Professors of Practice: a missing link

Express Tribune

6 hours ago

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Having participated in recent meetings of the Advanced Studies and Research Board (ASRB) and the Academic Council at the University of Karachi, I have observed firsthand the structural challenges that our universities are facing. These platforms, tasked with shaping academic direction and ensuring the integrity of postgraduate education, are increasingly preoccupied with an alarming trend: the erosion of qualified faculty due to retirement and the growing threat this poses to MPhil and PhD programmes.
Several departments are on the verge of academic stagnation — not because of a lack of students or ideas, but because of outdated policies that fail to recognize and adapt to evolving needs.
During my own journey through higher education — including the time I spent in Sweden as a postgraduate scholar, where I also had the opportunity to teach at the university level, I witnessed how modern academic systems function. European institutions thrive not just because of their research output but because of their inclusive and flexible approach to faculty roles. One such example is the widespread recognition of Professors of Practice — a concept virtually absent in Pakistan.
A Professor of Practice is not necessarily a traditional academic. Rather, this title is conferred upon professionals who bring decades of expertise from fields such as engineering, public administration, healthcare, finance, media or law. These individuals, while they may not hold a PhD, have led institutions, solved real-world problems and contributed meaningfully to their professions. In academic environments, they serve as a bridge between theory and practice, preparing students for the complexities of the job market while enhancing curriculum relevance.
Across the globe, especially in countries like Sweden, Germany, the US and the UK, Professors of Practice are integral to university life. They supervise graduate projects, co-teach with research faculty, develop applied coursework and advise on interdisciplinary initiatives. Their insights are not an exception — they are seen as essential to producing well-rounded, employable graduates.
In Pakistan, however, our Higher Education Commission (HEC) continues to uphold rigid policies that recognise only PhD-holding, full-time faculty members as eligible for supervising research or delivering core academic content. This narrow framework excludes an entire class of professionals whose experience could deeply enrich academic life.
The consequences of this exclusion are already evident. Postgraduate programmes in several universities are being suspended for failing to meet the minimum number of permanent PhD faculty. Research grants are being returned due to lack of supervisory capacity. Worse still, promising students are opting for foreign institutions because of the lack of continuity and mentorship at home. This brain drain reflects not just a loss of talent, but a failure of imagination in our policymaking.
Introducing the Professor of Practice into our faculty structure is not just a solution to staffing but a vital step toward aligning our education system with national needs and global standards. These professionals could co-supervise research, lead seminars and projects, and build bridges between academia and industry. Their inclusion would support departments currently struggling with compliance and revitalise the postgraduate landscape.
Of course, quality standards must be maintained. Appointments can be based on demonstrable impact, years of leadership experience, peer recognition and relevance to the discipline. These positions could be term-based, performance-evaluated and transparently-managed. What matters is creating the policy space for such appointments to happen, something the HEC must act on without delay.
Having experienced the benefits of the Professor of Practice model abroad and now engaged in academic policy in Pakistan, I believe it's time we broadened our definition of who is "qualified" to teach and mentor. Excellence in education requires flexibility, not rigid overregulation. Recognising Professors of Practice is not about lowering standards, it's about embracing real-world expertise to meet the evolving needs of higher education in Pakistan.