Master of Business Administration Executive

Faculty / School

Faculty of Business Administration (FBA)

Year of Award


Project Type

MBA Executive Research Project

Access Type

Restricted Access

Executive Summary

Performance evaluation practices for faculty members at higher education institutes (HEls) are relatively a recent phenomenon. Although teacher evaluations have been in practice since long, its influence and use in the higher education sector are not without challenges. Faculty members are considered significant, as their roles suggest a direct influence on the economy, student output as well as industry. This is the reason that institutes at the tertiary level are continuously been pressurized for quality assurance and governance structures for performance evaluations. In this respect, faculty evaluation becomes both the needs of the time as well as integral to bring in necessary changes. In Pakistan, institutes of higher education have 'come a long way and there has been evidence of mandatory practices that are directed by higher education commission as a way to standardized teacher professional standard and overall institutional performance. In this respect, various tools and sources of input are in place at HEls including student and self-evaluations, with the evaluation processes. It is suggested, therefore, to have a flexible, comprehensive as well as more inclusive evaluation process rather than rigid and a mere formal exercise within institutes. In suggesting evaluation instruments and sources of input, faculty members suggested having self and student evaluations together with input for research publications, operational activities, behavior, and attitude. Suggested tools highlight that faculty place more emphasis on these aspects of their complex job requirements and may, therefore, be willing to be evaluated. The study was a small scale effort to identify core tools and sources of input being practiced within HElsin terms of faculty evaluations and the results and recommendation is hoped to support academic, management as well as quality assurance decisions within the country. evaluating faculty members on teaching, research, and operational activities. However, for effective implementation and required improvement, the perception of stakeholders and faculty involvement is suggested to be important. For this particular study, faculty perceptions, and perspectives regarding faculty performance evaluation practices within HEls in Pakistan were analyzed using input from faculty themselves, heads of departments, quality assurance representatives and content analysis of policy documents. It was found that multiple sources for faculty performance are being used within HEls in Pakistan with a relatively positive attitude towards the implementation of practices and the overall implication of the process. For example, student evaluations are the most common tool being used at HEls and the results were said to be taken seriously by stakeholders, used for identification of gaps and professional development activities as well as are communicated back to faculty members. In so doing, faculty perceptions were also said to be taken as context-specific and may reflect in contradiction where resourceS are limited and where institutional goals are not aligned.



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