218/25 Professor of Practice Arrives in Pakistani Universities

The HEC’s introduction of the Professor of Practice model aligns with global higher education trends. It puts Pakistan at the forefront of integrating theory with practice, fostering industry-academia collaboration, and promoting skills-based learning. This forward-thinking approach not only seeks to bridge the gap between traditional academic frameworks and the dynamic needs of Pakistan’s job market but also has the potential to transform the higher education landscape, particularly for its youth-dominated demographic.

The National Skills University Islamabad’s founding Vice Chancellor, Prof. Dr. Muhammad Mukhtar, who initially conceptualized and proposed the Professor of Practice model, deserves our utmost recognition. His vision for embedding practical expertise into university systems was instrumental in the policy's formation. His foresight was not only evident but also greatly valued in a meeting chaired by one of the former Federal Ministers of Education and Professional Training in December 2019, where he stated, "National Skills University Islamabad, Pakistan, can only prosper if the Higher Education Commission of Pakistan officially recognizes the Professor of Practice." Then my thoughts were endorsed by Prof. Dr. Tariq Banuri, then Chairman of the HEC, and members of the Federal Ministry particularly Muhammad Saleem Ahmad Ranja then serving the Ministry.

Prof. Mukhtar has taken this idea to the University of Southern Punjab, Multan, Pakistan which has set a shining example with its proactive approach. Establishing a Directorate of Skills Development clearly demonstrates the institution's commitment to effectively implementing and expanding such skill-oriented initiatives.

Strengths / Advantages (Pros) of Professor of Practice

1. Bridging Academia and Industry

Including Professors of Practice (PoP) directly connects students with industry professionals who bring real-world insights, entrepreneurial experience, and professional ethics to classrooms.

This addresses one of Pakistani higher education's most persistent weaknesses: the disconnect between graduates’ knowledge and market demands.

2. Enhanced Employability

Graduates trained under faculty with hands-on experience will gain practical exposure, increasing their job readiness and entrepreneurial potential. This could significantly improve their employability, as they will have the skills and knowledge directly relevant to the job market's needs. The policy explicitly mentions skills-based learning and mentorship, which align with Pakistan's economic and employment priorities.

The policy explicitly mentions skills-based learning and mentorship, which align with Pakistan’s economic and employment priorities.

3. Curriculum Enrichment

Professors of Practice play a crucial role in updating and contextualizing curricula. Their direct industry experience ensures that the curriculum is aligned with current industrial trends and technological advancements, enhancing education quality and relevance.

This will enable dynamic program revisions rather than static theoretical syllabi.

4. Mentorship and Professional Networks

Students will have access to mentors with proven track records who will facilitate guidance on career choices, internships, and startups.

It can lead to collaborative projects, industry placements, and joint research opportunities.

5. Flexibility and Inclusivity

The policy allows full-time, part-time, or adjunct appointments, making it feasible for professionals to contribute without long-term academic commitments.

Educational qualifications are flexibly defined, acknowledging professional eminence as a valid substitute for a PhD.

6. Institutional Autonomy and Quality

The policy empowers HEIs to define evaluation procedures, remuneration, and contractual terms, promoting institutional flexibility.

Limiting PoP appointments to 10% of sanctioned posts preserves academic balance.

7. Recognition of Non-Academic Expertise

The policy values industry achievement, creative excellence, and public sector service, broadening the definition of “faculty excellence” beyond traditional publications.

Weaknesses / Challenges (Cons) in Professor of Practice Policy

1. Implementation Ambiguity

While the policy outlines general criteria, it lacks a standardized evaluation and accreditation mechanism to verify the quality of practical experience.

Without national benchmarks, implementation may become inconsistent across HEIs.

2. Potential Undervaluing of Research

Overreliance on professionals without research backgrounds might weaken scholarly rigor, especially if it is not balanced with academic mentorship or publication training.

3. Short Tenure and Institutional Continuity

The maximum three-year engagement could limit continuity in curriculum development and long-term mentorship outcomes.

4. Resource and Budget Constraints

As HEIs must fund the positions from their own resources, public-sector universities may struggle to attract top industry professionals due to limited financial flexibility.

5. Equity Among Faculty

Introducing industry-based pay scales may create compensation disparities between Professors of Practice and traditional faculty, potentially affecting institutional harmony.

6. Risk of Symbolic Appointments

Without robust oversight, appointments could become ceremonial rather than substantively pedagogical, mainly if institutions recruit for prestige rather than skill transmission.

7. Absence of Academic Progression Pathways

The policy explicitly states that PoP positions cannot be converted to tenure-track or administrative roles, which may discourage sustained institutional commitment by high-caliber professionals.

Institutional Reflection
 

University of Southern Punjab (USP)

The University of Southern Punjab has already institutionalized a Directorate of Skills Development, which provides an excellent platform for operationalizing this policy.
 

Through this directorate, USP can:

Integrate Professors of Practice within applied disciplines such as Engineering, Business, Media Studies, and Health Sciences.

Develop joint skill-based programs, professional certifications, and industry immersion projects.

Lead regional universities in implementing HEC’s vision for skill-based higher education, inspiring others to follow suit.

National Skills University Islamabad (NSU)

The conceptual foundation of this policy originates from the National Skills University Islamabad’s founding Vice Chancellor, whose advocacy for practice-based education at the federal level was instrumental in institutionalizing this reform.

This policy thus stands as a national recognition of his vision to bridge the academic and professional divide and promote skills-driven higher education in Pakistan.

Overall Assessment
Criterion    Evaluation Summary
 

Relevance to National Priorities: Strongly aligned with Pakistan’s youth employment and industrial competitiveness agenda.
 

Policy Clarity: Well-structured but needs more operational selection and quality assurance guidelines.
 

Institutional Feasibility: Feasible for private universities like USP; financially challenging for smaller public universities.

The policy has the potential to enhance the academic-industry synergy significantly. If implemented effectively, it can transform the higher education landscape by ensuring that graduates are academically sound and equipped with the practical skills and knowledge in high demand in the job market.

The policy's sustainability is moderate. Its success depends on consistent funding, robust evaluation mechanisms, and effective faculty integration. These factors will determine the policy's long-term impact and ability to bring about the desired transformation in higher education.
 

The HEC’s policy on appointing Professors of Practice marks a progressive shift toward applied higher education in Pakistan. It recognizes the importance of industry expertise, practical mentorship, and skills development, key pillars of employable and innovation-ready graduates.