HUMAN RESOURCES DEVELOPMENT CENTRE (HRDC)
INSTITUTE OF ADMINISTRATIVE SCIENCES (IAS)
UNIVERSITY OF THE PUNJAB, LAHORE
PROJECT REPORT
BASELINE RESEARCH ON
GOVERNANCE RELATED PROGRAMS AND
DISCIPLINES OFFERED IN PAKISTAN
December 4, 2009
GOVERNANCE INSTITUTIONS NETWORK INTERNATIONAL
House 21, Street 56, Sector F-6/4, Islamabad-44000, Tel: +92 51 2876511-12 Fax: +92 51 2876514
mail@giniweb.net or info@giniweb.net
http://www.giniweb.net
SUPERVISOR’S REMARKS
How can public sector organizations, programs, and activities be organized and managed to
achieve public purposes efficiently and effectively with equity and responsiveness? This is a
fundamental question in the field of politics, public policy, public administration and public
management which motivates any systematic study of governance. Traditionally, the focus of
attention of both academics and practitioners has been the government and public sector
organizations in any attempt to study or improve governance in a country. Now, as a result of
paradigmatic shift, government is viewed as one of the players, though a leading one, in
governance structure and processes. New mode of governance requires effective regulation
and delivery of public services through public agencies as well as private sector and nonprofit sector. Governance paradigm has influenced the structure and contents of educational
programs in public policy, public administration and public management the world over and
has also led to establishment of new schools and centers dedicated to governance education
and research in many countries. GINI’s establishment and its initiative for improving
governance education in Pakistan is a reflection of this new trend. The moving spirit behind
this initiative, Mr. Daniel Aziz, Chairman, Governance Institutions Network International and
former Chairman of National Reconstruction Bureau deserves special admiration.
The baseline research on governance related programs and disciplines in Pakistan conducted
by the Institute of Administrative Sciences, University of the Punjab under the auspices of
GINI is one of the steps towards governance education improvement in the country. The
findings of the study presented in this report will contribute to GINI’s next activities such as
development of governance curriculum, capacity building of faculty, and supporting new
initiatives by network members in governance studies. The report may require some
improvement in its structure and presentation which is not possible now due to paucity of
time, but its findings provides a solid base for key decisions GINI needs to take in the next
few months in its passionate drive for improving governance education and training.
The completion of project in a limited time frame and under difficult circumstance due to
security situation in the country would not have been possible without extra-ordinary
commitment both on the part of consultants of IAS, Dr. Nasira Jabeen and Mr. Atif Rahim
Khan and GINI’s Secretariat particularly Brig. Muhammad Saleem. On behalf of the
Governance Curriculum Committee of GINI, I thank all those colleagues who have won the
race against time and demonstrated ownership through out this project. My thanks are also
due to the members of Governance Curriculum Sub-committee for their valuable comments
and observations on the first and final draft report. Despite, their official commitments, they
have taken time for this study.
Prof. Dr. Muhammad Zafar Iqbal Jadoon
Chairman
Governance Curriculum Committee
Governance Education Network
ii
ACKNOWLEDGEMENT
Our team is grateful to GINI for providing us the opportunity to make our humble
contribution to the critical development drive it is undertaking. We are also grateful to Brig.
Muhammad Saleem Wains (Advisor GINI), Dr. Zafar Iqbal Jadoon (Project Advisor), NIBR,
honorable Governance Curriculum Sub-committee members as well as to the institutions and
individuals who provided their time and input for this research. We felt heart warmed by the
welcoming response we received from institutions across the country.
As no human effort can be perfect we accept any shortcomings in this research and guarantee
adequate response for any improvements requested.
Prof. Dr. Nasira Jabeen [Lead Consultant]
Human Resources Development Centre (HRDC)
Institute of Administrative Sciences
University of the Punjab, Lahore
iii
ARRANGEMENT
The consultants worked under the guidance of the Project Advisor. Work was submitted to
the Governance Curriculum Sub-committee as specified in the TOR:
“Consultant/ researcher will be supervised by the designated member of Governance
Curriculum Sub-committee in consultation with GINI Secretariat and the terms will be agreed
with the Sub-Committee designated member interactively.”
Brig. Muhammad Saleem Wains (Advisor GINI) provided critical support. Honorable Subcommittee members included:

Prof. Muhammad Zafar Iqbal Jadoon (Chairman)
Chairman, Curriculum Review Committee of HEC for Public Administration
Institute of Administrative Sciences, University of the Punjab, Lahore

Prof. Bernadette Dean, Principal Kinnaird College University Lahore

Prof. Dr. Rasul Buksh Rais, Lahore University of Management Sciences (LUMS)
Lahore

Maj Gen (Retd) Syed Usman Shah, Head of Department, Department of Governance
and Organizational Science, National University of Modern Languages (NUML),
Islamabad

Ms. Ghayur Fatima, Deputy Director, Curriculum Wing, Higher Education
Commission, Islamabad

Brig (Retd) Muhammad Saleem (Secretary)
Governance Education Network, Islamabad
iv
RESEARCH TEAM
The research team included the following:
Prof. Dr. Zafar Iqbal Jadoon [PROJECT ADVISOR] has a PhD from the University of
Southern California, USA in Public Administration specializing in Public Policy and
Management. He is Professor of Public Administration at Institute of Administrative
Sciences, University of the Punjab, Lahore, Pakistan. His areas of interest include
Governance, Public Policy and Administrative Reforms. He has served as Dean, University
of the Punjab and the Director of the Institute of Administrative Sciences as well as the
Human Resources Development Centre (HRDC). He is Chairman of National Curriculum
Review Committee of Higher Education Commission for Public Administration. He is an
Honorary Professor of Public Sector Management at Stirling Management School, University
of Stirling, UK. He has served as a management consultant in a number of projects funded by
international organizations including Asian Development Bank, World Bank, UNICEF,
University of Technology, Sydney, Australia, and British Council.
Prof. Dr. Nasira Jabeen [LEAD CONSULTANT] has a PhD from the University of
Stirling, UK as well as a Masters in Public Administration from the University of Southern
California (USA). She has held the Prince Claus Chair in Governance at the University of
Utrecht, Netherlands. She has published her research work on gender biases in organizational
leadership, gender, organization, system (GOS), gender equality & career advancement of
women in the federal civil service of Pakistan and on the status of women in Pakistan. She
has worked as a HRD TNA Consultant for CIDA. Other organizations she has been a
consultant for include NEAS, World Bank, the British Council and the Ministry of Education.
She is a Module Writer for the HEC Faculty Development Programs and for UNICEF and
she has been a case writer for the LUMS-McGill Social Enterprise Development Program.
She has conducted training at the Civil Services Academy, Lahore and at the University of
the Punjab. She has served as management consultant of British Council and CIDA.
Mr. Atif Rahim Khan [CONSULTANT] has a Masters in International Management from
Thunderbird School of Global Management, the highest ranked International Management
school in the USA as well as another Master in Public Administration from the University of
the Punjab. He also holds a certificate from INSEAD (France). He has held the Institutional
Advancement Chair (USA) and is the recipient of the Worldwide Scholarship (USA) as well
as the Primacy Relocation Scholarship (USA). He has been invited to present his research on
Governance, Management, Public Administration and Education related topics at
international conferences in the UK, Australia, Russia, Spain, Austria and Pakistan. He has
worked on a consulting project for UNICEF and is an HR Consultant involved with
organizational Governance, Management and HR projects for Medipak Limited.
Ms. Madiha Ali [RESEARCH ASSISTANT] has a BS (Hons) in Management with majors
in Marketing from the Institute of Administrative Sciences, University of the Punjab, Lahore.
She has cleared the CSS examination and is waiting deployment. She has completed various
research projects related to Management as part of her Bachelors program.
v
TABLE OF CONTENTS
1. EXECUTIVE SUMMARY
1
2. INTRODUCTION
5
2.1 THE PROJECT
5
2.2 GOVERNANCE INSTITUTIONS NETWORK INTERNATIONAL (GINI) 5
2.3 THE HUMAN RESOURCES DEVELOPMENT CENTRE (HRDC)
5
3. TERMS OF REFERENCE
7
4. RESEARCH FRAMEWORK
9
5. RESEARCH PROCESS
11
6. FINDINGS
13
6.1 STRUCTURES & CONTENTS OF COURSES
13
6.2 STUDENT PROFILES & MOTIVATIONS
15
6.3 PHYSICAL FACILITIES
16
6.4 FACULTY STRENGTHS & WEAKNESSES
17
7. CONCLUSIONS
19
8. RECOMMENDATIONS
25
9. GLOSSARY
29
10. LIST OF APPENDICES
31
vi
1. EXECUTIVE SUMMARY
This report provides the results of a baseline research conducted on structure and contents of
Governance programs and allied disciplines being taught in HEC recognized Pakistani
universities. It also highlights key aspects of institutional environment including students’
profile and motivation, faculty and physical resources. Both undergraduate and graduate
programs in Governance and its core areas such as Public Policy and Public
Administration/Management along with supporting disciplines such as Political Science,
Law, Economics, Sociology, History and Philosophy. The data was collected from
universities through their admission related publications, questionnaires, semi-structured
interviews with relevant academicians and managers and focus group discussions. The
followings are the main findings of the study:
Structure and Contents of Governance Programs

Governance education, though recognized for its importance, is largely sparse in
terms of dedicated programs, courses offered and breadth as well as depth of content.
Only one institution, National University of Modern Languages, has launched BS/MS
program in Governance and Organizational Science. However, BS program is being
discontinued.

MPA (Master of Public Administration) is the oldest Governance related program and
is well accepted as a Management degree in both public and private sector
organizations. MPA programs are currently being offered by 12 public sectors in all
four provinces including Azad Jammu and Kashmir. Public Policy is an upcoming
field in Pakistan. Two public sector universities, University of the Punjab and
National Defense University and one private university, Beaconhouse National
University have launched Masters in public policy. Both MPA and MPP (Master of
Public Policy) are of 2 years with minimum 66 semester credit hours offered after
BA/BSc degree. These programs are being restructured under the new road map
developed by Higher Education Commission for Business and Public Administration
education. Under the proposed structure, MPA and MPP will be of three years
duration with minimum 96 credit hours of course work and a project.

Few universities are offering BS(Hons)/BPA programs in Public Administration /
Management which is of 4 years duration with a minimum of 130 credit of
coursework and a project. This program is offered after FA/FSc or equivalent. This
degree is equivalent to existing MPA and MPP in terms of academic standing.

Three universities are offering Governance related MS programs with different
nomenclatures: University of the Punjab is offering MS-Management leading to PhD
with a focus on public management; Beaconhouse has recently launched MS-Public
Policy; and National University of Modern Languages has approved program of MSGovernance and Organizational Sciences. MS program is of two years duration with
30 credit of coursework and a thesis. The entry qualification for MS program is BS
(Hons) or a Masters degree awarded after 16 years of education.
1

Curricula of Public Administration programs are skewed towards Management. Legal
and political aspects are ignored. The regulation and service delivery aspects of
Governance, which are the core activities of government, inter-governmental
relations, sectoral management, new tools of governance, contract management,
administrative and public management reforms have been totally overlooked in the
existing courses. An inter-disciplinary approach is missing from curricula.

Both core and elective courses (which are offered) in programs studied lack exclusive
focus
on
Public
Administration,
Public
Policy
and
Governance.
Business/Management oriented elective courses are more popular among student for
employment purposes.

The structure of supporting disciplines is still largely traditional. MA degree is offered
in a specific discipline after BA/BSc Four years BS (Hons) programs in social
sciences have not yet been started even in major public sector universities. The newly
structured LLB degree and BS (Hons) programs of two private universities are few
exceptions. LLB is of 5 years duration after FA/FSc in all public as well as private
universities.

The degree programs in supporting disciplines in general do not offer Governance
related course. However, rare exceptions are there
Faculty, Student Profiles and Motivations, Physical Facilities

There is acute shortage of PhD faculty. The reliance on part-time faculty is very high.
Faculty’s capacity for indigenizing learning resources including text books is very
limited.

Students come into the Public Administration programs with varied (mostly Social
Sciences) backgrounds. Public Policy programs attract more experienced candidates
with clearer focus on the public sector. Students’ motivation to join MPA/BS
programs in Public Administration is better employment prospects as compared to
other Master programs in social sciences despite the fact that public sector
organizations do not have any preference for MPA/BPA graduates. Gender ratio
varies by institution but is balanced overall. More females enroll in MS/MPhil
programs.

Physical facilities of universities have generally improved in the last few years as a
result of increased funding and self-generated income from self-supporting programs
in marketable disciplines.
Recommendations for Governance Education

Pakistan’s experience of running Public Administration and Public Policy programs
clearly suggests that new dedicated governance programs with nomenclature such as
BS(Hons)/MS in Governance may not be viable at present. Instead, there is a need for
strengthening existing programs in Public Administration, Public Management, and
Public Policy through development of Governance curriculum, development of
indigenous reading material, and capacity building of faculty.
2

Post-graduate Diploma and certificate in Governance may be a viable option for
launching dedicated program in Governance Studies. The Institute of Administrative
Sciences, University of the Punjab, has shown willingness to start such courses
subject to the availability funds for initial years.

Multidisciplinary approach is recommended for curriculum development with courses
in the area of regulatory governance, service delivery, institutional and public
management reform, public policy analysis, development governance and
management, collaborative governance mechanisms. There is a need to develop
courses with special focus on policy and management issues in various sectors of
Pakistan’s economy.

Networking between institutions both on supply and demand side is strongly
recommended for sustainability of Governance programs. Both GINI and GEN were
long awaited initiatives that need to be strengthened.
3
4
2. INTRODUCTION
2.1 THE PROJECT
Pakistan, the home of 170 million people, is in dire need for good governance. One way to
address governance issues and improve the quality of governance at federal, provincial and
local levels is to introduce and improve governance education in institutions of higher
education in the country. Governance Institutions Network International (GINI) has taken up
this task with the help of Government of Norway to introduce new Governance programs and
improve existing academic programs being offered in Pakistani universities and postgraduate
colleges. The need was recognized for baseline research on current/existing Governance
related programs and allied disciplines being offered in Pakistani universities. The baseline
research on structure, contents and institutional environment of Governance related programs
will help in developing Governance curricula and its implementation through new programs
or strengthening of existing programs such as Public Administration, Public Policy and
introducing courses in allied disciplines such as Business Administration, Law, Economics,
Political Science, Sociology, International Relations, Mass Communication, History, Civics,
Information Technology and Philosophy.
HRDC was assigned the task of conducting this baseline research for GINI. This report
represents the sum of efforts in this regards.
2.2 GOVERNANCE INSTITUTIONS NETWORK INTERNATIONAL (GINI)
GINI is a multidiscipline research oriented organization. Its underlying objective is to
undertake policy, institutional & cultural analysis and action research advocacy as well as
consultancy to facilitate politically owned institutional revival through networked research
outputs and social communication through advocacy, workshops, seminars, conferences and
media to create and increase awareness of the need or result oriented accountability for good
governance. GINI’s objectives include [1] to create a think tank of governance practitioners
and analysts having special expertise in studying / participating in transformative processes to
advance the theory and practice of change processes that contribute to politically owned
institutional revival in post colonial societies. [2] To network think tanks and individual
practitioners and analysts involved in transformative processes of post-colonial societies, in
order to increase their contributions to processes. This project functions under GEN as
explained below.
Governance Education Network (GEN) is committed to developing a national integrated
network for advancing governance knowledge with the objective of creating governance
capacity in various spheres of governance covering universities, institutions, practitioners,
researchers, NGOs, think tanks and the student body of Pakistan which elects to take up
governance courses.
[Source: www.giniweb.net]
2.3 THE HUMAN RESOURCES DEVELOPMENT CENTRE (HRDC)
The Human Resources Development Centre (HRDC) at the Institute of Administrative
Sciences, University of the Punjab is the training, research and consultancy wing of the oldest
Management and Public Administration school at the largest and most prestigious public
5
sector university in Pakistan. Established in 2001 it has won tributes by clients in Punjab,
Sindh, NWFP, Azad Kashmir, Islamabad and Balochistan as well as from the Higher
Education Commission (HEC) for its research and training services. Our consultants have
worked with the British Council, CIDA, ADB, UNDP, UNICEF, the World Bank and other
prestigious organizations on Governance, Human Resource Management, Public
Administration & Public Finance based projects.
6
3. TERMS OF REFERENCE
Title: Baseline Research on Governance Related Programs & Disciplines offered In
Pakistan
The following TOR was approved by the Governance Curriculum Sub-committee of GINI.
Scope of work:
To prepare a report on the structure/contents of current governance related courses, programs
as well as the traditional disciplines of Civics, Law, Political Science, History, Public
Administration, Management Sciences, Information Communication Technology, Policy
Studies, International Relations, Economics, Sociology and Philosophy currently being
taught at the network members and sample universities/ colleges in Pakistan.
The report should include information on following aspects of the courses and programs:
i. The level at which the courses are offered.
ii. Duration of the courses.
iii. Degree (Bachelors/Masters, Major/ Minor) Programs Related to Governance, Public
Policy, Public Administration.
iv. Outlines of the programs and structure of the traditional disciplines and details of the
courses offered.
v. Profile of the student body currently undertaking such courses and their motivations
to choose this course of study.
The consultant/researcher will be expected to obtain the requisite information in the
following manner:
i. To itemize preferably in table form the curriculums and course details of the above
stated disciplines and programs from the respective institutions registered with the
Higher Education Commission (HEC). For this purpose some (such as two year
colleges) may be available for an entire province from the College Boards or the
University they are affiliated with and government universities would mostly be
available from HEC or from the universities individually. For private sector
universities a case to case approach will be required through a questionnaire with
sight visits and internet search as the courses and content typically have more
variation.
ii. Contacts established with or requests made to the universities and colleges, in person
or using the good offices of Focal Persons representing member organizations on the
Network/GINI.
iii. Extensive internet search including the site-search of the network members.
The Consultant/ researcher are required to work in close coordination with the NIBR
designated technical resource person. Any details arising from such coordination requiring
clarifications may be directed to the respective Sub-Committee Chair/designate and GINI
Secretariat for consultation with NIBR and appropriate response.
7
The NIBR designated technical resource person will provide inputs based on an appraisal of
the existing conditions as stated in sections one and two above for Norwegian institutions as
well as internationally. This is with a view to identify the core competencies of either side in
order to identify areas where partnerships could be mutually beneficial.
The NIBR designated technical resource person will be required to provide tangible inputs in
terms of draft reports separately for Norwegian and internationally offered courses/ programs
in line with the objectives of these TOR as well as any revisions that may be required.
Consultant/ researcher will be supervised by the designated member of Governance
Curriculum Sub-committee in consultation with GINI Secretariat and the terms will be agreed
with the Sub- Committee designated member interactively.
8
4. RESEARCH FRAMEWORK
The concept of governance emerged in the last decade of the 20th century. It has been defined
in a variety of ways due to the depth and breadth of the meaning attached to it. International
Development agencies define governance from their programs’ standpoint while academics
look at it from their disciplinary perspectives. Despite lack of consensus on the definition the
notion of good governance is widely considered to be the guiding framework for reform
agenda of the developing countries. A generic definition of governance as it is used today
stems from two overlapping but distinct views offered by the World Bank and the United
Nations Development Program. While the World Bank defines Governance as “the manner in
which power is exercised in the management of a country’s economic and social resources”,
the UNDP views it as “the exercise of economic, political and administrative authority to
manage a country’s affairs at all levels” (World Bank, 1992; UNDP, 1997). The World
Bank’s definition is tilted towards economic governance only whereas the definition of
UNDP is much broader and includes political and administrative governance besides
economic governance. Elaborating its view of governance, the UNDP in its report of 2006
“Governance for Future” listed the following key functions of governance:




Provision of security and protection of rights
Provision of key basic services which can not be left to market
Performing regulatory function through promulgation of laws and implementation
Performing redistribution function to promote social justice including gender equality
Governance functions can not be performed solely by the government. Various institutions
are involved in governance structures and processes of a country which include government,
bureaucracy, judiciary, civil society, political parties, interest groups and mass media. These
institutions interact with each other as well as with the public to perform. The mechanisms
and manners through which these institutions interact amongst themselves determine the
quality of governance in a country. To assess the quality of governance the UNDP identified
accountability, transparency, participation, decency, fairness, and efficiency as key
dimensions of governance. There is a growing consensus among academics and practitioners
in the development community that each country needs an indigenous governance framework
to promote universally accepted values of good governance through mechanisms and
processes grounded in institutional realities.
Governance is a multi-dimensional concept which requires multi-disciplinary approach to
fully understand the complexities of governance issues in a society. Public Administration
and Public Policy are two academic disciplines, which by virtue of being multi-disciplinary in
focus, closest to the concept of governance as it is currently understood amongst academics
as well as practitioners. While Public Policy deals with policy analysis, formulation and
evaluation Public Administration focuses on management of public organizations through
which policies are implemented. Public Policy is an offshoot of Public Administration.
a. Public Administration’s theory and practice both draw on mainly three disciplines, i.e.
Management, Political Science and Law. Public Administration as a formal academic
discipline evolved in the USA in the early 20th century as a response to Governance
issues and challenges the USA was facing before Progressive Reform Movement.
Public Administration was started in schools and departments of Political Science. It
has gone through various developments in response to two basic questions:
9


What should government do or what is the role of government?
What should be the focus of Public Administration?
Contemporary thinking on these two issues influenced the contents and structures of
academic programs in the United States and in countries influenced by American
Public Administration, e.g. Pakistan. Bureaucracy, Public Management, Public Policy
and Governance have shaped Public Administration contents and structure.
b. Public Policy is an offshoot of Public Administration. Several new specialized fields
have emerged out of Public Administration and Public Policy. Examples include
Judicial Administration, Health Administration, Development Administration and
Management, Environmental Policy and Development Policy. Public Administration
and Public Policy are the core Governance programs offered by leading
Western/American universities and developing countries.
All other disciplines within their own disciplinary boundaries contribute to the understanding
of various Governance arenas such as Economics, Law, Political Science, Sociology,
Business Administration, Mass Communication, International Relations, Information
Technology, History, and Philosophy.
10
5. RESEARCH PROCESS
The research has been carried out for two categories of institutions. Category A includes
those institutions that offer complete programs in Public Administration, Public Policy or
Governance. Category B includes those institutions that offer only individual courses in the
traditional disciplines of Civics, Law, Political Science, History, Public Administration,
Management Sciences, Information Communication Technology, International Relations,
Economics, Sociology, Philosophy as and if related to Governance. The work was completed
in the following four phases:
a.
b.
c.
d.
Detailed Internet Search
Telephone & Email Contact
Data Collection
Data Entry, Analysis and Report Writing
During Phase I each website of the 125 HEC recognized institutions (please see Appendix 1)
was scrutinized in detail to find:


Complete Bachelors, Post Graduate Diplomas, Masters, MPhil or PhD programs in
either Public Administration, Public Policy or Governance
Specific courses with the keywords Civics, Law, Political Science, History, Public
Administration, Management Sciences, Information Communication Technology,
Policy Studies, International Relations, Economics, Sociology and Philosophy (as
given in the Terms of Reference -TOR) as well as Public Management and
Administrative Sciences appearing in the titles of the courses
Individual visits to websites were complemented by a Google Site Search run separately on
institutions’ websites. Google Site Search is a powerful tool offered by the leading search
engine, which allows a user to search a specific website for keywords. The keywords used
were the following:









Public Administration
Public Management
Public Policy
Governance
Civics
Law
Political Science
History
Management Sciences







Information Communication
Technology
Policy Studies
International Relations
Economics
Sociology
Philosophy
Administrative Sciences
During Phase II telephone and email contacts were established with short listed institutions to
seek their input in this research. A detailed log of telephone and email contact attempts along
with interview schedules was maintained. Participating institutions which offered complete
programs in Public Administration, Public Policy or Governance were asked to provide
details about programs, courses and other items through semi-structured interviews.
Institutions were requested for an interview with the head of the appropriate department, a
focus group with students and questionnaires to be filled out by current students.
11
For Category B institutions please see the soft copy of the MS Excel sheet (file name: List of
Courses for GINI Research.xls) which lists the more than 6,800 identified courses related to
Civics, Law, Political Science, History, Public Administration, Management Sciences,
Information Communication Technology, Policy Studies, International Relations, Economics,
Sociology and Philosophy, Public Management and Administrative Sciences being offered in
HEC recognized universities all over Pakistan. Contact was made for in-person and telephone
interviews at fifteen selected Category B institutions. These included Lahore University of
Management Sciences (LUMS), Lahore School of Economics, Lahore College for Women
University, Government College University Lahore, Bahauddin Zakariya University, Islamia
University, Karachi University, University of Sindh, Quaid-e-Azam University, Institute of
Business Administration, University of the Punjab, Forman Christian College University,
Kinnaird College for Women, University of Peshawar and National Defence University.
During phase 3, parallel teams were sent to universities in Karachi, Hyderabad, Peshawar,
Faisalabad, Rawalpindi, Islamabad and local institutions in Lahore for data collection. A
video-conference was arranged to interview the Chairman and faculty of the Department of
Public Administration, Gomal University. Data through telephonic interviews were collected
from University of Balochistan, University of Shah Abdul Latif, Khairpur and University of
Azad Jammu and Kashmir.
Last phase of the study included data entry, data analysis, and report writing. The data was
presented to the Governance Curriculum Committee in the form of first draft report. The Subcommittee, in addition to the original TOR, suggested that beside analysis of courses offered
in Governance programs (Governance, Public Administration, and Public Policy), state of
existing facilities and strengths and weaknesses of faculty should also be included in the final
report.
12
6. FINDINGS
6.1 STRUCTURES & CONTENTS OF COURSES
Using the Research Framework developed for this study, Governance related programs and
disciplines listed in clause 1 of TOR, for the purposes of this study, were grouped into two
categories: a) Programs that are multi-disciplinary in nature and focus on either Governance,
as a whole, or its two core areas Public Policy and Public Administration. These programs
include dedicated Governance programs and programs in Public Administration and Public
Policy; b) Programs that offer education in basic disciplines of social sciences such as
Economics, Political Science, and Humanities or in specialized areas such as Law, Mass
Communication, International Relations, Information Technology and Health Administration,
Hospital Management, and Business Management.
1. Governance and Organizational Science
There is only one university, National University of Modern Languages (NUML), which is
offering MSc in Governance and Organizational Science. This program was developed in
collaboration with Utrecht School of Governance (USG), Utrecht, Holland. The USG is
offering MS Public Administration and Organizational Science. NUML’s program has
adopted USG’s courses and introduced new courses relevant to Pakistan’s institutional
context. Overall, these courses have tilt towards Public Administration and Organizational
Science. NUML’s program is new and not considered as popular amongst the student body as
compared to Business Administration.
2. Public Administration
Master of Public Administration (MPA) is the oldest Governance related program in
Pakistan. It was launched in Pakistan in 1955 by the Institute of Business and Public
Administration which was established under the auspices of USAID. The program was
discontinued without producing any graduates and later it was shifted to the University of
Punjab in 1962 which was housed in a newly created Department of Public Administration
funded by the USAID. The program was designed and run initially by the University of
Southern California, Los Angeles, which was given a contract by the USAID.
MPA degree is currently being offered by 12 public sector universities. Not a single private
university in the country is offering MPA degree. The MPA degree is a 2 years program
offered after 14 years of education (BA/BSc). All MPA programs are operating under
semester system of education. A minimum of 66 semester credits are required with a 2
months internship during summer for the completion of the degree. Thesis is an optional
requirement which can be taken up in lieu of two courses of 3 credit hours each. The courses
of MPA consist of core courses and specialization courses. The core courses consists of
Public Administration courses such as Government and Society in Pakistan or Public
Administration in Pakistan, Public Policy Analysis, Financial Administration and general
management courses such Organizational Design and Behavior, Human Resource
Management as well as Principles of Management. The specialization courses are offered in
three areas: Human Resource Management, Marketing, and Finance. Since, MPA degree
does not receive any special consideration for employment in public sector organizations
including civil services, these specializations help students to take up entry level management
13
positions in business and non-profit organizations. Over the years, MPA degree has
established itself as a management degree and is treated as an important discipline of
Management Sciences. The MPA degree holders are serving in important positions in public,
private and non-governmental organizations.
The discipline of Public Administration being more applied in nature is guided by three major
disciplinary perspectives: managerial, political, and legal. The curriculum of MPA programs
being offered in Pakistani universities is skewed towards management while ignoring the
political and legal dimensions of Public Administration. Even a cursory look at MPA courses
which are actually being offered by Pakistani universities reveals that the Public
Administration component in the curriculum is marginal even in the core courses and is
totally missing in specialization courses what to talk of Public Policy and Public Management
which are specialized areas of Public Administration. Though Public Administration courses
are listed in elective courses in MPA curriculum, students prefer business oriented courses
mainly for employment purposes and, as a result, MPA suffers an identity crisis. However,
there is a window of opportunity to address this longstanding issue of MPA curriculum. The
new MPA programs with extended duration will be able to accommodate both Public
Administration and Governance curriculum while keeping students’ preferred management
courses intact.
BS/BSc (Hons) degree programs in Public Administration are the four years programs
offered after FA/FSc. Four universities (University of Karachi, University of Sindh, and
University of Azad Jammu and Kashmir) are offering these programs with the Public
Administration nomenclature whereas University of the Punjab is offering BSc (Hons) in
Management with in-built Public Administration courses and specialization in Public
Management. These new breed of bachelor programs in Public Administration suffer the
same problem as mentioned above. However, these programs offer a good opportunity to
bring Public Administration back into the curriculum.
There are two universities offering postgraduate diploma in Public Administration.
University of Peshawar is offering PGD in Public Administration and University of Karachi
in Administrative Sciences. These diplomas are short versions of MPA programs.
3. Public Policy
Public Policy, an offshoot of Public Administration, is an emerging discipline. Three
universities are offering BS/MS and MA/MSc programs in Public Policy with different titles
of their degrees. University of the Punjab, Beaconhouse National University, and National
Defense University are offering these programs. FC College University plans to offer Masters
in Public Policy in 2010. Experience shows that fresh graduates do not feel attracted to these
programs. None of these programs, curriculum wise, capture all governance arenas.
University of the Punjab MPP program is dominated more by policy analysis and
management, whereas Beaconhouse National University's Public Policy programs are more
tilted towards economic governance, and NDU’s program on Government and Public Policy
focuses on the government side heavily influenced by Political Science.
4. Supporting Disciplines
All other disciplines listed in TOR are being offered within their respective disciplinary
boundaries and do not cover substantial governance component. At maximum one to two
14
Governance related courses are provided in the curricula of various disciplines. The
following are the some of the courses:



Good Governance. MA Political Science, University of Karachi
Public Administration. MA Political Sciences, Punjab University
Management of NGOs. MA Sociology, Punjab University
6.2 STUDENT PROFILES & MOTIVATIONS
Students in Masters of Public Administration and Public Policy programs come mostly with a
Social Sciences background, as well as from many other disciplines. Universities such as
Quaid-e-Azam University place no restrictions on subjects of study at the Bachelors level.
Students in all of the studied departments/institutes are admitted on the basis of merit
calculated mainly from their previous academic qualifications and entry tests in some cases.
Prior work experience is rarely required for Masters in Public Administration programs. An
exception is Allama Iqbal Open University which asks for two years prior work experience
for admission into the Commonwealth Masters in Public Administration program. Another is
the Public Sector MBA program at IBA, Karachi. For their Masters in Public Policy program
FC College University requires at least eight years of prior work experience. Most institutions
require at least a second division at the Bachelors level for enrolment in Masters Programs.
For example for admission into their MSc Government & Public Policy program National
Defence University requires at least a second division in Social Sciences. NUML stated that
students must have one subject of Social / Administrative / Management Sciences at BA/BSc
level and a second division. Bachelor’s degree holders in Political Science, Economics,
History, Commerce and Business Administration are entertained for admission in the case of
Fatima Jinnah Women University, Rawalpindi. Institute of Management Sciences, Peshawar
requires only a Bachelors degree with second division.
Students in Masters of Public Administration programs were found to be generally young.
For example the average age of students at the University of the Punjab and Quaid-e-Azam
University was found to be 22 years. That at Fatima Jinnah Women University was again 22.
In the University of Karachi it was 22.8. However students in Public Policy programs were
found to be more experienced. A prominent exception was the Allama Iqbal Open University
where students were 32 years of age on average. Ages in distance learning programs varied
substantially. For example the ages range at Virtual University was 19-60.
Gender ratio was found to be almost equally balanced overall, especially up to the Masters
level. However, beyond the Masters level females started dominating. An interesting
exception was found at Beaconhouse National University where the gender ratio was 4:1 in
the favor of males in the Bachelors program and then reversed to 1:4 in the favor of females
at the MS level. Similarly, in Public sector MBA program of IBA gender ratio was found to
be favoring males as compared to females. The reason identified was the social attitudes
where males prefer to take a professional degree and enter the job market while females show
a preference for the teaching profession and thus choose to opt for research oriented MS,
MPhil or PhD program. Some female students also join these programs as stop gap
arrangements while they are waiting to get married.
Alumni of programs in Public Administration and Public Policy are working for both private
as well as public sector organizations. Top employers include the Civil Services of Pakistan,
Public Service Commission, NGOs, academic institutions, multinationals and banks. It was
15
also found that alumni body in some institutions such as, NUML, VU, NDU, Fatima Jinnah
Women University and the Institute of Administrative Sciences at the University of the
Punjab was organized and served as a source of support to the respective institutions in terms
of placement of students and visiting faculty resource.
A large majority of the students responded that they wanted to work in & for Pakistan upon
completion of their degree programs; however, some students expressed their interest for
pursuing higher education from outside of Pakistan in the related disciplines after completion
of their first degrees from Pakistan. The primary motivating factors for joining programs in
Public Administration or Public Policy were either of the two:


Inability to secure admission in a Business Administration program
Strong desire to make a difference for Pakistan, especially given the negative
media headlines students were exposed to on a daily basis
6.3 PHYSICAL FACILITIES
The quality of physical facilities varied substantially from one university to the other. All
universities visited had ample space to conduct classes. Nearly all of them had purpose built
campuses. Some programs faced internal physical resources sharing issues. Since they were
offering a new program they had to compete internally for classrooms, library facilities and
the like.
One of the best examples of physical facilities was the one at National Defense University
where air-conditioned rooms, a lavish student lounge and a neat library provided a very
conducive learning environment for students. Overall students were satisfied with the quality
of physical facilities offered to them. Prime exceptions included Quaid-e-Azam University,
University of Karachi (where a new building is currently under construction), Allama Iqbal
Open University (which itself has good facilities but out sources students to centres some of
which are poorly managed) and Government College University, Faisalabad. In these
institutions basic necessities such as quality furniture and availability of clean drinking water
were missing. Some of the above institutions did not have a building of their own and for the
time being they were housed at some other location.
A high contrast comparison between the qualities of physical environments
available to students at two different institutions in the same city
16
6.4 FACULTY STRENGTHS & WEAKNESSES
Strengths
In this study students consistently appreciated those faculty members who had knowledge,
especially practical field knowledge, about the courses they were assigned to teach, who
favored a participative classroom management technique and who were able to develop
cordial relations with students. Ability to develop rapport, excellent presentation skills,
command on their subject and an interactive, colleague like relationship with students were
identified to be the key characteristics of an ideal teacher by students at almost all universities
studied. Students also appreciated efforts to develop skills in them, e.g. communication,
presentation, career planning and interpersonal skills. Students expressed the desire to be
taught by teachers from other institutions currently offering programs in Public
Administration, Public Policy or Governance.
Weaknesses
The number of PhD faculty in universities studied is low. Part time faculty outnumber
permanent faculty. Students commonly complained that part of their faculty was not versed
with local knowledge and they lacked practical experience. There is thus a need for faculty
with professional industry/sector work as well as research experience. Mostly students were
unable to quote contributions by their faculty members to Pakistani publications in the areas
of Public Administration, Public Policy or Governance. Faculty members in a number of
institutions were asked to be more interactive in their teaching methods. They were asked to
use practice and case study based teaching methods. In some institutions faculty members
were reported to be engaged in personal politics and harassment of students through their
unduly strict approach. The study also found that in a few cases the academic qualifications
of the head of departments were either not relevant to the programs being run under their
leadership. It was also found that in some cases a number of programs have been started with
very limited permanent faculty members. The reliance of visiting part time faculty from other
institutions, free lancers and working professionals is quite high. This creates quality
assurance problems as stated by students in certain institutions. On the other extreme students
of certain universities wished to interact with visiting faculty members more so as to gain real
world practical learning about current issues. Assessment criteria came under fire in at least a
couple of institutions. Students felt that assessment methods used by faculty members needed
to be fairer as well as more accurate in terms of measuring performance. At some institutions
students felt that some teachers were good while others needed to improve their knowledge
and that faculty members needed to be better matched with courses. The number of qualified,
competent, research oriented and student centric faculty members was noticed to be limited.
Faculty training and development thus needs to be focused on to improve their abilities to
transfer knowledge, develop skills and for counsel students with respect to their careers.
17
18
7. CONCLUSIONS
The research reveals the following. In brackets [ ] are, in summary, the sources of these
conclusions. Detailed analysis of sources and findings, by institution, is presented in
Annexure 4.

Governance education, though recognized for its importance, is largely sparse in
terms of dedicated programs, courses offered and breadth as well as depth of content.
Only one institution, National University of Modern Languages, has launched BS/MS
program in Governance. [Interviews of faculty, documents reviews].

Public Administration is the oldest Governance related program, the one with the
most mass appeal. It is currently being offered by 12 universities. [Detailed internet
search, interviews with faculty].

Curricula of Public Administration programs are skewed towards Management. Legal
and political aspects are ignored. The regulation and service delivery aspects of
Governance, which are the core activities of government, inter-governmental
relations, sectoral management, new tools of Governance, contract management,
administrative and public management reforms have been totally overlooked in the
existing courses. An inter-disciplinary approach is missing from curricula. [Interviews
with faculty, document reviews].

Core courses in programs studied lack exclusive focus on Public Administration,
Public Policy and Governance. [Document reviews].

Business Administration oriented elective courses are popular. [Student focus groups,
interviews with faculty].

Courses of traditional disciplines, generally do not offer any Governance related
content. Rare exceptions are there. [Faculty interviews, document reviews].

Interactive, practical teaching methodology is consistently demanded by students
across the country. [Student focus groups].

The degree programs offered in the fields of Public Administration and Public Policy,
by design, provide the core of existing Governance education in Pakistan. While
Public Policy programs are still in their formative stage, Public Administration degree
programs (MPA/BPA/BS) are well established in major public sector universities with
a national outlook in their curriculum developed under the umbrella of the National
Committee for Curriculum of Public Administration of HEC. [This comes from the
knowledge of consultants as well as from interviews with key faculty members].

MPA degree started first in University of the Punjab in 1962 is now being offered by
all the major public sector universities in all four provinces including Azad Jammu
and Kashmir. [Knowledge of consultants, document reviews, Internet search and
interviews of key faculty members].
19

MPA has established itself as a Management degree, but has an identity crisis because
it lives in the shadow of the job market oriented MBA program. Graduates of Public
Administration compete with business graduates having MBA degrees from different
universities of Pakistan to secure financially lucrative private sector jobs. [Interviews
of key faculty members, reviews of prospectuses, student questionnaires as well as
focus groups].

Since MPA degree holders do not get any special consideration for government or
public sector jobs, the curriculum offered is much closer to Business Administration
with the exception of a few core courses such as Government and Society in Pakistan
or Public Administration in Pakistan or an introductory course on Public
Administration, Administrative Law and Local Governance. There are several
elective courses geared towards Public Management but they are rarely offered since
students prefer to take courses in the areas of Marketing, Finance, and Human
Resource Management to increase their employability in private sector organizations.
[Reviews of prospectuses, structures and contents of courses, interviews with key
faculty members, student questionnaires as well as focus groups].

Public Administration as a field of study draws on three main disciplines, i.e.
Management, Political Science and Law. MPA curriculum has strong Management
coverage as compared to the political and legal dimensions of Public Administration.
Even the Management courses offered in various Masters of Public Administration
programs lack a clear focus on Public Management. [Assessment of consultants,
document reviews].

We have come across a few courses which have Governance orientation. For
example, a course “Public Administration and Society” being offered by the Institute
of Administrative Sciences has been designed within a Governance framework. It
addresses interaction of government institutions with the society including the private
sector and includes various Governance arenas where public, private, and third sector
organizations interact with each other for effective service delivery and regulation.
Karachi University’s MPA program also offers a course “Legal Dimensions of Public
Administration”. Gomal University and Quaid-e-Azam University also offer few
courses which are public sector oriented. These courses are in no way sufficient in
meeting the requirements of Governance oriented curricula. [Assessments of
consultants, document reviews and analysis of structures as well as contents of
courses].

The MPA curriculum totally ignores the regulation and service delivery aspects of
governance which are the core activities of government. Inter-governmental relations,
sectoral management (education, industry, agriculture, and infrastructure), new tools
of governance, contract management, administrative and public management reforms
have been totally overlooked in the existing courses. [Assessments of consultants,
document reviews and analysis of structures as well as contents of courses].

Governance paradigm is currently shaping up Public Administration courses the
world over whereas it has little or no reflections in MPA programs in Pakistan.
[Assessment of consultants based on Internet search and documents reviews].
There is a growing realization that Governance contents should be a part of the MPA,
and Public Policy degree programs offered at the Masters and Bachelors levels. This

20
need was also recognized in the latest meeting of the National Curriculum Committee
of the Higher Education Commission of Pakistan. It is expected that the new
curriculum being designed by the Committee will include a Governance component.
[All faculty members interviewed as well as a majority of students who took part in
focus groups and those who filled out questionnaires demonstrated the realization that
Governance was a critical area for Pakistan and should be studied as well as
implemented in detail].

Public Policy is a new discipline introduced only in a few universities. IAS,
University of the Punjab is again the pioneer. Master of Public Policy was launched
for fresh graduates. Three to four batches have graduated but being a new discipline
this was not very popular among fresh graduates. Now the program is being shifted to
the evening as executive program for in-service professionals in government and nonprofit sector. NDU offers a program called Masters in Government and Public Policy.
FC College also offers a Masters program in Public Policy. [These findings were
highlighted from our extensive Internet search, interviews with key faculty members,
university site visits and document reviews].

Other disciplines such as International Relations, Political Science, Economics and
Sociology are focusing mainly on their core disciplinary areas. However, our analysis
of the course contents reveals that some Governance related contents are covered
under various titles. Please see the attached complete list of more than 6,800 related
courses (file name: List of Courses for GINI Research.xls) offered by institutions
across the country. It was observed that an interdisciplinary approach which is a
prerequisite for addressing Governance issues has not been incorporated in the
curricula of these academic disciplines.

Students of Public Administration, Public Policy and Governance related programs
hunger for practice based experiential and interactive learning opportunities that
include field visits based research work as well as local research and publications.
Courses and programs in these areas are to them more conceptual and theoretical than
they should be. They feel that a gap definitely exists between market needs and the
curricula being taught, although this gap is decreasing with time. [This point was
highlighted on multiple occasions through student focus groups].

Inter-institutional linkages for resource (including faculty) as well as knowledge
sharing and research are direly needed. Universities offering programs in the areas
related to Governance are most often doing so on a stand-alone basis. This is
perturbing especially due to the shortage of qualified faculty in these areas. As a result
many programs and institutions have a faculty base of less than 10 permanent
teachers. A prominent exception noted was the Beaconhouse National University
which is in the process of establishing linkages with universities such as FC College
University, LUMS and others so that students can learn from the limited quality
faculty members at these institutions. [A number of students have expressed through
questionnaires as well as focus group discussions their desire to interact and learn
from qualified faculty members of other institutions].

Quality Pakistani research and publications are lacking in the areas of Public
Administration, Public Policy or Governance. The overuse of books by foreign
authors is lamented. Current faculty is overworked through teaching and
21
administrative responsibilities. Additionally there are limited effective incentives for
indigenous research. The result is that students of Public Administration, Public
Policy or Governance are deprived of faculty research based learning opportunities
that address contemporary issues in these areas. [These views were expressed by key
faculty members interviewed as well as a majority of students taking part in focus
groups].

Although students generally demonstrated a good ability to recall current issues
related to Public Administration, Public Policy and Governance they lacked clear
understanding of these, found it difficult to define them and obviously lacked the
ability to debate or discuss issues in depth. [These represent findings from all student
focus groups conducted].

Students in the said programs were found, across the board, to be very enthusiastic,
determined, optimistic and patriotic. They definitely wanted to work for the
betterment of Pakistan. They did not demonstrate greed in terms of their expected
remuneration. They valued respect and the ability to make a difference for their
country over and above personal material gains. [These represent findings from all
student focus groups conducted].

Some of the newer programs/universities have limited physical facilities. It has been
observed that some newer programs have been started off with very limited
permanent faculty and a few rooms available for holding classes. An overall shortage
of qualified permanent faculty exists in the areas of Public Administration, Public
Policy and Governance. [The need for better qualified permanent faculty in greater
numbers was echoed in a majority of institutions both by key faculty members
interviewed as well as by students through questionnaires and focus group
discussions].

It is the consultants’ view that heads of departments offering programs in Public
Administration, Public Policy or Governance do not always have relevant
qualifications in the areas. [Assessment of consultants as well as interviews with
faculty]

Job opportunities sought by graduates of programs in Public Administration range
from those offered by corporate sector multinationals to NGOs and public sector
institutions. Since MPA students compete with MBA students for jobs it is not
uncommon to find them competing for private sector jobs. A sizable percentage of
students wish to join the Civil Service of Pakistan. [These findings come from student
questionnaires, focus groups as well as from interview with key faculty
members/heads of departments].

Public Administration, Public Policy and Governance programs need to be marketed
better. They should have clearer career paths. Job market recognition for their
uniqueness needs to be enhanced. Universities offering such programs need to better
communicate the value of these programs to employers. Career counseling for
students of these programs is also needed. [Students have expressed the need to
market their Public Administration, Public Policy or Governance programs better.
Faculty members interviewed have also suggested these as possible areas for
improvement].
22

The lack of role models in the areas of Public Administration, Public Policy and
Governance was visible in almost all interviews and focus groups. Individuals find it
hard to look up to and follow both institutions as well as individuals who have made a
difference for society. This may be compounded by the fact that local institutions,
issues and individuals are not studied to the extent that they should be. [Students in all
focus groups struggled to identify role models for themselves in the areas of Public
Administration, Public Policy and Governance].
23
24
8. RECOMMENDATIONS
Recommendations, not in order of importance, are as given below. Summaries of their
sources are identified in brackets [ ]. Complete and detailed bases for recommendations are
available, by institution, in Annexure 4.

Pakistan’s experience of running Public Administration and Public Policy programs
clearly suggests that new academic programs exclusively dedicated to and with the
nomenclature of Governance (such as BS(Hons)/MS Governance) may not be a viable
option at present. A cautious approach and strategy needs to be adopted such as
strengthening of existing MPA and MPP programs through faculty and curriculum
development as well as preparation of local reading materials and introduction of PhD
as well as MS in Governance in selected universities. [Based on analysis of
consultants].

Governance courses, based on indigenous research, should be introduced in the
curricula of Governance related programs as well as Social Science disciplines in the
long run. [Based on analysis of consultants].

Social Science faculty should be inducted into Public Administration and Public
Policy programs. Graduates of the same departments serving as faculty do not have
sufficient exposure to Public Administration issues. [Derived from assessments of
consultants as well as interviews with faculty members and focus group discussions
with students].

Upgraded MPA, Masters of Public Policy as well as four year BS programs offer the
opportunity of introducing Governance and Public Administration courses. [Derived
from assessments of the consultants].

A unique identity, distinctly separate from Business Administration programs, needs
to be created and marketed for Public Administration, Public Policy and Governance
programs. [Faculty interviews, student questionnaires and focus group discussions].

External and internal branding and marketing is required so that programs can be
strengthened and appropriate human, financial and physical resources can be allocated
to them. This will also help attract high performance students to these programs since
they will perceive a securer employment future to be gained. [Assessment of
consultants based on faculty interviews and student focus group discussions].

Institutions should engage in career planning and counseling research, workshops,
marketing and networking for the benefit of students as well as programs. [A need has
been highlighted by students as well as faculty respondents who stress that programs
can have more clearly defined career paths].

Some institutions offering Public Administration, Public Policy and Governance
programs need to be more selective in terms of student intake. They should not just
absorb the students rejected from business programs but should work to attract the
best students. [In some institutions faculty and students admit that Public
Administration programs attract those students who have been unable to secure
25
admission into the more competitive and job market oriented Business Administration
programs].

Faculty needs to be recruited and developed in the areas of Public Administration,
Public Policy and Governance. Appropriate financial incentives for recruitment are
required which should be competitive with other professions, especially with those of
private sector professional employment opportunities. Cost of living should be
factored in to be able to attract intelligent, motivated individuals especially males
towards the teaching profession. [This represents the assessment of consultants based
on the needs demonstrated in a number of institutions for better qualified and research
motivated faculty].

Monetary and other incentives are required for indigenous research. Faculty should be
provided substantial monetary incentives, research grants, lightened workload,
research staff as well as physical facilities to encourage research. [This represents the
assessment of consultants based on faculty interviews].

Teaching performance should have a positive or negative impact on performance
based remuneration packages offered to faculty members. These must take into
account students’, the respective institution’s as well as employers’ perspectives.
[This represents the assessment of consultants based on faculty interviews and student
focus groups].

Faculty members need to be encouraged to develop local publications so that students
can learn about the Pakistani environment. Books, research journals, case studies,
projects, presentations by guest speakers and field trips to public sector organizations
are needed for practical learning. [The need for Pakistan based learning and research
has been highlighted in all student focus groups].

Curricula in the areas of Public Administration, Public Policy and Governance need to
be revised frequently so that they reflect the needs of Pakistan. [The need for Pakistan
based learning and research has been highlighted in all student focus groups].

Networking between institutions offering programs in Governance related areas is
urgently needed so that resource and knowledge sharing is made possible. Students
should have the option of taking courses at other universities. [This has been
identified as a potential area for improvement by both faculty respondents as well as
students taking part in focus groups].

Given the state of pessimism that surrounds Pakistani public administration, public
policies and governance practices it is critical that positive role models be identified
and case studies be developed that highlight success stories in these areas so that the
zeal students demonstrate for making a difference for their country can be
encouraged. [Students taking part in focus group discussions failed to convincingly
identify role models for themselves in the areas of Public Administration, Public
Policy or Governance].

Visiting faculty should be integrated into the teaching profession by offering them
training and development opportunities so that they can learn to effectively convey
their practical knowledge to students. [The desire and need for real world practical
26
learning was identified by a majority of students taking part in questionnaires and
focus group discussions. Students expressed the view that visiting faculty with
practical work experience should be used after giving them training on how best to
convey their practical knowledge].

Educational institutions need to work on better internal management practices to
reduce inefficiencies, develop and promote common visions and to do away with
disruptive politics, within the faculty, which hinder their output. [Derived from
assessments of consultants as well interviews with faculty and opinions expressed by
students in focus groups].

National vision statements need to be developed for curricula in the areas of Public
Administration, Public Policy and Governance. These should be honored by all
institutions offering programs and courses in the areas. [Derived from assessments of
consultants as well interviews with faculty members].

Annual conferences, national seminars and curricula debates are needed as means of
encouraging communication, cooperation and improvements in offerings. [Derived
from assessments of consultants as well interviews with faculty and opinions
expressed by students in focus groups].

Teaching methodologies and course outlines used by instructors are at times left to
them on an individual basis. These need to be centrally monitored by institutions.
Interactive, experiential learning needs to be encouraged. [Derived from assessments
of consultants, questionnaires filled by students as well as from focus groups].

All institutions offering Public Administration, Public Policy and Governance
programs should be required to have an Advisory Board constituting external experts
from key public sector institutions. These Boards should convene regularly so that
curricula and program offerings can be kept in line with market needs. [Derived from
assessments of consultants as well interviews with faculty members].

Regulation and service delivery aspects of governance which are the core activities of
government, inter-governmental relations, sectoral management (education, industry,
agriculture, and infrastructure), and new tools of governance, contract management
and administrative and public management reforms need to be included in courses.
[Derived from assessments of consultants as well interviews with faculty members].

Physical facilities and environment offered to students reflect the importance given to
the programs. In many institutions these physical facilities were either limited in
space or lagging in maintenance. This sends out a wrong message to students, faculty
and staff adversely impacting their perceived self-worth and motivations. Thus
institutional resources should be spent to provide modern, neat and well maintained
physical environments. [Derived from assessments of consultants, interviews with
faculty members, questionnaires filled by students as well as from focus groups].

Public Policy programs should be targeted towards mid-career experienced
professionals, while Public Administration programs should be marketed to fresh
graduates. [Derived from assessments of consultants, interviews with faculty
members, questionnaires filled by students as well as from focus groups].
27

Internships must be made mandatory in all Public Administration, Public Policy and
Governance programs. [Derived from assessments of consultants, interviews with
faculty members, questionnaires filled by students as well as from focus groups].

Institutions offering programs or courses in Public Administration, Public Policy and
Governance must work with government ministries to acquire, share and analyze
provincial as well as national policies. [Derived from assessments of consultants,
interviews with faculty members, questionnaires filled by students as well as from
focus groups].

An interdisciplinary approach, which is a prerequisite for addressing Governance
issues, needs to be incorporated in the curriculum of academic disciplines. [Derived
from assessments of consultants, interviews with faculty members, questionnaires
filled by students as well as from focus groups].
28
9. GLOSSARY
Course
A structured series of classes grouped around a central subject.
Program
A systematic set of courses, the successful completion of which leads to
award of a degree.
SWOT
An assessment of strengths (S), weaknesses (W), opportunities (O) and
threats (T).
Curriculum
The courses offered in a program.
Method of classroom instruction.
Teaching
Methodology
CSS
Civil Service of Pakistan which is joined by success in a competitive
examination.
PSC
Public Service Commission which is joined by successfully clearing a
competitive examination.
HEC
Higher Education Commission of Pakistan.
MPA
Masters of/in Public Administration.
MPP
Masters of/in Public Policy.
BS
Bachelors of/in Sciences.
(Hons)
Honors.
29
30
10. LIST OF APPENDICES
1.
List of Institutions Covered.
2.
Summary of Public Administration, Public Policy or Governance Programs Across
Pakistan.
3.
Summary of Public Administration, Public Policy & Governance Courses Related
Being Offered Across Pakistan.
4.
Findings by Institution.
5.
Institution Questionnaire.
6.
Student Questionnaire.
7.
Student Focus Group Questions.
8.
Pictures of Some Research Events.
9.
Complete List of more than 6,800 Courses (Soft copy - MS Excel file titled List of
Courses for GINI Research-Govnce Progs by PU, Lhr-Portrait (137 pages only).xls)
– [Note: Kindly print only first 137 pages in this file].
31
32
APPENDIX-1
LIST OF INSTITUTIONS COVERED
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
National Defence University
Virtual University of Pakistan
National University of Science and
Technology
Riphah International University
Quaid-i-Azam University
Pakistan Institute of Development Economics
Pakistan Institute of Engineering Applied
Sciences
National University of Modern Languages
National University of Computer and
Emerging Sciences
International Islamic University
Institute of Space Technology (IST)
Foundation University
Federal Urdu University of Arts, Sciences and
Technology
COMSATS Institute of Information
Technology
Bahria University
Allama Iqbal Open University
Air University
National School of Public Policy
University of Wah
University of Management & Technology
University of Veterinary and Animal Sciences
University of Engineering & Technology,
Taxila
University of South Asia
University of Sargodha
University of the Punjab
University of Lahore
University of Health Sciences
University of Gujrat
University of Faisalabad
University of Engineering & Technology
University of Education
University of Central Punjab
University of Arid Agriculture, Murree Road
University of Agriculture
The Superior College
National Textile University, Faisalabad
(Federal Chartered)
National College of Arts
Minhaj University
Lahore University of Management Sciences
Lahore School of Economics
Lahore College for Women University
Kinnaird College for Women
King Edward Medical University
Islamia University
Institute of Management Sciences
Imperial College of Business Studies
Hajvery University
Government College University Lahore
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
Government College University Faisalabad
GIFT University
Forman Christian College
Fatima Jinnah Women University
National College of Business Administration
& Economics (NCBA&E)
Beaconhouse National University
Bahauddin Zakariya University
Ziauddin Medical University
University of Sindh
University of Karachi
University of East
Textile Institute of Pakistan
Sukkur Institute of Business Administration
Sir Syed University of Engineering &
Technology
Sindh Agriculture University
Shaheed Zulfikar Ali Bhutto Institute of
Science & Technology (SZABIST)
Shah Abdul Latif University
Quaid-e-Awam University of Engineering,
Science & Technology
Preston University
Preston Institute of Management Sciences and
Technology
Pakistan Naval Academy
Newports Institute of Communications and
Economics
NED University of Engineering & Technology
Mohammad Ali Jinnah University
Mehran University of Engineering &
Technology
Liaquat University of Medical and Health
Sciences
KASB (Khadim Ali Shah Bukhari) Institute of
Technology
Karachi Institute of Economics & Technology
Jinnah University for Women
Isra University
Iqra University
Institute of Business Management
Institute of Business Administration
Institute of Business & Technology (BIZTEK)
Indus Valley School of Art and Architecture
Indus Institute of Higher Education
Hamdard University
Greenwich University
Dow University of Health Sciences
Dawood College of Engineering &
Technology
Dadabhoy Institute of Higher Education
Baqai Medical University
Aga Khan University
Islamia College University, Peshawar
Khyber Medical University
33
94.
95.
96.
97.
University of Science & Technology Bannu
University of Peshawar
University of Malakand, Chakdara
Sarhad University of Science & Information
Technology
98. Qurtaba University of Science & Information
Technology
99. Preston University
100. Pakistan Military Academy
101. NWFP University of Engineering &
Technology
102. NWFP Agriculture University
103. Northern University
104. Kohat University of Science & Technology
105. Institute of Management Sciences (IM
Sciences)
106. Hazara University, Dodhial
107. Gomal University
108. Ghulam Ishaq Khan Institute of Engineering
Sciences & Technology
109. Gandhara University
110. City University of Science & Information
Technology
111. CECOS University of Information Technology
and Emerging Sciences
112. Frontier Women University
113. Abasyn University
114. Al-Hamd Islamic University
115. Bolan University of Medical & Health
Sciences, Quetta
116. University of Balochistan
117. Sardar Bahadur Khan Women University
118. Lasbela University of Agriculture, Water &
Marine Science
119. Iqra University
120. Balochistan University of Information
Technology and Management Sciences
121. Balochistan University of Engineering and
Technology
122. Mirpur University of Science & Technology
(MUST), AJ&K
123. University of Azad Jammu & Kashmir,
Muzaffarabad
124. Mohi-ud-Din Islamic University
125. Karakurum International University
38
APPENDIX-2
SUMMARY OF PUBLIC ADMINISTRATION, PUBLIC POLICY OR
GOVERNANCE PROGRAMS ACROSS PAKISTAN
S#
NAME OF INSTITUTION
CITY
SECTOR
1
National Defence University
Islamabad
Public
2
3
Quaid-e-Azam University
National University of
Modern Languages
Islamabad
Islamabad
Public
Public
4
10
Allama Iqbal Open
University
Fatima Jinnah Women
University
Virtual University
Institute of Administrative
Sciences (Univ. of the
Punjab)
Forman Christian College
University
Beaconhouse National
University
University of Sindh
11
University of Karachi
5
6
7
8
9
12
13
14
15
16
17
18
Shah Abdul Latif
University, Khairpur
Institute of Business
Administration
University of Peshawar
PROGRAMS OFFERED
PROGRAMS
S.NO.
1
2
3
4
Islamabad
Public
Rawalpindi
Public
Lahore
Lahore
Public
Public
MPhil Government & Public Policy
MSc Government & Public Policy
Masters in Public Administration
MSc Governance & Organizational
Sciences
BSc (Hons) in Governance &
Organizational Sciences
Commonwealth Masters of Public
Administration
Masters in Public Administration
Bachelors in Public Administration
BS (Public Administration)
Masters of Public Administration
Lahore
Private
Masters in Public Policy
11
Lahore
Private
Jamshoro
Public
Karachi
Public
MSc Public Policy
BSc Public Policy
Master of Public Administration
BS Public Administration
MPhil/PhD program in Public
Administration
Master of Public Administration
Master in Administrative Sciences
Post Graduate Diploma in Public
Administration
Bachelor of Studies in Public
Administration
Masters in Public Administration
Bachelors in Public Administration
EMBA for Public Sector Executives
12
13
14
15
16
Masters in Public Administration
Post Graduate Diploma in Public
Administration
BA (Hons) Public Administration
Master of Public Administration
24
25
MPhil/PhD program in Public
Administration
Masters in Public Administration
Masters in Public Administration
MPhil/PhD program in Public
Administration
Masters of Public Administration
28
Khairpur
Public
Karachi
Public
Peshawar
Public
Institute of Management
Sciences
Gomal University
Peshawar
Public
D I Khan
Public
University of Balochistan
University College of
Administrative Sciences
Quetta
Kotli, AJK
Public
Public
5
6
7
8
9
10
17
18
19
20
21
22
23
26
27
29
30
31
32
39
40
APPENDIX-3
SUMMARY OF PUBLIC ADMINISTRATION, PUBLIC POLICY
AND GOVERNANCE RELATED COURSES
BEING OFFERED ACROSS PAKISTAN




















District Government
Government & Politics: Concepts &
Theories
Public Policy Seminars
Public Policy & Legal Framework
Politico-Institutional Context of Public
Policy
Theories of Public Policy
Values, Ethics & Public Policy
Contemporary & Public Policy Visions
Pakistan’s Polity & Public Policy
Making
Public Administration in Pakistan
Public Policy Analysis
Principles of Public Administration
Planning and Development
Administration
Comparative Administration
Development Administration
Local Self Governance
Local Governance
Policy and Government
Introduction to Public Administration
Fundamentals of Public Relations




















Public Economics
The Sciences of Public Administration
Management of Public Policy
Multilevel Governance
Corporate Governance
International Trade and Economics
State and Administrative Law
Comparative Administrative Systems
Business Economics and Economics of
Public Sector
Public Administration and Society
Tax Management
Development Management
Macro Economics
Advanced Development Economics
and Policy
Urban Development and Regional
Policy
Agricultural Policy and Food Security
Social Policy
Taxation Policy
Development Policy
Trade and Industrial Policy
For the detailed and complete list please see the attached Excel file (List of Courses for GINI
Research.xls) covering more than six thousand eight hundred (6,800) courses related to
Civics, Law, Political Science, History, Public Administration, Management Sciences,
Information Communication Technology, Policy Studies, International Relations, Economics,
Sociology, Philosophy, Public Management and Administrative Sciences currently being
offered by higher education institutions across Pakistan.
41
42
APPENDIX-4
FINDINGS BY INSTITUTION
The specific findings for each university and program are reported on the subsequent pages.
For each institution there are three types of findings:



Institutional perspective – obtained by interviewing a current head of the
department / program or his/her nominee faculty member at the institution
Students’ perspective – obtained by administering a questionnaire to current
students of Public Administration, Public Policy or Governance programs
Consultants’ perspective – obtained through focus group discussions, observations
and analysis
The legend at the top of each page specifies the methodology used for the institution
according to the key below:
I.
Q.
F.
T.
V.
Interview conducted
Questionnaire administered
Focus group conducted
Telephone interview carried out
Videoconferencing session held
Eighteen institutions, as listed below, were found to be offering complete Bachelors, Masters,
MPhil or PhD programs in Public Administration, Public Policy or Governance. Please note
that averages of demographic data are based on valid responses only.
NATIONAL DEFENCE UNIVERSITY – INSTITUTION’S PERSPECTIVE [I.Q.F.]
Programs
Offered
M.Sc.
Government
& Public
Policy
Faculty
Strength
Duration
(years)
2
No. of
Students
20
2
20
Year Program
Started
2008
4
(permanent)
4
(visiting)
M.Phil.
Government
& Public
Policy
2009
Student Profiles
Mostly at least second division holders in
Social Sciences selected using an entry test.
No prior work experience required.
Primarily two categories of students: fresh
and mid-career. Quotas are used when
necessary to accommodate admissions.
Gender ratio is 1:2 in the favor of males.
Mid career individuals enroll. Quotas are
again applied if needed to accommodate
people from less privileged areas. Gender
ratio is 2:1 in the favor of females.
Qualification of Head of Department:
PhD, University of California, USA
43
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
MS





Government & Public Policy
District Government
Government & Politics: Concepts & Theories
Public Policy Seminars
Public Policy & Legal Framework
Politico-Institutional Context of Public Policy
MPhil Government & Public Policy
 Theories of Public Policy
 Values, Ethics & Public Policy
 Contemporary & Public Policy Visions
 Pakistan’s Polity & Public Policy Making
Curricula are: Indigenously developed by the institution
Students’ motivations for joining programs?
To be enlightened citizens and to seek better job opportunities
Job opportunities available to students?
In government departments, Public Service Commission and in NGOs.
Potential areas for improvement:
 Greater physical space allocation should be provided
 Better faculty is needed
 Membership in networks should be taken
 Initiation of exchange programs with universities abroad should
happen
NATIONAL DEFENCE UNIVERSITY – STUDENTS’ PERSPECTIVE [I.Q.F.]
Average age (years): 22.37
Average work experience prior to joining program (years): 3.25
Mean monthly household income (Rs.): 84,000
Key Views Expressed by Students
 There is a need to align current courses with market needs
 Students desire more practical methods of instruction as well as opportunities to work with
professionals and institutions on projects and assignments
 Problem based learning should be encouraged
 Greater interaction with ministries, which are hesitant in sharing policies, should be there
 Frequent presentations by students and greater research by them is called for
 There should be greater options for choosing subjects
 The university is very diversified and dynamic in terms of its offerings
 Introduction of Political Science, Law and Social Psychology in the coursework is needed
 Career counseling is required for students
44
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Other: Policy implementation learning
Mean Ranking
3.20
3.28
2.57
4.14
3.4
8
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
2.25
2.25
2.25
2.75
2.87
1.87
NATIONAL DEFENCE UNIVERSITY – CONSULTANTS’ VIEWS [I.Q.F.]
 The university is in the process of developing its programs hence while some
students appreciate the breadth of course offerings others feel a lack of focus
 There is heavy reliance on visiting faculty. The number of permanent faculty
members is very limited.
 The physical facilities offered to students are exceptional
 Students were generally more senior in age than those found in other programs
 Most of the students already had a Masters degree and several years of prior
experience
 Students had very little prior knowledge about Public Administration, Public
Policy or Governance before joining the program
 Students had some prior knowledge about the institution before joining it but none
demonstrated evidence of in-depth research about the university or its programs
 Often the decision making unit (DMU) for selection of the current program
included a spouse or a friend. The size of the DMU was limited to a handful of
individuals.
 The strengths of the program included its perceived uniqueness, diverse
experience and high quality of faculty
 Students enjoyed those courses which had good faculty and practical content
 Appropriate teaching methodology was termed to be discussion based,
presentations, interactive, practice oriented. Lectures should be supplemented with
case studies and problem based learning.
 Ability to develop rapport, excellent presentation skills, command on subject,
interactive, colleague relationship with students were identified to be the key
characteristics of an ideal teacher
45

















Students felt that their university is recognized for the program it is offering as it
has prior experience of training armed forces
Students found it difficult to quote an example of research being carried out by
their faculty
Pakistani publications and research is direly missing in the areas of Public
Administration, Public Policy and Governance. Quality research is needed.
The issues facing the country, the pursuit of jobs and the ability to influence
national policies motivate students to enroll in the programs offered
Students were very optimistic about the future in terms of the return on investment
of their current program
All students wanted to serve their country instead of working outside of Pakistan.
Many wanted to study further.
Policy Advising and Education Management were stated to be careers of choice
for students
Students felt that they could make a difference for Pakistan by positively
impacting national policies
Expected started salary was at maximum Rs.50,000 per month and most felt that
their career in Public Administration, Public Policy or Governance could be
financially fulfilling
Generally no individual as a role model exists in the areas of Public
Administration, Public Policy or Governance for students to look up to
Students felt that the status quo, hypocrisy, existence of pressure groups in
institutions, illiteracy and corruption posed potential ethical issues for their future
careers
Respect and personal satisfaction for most was more important than money in
terms of reward for their future careers
Students wanted to work with friendly, ambitious, educated and innovative people
selected on merit
No one expected any regrets for choosing a career in Public Policy
Most students could not define Public Administration, Public Policy or
Governance appropriately
Students echoed media headlines but did not demonstrate outstanding abilities to
analyze current issues in the areas of Public Administration, Public Policy or
Governance
Pakistan’s population and location were perceived to be its strengths. Lack of
indigenous policies was seen to be a weakness. Most agreed that Pakistan has a lot
of resources and potential but is not being managed or governed appropriately.
46
NATIONAL UNIVERSITY OF MODERN LANGUAGES – INSTITUTION’S
PERSPECTIVE [I.Q.F.]
Programs
Offered
M.Sc.
Governance &
Organizational
Sciences
Faculty
Strength
5
(permanent)
Duration
(years)
2
No. of
Students
51
Year Program
Started
2006
8 (visiting)
Student Profiles
Open to all of Pakistan with no quotas
applied. Students must have one subject of
Social / Administrative / Management
Sciences at BA/BSc level and a second
division.
Qualification of Head of Department:
MSc War Studies, NDU
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
 The Sciences of Public Administration
 Management of Public Policy
 Multilevel Governance
 Corporate Governance
 International Trade and Economics
 State and Administrative Law
 Social Accountability & Political Process
 Role of Media in Governance
 Political Philosophy
Curricula are: HEC approved and developed in collaboration with the Utrecht
University school of Governance, Netherlands
Students’ motivations for joining programs?
Students wishing to join the Civil Service feel that the degree gives them ample
education & knowledge. Students also want to join multinational companies as
subjects offered are a mix of Administrative & Management sciences.
Job opportunities available to students?
Those with the Civil Service, multinationals and in teaching
Potential areas for improvement:
 Hybrid model fused with national model which consists of Governance
Public Administration and Public Policy subjects is needed
 Scholarships should be given to position holders of MSc for PhD abroad
 Experts should be involved and seminars should be conducted at the
institution by Ministries
47
NATIONAL UNIVERSITY OF MODERN LANGUAGES – STUDENTS’
PERSPECTIVE [I.Q.F.]
Average age (years): 24
Average work experience prior to joining program (years): 2
Mean monthly household income (Rs.): 110,000
Key Views Expressed by Students
 Improve evaluation criteria
 Arrange seminars
 More practical work is needed
 Internships for students are needed
 Fee concessions and scholarships for poor students are called for
 Please invite guest speakers from the public and private sectors
 Teaching methodology is excellent
 Produce awareness amongst people about good governance
 Establish linkages with other universities teaching good governance
 These courses should be offered at the higher secondary school level
 Specialization in one particular subject should be offered
 More focus should be on development of leadership skills
 Communication skills of students should be improved
 Internship should be made compulsory for completion of the degree
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Other: Join the United Nations
Mean Ranking
2.6
3.7
4.2
2.5
3.3
6.0
Satisfaction ratings with the following:
[1– very satisfied, 2– satisfied, 3– dissatisfied, 4– very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
1.2
1.3
1.3
1.6
1.6
1.75
48
NATIONAL UNIVERSITY OF MODERN LANGUAGES – CONSULTANTS’
VIEWS [I.Q.F.]
 Students hunger for practice based learning is visible at this university also
 Students also want skills based personal development
 The need for inter-university linkages for sharing of knowledge and resources is
stressed
 The university needs to develop linkages with professional organizations to invite
resource persons who can share real world situations, needs and ideas
 Students feel the need for Public Administration, Public Policy and Governance
subjects to be taught at the Higher Secondary School level
 A majority of students in Public Administration, Public Policy or Governance
programs demonstrate nationalistic tendencies. They wish to work for their
country. They recognize a dearth of good governance practices and hope to make
a positive difference for Pakistan through improved policy making and
implementation.
49
QUAID-E-AZAM UNIVERSITY – INSTITUTION’S PERSPECTIVE [I.Q.F.]
Programs
Offered
Masters in Public
Administration
Faculty
Strength
4
(permanent)
Duration
(years)
2
No. of
Students
50-55
Year Program
Started
1970
Student Profiles
Graduation requirement for admission with
no subject restrictions. Quotas are in place
for the four provinces & northern areas as
defined by HEC. Maximum age of students
is 26. No prior work experience required
for admission. Gender ratio is in the favor
of females.
Qualification of Head of Department:
Information not available
Curricula in the areas of Governance, Public Administration or Public Policy?
 No
Yes
Titles of courses with Governance related content:


Public Administration in Pakistan
Public Policy Analysis
Curricula are: N/A
Students’ motivations for joining programs?
The first preference by merit goes to MBA. Those who can not get into the
more competitive MBA program end up in the MPA program.
Job opportunities available to students?
There are no jobs available in the public sector. In the private sector MBAs get
preference hence MPA degree holders face difficulties.
Potential areas for improvement:
 There is a need to revise and update content each semester
 Only relevant teachers should teach a course
 Merit is at times comprised to complete a class intake, which
should not be done
QUAID-E-AZAM UNIVERSITY – STUDENTS’ PERSPECTIVE [I.Q.F.]
Average age (years): 22
Average work experience prior to joining program (years): 0
50
Mean monthly household income (Rs.): 50,000
Key Views Expressed by Students
 Public Administration, Public Policy and Governance courses should be offered at the
Intermediate level
 Case studies about public sector institutions should be used
 Courses should have more practical rather than theoretical content
 Teachers are requested to be more cooperative. They use authority in a wrong way
 Every teacher has his own method. There is no uniformity.
 Field trips and practical projects are needed more
 Teachers should be more experienced
 Courses need to be revised & introduced to meet changing world needs
 Association with alumni and organizations is needed
 Teachers should be lenient
 Discussions on current affairs should be incorporated
 Cramming should be discouraged. Curiosity and investigative nature of students should be
encouraged and nourished by faculty.
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Mean Ranking
3.57
4.28
5.3
2
3.2
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
1.42
1.71
2
1.85
2.14
1.57
QUAID-E-AZAM UNIVERSITY – CONSULTANTS’ VIEWS [I.Q.F.]
 Admission is based on merit with the highest scorers getting into the MBA
program. Those who do not make it go to the MPA program and the leftovers are
siphoned off to the Economics program.
 The MPA program thus has an identity crisis. It is a substitute for the MBA
program and lives in its shadow.
51

















The MPA program does not have a clear target market. Students attempt to
compete with MBAs for lucrative private sector jobs despite studying the public
sector
Students did not know much about Public Administration, Public Policy or
Governance before starting the program
Students did have limited information about the university before joining the
program. They knew about programs and courses but not about teaching
methodologies employed.
The decision making unit for selecting the program was limited to very close
friends, family or teachers. The sample size for research in this regard was limited
to very few select individuals.
The program at the university relies on very limited permanent faculty. There
were complaints that teachers with relevant academic or professional background
do not teach courses.
On the other extreme students complain of practitioners without any teaching
expertise teaching and spoiling courses with their life stories
The faculty wields immense power and students complain of misuse of power in
terms of assessment methods. They also claim that teachers want to be feared by
students.
The university is known for its research in areas such as Chemistry and Physics
(natural sciences) but not in Public Administration
The permanent faculty is termed to be weak in terms of their stale teaching
methods, lack of accountability and low reliance on practical content. The
university is well known, which is its strength. Students feel that the cream of
Pakistan comes to study at Quaid-e-Azam university but teachers fail in polishing
them.
The preferred teaching methodology for teaching Public Administration, Public
Policy or Governance is discussion on current issues
Contents of courses are not felt to be in line with market needs and lack practical
content. Improvement is coming though. Students appreciate sessions with experts
from real world institutions.
Faculty was described to be strict. The ideal faculty member was deemed to be
one who is kind and supportive, free from biases, who has the ability to apply
knowledge and one with prior experience.
Physical facilities were not satisfactory according to students. Air-conditioners,
lack of drinking water and other such issues disturbed students.
Students felt that the Quaid-e-Azam university is known in the market for its
MPA program but it is over the peak of the 1990s. Quality of student intake has
declined. Quality of teaching has also gone down. To blame is the internal politics
in the faculty.
Students desperately want more practical work opportunities such as projects,
field work, internships. They also feel that the university is extremely bipolar. On
the one extreme there is a rote learning culture and on the other case studies.
Pakistani literature, books, and research is direly lacking. The local context is
missing from their courses. The faculty has the capacity to do research, but they
do not.
Ability to acquire power is the motivating force behind choosing this program for
some of the students researched. For others though it is another story. They have
landed in this program by fate and have no other choice. This lack of future career
consciousness, planning and determination is quite common.
52





Students were hopeful about the return on investment they expected from their
program. They generally did not demonstrate greediness. Most wanted respect,
appreciation, safety, job security and the ability to meet their family expenses.
Initial expecting starting salary was around Rs.25-35,000 per month.
Most students wanted to work in Pakistan. They felt that they would be able to
make a difference in public sector institutions and policies.
No role model exists for students to look up to in the areas of Public
Administration, Public Policy or Governance
Students were generally pessimistic about the state of ethics in the public sector.
Diversity was discussed as a potential source of ethical issues.
Students lacked clear understanding of Public Administration, Public Policy or
Governance but could recall current related newspaper headlines
53
ALLAMA IQBAL OPEN UNIVERSITY – INSTITUTION’S PERSPECTIVE [I.Q.F.]
Programs
Offered
Commonwealth
Masters in Public
Administration
Faculty
Strength
3
(permanent)
Duration
(years)
2
No. of
Students
70
Year Program
Started
2003
60-80
(visiting)
Student Profiles
The program is meant for executives who
have a 2nd class or superior Bachelors degree
with minimum two years prior executive
level work experience. An entry test is
conducted. The average age is over 30 years.
Students come in from all of Pakistan as well
as from abroad. Foreigners are also admitted.
No quotas are applied. The gender ratio in
the favor of males is 3:7.
Qualification of Head of Department:
PhD, UK
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:



Public System Management
Policy analysis and implementation
Public Policy
Curricula are: Adopted from an international body
Students’ motivations for joining programs?
This is an international program offered in collaboration with the Commonwealth of
Learning. Since this is a distance learning program students can learn at their own pace,
without leaving their jobs. Credit accommodation is offered. Students can skip semesters but
normally need to complete the program in 5 years.
Job opportunities available to students?
Most students enrolled are already working. They get eligible for promotions. Otherwise
government jobs as well as those in NGOs and the United Nations are targeted.
Potential areas for improvement:
 Latest concepts such as e-Government need to be added
 Focus on NGOs and international development agencies is required
 Networking with training institutions is required so that trainings can sum up to a
degree program’s requirements
54
ALLAMA IQBAL OPEN UNIVERSITY – STUDENTS’ PERSPECTIVE [I.Q.F.]
Average age (years): 32
Average work experience prior to joining program (years): 8
Mean monthly household income (Rs.): 92500
Key Views Expressed by Students
 Course contents are good and the books provided are okay
 Few faculty members are good. They are qualified but delivery is poor.
 Regular, honest evaluations are needed
 Study material should be short and to the point
 The COL MBA/MPA should have a separate department in the university along with complete faculty
 Classes should not be outsourced to study centers but rather should be held in the university
campuses all over Pakistan
 Increase awareness of students about the job market
 More faculty members, with experience and qualifications in relevant fields are required
 Use of case studies should be promoted
 Study tours and student exchange programs should be introduced
 Visiting faculty from other universities offering Administrative Sciences should be hired
 The program should be marketed better
 I have not seen any person in my locality that got a good job on the basis of this degree but I have
seen many who have improved their job designations
 Interaction between students and faculty should be improved
 Coordinators should be assigned for each class
 Greater focus should be placed on practical work and assignments
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Mean Ranking
5.0
4.0
2.4
2.5
2.2
Satisfaction ratings with the following:
[1 - very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
1.5
2.0
1.6
2.4
2.5
2.0
55
ALLAMA IQBAL OPEN UNIVERSITY – CONSULTANTS’ VIEWS [I.Q.F.]
 The program at Allama Iqbal Open University attracts mid career professionals
 Students had some prior knowledge about Public Administration, Public Policy
and Governance however their academic grounding in these areas was not as
strong as they felt it is now
 Students knew that the university was a low fees, low quality open university that
welcomes wide student intake in a distance learning format. The university was
appreciated for its size and overall student body. They also felt now that it was
underappreciated and that it should be recognized for its achievements and
contributions towards society.
 Students mostly chose this program on their own or with the help of a friend
 The ‘Commonwealth’ name tag was the decision making point in the favor of this
university and program
 Students felt that they had been outsourced to study centres, being run by
politically influential individuals, in opposition to the claims made in the
prospectus. As a result they did not have access to quality faculty or physical
facilities. For example there was limited prayer, parking and sitting space. As a
protest students had approached the university to schedule classes on campus. The
university had accommodated them.
 The course contents, global presence of the program and the fact it is a 90 credit
hours degree were highlighted as strengths of the program. Its weaknesses include
its lack of recognition and limited specialization options. Another weakness
pointed out was that the department of the university had not been strengthened to
match the needs of the program. Faculty and staff were short. Better physical
facilities were also required.
 Students felt that the program did not enjoy full ownership by the university
 Need for greater skills based activities for students were identified
 Students said that they enjoy practical subjects more, i.e. those that deal with
contemporary issues and that have practice oriented content
 Case studies were identified as the preferred teaching methodology. Case studies
should, students felt, be supplemented by lectures.
 According to students the curriculum was in line with market needs
 The current faculty at the university was assessed by students to be competent but
limited in number. Additions to faculty were called for. It was noted that faculty
available at study centres was not up to the mark.
 For the students an ideal faculty member would have relevant qualifications and
work experience as well as strong communication skills and the ability to
encourage and motivate students
 Extra-curricular activities in the university were limited but studying was a
priority for students
 Students could not quote many examples of research being carried out by their
faculty. They felt that suitable and adequate Pakistani research and publications in
the areas of Public Administration, Public Policy or Governance were not present.
 Research, scholarly work and career progression in their current organizations
were future plans of students
 Students anticipated that they would improve policy making and this would be
their contribution to Pakistan through this degree
 Quaid-e-Azam, the founder of the nation, and Imran Khan (cricketer turned
politician) were termed to be role models in the areas of Public Administration,
Public Policy or Governance
56





Students felt that they realistically would not be able to meet all the ethical norms
inculcated in them through their program and that a clash with the ethical values
of their superiors would be perfectly possible in the future
Students were optimistic about their choice of career and felt that they would not
have any regrets in the future
Several students said that the process of learning was reward enough by itself
Students lacked clear understanding of Public Administration, Public Policy and
Governance although they could easily recall newspaper headlines
Poor leadership, lack of vision, knowledge, depth, lack of moral courage and faith
as well as selfishness were termed to be weaknesses of Pakistan in the areas of
Public Administration, Public Policy and Governance. Pakistani people were
termed to be its strength.
57
FATIMA JINNAH WOMEN UNIVERSITY – INSTITUTION’S PERSPECTIVE [I.Q.F.]
Programs
Offered
Bachelors in
Public
Administration
Masters in
Public
Administration
Faculty
Strength
Duration
(years)
4
No. of
Students
150
Year Program
Started
2005
2.5
180
1998
10
for both
programs
Student Profiles
NTS based admission is carried out on merit.
Students come mostly from Rawalpindi,
Islamabad. Some come from underprivileged
areas. No quotas are applied. All students are
female.
Bachelor’s degree holders in Political
Science, Economics, History, Commerce and
Business Administration are entertained for
admission. The university conducts its own
admission test and interview. The average
age of students is 20 years. Very few have
prior work experience, which is neither
required nor preferred at present. Students
come mostly from Islamabad and Rawalpindi
as well as from all parts of Pakistan. All
students are female.
Qualification of Head of Department:
MS Finance, Australia
Curricula in the areas of Governance, Public Administration or Public Policy?
No
 Yes (study scheme available)
Titles of courses with Governance related content:
 Public Management
 Public Marketing
 Public Finance
 Public Policy
 Introduction to Public Administration
 Orientation to Public Policy
 Principles of Public Sector Marketing
 Public Policy Analysis
 Social Policy
 Comparative Public Administration
 Media, Politics and Public Policy
 Gender and Public Policy
 Local and Community Policy Making
 Corporate Governance
Curricula are: Indigenously developed by the institution with HEC guidelines
Students’ motivations for joining programs?
MPA ranks behind MBA in terms of merit and demand. Those students who can not
get admission in MBA opt for an MPA.
Job opportunities available to students?
Public Administration graduates compete with Business graduates. Most go to the
banking, telecom sectors as well government agencies and NGOs.
Potential areas for improvement:
 There is a need to follow market trends and demands
 The market value of a Public Administration degree needs to be improved
58


Linkages with industry need to be developed
Public Administration programs need to be marketed better
FATIMA JINNAH WOMEN UNIVERSITY – STUDENTS’ PERSPECTIVE [I.Q.F.]
Average age (years): 22
Average work experience prior to joining program (years): 2
Mean monthly household income (Rs.): 29,625
Key Views Expressed by Students
 External faculty should be hired including international faculty
 The MPA program should be advertised so that awareness about the program can be increased
 More seminars should be held
 There is a need for greater interaction with the market
 Some teachers need to improve their knowledge
 Interaction with public sector organizations should be facilitated through educational visits
 Students should be given the opportunity to select their areas of specialization
 Policy analysis opportunities should be provided
 Practical rather than theoretical work should be given
 Students should be given more exposure to current policies and situations. They should be taken
to Ministries to analyze policies.
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Mean Ranking
Preparing for CSS/PCS
3.5
Preparing for higher education abroad
4.2
Working internationally
5.3
Serving the country
2.0
Good employment salaries & benefits
3.2
Other: gain professional degree
5.5
Other: it is a new program
6.5
Other: want to start my own business
8
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
1.4
1.7
2.0
1.8
2.1
1.5
59
FATIMA JINNAH WOMEN UNIVERSITY – CONSULTANTS’ VIEWS [I.Q.F.]
 As in other universities the Public Administration programs live in the shadow of
the Business programs. First preference goes to Business Administration
programs because of their financially lucrative job opportunities.
 Students demonstrated lack of sound career planning in terms of choosing their
Public Administration degrees. Generally they knew more about the university
than the program or discipline of choice. Their decision to choose Public
Administration as their area of study was based on limited, some times flimsy
criteria.
 Some students felt that Public Administration was a new or unique area as
compared to Business Administration
 The decision making unit for selection of the current program was limited to the
students and at most a few close individuals
 Some faculty members were declared as strengths of the program as was the wide
scope of the program, while weaknesses included limited opportunities for first
hand research and policy analysis.
 Specialization courses were enjoyed by students as they were of their choice
 Those courses were enjoyed by students which had practical content as well as
quality faculty
 Appropriate teaching methodology for teaching Public Administration, Public
Policy and Governance was declared to be case study supplemented by
educational trips
 Students felt that their curriculum was to some extent in line with market needs
 Students had mixed reviews about their faculty. Some, according to them, were
good while others needed better grasp on their subjects. Students thought that
teachers should be matched with courses on the basis of their prior academic
background.
 The university relies significantly on visiting faculty
 The ideal faculty member, according to students, should be student friendly,
unbiased, should have empathy and a relevant background for the subject s/he is
teaching
 Students were generally satisfied with their university’s physical facilities
 Students felt that their teacher feedback was not being incorporated. Students said
that they should have greater say in selecting faculty members.
 According to students, Fatima Jinnah Women University is recognized for
offering its Public Administration program as it is only one of two doing so in
Islamabad & Rawalpindi
 Students could quote only one example of research being conducted by faculty in
the areas of Public Administration, Public Policy or Governance
 Suitable and adequate Pakistani research and publications were thought not to be
available in the areas of Public Administration, Public Policy or Governance
 Jobs are primarily the motivating force behind the decision of students to study
Public Administration. The program also helps in the preparation of CSS exams.
 Students were optimistic about the return on investment of their current program.
Many students wanted to go in for the CSS exam and work in Pakistan.
 NGOs, government institutions were the primary target employers for students
 Students felt that their current program would help equip them with the
knowledge to function better in government employment roles
 Expected starting salary ranged from Rs.10,000 to Rs.90,000 per month
 Banks, NGOs, academia were primary employers for seniors
60



With the exception of a visiting faculty member no other role model was
identified in the fields of Public Administration, Public Policy or Governance
Students were optimistic about their future careers, expected no regrets and
thought that they would be financially secure
During their future careers students wanted to work with educated, trust worthy
individuals loyal to their profession, who do not engage in leg pulling and who
respect ladies
61
UNIVERSITY OF PESHAWAR – INSTITUTION’S PERSPECTIVE [I.Q.F.]
Programs
Offered
Masters in
Public
Administration
Faculty
Strength
14
(permanent)
Duration
(years)
2
No. of
Students
150
Year Program
Started
1981/82
Student Profiles
Mostly Bachelors students selected using an
entry test. No prior work experience required.
Primarily 90% of the students are from the
frontier region with an average age of 22.
Quotas are used when necessary to
accommodate ethnic groups and Afghanis.
Gender ratio is 3:7 in the favor of males.
Qualification of Head of Department:
PhD, Eastern Washington University, USA.
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
 Principles of Public Administration
 Comparative Administration
 Public Administration in Pakistan
 Public Policy Analysis
 Planning and Development Administration
 Local Government Politics and Policies
 Administrative Strategies of Local Government
 Local Government Law
 Local Government Land Use and Planning
Curricula are: Indigenously developed by the institution
Students’ motivations for joining programs?
Securing a Job. MPA has courses similar to MBA and those not gaining admission
in MBA opt for MPA.
Job opportunities available to students?
Not many, students fit in anywhere, even if jobs are not relevant to their field of study
Potential areas for improvement:
 Lack of funding
 Faculty must come from Public Sector
 MPA should contain more courses of Governance, Public Administration, etc.
62
UNIVERSITY OF PESHAWAR – STUDENTS’ PERSPECTIVE [I.Q.F.]
Average age (years): 23.5
Average work experience prior to joining program (years): 3
Mean monthly household income (Rs.): 0
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Other: start own business
Mean Ranking
2.5
1.8
4.2
2.6
3.4
5.5
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects









Mean Rating
1.8
2.2
2.0
2.0
1.6
2.2
UNIVERSITY OF PESHAWAR – CONSULTANTS’ VIEWS [I.Q.F.]
The university has revamped its program and restarted it just recently, but due to
lack of funds it is taking time to take off.
The permanent faculty members are highly educated. There are PhD and MSc
degree holders.
Here too the Public Administration program lives in the shadows of the Business
Administration program and a majority of the students opt for Public
Administration due to the inability to get into the Business Administration
Program
Majority of the courses have business related content
The program is in need of funds to help develop better infrastructure to facilitate
learning
Anxiety over job placement after completion of degree was seen amongst a
majority of the students
A lack of correlation exists between taught theory and actual implementation
The use of out dated textbooks hinders entrance and success in the job market
Those courses were enjoyed by students which had practical content as well as
quality faculty
63
INSTITUTE OF MANAGEMENT SCIENCES, PESHAWAR – INSTITUTION’S
PERSPECTIVE [I.]
Programs
Offered
Masters in
Public
Administration
Faculty
Strength
4
(Contract)
Duration
(years)
2
No. of
Students
75
Year Program
Started
2007(restarted)
Student Profiles
Graduation in second division is required
for securing admission followed by an
entry test, conducted by ETA plus an
interview. There are no quotas. The
average age of students is 24. No prior
work experience required for admission.
Females constitute 26% of the student
population.
Qualification of Head of Department:
PhD University of Peshawar
MS Vrije Universiteit, Brussels, Belgium
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Public Administration related
content:







Public Administration in Pakistan
Public Policy Analysis
Principles of Public Administration
Planning and Development Administration
Comparative Administration
Personnel Administration
Development Administration
Curricula are: Indigenously developed by the institution
Students’ motivations for joining programs?
The first preference goes to preparation for CSS Exams. Secondly those who can not get into
the more competitive MBA program end up in the MPA program. The institute offers
scholarships and certificates funded by foreign donor agencies so students from the frontier
are attracted here, others join due to their interest in teaching at the institute.
Job opportunities available to students?
Basically students want to join the Civil Service. Apart from that there are a lot of aid donors
and NGOs in the area which provide employment to students.
Potential areas for improvement:
 There is a need to build the faculty with qualified and experienced teachers
 Adequate training and exposure is required for faulty development
 Linkages need to be formed country wide
64
INSTITUTE OF MANAGEMENT SCIENCES, PESHAWAR – CONSULTANTS’
VIEWS [I.]
 The university has revamped its program and restarted it just recently, but due to
lack of funds its growth is slow.
 There is great diversity amongst students. The student population comes mainly
from the frontier region. Some students lack the background and language skills
required for the program.
 The drop out rate is very high due to language and background issues
 Student prefer Business Administration against Public Administration due to its
market recognition
 Research is currently being conducted at a nominal pace but is gaining speed due
to special interest being shown by the administration
 The complex is under construction but the students are satisfied by the
infrastructure and development taking place
 There was great emphasis on seminars and case studies by the administration
65
GOVERNMENT COLLEGE UNIVERSITY, FAISALABAD – INSTITUTION’S
PERSPECTIVE [I.Q.F.]
Programs
Offered
Masters in
Public
Administration
Faculty
Strength
4
(Regular)
Duration
(years)
2
No. of
Students
226
Year Program
Started
2006
Student Profiles
Students are selected using an entry test, 50
% marks in Bachelors are also required for
admission. No prior work experience
required. Primarily 95% of the students are
from the Punjab region with an average age
of 23yrs. Quota exists for the disabled. Males
constitute 95% of the overall student
population.
Qualification of Head of Department:
Masters in Public Administration, Quaid–e-Azam University, Islamabad
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:


Public Policy Analysis
Local Self Governance
Curricula are: Indigenously developed by the institution and approved by the Board of
Studies
Students’ motivations for joining programs?
Public Administration is a growing field. MPA has courses similar to MBA.
Job opportunities available to students?
Most are in the textile industry. Most students have not joined the public sector for which the
degree has been designed. Others opt for CSS.
Potential areas for improvement:
 Lack of funding
 Senior qualified faculty is urgently required
 Knowledge/function of Public Administration is not common
GOVERNMENT COLLEGE UNIVERSITY, FAISALABAD – STUDENTS’
PERSPECTIVE [I.Q.F.]
Average age (years): 23.5
Average work experience prior to joining program (years): 3.0
66
Mean monthly household income (Rs.): 70,000
Key Views Expressed by Students
 There is a need to align current courses with market needs
 Students desire more practical methods of instruction as well as opportunities to work with
professionals and institutions on projects and assignments
 Highly experienced faculty required
 Reference system should be eliminated
 Development of the university infrastructure is needed
 Literature and books should be made available on the subject
 The college has been recently granted university status so progress from college atmosphere to
a conducive university environment will take time
 Career counseling is required for students
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Other: business
Other: welfare of public
Other: teaching
Mean Ranking
3.0
4.6
5.0
4.0
4.6
3.5
6.3
7.6
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
2.0
1.8
1.8
1.8
2.6
2.0
GOVERNMENT COLLEGE UNIVERSITY, FAISALABAD – CONSULTANTS’
VIEWS [I.Q.F.]
 The program has been recently introduced and needs experienced senior
management to develop it
 Students were some what informed about Public Administration, Public Policy or
Governance before joining the program
 Students had some prior knowledge about the institution before joining it but none
demonstrated evidence of in-depth research about the university or its programs
 The faculty lacks experience based practical knowledge in the field of Public
Administration
67


























The courses should focus more on Public Administration not Business
Administration
The strength of the program lies in its individuality, convenience of accessibility
and affordability
The major strength of the program lies in it being the first institution in central
Punjab, thereby offering opportunities to individuals from nearby localities
Manager Human Resource, Marketing Officer, Lecturer are seen as to be the
common job titles of students following graduation
Students stressed that there was no research being conducted at the institute which
was mainly due to lack of qualified faculty
There was lack of awareness amongst students regarding appropriate methodology
for teaching Public Administration, Public Policy or Governance
Students enjoyed learning Public Policy, Local Governance and Management
Students did not enjoy courses where teachers were ill-prepared or lacked
knowledge
The demand for computers, library and other basic necessities were made for
improvement of the program
The lack of qualified faculty was reported to be mainly due to low pay and
unsatisfactory living facilities
Teacher training and development was the main focus when assessing the faculty
at the institute
The students felt the material being taught to them was relevant to market needs
but regular updating and improvement was needed
The program will take time to gain recognition and importance
Students felt that they could make a difference for Pakistan by positively
impacting national policies
Respect and personal satisfaction for most was more important than money in
terms of reward for their future careers
Students wanted to work with friendly, ambitious, educated and innovative people
selected on merit
The ideal career path was stated as joining the Civil Service
Rs.25,000-30,000 was the expected salary amongst students of Public
Administration
No one expected any regrets for choosing this career
Students were of the view that good governance is essential and direly need at this
stage in our country’s history, but it should be based on accountability
General perception amongst students that they all desire betterment and
development in the country in respect to Governance and policy making
Students felt that the current reference system, nepotism and red tapism are
plaguing our country’s administrative system
They also felt that recognition of ability and recruitment on the basis of capability
in the public sector is needed
Students stated that government jobs have more job security, perks and privileges
than private sector jobs
The students were not so aware of news headlines and current issues in the area of
Public Administration, Public Policy or Governance
Enthusiasm and the will to change the system were prominent when combating
ethical issues in the field but students admitted that there were problems and
forces of resistance hindering and blocking this
68
FORMAN CHRISTIAN COLLEGE UNIVERSITY – INSTITUTION’S PERSPECTIVE [I.]
Programs
Offered
Masters in
Public
Policy
Faculty
Strength
2 PhDs,
Duration
(years)
1
No. of
Students
12-20
Year Program
Started
2009
1 Research
Assistant,
4 visiting
CSPs
Student Profiles
Students come in from the public sector, NGOs,
government institutions. They are mostly mid-career
professionals. At least 8 years of work experience is
required. Minimum 16 years of education from an
HEC recognized institution, and a standardized test
score (GMAT/GRE/NTS-GAT/CPPG devised) are
needed. No quotas are applied. Females constitute
10% of the student population.
Qualification of Head of Department:
PhD Political Science, University of Pennsylvania, USA
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
 Introduction to Public Policy
 ICT concepts and tools for Policy Makers
 Writing and Communicating Public Policy
 Policy Analysis: Policy Design
 Political Institutions and Policy Process
 Governance and Management in Multicultural Society
 Leadership Theories, Governance and Management Change
 Political Economy of Public Policy
 E-governance and Technology Policy
 Quantitative Techniques for Policy Making and Administration
 Environmental Issues and Public Policy
Curricula are: Indigenously developed by the institution
Students’ motivations for joining programs?
Students are looking to improve their qualifications, build their careers and gain
an understanding of and bring change in government.
Job opportunities available to students?
Career advancement opportunities in their respective organizations
Potential areas for improvement:
 Qualified faculty needs to be hired and retained
 Funding is needed for the program
FORMAN CHRISTIAN COLLEGE UNIVERSITY – CONSULTANTS’ VIEWS [I.]
 The Masters in Public Policy program at Forman Christian College is just taking
off
 Just like other similar programs it is a micro-enterprise, started off with very
limited faculty and resources
 The program is targeted and suitable for experienced professionals who have the
positions and the willingness to impact national policies
69
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Despite being a private sector institution FC College faces the national faculty
shortage problem
The Masters in Public Policy program faces challenges in terms of finding its
place within the university and its resources. It is fighting for greater financial and
physical resource allocation.
Courses offered in the program are divided into three broad categories: core, skillset and concentration
Student intake by design is limited to less than 20 individuals. This is meant to
encourage quality.
The program aims to be research oriented. Students will be expected to provide
significant research input. They will be required to demonstrate their ability to
apply their knowledge to improve national policy making processes.
70
UNIVERSITY OF KARACHI – INSTITUTION’S PERSPECTIVE [I.Q.]
Programs
Offered
Faculty
Strength
Duration
(years)
No. of
Students
BS in Public
Administration
9
(Permanent)
4
250
Year
Program
Started
2006
Masters in
Public
Administration
35
(Visiting)
2
125
1987
Student Profiles
Quotas exist for university employees
(2 seats), armed forces (2 seats) and sports
(2 seats)
Qualification of Head of Department:
PhD, University of Karachi
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:









Introduction to Public Administration
Public Administration and Society
Fundamentals of Public Administration
Public Administration in Pakistan
Public Finance
Public Policy Analysis
Contemporary Issues of Public Administration
Local Government Administration
Comparative Administrative Systems
Curricula are: HEC developed
Students’ motivations for joining programs?
Preparation for CSS exams, job opportunities, market value of the degree and
competitiveness with MBA are major reasons
Job opportunities available to students?
Jobs are available in the public sector, private sector, in NGOs and with consultancy firms
Potential areas for improvement:
 More academic independence and freedom is needed
 Training and development opportunities for teachers are lacking
71
UNIVERSITY OF KARACHI – STUDENTS’ PERSPECTIVE [I.Q.]
Average age (years): 22.8
Average work experience prior to joining program (years):0
Mean monthly household income (Rs.): 64,000
Key Views Expressed by Students
 Course outlines need to be upgraded with the changing environment
 Awareness about Public Administration should be increased in the general public
 Students’ meetings with political leaders and Public Administration officials should be held
 Students should get admission through standardized tests and interviews
 The department should be responsible for securing internships for students
 There are no grooming activities for students
 We have qualified teachers
 We do not have GPA system. No midterms. Division system is not recognized internationally
 Multimedia systems are not available for presentations. Bad furniture and bad sanitation are
problems.
 Professional grooming of students is required. More visits by professionals are needed as are
workshops.
 Evaluations should be practical
 Proper time management and scheduling of the program should be done
 Courses are appropriate, according to the demands of the program and well designed
 Sometimes political parties interfere in the schedule of classes
 The quality of teachers is excellent
 Internships should be easy to avail
 Educational visits should be introduced
 A number of workshops should be conducted
 Greater exposure to organizations is needed
 Research programs are needed
 New technology is needed as part of physical facilities
 Activities for girls are needed
 Workshops should be arranged rather than relying on the old method of teaching
 There should be more activities in class
 Each student should be encouraged to come forward
 More quality courses related to Public Administration should be introduced
 All teachers are cooperative and show polite behavior
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Other: business
Other: welfare of public
Other: teaching
Mean Ranking
2.6
3.4
4.5
2.0
2.9
6.3
6.5
8.0
72
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Mean Rating
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
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1.6
2.0
1.5
1.8
3.2
1.7
UNIVERSITY OF KARACHI – CONSULTANTS’ VIEWS [I.Q.]
The university first launched its Masters in Public Administration at the Institute
of Business and Public Administration in 1955; however, the program was
suspended after a few years.
The program was restarted in 1985 at a separate Department of Public
Administration.
Over the years the department has responded to the market requirements through
expansion in its degree programs to be offered at various levels. It started Masters
in Administrative Sciences (MAS) program in 1999 for serving executives and
Bachelors in Public Administration (BPA) in 1997. The department also offers
Post Graduate Diploma in Public Administration (PGDPA).
The department has admitted its first batch of MS in Public Policy to be offered
this year where good governance has been included as one of the core courses.
Since Public Administration was first introduced at the Institute of Business
Administration, it still has more reflection of business administration in its course
contents.
It was found that out of 20 courses offered at Masters level eighteen courses were
similar to Business Administration in terms of course titles, contents and areas of
specialization.
It was observed that Public Administration over the years has been facing identity
crises due to more preference for business graduates in the job market.
It was also noted that there were differences in the salaries of MPAs and MBAs.
It was also found that even public sector organizations have not promoted
graduates holding MPA degrees due to their inbuilt preference for MBAs which
compelled the department of Public Administration to make its MPA more
competitive and similar to MBA.
Majority of the students confessed that they had joined public administration since
they could not get admission into business administration. Therefore, they lack
inspiration and true focus. They were also not clear about the job prospects after
completion of their degree in public administration.
Participants pointed to the political interference, existence of pressure groups, lack
of infrastructure and qualified faculty as major challenges to promote congenial
educational environment at their institution.
Lack of proper networking, mentoring, marketing, resource sharing and linkages
with other national and international institutions and industry were also found as
major obstacles in the way of promoting the discipline over time.
73
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It was observed that the concept of good governance in recent years has brought
awareness in the faculty that Public Administration courses need to be
restructured and redesigned according to the needs of the academic discipline.
The need for capacity building of both teachers and students was identified in the
meeting to promote collaborative research in the areas of Public Administration,
Public Policy and Governance.
The strategic role of HEC was also emphasized towards developing a common
curriculum for institutions offering Public Administration, Public Policy and
Governance related education throughout Pakistan and ensure its implementation
in true spirit.
74
INSTITUTE OF BUSINESS ADMINISTRATION, KARACHI – INSTITUTION’S
PERSPECTIVE [I.]
Programs
Offered
Public Sector
MBA
Faculty
Strength
30
Duration
(years)
1
No. of
Students
30
Year Program
Started
2008
Student Profiles
Public sector executives of grade 17 and above
with 16 years of education; those with diverse
backgrounds from the government, corporate
and NGO sectors enroll. No quotas are
applied. However prior work experience is
required. Current gender ratio in the favor of
males is 1:29
Qualification of Head of Department:
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
 Business Economics and Economics of Public Sector
 Public Administration
 Development Economics
 Corporate Governance
Curricula are: Indigenously developed by the institution with the help of clients and
stakeholders
Students’ motivations for joining programs?
Students come for job opportunities, good repute, career advancement, higher salaries, higher
foreign education, to develop problem solving skills, gain real world experience and
competitiveness and to make use of the case study method.
Job opportunities available to students?
Multinationals in the corporate sector, banks, teaching, entrepreneurship, training and
development, consulting, financial institutions, NGOs and public sector organizations provide
employment opportunities.
Potential areas for improvement:
 PhD research is needed on Governance issues
 Marketing of the program is needed
 Linkages need to be established with other institutions
 There is a need for collaborated research
INSTITUTE OF BUSINESS ADMINISTRATION, KARACHI – CONSULTANTS’
VIEWS [I.]
 Institute of Business Administration, Karachi has academic linkages with LUMS,
National University of Singapore and AMDISA (Association of Management
Development Institutions of South Asia)
 HEC has adopted IBA’s curricula for other universities
75
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IBA started its Public Sector MBA in line with its existing MBA programs to be
offered at the institute
The program aims at improving the knowledge base and skills of practitioners
working with public, corporate and civil society organizations of Pakistan
The program is highly diverse in terms of participants’ background and their work
experiences
It is mostly sponsored by the host organizations executives are working with in
order to improve upon their leadership, financial and business management skills
Admission into the program is made on the basis of merit which is calculated on
the basis of academic qualifications of the candidates, their work experience, entry
test and interviews with no provision of any quotas
The focus and contents of the courses are heavily biased towards business
education with relatively less focus on the context and requirements of the public
sector organizations in Pakistan
More recently, the institute has revised its curricula for the program to make it
more competitive and in line with changing requirements by including courses
such as Corporate Governance, Local Governance and Ethical Leadership and
Governance in general
Participants join the program due to the good repute of the institution, interactive
and practical methodology and career advancement opportunities after completion
of their degrees
In general, participants were satisfied with the academic, physical and social
environment of the institute. They expected to be rated higher in the job market
IBA has a large pool of qualified faculty with foreign and local degrees
The institute also initiates academic linkages with national and international
universities and institutions of good repute
It was observed that the institution despite having qualified faculty have invested
less on research and development facilities and M Phil and PhD programs for
further promotion of research
It was also noted that the institute’s policy of establishing academic linkages
needs to explore public sector universities and organizations for mutual
understanding and networking
It was observed that IBA's Public Sector MBA is a relatively new program that
needs to be restructured around more Public Policy, Public Administration and
Governance related education
The program also needs to be more gender balanced by encouraging more females
to join the program as its current student body is dominated by male
representation.
76
UNIVERSITY COLLEGE OF ADMINISTRATIVE SCIENCES, KOTLI – INSTITUTION’S
PERSPECTIVE [Q.]
Programs
Offered
Masters of Public
Administration
Faculty
Strength
4
Duration
(years)
2
No. of
Students
100
Year Program
Started
2009
M.Phil. / M.Phil.
leading to PhD
4
2+2
5-10
2009
Student Profiles
Those with graduation (BA/BSc) can apply
Those with a MBA, MPA, MCom,
BBA(Hons), BS(Management) can apply
Qualification of Head of Department:
Post Doctorate (UK)
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:

Information not available
Curricula are: HEC developed
Students’ motivations for joining programs?
To improve their professional qualifications in the field of Public Administration and
Management Sciences.
Job opportunities available to students?
Graduates can join public and private sectors including banks and financial institutions
Potential areas for improvement:
 Hiring qualified faculty members
 Introducing new courses/curriculum
 Quality education/teaching management
UNIVERSITY COLLEGE OF ADMINISTRATIVE SCIENCES, KOTLI –
CONSULTANTS’ VIEWS [Q.]
 As is seen in other universities shortage of qualified faculty exists
 The connect between courses taught and their real world applications is in need of
strengthening
 This program like others across the country has been started with less than five
dedicated faculty members
 Reliance on visiting faculty is heavy for Public Administration programs
 Research culture is missing in Public Administration programs in many
institutions. Thus a void exists where students are hungry for local context based
education but shortage of faculty supervised quality research is inadequate to meet
needs.
77
GOMAL UNIVERSITY – INSTITUTION’S PERSPECTIVE [V.]
Programs
Offered
Masters of
Public
Administration
Faculty
Strength
12 (2 are on
deputation in
other
universities)
Duration
(years)
2
No. of
Students
50-54
Year Program
Started
1974
Student Profiles
Five seats are reserved for females in each
program. Admission is on open merit. Quota
seats are reserved for backward areas, FATA,
teachers’ sons and sports. Open merit is on
NWFP basis only. Roughly twelve out of 50
students in each class are female.
Qualification of Head of Department:
PhD
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:

Information not available
Curricula are: HEC developed
Students’ motivations for joining programs?
MPA students wish to compete with MBA students.
Job opportunities available to students?
Jobs are available in the oil & gas sector, PTV, WAPDA, private sector organizations
and development projects
Potential areas for improvement:
 Job opportunities for MPAs a major problem. There is a need to develop
linkages with employers
 Inter-university linkages are needed
 HEC should revise courses frequently
GOMAL UNIVERSITY – CONSULTANTS’ VIEWS [V.]
 Four year bachelors program, though equivalent to a Masters degree, does not
enjoy the same level of respect in the market. Hence the Bachelors in Public
Administration program was discontinued due to lack of students’ interest.
 There is a need to market to employers four years bachelors programs as being
equivalent to masters
 Efforts to develop linkages with Manchester University are currently in process.
There is need to develop greater linkages at the national and international levels.
 Courses lack practical applications. A contributing reason is that information is
not shared by ministries and public sector organizations.
 The faculty available is mostly locally qualified. Foreign qualified faculty
recruitment is thus an area of opportunity.
 MPA students wish to compete with MBA students. As in other universities
across the country, the MPA program is a substitute for the MBA program for
many students.
 Semester system is followed in the MPhil program, whereas term system is used
for the MPA program
78
INSTITUTE OF ADMINISTRATIVE SCIENCES, UNIVERSITY OF THE PUNJAB INSTITUTION’S PERSPECTIVE [I.Q.]
Programs
Offered
Masters in
Public
Administration
Faculty
Strength
4 (Regular)
Duration
(years)
2
No. of
Students
400
Year Program
Started
1962
Student Profiles
Students are selected solely on the basis of
merit, No prior work experience required.
There is a great diversity amongst students
and they belong to all regions and
backgrounds. The average age of a student
is 23 years. Quotas exist for the disabled
and on the bases of sports plus kinship. 2:3
gender ratio exists with females
dominating.
Qualification of Head of Department:
Post Doctorate University of Texas, Austin (USA)
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
 Constitutional and Administrative Law
 Public Finance
 Public Administration in Pakistan
 Public Policy
 Public Administration and Society
 Tax Management
 Development Management
 Macro Economics
Curricula are: Indigenously developed by the institution and approved by the BOS
Students’ motivations for joining programs?
Many students take the MPA program to be a substitute for the MBA program. Seeking
lucrative jobs is the primary motive.
Job opportunities available to students?
Students find jobs in multinationals, government departments, NGOs and rarely in
international development agencies. The emphasis of students is on targeting the
multinational corporate sector.
Potential areas for improvement:
 There is a need to market the program and the Institute further
 A separate identity for the MPA program, distinct from the MBA program is
needed
 There is a shortage of qualified faculty willing to take up permanent positions due
to the unattractive remuneration structure which needs to be improved.
79
INSTITUTE OF ADMINISTRATIVE SCIENCES, UNIVERSITY OF THE PUNJAB –
STUDENTS’ PERSPECTIVE [I.Q.]
Average age (years): 23.0
Average work experience prior to joining program (years): 0.0
Mean monthly household income (Rs.): 0.0
Key Views Expressed by Students
 There is a need to introduce specialized courses
 Teachers/professionals working in the field should be engaged for teaching
 Case study and a more practical teaching methodology should be adopted
 More courses should be introduced per semester
 Classroom environment, infrastructure and upgrading of teaching aids are required
 Field trips in the industry and seminars with prominent personalities should be arranged
 Career counseling is required for students
 Teacher evaluation should be enhanced
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Preparing for CSS/PCS
Preparing for higher education abroad
Working internationally
Serving the country
Good employment salaries & benefits
Other: better education
Mean Ranking
4.0
2.4
4.2
2.0
3.0
2.0
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
2.0
2.2
2.6
3.2
2.2
2.4
INSTITUTE OF ADMINISTRATIVE SCIENCES, UNIVERSITY OF THE PUNJAB–
CONSULTANTS’ VIEWS [I.Q.]
 Students displayed a general understanding of the concepts of Public
Administration, Public Policy ,and Governance
 Students had some prior knowledge about the institution before joining it but none
demonstrated evidence of in-depth research about the university or its programs
80
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The courses should focus more on Public Administration not Business
Administration
The demand for improved teaching aids e.g. multimedia projectors, computers and
other basic necessities were made for improvement of the program
The students felt the material being taught to them was relevant to market needs
but regular updating and improvement was needed
Students felt that they could make a difference for Pakistan by positively
impacting national policies
Mismanagement and failure to meet deadlines in regard to publication of results
has created great amount of dissatisfaction among students
Students expressed concern over lack of trust and credibility in evaluation
Student preferred the profession of teaching due to their enthusiasm of passing on
their knowledge to juniors
There was consensus amongst students that their country lacked qualified and
honest statesman to run the system of governance
Pakistan highly deficient in good governance practices and this is seen through
self induced shortages, inflation, disrespect for law and lack of accountability
Increased corruption and favoritism in the public sector hinders dedicated people
from work progress and development in the country
81
UNIVERSITY OF SINDH, JAMSHORO – INSTITUTION’S PERSPECTIVE [I.Q.]
Programs
Offered
B.S. Public
Administration
Faculty
Strength
17
Duration
(years)
4
Masters in
Public
Administration
No. of
Students
1000
Year Program
Started
1985
2
Student Profiles
Merit based entry. Quota system involving seats
for gender merit, foreign student, disabled, and
kinship. There are fresh graduates and
experienced students inducted into the program.
The average age of students is 21-25.
Information not available
Qualification of Head of Department:
PhD Karachi University, Pakistan
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Public Administration related content:
 Public Administration in Pakistan
 Public Policy Analysis
 Principles of Public Administration
 Local Governance
 Policy and Government
Curricula are: Mixed
Students’ motivations for joining programs?
The MPA program is considered to be similar to the MBA program. There is merit based
entry. Market oriented students end up in the MPA program for good job placement.
Job opportunities available to students?
Basically students want to join the Civil Service, apart from that there are a lot of banks and
managerial positions available to these degree holders
Potential areas for improvement:
 Lack of funding
 Courses lack standardization
 Linkages with foreign universities are needed
 Development of infrastructure needed
 Public sector should encourage MPAs
UNIVERSITY OF SINDH, JAMSHORO – STUDENTS’ PERSPECTIVE [I.Q.]
Average age (years): 21.25
Average work experience prior to joining program (years): 0.0
82
Mean monthly household income (Rs.): 12,750
Key Views Expressed by Students
 Political upheavals in the region such as strikes and riots create a lot of disturbance
 Teacher with PhDs should be engaged for teaching
 Case study and more practical teaching methodology should be adopted
 Better library facility with relevant books on Governance and Public Administration should be
provided
 Classroom environment, infrastructure and upgrading of teaching aids are required
 A platform to discuss and debate issues related to the discipline should be organized
Reasons for joining current program (mean institutional rankings):
[1 – highest to 8 – lowest]
Reason
Mean Ranking
Preparing for CSS/PCS
1.6
Preparing for higher education abroad
3
Working internationally
3.3
Serving the country
2.6
Good employment salaries & benefits
5.3
Other: to improve recognition of degree
7.0
Other: free education
7.0
Other: to serve the human race
6.0
Satisfaction ratings with the following:
[1 – very satisfied, 2 – satisfied, 3 – dissatisfied, 4 – very dissatisfied]
Reason
Courses offered
Teaching methodology
Quality of teachers
Evaluation criteria
Physical facilities
Future job prospects
Mean Rating
2.2
2.0
2.0
3.0
2.2
1.7
UNIVERSITY OF SINDH, JAMSHORO – CONSULTANTS’ VIEWS [I.Q.]
 Students displayed a general understanding of the concepts of Public
Administration, Public Policy ,and Governance
 Good Governance is very important for masses as without it justice and equality
can not be ensured
 Good Governance benefits the region bringing prosperity and investment to the
region e.g. Punjab
 The ideal job on completion of the program was quoted to be serving in the public
sector at the managerial level
 Most of the alumni were stated to be working in the Human Resource area and in
the banking sector
 The university started its Masters in Public Administration program in 1985 in
tradition with other public sector universities of Pakistan.
 The department expanded over the years and is currently offering Masters and
Bachelors in Public Administration both on regular and self supporting basis.
83
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
Admission into MPA program is made on merit basis, however, some regional
quotas are also present.
Initially both MPA and BPA course titles and contents draw heavily from
Business Administration, however, the curricula has been revised recently to
include public administration, public policy and governance specific contents.
It was found that influx of bachelors programs in the university has enhanced
outreach of Public Administration, Public Policy and Governance education as
they are offered as specialized courses in various bachelors programs with
different titles and requirements.
The students mentioned that they have to compete with MBAs in the job market
due to the less marketing and promotion of the discipline.
Students were confident that they would get good jobs after completion of their
degrees in Public Administration. However, they felt that their department should
also do some effort for their better placement.
Some students also mentioned their interest for appearing in competitive
examinations after getting their first degree in Public Administration.
They felt the need for more updated knowledge, skills, methodologies and
facilities to be introduced at their department.
Students desired that admission into MPA programs at all levels should be based
on some standardised testing and interview to screen the best talent.
They also emphasized on the need for grooming of Public Administration
graduates on more professional lines including ethics and professional conduct.
Participants pointed to the need for more professional and practical interaction
with organizations including visits of professional organizations and workshops.
They also mentioned internships with reputed organizations as an area which
needs more improvement.
Participants pointed to the need for more involvement of academicians at policy
discussion forums, seminars and policy debates through media and governmental
projects.
They pointed to the lack of infrastructure facilities, student pressure groups,
campus unrest and networking opportunities as major areas for improvement.
The participants both students and teachers felt the need for an academic journal
and organization or participation in a conference in the field of public
administration, public policy and governance.
Participants were quite optimistic about the future of Public Administration,
Public Policy and Governance related education in Pakistan. They also
highlighted some important topics and areas to be included in such an education.
The need for capacity building of both teachers and students was identified in the
meeting to promote collaborative research and enhance their exposure in the areas
of Public Administration, Public Policy and Governance.
The need for development and implementation of common curricula with uniform
guidelines was also emphasized by the participants.
84
VIRTUAL UNIVERSITY - INSTITUTION’S PERSPECTIVE [I.]
Programs
Offered
Bachelors in
Public
Administration
Faculty
Strength
10
(Regular)
Duration
(years)
4
No. of
Students
113
Year Program
Started
2003
Student Profiles
Entry into the program requires 45% marks in
intermediate. 35% of the students have prior
work experience. There is great diversity
amongst students and they belong to all regions
and backgrounds due to its distance learning
orientation. Their ages range from 19-60yrs.
Qualification of Head of Department:
Masters in Business Administration, South Eastern University, Washington DC
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
 Introduction to Public Administration
 Fundamentals of Public Relations
Curricula are:
HEC developed
Students’ motivations for joining programs?
Recognition of degree, high standards of teaching and evaluation, low tuition fee, flexibility
to study from home
Job opportunities available to students?
Civil Service
Potential areas for improvement:
 Lack of implementation (study and industrial linkages missing)
 Interaction between professional and students required
 Foreign qualified faculty needed
 Linkages with foreign universities
VIRTUAL UNIVERSITY – CONSULTANTS’ PERSPECTIVE [I.]

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

The program attracts students who wish to learn in a distance format
However program completion rate is not very high. Students do not take their
program seriously and hence fall behind schedules.
Immense flexibility is available to students for taking classes or sitting exams
anywhere in the country
Virtual University has done an impressive job in terms of developing an
examination questions pool bank and conducting random examinations which can
not easily be predicted or tampered with
The university relies heavily on senior visiting faculty. In-house faculty is young.
The university is open to Pakistanis only
The program lacks in face to face learning and interaction
85
BEACONHOUSE NATIONAL UNIVERSITY - INSTITUTION’S PERSPECTIVE [I.]
Programs
Offered
BS Public
Policy
Faculty
Strength
11
MS
Public
Policy
Duration
(years)
4 yrs
No. of
Students
60
30 credit
hrs.
10
Year Program
Started
2009
Student Profiles
Students with an intermediate background in science
or commerce are eligible to apply for the BS
Program. The BS program consists of 80% boys and
20% girls.
Students who have done bachelors in Economics are
eligible for the MS program. The MS program
comprises of 80% girls and 20% boys.
Qualification of Head of Department:
PhD Stanford University, USA
Curricula in the areas of Governance, Public Administration or Public Policy?

Yes
No
Titles of courses with Governance related content:
 Public Economics
 Advanced Development Economics and Policy
 Urban Development and Regional Policy
 Agricultural Policy and Food Security
 Social Policy
 Taxation Policy
 Development Policy
 Trade and Industrial Policy
Curricula are: HEC adopted
Students’ motivations for joining programs?
Females waiting to be married pursue the MS program. Those interested in teaching join the
program as teaching requires an MS degree.
Job opportunities available to students?
Research, work with international organizations as economists, Public Policy Analyst,
teaching, employment with the Planning Commission
Potential areas for improvement:
 Economics, Political Science and Public Administration need to be fused
 There is a need to improve and develop the Public Policy program
 Joint projects of research are needed
BEACONHOUSE NATIONAL UNIVERSITY – CONSULTANTS’ PERSPECTIVE [I.]




This program like others is in the need for more qualified faculty
The university is working to develop linkages with other institutions for the
purpose of sharing senior PhD faculty
Great emphasis is being placed on the quality of student intake rather than
quantity
Institutional respondent has stated the need for research based learning as an
integral part of the studies given the experienced student intake
86


The program is open for and also meant to develop current faculty interested
The gender ratio shifts drastically in the favor of females for the MS program as
males tend to be less interested in teaching jobs and therefore pursue an adequate
level of professional education which can help them target industry jobs.
87
88
APPENDIX-5
INSTITUTION QUESTIONNAIRE
BASELINE RESEARCH ON GOVERNANCE RELATED PROGRAMS
& DISCIPLINES OFFERED IN PAKISTAN
Dear Sir/Madam
The Human Resources Development Centre (HRDC) at the Institute of Administrative
Sciences, University of the Punjab is carrying out a national study on Governance, Public
Administration, Public Policy and on allied traditional disciplines. The purpose of this study
is to improve, at the national level, contents and offerings of current programs in these areas.
Your institution, by taking part in this study, will benefit by receiving up to date
information on national trends as well as offerings in these areas and will be considered
for membership of future networks. For this you are kindly requested to provide
information about your institution. Your cooperation is highly appreciated.
Thank you. HRDC Team. www.ias.edu.pk/hrdc.htm Tel: (042) 99231164-5
Name
(Title, First, Middle, Last)
Designation
Gender
Age
(Yrs)
Last Academic
Qualification
(Title, University,
Country)
Current Institution
Interview
Date/Time/Location
89
Q1. Please list any complete programs currently being offered in your institution in one or
more of the following areas:
Area
Title/s of
Programs
Being Offered
Faculty
Strength
(No.)
Duration
(Years)
No. of
Students
Year
Started
Student Profiles (entry
requirements, past experience,
average age, geographical
backgrounds, quotas, gender
ratio)
Governance
Public
Administration
Public Policy
Q2. Kindly list your institution’s programs currently offering the following courses with
Governance related content:
Course Titles
Relevant
Programs
Comments
Course Titles
Civics
Information Communication
Technology
Law
Policy Studies
Political Science
International Relations
History
Economics
Public
Administration
Sociology
Management
Science
Philosophy
Public Policy
Administrative Sciences
Public
Management
Any other (please
specify)___________________
Relevant
Programs
Comments
90
Q3. What, in your view, are students’ motivations for joining complete programs in
Governance, Public Administration or Public Policy?
Q4. What job opportunities are available to your institution’s students of complete programs
in Governance, Public Administration or Public Policy?
Q5. Do you have curricula in the areas of Governance, Public Administration or Public
Policy?
Yes
No
Q6. If you answered yes to Q5 please tick below all that apply to your institution:
Tick Here If Yes
Your Institution’s Governance, Public Administration or Public Policy
Curricula arE
Indigenously developed by our institution
HEC developed
Adopted from an international body
Other (please specify) _____
Q7. How can current programs in Public Administration, Public Policy or Governance be
improved? Please give at least 3 suggestions:
1.
2.
3.
Q8. Kindly list any other educational institutions, in your knowledge, offering complete
Bachelors, Masters or MPhil/PhD programs in the areas of Governance, Public
Administration or Public Policy in Pakistan.
Name of Institution
Programs Offered
Location/Address
Contact Person &
Contact Details
91
Kindly provide a copy of the following and kindly underline items provided:




Current course outlines for courses in Governance, Public Administration, Public
Policy, Civics, Law, Political Science, History, Management Sciences,
Information Communication Technology, Policy Studies, International Relations,
Economics, Sociology, Philosophy, Public Management and Administrative
Sciences
Study schemes for complete programs in Governance, Public Administration or
Public Policy
Prospectus for the current year
Curricula
Thank you very much for your time and cooperation.
92
APPENDIX-6
STUDENT QUESTIONNAIRE
BASELINE RESEARCH ON GOVERNANCE RELATED PROGRAMS
& DISCIPLINES OFFERED IN PAKISTAN
Dear Sir/Madam
The Human Resources Development Centre (HRDC) at the Institute of Administrative
Sciences, University of the Punjab is carrying out a national study on Governance, Public
Administration, Public Policy and on allied traditional disciplines. The purpose of this study
is to improve, at the national level, contents and offerings of programs in these areas. By
taking part in this study you will benefit through improved curricula and programs
being offered to you. This study will also help increase the market value and awareness
about your chosen degree. You are kindly requested to provide information as requested
below. Your cooperation is highly appreciated.
HRDC Team
www.ias.edu.pk/hrdc.htm
Tel: (042) 99231164-5
Name
Age
Program of Study
Gender
Institution
Work experience prior
to joining program (yrs.)
Interview
Date/Time/Location
City of Permanent
Residence
Last Academic
Qualification
(Program Title,
University, City,
Country)
Average Monthly
Household Income (Rs.)
Optional Question
93
Q1. Why have you selected this program of study? Please rank the following in order of
importance to you.
Rank 1 up to 8 with 1 [most important] and 8 [least important]
Ranking
Reason for Joining Your Current Program
Preparing for CSS/PSC
To prepare for higher education abroad
Working internationally
Serving the country
Good salaries and benefits expected after employment
Other: Please specify –
Other: Please specify –
Other: Please specify –
Q2. How would you define the following terms?
Governance
Public Administration
Public Policy
Q3. In your view, what is the importance of Governance in the context of Pakistan?
Q4. What will be your ideal job after you complete your program and why?
Q5. What jobs do your seniors currently have? Please list at least 3 examples.
1.
2.
3.
94
Q6. How satisfied are you with the following about your current program and institution?
Please tick the appropriate column.
V. Satisfied
Satisfied
Dissatisfied
V. Dissatisfied
Comments
Courses
Offered
Teaching
Methodology
Quality of
Teachers
Evaluation
Criteria
Physical
Facilities
Future Job
Prospects
Q7. How can your current program be improved? Please give at least 3 suggestions:



Thank you for your time and input.
95
96
APPENDIX-7
STUDENT FOCUS GROUP QUESTIONS
BASELINE RESEARCH ON GOVERNANCE RELATED PROGRAMS
& DISCIPLINES OFFERED IN PAKISTAN
Personal Background


What are your academic backgrounds?
What did you know about Public Administration, Public Policy and Governance
before joining your program?
Assessment of Current Program, Courses, Faculty, Facilities & Institution
















What did you know about your current institution and program before joining it?
How did you select your current program of study?
Who helped you decide on this choice?
How would you describe your current program? What are its strengths and
weaknesses?
Which courses do you enjoy most? Why?
Which courses do you enjoy least? Why?
Which teaching methodology do you feel is suitable for teaching Public
Administration? Public Policy? Governance?
Do you feel that the curriculum being used is in line with market needs?
Do you have any suggestions for the curriculum being used in your program?
How do you assess your faculty?
Describe your ideal faculty member and his/her attributes you like most.
Are you satisfied with the physical facilities offered to you by your institution?
What recommendations would you give to your institution for improvement?
Do you feel that your institution is known for offering the program you are in?
Do you feel that the faculty is engaged in research in the areas of Public
Administration, Public Policy or Governance? If yes can you quote an example?
Do you feel there is suitable Pakistani literature and research available in these areas?
Student Motivations & Outlook about the Future










What motivates you to study Public Administration, Public Policy or Governance?
Do you feel that the time and money you are investing in this program will give you
suitable dividends? Why? How?
Do you plan on studying further after your degree? What? Where? Why?
Do you plan on working in Pakistan?
What will be your ideal job and career path after the completion of your program?
How will your degree help Pakistan and Pakistanis?
What starting salary do you expect you will get after the completion of your program?
What salaries and job titles do your seniors have?
Is there a role model you look up to in the fields of Public Administration, Public
Policy or Governance? Who? Why?
Do you feel that a career in Public Administration, Public Policy or Governance can
be financially fulfilling? How?
97




What are some of the ethical issues you will have to face during your career? How
will you cope with them?
Please describe the lifestyle you are looking for with a career in Public
Administration, Public Policy or Governance.
Please describe the kind of people you will have to work with during your
professional career in Public Administration, Public Policy or Governance.
Ten years from now what will be your biggest concerns/regrets for choosing a career
in Public Administration, Public Policy or Governance?
Understanding of Public Administration, Public Policy & Governance




Please define the terms Public Administration, Public Policy & Governance.
Please identify key individuals and institutions separately in each of these fields
What are the current issues/newspaper headlines in these areas?
Please do a SWOT analysis of Pakistan with respect to Public Administration, Public
Policy and Governance.
98
APPENDIX-8
PICTURES OF SOME RESEARCH EVENTS
Interview being carried out at Virtual University
Students at the National Defence University filling out
questionnaires
Focus group being conducted at Fatima Jinnah Women
University
Focus group participants at Allama Iqbal Open University
Students at Quaid-e-Azam University after a focus group
session
Videoconferencing being done with Gomal University
99
Interview being carried out at Allama Iqbal Open
University
A high contrast comparison between the qualities of
physical environments available to students at two
different institutions in the same city
100