How Private Universities in BD Are Diluting Academic Ranks Without Research Credentials

Dr. Mohd Mizanur Rahman

By Dr Mohammad Mizanur Rahman

In Bangladesh today, the title of “Professor”, once considered the pinnacle of academic achievement, is increasingly losing its meaning. Within several private universities, individuals with neither a PhD degree nor any significant research publications are being elevated from Assistant Professor to full Professor. This alarming trend is not a minor administrative oversight; it is a deep symptom of a systemic illness in the nation’s higher education sector, one that undermines academic credibility, discourages genuine scholars, and threatens the intellectual foundation of our future generations.

Among the country’s academic community, it is an open secret that promotions in some private universities are often guided by internal politics, personal influence, or even commercial motives. Faculty appointments, once grounded in merit and research contribution, are now too often determined by convenience or connections.

There are cases where faculty members holding only a Master’s degree have been promoted to Associate Professor or even full Professor without a single publication in peer-reviewed journals. In some instances, administrative loyalty or personal relationships with management committees have weighed more than academic credentials. These practices not only devalue the significance of academic ranks but also send a dangerous signal to young educators that scholarship, ethics, and research excellence no longer matter.

Globally, the rank of Professor is earned after decades of academic contribution. Universities in developed nations such as the Malaysia, Singapore, UK, USA, or Australia require a PhD as a minimum qualification for appointment to senior positions. Candidates must demonstrate a solid track record of research publications in reputable journals, student supervision, international collaboration, and a commitment to academic integrity.

In contrast, the lack of standardized criteria in Bangladesh’s private universities allows some institutions to bypass global norms entirely. While the University Grants Commission (UGC) outlines general qualification requirements, the enforcement remains weak. Without strict monitoring or penalties, many institutions interpret these guidelines as “recommendations” rather than binding rules.

The underlying issue is the commercialization of higher education. Many private universities are established with good intentions, yet their governance structures often prioritize financial sustainability over academic integrity. Management boards dominated by business interests rather than academic professionals view universities as profit-generating entities, not centers of research and learning.

As a result, faculty promotions may be granted to those who can “keep the peace” within the system, handle administrative burdens, or support the management’s agenda, rather than those who produce quality research or pursue higher qualifications. In some cases, rapid promotions are used as incentives to retain staff or boost institutional reputation on paper, even when the individuals lack the credentials expected of their titles.

This practice creates a façade of academic excellence while eroding its core. It is like constructing a building with a beautiful exterior but a weak foundation, impressive from the outside, yet destined to collapse under scrutiny.

Research is the heart of any university, yet in many Bangladeshi private universities, it beats faintly, if at all. Funding for research is scarce, laboratories are poorly equipped, and faculty members are overloaded with teaching assignments, leaving little time for scholarly inquiry.

Some institutions lack even basic research infrastructure such as digital journal access, grant-writing support, or mentorship programs. As a result, publication records remain dismal. Instead of addressing this gap, some universities choose the easier route, promoting individuals despite the absence of research output.

The consequence is a vicious cycle: when research is not valued, fewer academics pursue it; when fewer pursue it, the overall quality of education declines; and when education declines, the university’s reputation deteriorates both locally and internationally.

One of the most troubling aspects of this issue lies in the structure of faculty promotion committees. In many private universities, these committees are internally controlled, often chaired by individuals from the same institution or even the same department. Without external oversight, the process becomes vulnerable to favouritism.

In some cases, external evaluators are appointed only symbolically, sometimes individuals with little to no expertise in the relevant field, or even personal acquaintances of the candidates. The absence of transparency, peer review, and standardized evaluation criteria means that promotions can be manipulated easily.

When academic hierarchies are built on personal connections rather than qualifications, the consequences ripple far beyond faculty politics, they compromise the entire academic ecosystem. Students learn under unqualified mentors, genuine researchers lose motivation, and universities become degree factories instead of knowledge hubs.

The University Grants Commission has made commendable efforts to maintain quality across private universities, but it faces significant challenges. With over a hundred institutions under its jurisdiction, ensuring consistent monitoring is a daunting task. Furthermore, the UGC’s authority is often limited to recommendations rather than binding enforcement.

Private universities are required to submit annual reports on academic activities, but these reports rarely include transparent data on faculty qualifications, research publications, or promotion criteria. Without a centralized database or verification system, false or exaggerated claims often go unchecked.

There is also a lack of whistleblower protection for faculty members who attempt to expose irregularities. Those who raise concerns risk professional isolation or job insecurity, further perpetuating a culture of silence and compliance.

The most tragic victims of this broken system are the students. They enter universities with dreams of learning from the best minds in the country, yet many are being taught by underqualified individuals who lack not only academic depth but also proper pedagogical training.

This erosion of quality has far-reaching consequences. Graduates enter the job market ill-equipped to compete regionally or globally. Employers lose trust in the credibility of university degrees. Ultimately, the nation suffers as the intellectual capital necessary for innovation and progress weakens over time.

If Bangladesh truly aspires to become a knowledge-driven economy by 2041, the integrity of its higher education system must be restored. Producing graduates who can think critically, innovate responsibly, and lead ethically requires professors who embody those very principles.

To address this crisis, reform must be both structural and cultural. The UGC and the Ministry of Education should implement the following measures:

Mandatory PhD Requirement: Enforce a non-negotiable rule that promotion to Associate Professor or Professor requires a PhD and verified research publications indexed in Scopus or Web of Science.

Transparent Promotion Processes: Establish national-level promotion review boards or peer committees composed of external academics to eliminate internal bias.National Faculty Database:

Develop a centralized digital platform listing qualifications, publications, and career progression of all university faculty to ensure transparency. Research Funding and Incentives: Allocate government and private funds to encourage faculty research, publication, and international collaboration.Academic Integrity Audits: Conduct periodic independent audits to verify whether universities are adhering to national standards in hiring and promotion. Whistleblower Protections: Introduce legal safeguards for faculty who report malpractice within universities.

Reforming this broken system will not be easy. It requires courage from policymakers to enforce the rules, from universities to prioritize merit over money, and from educators to speak out against injustice.

Bangladesh’s universities should be sanctuaries of truth, discovery, and intellectual honesty, not marketplaces of credentials. When a professor’s title can be earned without scholarship, the very essence of academia is betrayed.

The future of our education system depends on whether we choose to confront this uncomfortable truth or continue hiding behind polished brochures and inflated CVs. The choice will determine not just the fate of our universities, but the moral and intellectual direction of our nation.

Only when academic merit becomes non-negotiable, and research becomes the true currency of recognition will Bangladesh’s higher education system begin to heal from within. Until then, every unearned professorship remains a stain on our collective conscience, reminding us how far we have drifted from the ideals of genuine scholarship.

(Dr. Mohd Mizanur Rahman is a certified PhD Optometrist, researcher, and Assistant Professor currently based in Malaysia. He writes on higher education policy, ethics, and academic reform.)