OUR higher education system is gradually embracing interdisciplinary research. Under the graduate education policy of the Higher Education Commission (HEC), universities are encouraged to admit students from related disciplines and, where necessary, require deficiency courses to bridge knowledge gaps. This is a welcome step towards modernising higher education and fostering innovation. However, an important question remains unanswered. Should exceptional research achievements be considered when evaluating interdisciplinary admissions?
Imagine a scholar who earned a doctoral degree in one discipline, but has spent many years conducting high-quality research in another. Through sustained effort, the said scholar has published extensively in internationally recognised journals, collaborated with experts in the new field, supervised related research and established a strong academic reputation. Should such a researcher be evaluated solely on the basis of the title of an earlier degree, or should demonstrated scholarly expertise also be taken into account?
Consider another example. A computer scientist who spends years developing artificial intelligence (AI) applications for healthcare may eventually become an internationally recognised researcher in medical AI. Likewise, an engineer working on climate modelling may produce influential research in environmental science, or a pharmacist may become a leading researcher in public health. In today’s research environment, disciplinary boundaries are increasingly becoming less rigid as researchers collaborate to solve complex problems.
Under the current practice, admission decisions in many institutions still depend primarily on previous academic qualifi- cations. Degrees are, and should remain, the foundation of higher education. They provide structured learning and ensure that students do possess the necessary academic background. However, research in itself is a rigorous form of learning.
Publishing in reputable peer-reviewed journals requires mastering the literature, understanding research methodologies, responding to expert reviewers, and contributing original knowledge to the discipline. While a few publications alone may not establish expertise, a sustained and high-quality research record can provide compelling evidence that a scholar has developed substantial competence in a new field.
This is not an argument for replacing academic qualifications with publication records. Rather, it is a question of whether or not universities should have the flexibility to recognise exceptional cases where scholarly contributions clearly demonstrate interdisciplinary expertise.
Otherwise, situations may arise where researchers with years of meaningful contribution to a discipline are considered ineligible simply because their original degrees carry different titles, while other applicants with the required degree title but limited research experience automatically satisfy the eligibility criteria. Such outcomes actually deserve thoughtful reflection.
As such, the purpose of interdisciplinary education is to encourage knowledge to be able to move across traditional academic boundaries. Around the world, many of today’s most significant advances have emerged from collaborations between different disciplines. Pakistan has repeatedly emphasised the importance of interdisciplinary research. If this vision is to be fully realised, admission policies should also evolve.
One possible way forward would be for HEC to allow universities, in exceptional cases, to evaluate applicants using multiple indicators of academic preparedness. Such flexibility should be exercised carefully, transparently and only after rigorous academic evaluation. It should complement, not replace, the importance of formal academic qualifications. Indeed, all exceptional cases should remain exceptional, but they should also have an opportunity to be evaluated on the full breadth of their academic achievements.
Waseem Hassan
Peshawar
Published in Dawn, October 12th, 2026
