Student input drives Stamford Uni’s global education vision: Chairman Farahnaaz Feroz

Empowering students as "co-creators" lies at the heart of Stamford University Bangladesh's educational philosophy.

In a recent interview with The Business Standard on the occasion of its anniversary, Professor Farahnaaz Feroz, chairman of the Board of Trustees, discussed the university's strategy for creating a globally competitive system, combining transparent faculty recruitment with a curriculum shaped by student input

The theme of this year's International Day of Education is "The Power of Youth in Co Creating Education." How does this align with Stamford's education philosophy and future plans?

This theme strongly aligns with the educational philosophy of Stamford University Bangladesh. We believe students are not merely recipients of knowledge; rather, they are active co-creators in the learning process.

By valuing students' opinions, innovative thinking, and leadership qualities, we engage them in curriculum development, co-curricular activities, and research initiatives.

In our future plans, we aim to strengthen youth participation even further to build an inclusive, innovation-driven, and globally competitive education system.

How are you ensuring teaching quality amidst the national shortage of qualified educators, and what are your student admission standards?

Ensuring quality teaching requires a transparent recruitment process, continuous professional development, research opportunities, and an incentive-based working environment.

At Stamford University Bangladesh, we consider subject expertise, pedagogical competence, and research interest as key criteria in faculty recruitment. Regarding student admissions, we prioritise merit, motivation, and potential.

At the same time, we provide bridge courses and academic support for students who need additional assistance, ensuring that all learners can progress within a quality-driven academic environment.

What are the main challenges in developing students' skills and employability in a global market?

The major challenge lies in narrowing the gap between academic curricula and real-world workplace demands.

Rapid technological advancement, insufficient soft skills, limited industry–university collaboration, and constraints in research-based learning remain key barriers.

At Stamford University Bangladesh, we are addressing these challenges through stronger industry linkages, internship programmes, career counselling, and skill-based learning opportunities.

What specific initiatives have you undertaken to promote faculty development, research, and innovation?

Our university regularly conducts faculty development programmes, offers research grants, encourages publication in international journals, and supports participation in academic conferences.

We are also committed to improving the quality of education through innovative teaching methods, blended learning, and research-based instruction.

How vital are international partnerships for global rankings and academic exchange?

Such collaboration is extremely important, as it enhances academic quality, expands research capacity, and strengthens global recognition.

Stamford University Bangladesh places strong emphasis on international partnerships for faculty and student exchanges, joint research efforts, and curriculum development – connecting our institution more closely with the global higher education community.

Currently, we rank 11th among private universities in Bangladesh in the QS World University Rankings.

How is the curriculum being modernised to address AI and the Fourth Industrial Revolution?

We are incorporating digital literacy, data analytics, AI fundamentals, cyber security, and entrepreneurship skills into our curriculum.

In addition, we are planning to launch new and modern academic programmes in alignment with market demand, ensuring that our graduates remain competitive in the future job market.

What are the barriers to launching PhD programmes in private universities, and how prepared is Stamford to take this step?

As Chairman of the Board of Trustees of Stamford University Bangladesh, I can state with confidence that our faculty are qualified to conduct PhD programmes, and we expect to achieve this milestone soon.

Over the years, we have built a strong academic foundation by prioritising research and innovation alongside quality education. Stamford is supported by experienced, research-oriented faculty, a modern library with robust resources, and an effective framework for overseeing research policies.

We firmly believe that the successful implementation of a PhD programme requires rigorous quality assurance, research ethics, and adherence to international standards – all of which we are fully capable of ensuring.

With a vision to develop researchers who will contribute meaningfully to national progress, Stamford University Bangladesh is ready to advance confidently into PhD-level education.