The aspiration for world-class higher education in Bangladesh relies heavily on an unwavering commitment to research and academic distinction. A vital step in this journey is instituting a PhD as a mandatory qualification for Assistant Professors and for leadership roles within university research. This policy shift is not just an academic formalism; it serves as a strategic initiative designed to dismantle mediocrity, address ingrained barriers to quality, and align Bangladeshi universities with global standards of scholarship and innovation.
Currently, it is concerning that many educators teaching Master’s level courses possess only Master’s degrees. According to recent reports from the University Grants Commission (UGC) of Bangladesh in 2023, approximate figures indicate that only 38% of faculty in public universities hold PhD degrees. Furthermore, in private universities, merely 21% of academics possess research-based doctoral degrees. University of Dhaka and University of Chittagong should start post doctorate programme.
Despite 56 public universities being approved to offer PhD programmes, a significant number of faculty members are recruited directly after completing their Master’s degrees, particularly in arts and social sciences. Many of these individuals subsequently pursue and complete their doctoral degrees at their own institutions. This pattern masks considerable variation across institutions. Some universities, such as Rajshahi University, excel in this regard, hosting a substantial number of PhD holders their internal doctoral programmes. In contrast, newer universities lag significantly behind, with considerably lower percentages of doctoral qualified faculty.
The contrast between public universities, where only 6 percent of faculty hold research degrees, and private institutions, where 21 percent possess PhDs, highlights systemic challenges in faculty development across sectors. The rise in PhD-qualified faculty from 4,766 in 2017 to 5,606 in 2021, about 17 percent growth, signals encouraging progress. However, disparities between established institutions such as Rajshahi University and newer universities reveal uneven capacity. The continued recruitment of Master’s degree holders as faculty, particularly in the arts and social sciences, sustains the qualification gap and underscores the need for stricter hiring standards and targeted capacity-building initiatives.
Bangladesh’s pursuit of educational excellence faces entrenched structural issues that inhibit progress. Three key challenges require immediate action. A primary obstacle is a hiring system that favours past performance over future potential. Jahangirnagar University exemplifies this flaw with a model that excessively prioritises historical examination scores while undervaluing research capability, thereby nurturing test-taking proficiency over innovative scholarship and critical inquiry. The artificial hierarchy between public and private universities poses another critical challenge. The requirement for private university graduates to acquire a second Master’s degree from a public institution creates inefficiencies and diminishes the value of academic credentials.
As highlighted by Tight (2022), there is a significant disparity between university curricula and the evolving demands of the labour market in Bangladesh. While theoretical foundations are emphasised, a critical gap remains in integrating practical skills. To bridge this divide, it is essential to incorporate Technical and Vocational Education and Training (TVET) principles into mainstream programmes, foster robust partnerships with industries, and redesign educational frameworks to encourage entrepreneurial thinking and problem-solving skills.
The proactive involvement of the current government, alongside the UGC and the Ministry of Education, is crucial in steering this reform. Their support in advocating for mandatory PhD programmes will set a clear expectation for both public and private institutions, emphasising the importance of doctoral qualifications in ensuring academic integrity and research excellence.
A PhD symbolises the highest level of academic achievement, reflecting not only expertise but also a dedication to original research. This credential significantly influences global university rankings, particularly systems like the QS World University Rankings, where research-intensive faculty are imperative.
Strengthening research capacity in universities requires a comprehensive reform of the faculty recruitment process through a structured 100-point evaluation model. In this framework, 60 points would be allocated to doctoral and research credentials, including 40 points for the quality of the PhD – evaluating the reputation of the awarding institution and the originality of the dissertation, and 20 points for peer-reviewed publications in reputable indexed journals. The remaining 40 points would assess academic performance, with 20 points each assigned to results in Master’s and Bachelor’s programmes. At the same time, educational reform must align university learning with broader economic and societal progress. Education serves as a foundation for civil liberty and national development, making it essential to dismantle outdated systems and credential barriers while integrating knowledge with industry-relevant curricula. Universities should equip graduates with practical market skills and cultivate global engagement through intellectual openness and cultural adaptability.
Quality assurance is also critical for sustained improvement. Mandatory participation in national and international accreditation frameworks, including those overseen by the University Grants Commission (UGC) and global ranking systems such as QS, can help ensure consistent academic standards and accountability. Requiring PhD-qualified faculty may generate a positive cycle within higher education. Students benefit from exposure to forward-thinking scholars, research capacity and funding opportunities increase, universities gain stronger global visibility, and collaboration between academia and industry becomes more effective.
Persisting with outdated hiring practices and insular institutional policies will deepen intellectual and innovative deficits. To effect meaningful change, we must embrace a comprehensive overhaul. This involves adopting a research-centered faculty recruitment model, dismantling ineffective barriers between institution types, and mandating UGC and government participation in accreditation systems to ensure accountability and global competitiveness.
By committing to this strategic vision, Bangladesh can transform its universities from degree-awarding bodies into dynamic engines of knowledge and innovation. The imperative for action is now. Establishing a PhD as a requirement for Assistant Professors symbolises a clear, transformative policy direction, marking a decisive break from a history that prioritised examination results over the cultivation of intellectual growth.
The writer is an educationist, economist, IT and entrepreneurial expert. Email: [email protected]
