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The trouble with
business graduates popping out of Pakistani universities is that most of them
hardly interact with real world, whereas business is all about going outside
and interacting with real world. The graduates do not have entrepreneurial
minds, they cram textbook information and pass the exam. Cramming textbook
information helps medical, law or engineering students whereas a business
student cannot afford to depend on textbook information. They need to stay
updated about all fields and read through diverse resources in order to have
innovative and entrepreneurial abilities. (Omer, Dec 06, 2014)
One of the main reasons
of not producing entrepreneurial mindsets is curriculum taught in universities.
Business is not something that can be studied within the confines a classroom.
It is learned by going out into the field, working in the real world and
innovating according to the surroundings. Experts and analysts have been doing
work to make linkages between industries and universities for a long time but
fail to mention that corporations should not only hire graduates for jobs or
internships but second and third year students too. Pakistani students should
learn more from local entrepreneurs so they can understand their own
environment rather than reading case studies from Harvard Review, Henry Ford
and Warren Buffett. These men live in totally different culture and environment
with resources which a startup Pakistani cannot even afford to have. This has
caused Pakistani students to be trained as corporate slaves not as
entrepreneurs, as job creators and not as job seekers. Each business school
should work as an incubator and allow its students to work in teams so they can
come up with business ideas, these business ideas should be funded from angel
investors who have links in universities (Omer, Dec 06, 2014).
It is sad to believe
that Pakistan was ranked at 131 out of 141 countries in the 2015 report of the
Global Innovation Index. This report explores the impact of innovation oriented
policies on economic growth and development. The reason for this is even if universities
and High Education Commission are working to make the education better, there
are no incentives, special packages or allowances for researchers or innovators
to carry on their work. Whereas Switzerland, top ranked on GII’s list has 57%
of researchers from different countries due to numerous incentives offered to
them (Khan, May 10, 2016).
Another reason for not
producing entrepreneurs is that the higher education of Pakistan lacks
research. Pakistan is facing some serious challenges regarding socio economic
development and population which include employment, innovation and
sustainability. In this situation universities should make such intellectual
powers that would boost the economy. However, the research output in universities
of Pakistan as compared to number of faculties is less than 13%. Out of total
faculties from 128 universities only 5,013 papers could be published in any
research journal in 2010. In the list of 97 universities, the Institute of
Business Administration, Karachi was ranked at 96, not having a single
publication in 2010. Even though IBA is the most prestigious business
university in Pakistan apart from LUMS, having 78 teachers with high academic
achievements and practical business management experience. Research helps in
analyzing our environment and market which provides ideas on what is lacking
and what needs to be done. With this situation of research in Pakistan,
students have no idea about their environment which causes lack of innovation (QUERSHI, Mar
Other reasons of poor
quality higher education and universities not producing innovative minds
include ambience of universities, the infrastructural and operational
requirements. The learning environment in any educational institution matters a
lot. The business schools should make a learning environment accordingly that
reflects knowledge in a way which encourages more innovative minds.
Well-functioning universities are a mixture of complex organic and evolutionary
processes that are the building blocks of the society. Facilities do matter,
but it is really vital for universities to be operating in a manner that has a
forward looking world view, an open environment, and shared sense of purpose. They
should have a look on universities globally and compare them with their present
system. Universities now a days are the major incubators for training of
intellectually strong and innovative minds, but our universities are still
stuck on the decades’ old environment and facilities (HOODBHOY, winter 2009).
Sixty years of constant
failure, in creating a higher education system that has global standards forces
us to look for reasons that go beyond administrative and fiscal issues. At the
deep root level, it is the value system that shapes any education institution
to have modern education and create modern mindset that encourages critical
thinking. Pakistan’s business education system is dependent on conservative
cultural and social values and political agendas that discourages questioning
and innovation (HOODBHOY, winter 2009). Government has to
take initiatives and responsibilities to improve the quality of education in
business schools. This could be done by focusing on all the reasons above and
increasing the contribution of national GDP to higher education that would
improve the standard of the quality of education.
HOODBHOY, P. (winter 2009). Pakistan’s Higher
Education System—What Went Wrong and How to Fix It . The Pakistan
Development Review .
Khan, U. A. (May 10, 2016). Why Pakistanis are among
the least innovative in the world. DAWN.
Omer, M. (Dec 06, 2014). 6 areas where Pakistani BBA
and MBA degrees fall short. DAWN.
QUERSHI, B. (Mar 18, 2011). Pakistani universities
lack research. DAWN.