The Worldwide Benchmarking and Quality Assurance Practices in Bangladeshi Universities

Abstract

This study explores quality assurance practices and international benchmarking in Bangladeshi universities, highlighting key challenges and opportunities. Using a qualitative approach, the research draws insights from 30 in-depth interviews with key stakeholders, which were analysed through thematic analysis. The findings reveal essential benchmarking instruments, including curriculum development, faculty training, student engagement, institutional autonomy, governance, and decision-making transparency, which adopt global best practices while considering local realities. Particular attention is given to the role of teaching and research as central pillars of internationally benchmarked quality assurance, with qualified faculty development identified as a critical requirement that needs active government support. This study offers valuable guidance for policymakers, the Ministry of Education, the University Grants Commission, accreditation bodies, university authorities, academicians, and students in strengthening higher education quality. While the study's small sample size limits broad generalization, it fills an important research gap by providing a practical framework for benchmarking implementation. Its originality lies in capturing stakeholder perspectives to enhance sustainable quality assurance mechanisms in higher education institutions.

Conclusion

This study highlights key aspects of quality assurance (QA) practices in Bangladeshi higher education, drawing on perspectives from faculty, staff, and students. Respondents emphasized the importance of regular curriculum updates aligned with global standards and industry trends to maintain relevance and academic quality. Faculty development programs, including workshops and seminars, were seen as essential for improving teaching practices and promoting pedagogical innovation. However, many stakeholders reiterated that government policy must play a stronger role in ensuring qualified faculty recruitment and continuous training to sustain quality education. Student engagement and feedback emerged as another critical area. Respondents noted that involving students in QA processes not only improves instructional quality but also fosters a student-centred environment, encouraging greater motivation and ownership over learning. In terms of international benchmarking, participants stressed the value of comparing institutional practices with global counterparts. Collaborative partnerships with foreign universities were identified as opportunities for resource sharing, faculty exchange, and the adoption of best practices. The implementation of international accreditation standards was seen as a strategic move to enhance institutional credibility and competitiveness. With respect to institutional autonomy and governance, interviewees recognized the essential role of regulatory bodies like the UGC in setting standards and ensuring oversight. At the same time, they stressed the need for autonomy in policy development, highlighting the importance of balancing standardization with academic freedom. Inclusive governance, where faculty, staff, students, and stakeholders are engaged in decision-making, was viewed as vital to fostering accountability and long-term quality improvement. Finally, several challenges were identified. These include limited funding, resistance to change, and restricted access to professional training. Respondents advocated for increased government investment, enhanced capacity-building efforts, and better communication strategies to overcome these barriers. Overall, the findings underscore that continuous improvement, international collaboration, student involvement, and transparent governance are essential for advancing the quality of higher education in Bangladesh.

References