Faculty members are the backbone of any academic institution, making their professional development a key priority in higher education. In Pakistan, the Higher Education Commission (HEC) has introduced a structured research policy framework to support faculty growth, particularly in research. This study critically examines how HEC’s research policies influence university faculty careers. While teaching is well-established, research culture remains underdeveloped, with faculty often prioritizing publication quantity over quality due to its role in career progression.
To assess the impact of HEC’s policies, this study employs an evaluative content analysis approach, systematically selecting and analyzing six key research policies. The analysis follows a structured coding process, starting with policy selection based on relevance to faculty development, followed by thematic categorization using an inductive approach. Seven key themes emerged: Research Skills Training, Self-Assessment and Value, Career Awareness, Future Goal Setting, Skills Training and Performance, Action Planning, and Enhancing External Opportunities. While HEC’s policies do not directly advance faculty careers, they create an environment that indirectly supports development through skill-building and research incentives. However, their effectiveness depends on research grants and institutional support.
These findings contribute to the discourse on Pakistan’s research culture by providing insights into policy effectiveness. The study highlights the need to shift from a publication-centric model to one that fosters meaningful research engagement. This change could enhance faculty development and serve as a foundation for further improvements in research policies.

Authors:
Ayesha Afzal, University of Management and Technology, Pakistan

About the Presenter(s)
Dr Ayesha Afzal is Assistant Professor in the department of Education in University of Management and Technology. She has more than 40 Publications.

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