Pakistani universities have generally experienced a gradual decline in academic reputation, research productivity and international competitiveness. While financial constraints, political interference and governance problems are widely discussed, one less examined issue is the weak faculty recruitment process. A university cannot progress if its recruitment system fails to identify and value the qualities required in modern academia.

In many cases, selection boards continue to rely on traditional methods that emphasise memorisation of basic textbook definitions rather than evaluating research capability, teaching philosophy, innovation and future academic contribution.

University-level faculty members are not only teachers; they are also researchers, mentors and contributors to institutional growth. Modern education requires professors who may come up with novel research ideas, secure competitive research funding, publish internationally recognised work, train graduate students, establish collaborations with international institutions, and introduce modern scientific approaches into classrooms.

Individuals with such key credentials demonstrate a level of scientific competence that cannot be measured through a few basic recall questions. When universities fail to recruit faculty based on meaningful academic indicators, several problems arise. Highly productive researchers may become discouraged by recruitment systems that do not recognise their achievements. This contributes to brain drain.

World-class universities, such as the Chinese Academy of Sciences, are built through strong faculty members who bring research funding, international colla-borations and innovation. If universities prioritise traditional questioning over scientific achievement, young researchers may focus on avoiding mistakes in interviews alone rather than developing creativity and independent research skills.

Researchers with experience in global scientific networks can really transform universities by bringing international projects, student exchanges and advanced research techniques. Poor recruitment practices discourage such individuals from joining local institutions. Pakistani universities require a modern recruitment framework based on inter-national academic standards. Teaching ability should certainly be evaluated, but it should not be confused with memorisation of isolated facts.

A good teacher is someone who always understands concepts deeply, communi-cates effectively, updates knowledge continuously and inspires students. Some universities do follow these criteria, but they are rare. Selection boards carry a great responsibility. Their role is not to prove that candidates lack knowledge, but to identify individuals who have the potential to bring something good to the table. An insecure or poorly prepared selection panel may unintentionally focus on minor mistakes rather than recognising major achievements. Such practices can harm institutions.

The decline of Pakistani universities cannot be addressed through increased funding alone. Institutional culture, governance and recruitment practices must also change. Universities must move away from outdated examination-style selections and adopt modern evaluation systems that recognise research excellence, teaching ability and international academic contribution.

A university’s future depends on the people it recruits. If recruitment systems fail in identifying and supporting talented scholars, universities would continue to struggle in global rankings and scientific development.

Reforming faculty selection processes is, therefore, not just an administrative issue; it is essential for the survival and progress of higher education in Pakistan.

Dr Yasir Arafat

Beijing, China