The missing link: Why University of Dhaka graduates are falling behind

The University of Dhaka is not merely an academic institution; it is a living archive of Bangladesh's socio-political evolution. From the Language Movement and the Liberation War to democratic transitions and administrative leadership, this century-old university has been a cornerstone of the nation's intellectual and political heritage. Yet in recent years, the institution seems to be struggling with a crisis of relevance. While many of its students continue to excel in public sector examinations, their performance in private, corporate, and global employment arenas is comparatively lackluster. This growing discrepancy is not just a personal shortcoming of individual students—it reflects a systemic failure embedded within the structure of higher education itself: the chronic disconnect between academia and industry.

In an increasingly competitive global job market shaped by the Fourth Industrial Revolution, traditional academic models no longer suffice. Skills such as data literacy, digital fluency, emotional intelligence, design thinking, and interdisciplinary collaboration have become essential. However, many departments at the University of Dhaka continue to operate with syllabi that are outdated by more than a decade. Curricula have undergone minor tweaks at best, often lacking any meaningful alignment with emerging job market demands. As a result, students graduate with theoretical knowledge but little exposure to practical application, workplace dynamics, or real-time problem-solving.

This gap becomes most visible when graduates attempt to enter the workforce. In interviews with multinational corporations, tech firms, or international NGOs, many stumble—not due to a lack of intelligence or motivation, but because they are untrained in professional communication, critical thinking, or workplace etiquette. Writing a compelling CV, preparing for behavioral interviews, responding to case studies, or even crafting a well-argued cover letter—these are skills most students are left to learn on their own, if at all.

The absence of structured career support is particularly striking. Most leading universities around the world now offer dedicated Career Services Centers that act as bridges between students and employers, providing counseling, organizing recruitment fairs, and delivering workshops on soft skills and employability. The University of Dhaka, despite its scale and influence, lacks such institutional mechanisms. The few career-related events that do occur tend to be irregular and heavily dependent on individual faculty or alumni initiatives, rather than integrated into an overarching career development strategy.

Even more concerning is the near-total absence of formal partnerships between academic departments and industry. In global best practice, universities routinely sign Memoranda of Understanding (MoUs) with corporate entities, development organizations, and research institutions to foster internships, joint research, and project-based learning. At Dhaka University, however, most departments operate in isolation, disconnected from the industries their students are supposed to serve. This disconnect not only limits students' exposure to workplace realities but also deprives industries of fresh talent and innovation that academia could otherwise offer.

Research output, long considered the hallmark of a university's intellectual contribution, also suffers. In many departments, research is seen as a formality—something to be completed for the sake of a degree or faculty promotion, rather than a tool for solving real-world problems or advancing knowledge. There is little incentive or infrastructure to support applied, interdisciplinary, or collaborative research with industry relevance. This stagnation not only weakens the university's position in international rankings but also undermines its capacity to contribute meaningfully to national development.

Underpinning all of this is a pervasive mindset problem. A sense of institutional complacency, rooted in the university's historic prestige, often prevents the kind of critical self-reflection necessary for reform. There is a lingering belief among many students, and even faculty, that simply being a Dhaka University graduate is enough. But in today's world, brand reputation is no substitute for relevant skills, global awareness, and adaptability. Employers are increasingly outcome-oriented—they seek graduates who are job-ready from day one, not those who require years of retraining.

There is, however, a path forward—but it requires decisive, coordinated action. The university must begin with an honest, data-driven review of its curricula, aligning them with market demands and future skill needs. Each department should actively involve industry experts in designing or revising course content to ensure students graduate with both depth of knowledge and practical competence. Pedagogical models must evolve too, incorporating project-based learning, live case studies, internships, and real-time collaboration.

Moreover, the university should establish faculty-wide Career Services Units, staffed by trained professionals, to guide students on career planning, connect with recruiters, and deliver essential employability training. At the institutional level, Dhaka University must proactively seek partnerships with industries, development agencies, and think tanks to create pipelines for internships, research collaborations, and recruitment. Without these structural bridges, students will remain confined within the ivory tower of academia, ill-equipped to compete in a knowledge-based economy.

Innovation and entrepreneurship also deserve greater institutional support. The university should invest in an Innovation Lab or a Startup Incubator where students can explore ideas, prototype solutions, and participate in national and international competitions. Hackathons, idea challenges, and venture pitch events can foster a spirit of innovation and equip students with the skills to lead in emerging industries rather than follow existing ones.

Additionally, there must be greater emphasis on co-curricular education—skills that are not always taught in classrooms but are crucial for professional and personal development. Leadership, teamwork, conflict resolution, emotional intelligence, and digital communication should be embedded into the student experience through structured training programs, workshops, and extra-academic platforms.

It is essential that the university and its stakeholders move away from nostalgia and engage in strategic foresight. History alone cannot sustain institutional relevance. The future of the University of Dhaka depends not on its past glories but on its willingness to evolve in response to a rapidly changing world. Its students are talented, intelligent, and driven—but they need the right ecosystem to thrive.

If this academia-industry gap is not addressed with urgency, Bangladesh risks squandering an entire generation of high-potential graduates. These young minds are not merely students; they are the architects of the country's future workforce, economy, and governance. The disconnect between higher education and professional life is not just a university-level issue—it is a national development concern.

Education in the 21st century must be redefined—not merely as a credential but as preparation for life, leadership, and lifelong learning. For Dhaka University to reclaim its stature as a national and global leader in education, the time for reflection has passed. The time for reform is now.

The author is an entrepreneur, and a postgraduate student at the University of Dhaka.

Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the opinions and views of The Business Standard.