Faculty Development in Pakistan: Effects on Teaching, Research, and Institutional Performance

Abstract

This qualitative study investigates the effectiveness of faculty development and training programs initiated by the Higher Education Commission of Pakistan. Through semi-structured interviews with 15 university faculty members from diverse disciplines and institutions, the study examines the impact of these programs on teaching, research engagement, and professional growth. Thematic analysis revealed that HEC training positively influenced pedagogical skills, research productivity, and professional confidence. Participants reported adopting student-centered teaching strategies, improved course design, and increased engagement in academic publishing and grant writing. However, the application of acquired skills was constrained by institutional resistance, limited administrative and peer support, and inadequate technological infrastructure. Faculty recommended discipline-specific content, structured follow-up and mentorship, and stronger HEC-university collaboration to enhance the sustained impact of training outcomes. However, the implementation of these skills faced significant challenges, such as institutional resistance, insufficient administrative and peer support, and inadequate technological infrastructure. Faculty respondents suggested the need for more discipline-specific content, structured follow-up and mentorship, and stronger collaboration between HEC and universities to facilitate the application of training outcomes.