This study was designed to find out how teachers and students of the public sector universities in Pakistan viewed the academic functioning of the universities in the country. For this purpose, the data was collected by administering two separate questionnaires, one each for teachers and students. 350 teachers and 700 students of seven public sector universities of Pakistan were selected as sample of the study. Multi-stage sampling technique was employed for sample selection. Subject division (science and arts) of the population was observed in the teachers‚€™ sample whereas both gender and subjects division was maintained in the students‚€™ group.
290 teachers and 568 students returned the completed questionnaires. Item-wise responses of each respondent were recorded in two separate work sheets for teachers and students. Reliability and validity of the research tools were established.
Factor Analysis was applied to the responses of both the teachers and the students. Five factors were extracted from teachers‚€™ and students‚€™ data through Principle Component Analysis technique. These factors were labeled as teaching, leadership development, research, staff development and evaluation in the teachers‚€™ whereas teaching, leadership development, research, curriculum and evaluation in the students‚€™ responses.
The frequency of the responses for each factor was worked out separately for the teachers‚€™ and the students‚€™ questionnaires through Contingency Table Analysis in SPSS. For each factor the percentage of agreed and disagreed responses were calculated both for the teachers‚€™ and the students‚€™ data.
The analysis revealed that both the teachers and the students were highly dissatisfied with the performance of the universities with particular reference to teaching and leadership development areas. The teachers indicated their high dissatisfaction whereas the students expressed their satisfaction with the facilities provided for conducting research. Both the groups expressed their satisfaction with the working of the present system of evaluation at the universities. Teachers‚€™ recorded very low-level satisfaction with the staff development programmes of the universities whereas the students expressed their moderate level satisfaction with the present university curriculum. There was no considerable difference among the science, arts, male and female groups of the respondents in both the samples.
It has been recommended that the concerned authorities should take serious notice of the unsatisfactory performance of the universities particularly in the areas of teaching and leadership development and implement concrete measures to improve the university functioning in the country, predominantly in the deficient areas.