no problem as long as the enhanced numbers are produced with proper quality checks.
As I wrote in my previous article (Dawn, Nov 10) the onus of responsibility lies with the respective educational institution because the quality emanates from within and cannot be brought about and sustained by an external agency.
The HEC’s role has been commendable in terms of encouragement and provision of financial and resource support to the universities. There is, however, one decision which is highly controversial and needs urgent rectification on the part of the HEC. This is regarding the MPhil degree which can now be granted by a university even without the research dissertation component. A few universities have already started exercising this option by asking their students to do two more courses and get an MPhil degree without writing a dissertation.
In the case of an MPhil leading to a PhD it is understandable that students who are upgraded to PhD programmes are exempted from writing a research dissertation as they would be writing a research dissertation as a part of their PhD programme. However, in the case of an MPhil as a terminal degree the research dissertation should be mandatory, as was the case until 2008. Granting an MPhil, which is essentially a research degree, without a research dissertation component is tantamount to awarding a proxy MPhil which may enhance the number of MPhil degree holders at the cost of quality.
I discussed some of the challenges faced by our research programmes in the previous article. In this article I will attempt to explore some positive alternative practices which can improve our MPhil and PhD programmes.
First, launching MPhil or PhD programmes needs proper planning and preparation. The first and foremost factor is the acquisition of qualified regular faculty members in the relevant discipline. Most of the research programmes in Pakistan are facing problems as they were started with a couple of regular faculty members in the concerned discipline. A good model that can be cited here is the Aga Khan University Institute for Education Development (AKU-IED). The PhD programme there was started in the presence of 20 PhD faculty members.
The second crucial factor that impacts on the quality of a PhD programme is the number of students admitted to the programme. At the AKU-IED students are admitted in alternate years and the total number of seats is six. This principle of having a manageable number of students is the key to success. On the contrary there are some universities that are giving admission in their MPhil/PhD programmes in every semester and the total number in one academic year goes up to 70 students.
Third, the admission criteria need to be rigorous and subject-based which should allow only those students to study who have an aptitude for research and the subject. The actual practise in some universities is to admit a large number of students by introducing loose criteria. An admission test in such cases is just a formality.
Fourth, PhD students the world over are given the facilities of space, internet connections and access to the latest library resources. In good universities in Pakistan this practise is in vogue but in some universities PhD students do not have any of these facilities. They are not even provided a physical space to sit and work.
Fifth, the MPhil/PhD programmes should have some core courses directly linked with their area of research. Among the core courses there must be at least two courses on research methodologies. In some universities courses offered have no direct relevance to the main area of research, e.g. English PhD programmes have a number of courses on education. The simple reason for this is the presence of a couple of professors of education in the departments. The rationale of coursework should be to strengthen the theoretical underpinnings of students besides giving them necessary skills in the process of research.
Sixth, the faculty members teaching the PhD programmes should be compensated in terms of workload as teaching on research programmes demands a lot of preparation in terms of consulting contemporary resources. A general observation is that teachers engaged in teaching in MPhil/PhD programmes are engaged in teaching in other programmes as well. This stretching is bound to dilute the quality of teaching and affect the quality of research programmes.
Seventh, research students should be assigned or facilitated to select supervisors in the first year of their programme. Early decisions regarding supervisors help students concentrate on their research topics and prepare research proposals in an effective manner. In a number of local universities students get stuck in the research phase because of the non-availability of supervisors.
Eighth, a well-written research proposal paves the way for successful research. The process of the approval of research proposals needs to be rigorous. A proper defence should be arranged where students and faculty members could come and ask questions about the various aspects of the proposed research. Grinding at this stage ensures smooth sailing at a later stage.
Ninth, students need to be exposed to research writing techniques. A good university would arrange seminars and courses to give training to its students in order to facilitate academic writing.
Tenth, the adviser-advisee ratio is a key factor in the success of a research programme. Since the HEC is offering the approved supervisors certain remuneration for supervision, a trend is seen, in some cases, to supervise up to eight scholars. This trend needs to be revisited. The temptation is such that a large number of teachers, without any research papers to their credit, are trying desperately to get the status of approved supervisors. The HEC, so far, is resisting the pressure.
In the final analysis, among other factors responsible for the declining standards in research programmes, money plays a central role. It is money that tempts the universities to enrol a large number of students in research programmes and treat them as undergraduates without investing in human, library and infrastructure resources. Earning money through educational programmes is fine as long as it is not at the cost of diluted, irrelevant and incomplete degrees.
The writer is director of the Centre for Humanities and Social Sciences at Lahore School of Economics and author of Rethinking Education in Pakistan.
shahidksiddiqui@yahoo.com


The smug generation
By Alexander Chancellor
THEY are calling them the “smug generation.” These are the children of American baby boomers who are inculcated by their parents with such faith in their own brilliance that they are shattered in later life to discover that they are not actually much good at anything.
It is, of course, impossible to get things right as a parent. In the old days, it was common, especially in America, for parents to assume the worst of their children and to believe that the only way to bring them success in life was to launch them unprotected upon the world to make their own way. Such parents would unquestioningly accept the verdict of schoolteachers on their children’s abilities, however derogatory, and concur with enthusiasm in their efforts to discipline them. This could make children feel unloved and unappreciated.
Now, according to research by American psychologists, it is the other way round. Modern parents praise and flatter their children to such an extent that they believe they are the cat’s whiskers and destined to rise effortlessly to the top of every tree.
Teenagers today think they are bound to outshine their parents in all fields and so succumb to depression when it turns out that they are fairly mediocre at everything.
The researchers found that there are no grounds for these feelings of superiority. Trawling through the results of previous surveys, they concluded that modern teenagers work less hard and are generally less competent than their parents at the same age. They are just a great deal more pleased with themselves.
One wonders why parents have come so blatantly to mislead their children as to their own abilities and prospects. They may believe, not without reason, that it is important to give children confidence in themselves.
But maybe it is also dissatisfaction with their own achievements — stumbling careers, broken marriages, and so on — that makes them want to believe that their children are better than they are.
— The Guardian, London


