What should the role of professors be in Bangladesh 2.0?
Professors need to transform into knowledge creators, inventors, and changemakers who actively participate in solving societal and industrial issues
The recent revelation that 43 Bangladeshi universities are struggling to fill crucial vice chancellor positions with qualified professors is a stark indicator of a systemic problem within the nation's education system.
The global role of professors has evolved substantially. Beyond their traditional teaching duties, professors in countries like the US and the UK are now driving societal and industrial innovation, solving complex problems, and serving as catalysts for positive change.
To align Bangladesh's education system with international standards, the role of professors must similarly evolve. Instead of merely disseminating knowledge, they should actively contribute to knowledge creation, innovation, societal transformation, and the overall development of the nation.
Bangladesh's higher education system has long been criticised for its rigid teaching methods and outdated curricula. Professors, who play a pivotal role in shaping the academic experience, often prioritise memorisation over critical thinking and problem-solving skills. This approach fails to equip students with the competencies needed to address real-world challenges and secure meaningful employment.
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Furthermore, a lack of support and incentives for professors to pursue continuous professional development contributes to their falling behind international trends in education and research. The system often prioritises tenure, promotions, and administrative responsibilities over the necessity for educators to evolve their teaching methods and keep pace with advancements in their fields.
Additionally, faculty members are frequently discouraged from embracing new or multidisciplinary approaches to teaching, stifling creativity and limiting academic independence.
The university system as a whole suffers from a lack of accountability and bureaucratic inefficiency. Within institutions, rigid hierarchies often limit faculty's opportunities to design curricula or implement reforms. Research opportunities are also constrained by minimal financial support and a lack of motivation to undertake groundbreaking projects or industry-academia collaborations, both of which are essential for fostering an innovative culture.
In Bangladesh, the conventional approach to education is unidirectional, with teachers lecturing and students taking notes. These lectures often fail to incorporate the latest research, developments, and industry requirements, perpetuating a cycle where students are taught to passively absorb information rather than think critically or creatively. Academic qualifications are the primary factor used to assess the promotion of professors, not their contributions to research, innovation, or social and industrial impact.
As a result, the system produces academics who are more concerned with preserving the status quo than promoting transformation in education. This has led to a generation of academics who are detached from social and industrial needs and real-world problems.
In contrast, professors in the US and the UK are not confined to academic responsibilities alone. They collaborate with industry and government, actively engage in public policy, and frequently play a vital role in addressing urgent social and industrial concerns, including technology, healthcare, agriculture, and climate change. For example, during the Covid-19 pandemic, researchers from the University of Oxford rapidly developed a vaccine using cutting-edge facilities and expertise.
The initial research funding from the UK government and the industry collaboration with AstraZeneca enabled the rapid scaling of production and distribution. This instance underscores the importance of professors and researchers in promoting government-industry-academia collaboration, innovating solutions to pressing issues, and driving innovation—a dynamic that is currently absent in Bangladesh, where academic involvement in the industry and public affairs remains limited.
Redefining the role of professors
To reform Bangladesh's education system, the definition of a professor must be redefined. A professor should be more than a teacher; they should be a knowledge creator, innovator, and changemaker.
Knowledge creator: Professors should contribute to the creation of new knowledge through transformative research, publications, and interdisciplinary collaboration.
Innovator: They must translate their research into innovative applications that address societal, industrial, and global challenges.
Changemaker: Their innovations should have a tangible societal and industrial impact, solving pressing problems and promoting national development.
A holistic approach
A professor's journey should involve a holistic approach, combining hard work, commitment, and a focused dedication to in-depth study and research. This journey entails:
Problem Identification: Identifying the most pressing issues affecting society or industry.
Deep Understanding: Gaining a comprehensive understanding of the problem, including its causes, effects, and nuances.
Belief in Solutions: believing in one's ability to solve the identified problem.
Taking Action: Actively pursuing solutions through research, innovation, and collaboration.
This journey culminates in the creation of new knowledge, innovation, and societal or industrial change. A professor who successfully navigates this journey becomes a role model, inspiring others and contributing significantly to the nation's progress.
Dr Mohammad Yunus serves as a powerful example of the transformative potential of a professor. Initially focused on academics, he identified poverty as a significant social problem and believed in his ability to address it. Dr Yunus pioneered microfinance through Grameen Bank, offering small, collateral-free loans to the poor, especially women. This innovation revolutionised poverty alleviation and demonstrated that even the most marginalised could thrive with financial access.
Dr Yunus' solution addressed social and economic problems, sparking a global revolution and transforming him into a catalyst for change. His journey from a professor to an innovator, social entrepreneur, and leader demonstrates the potential for professors to move beyond the classroom and become pioneers of societal and global change.
Reforming Bangladesh's education system
Bangladesh's universities must undergo significant reform to cultivate professors who are knowledge creators, innovators, and societal changemakers. Key steps include:
Incentivising research and innovation: Investing in research infrastructure and competitive funding.
Promoting collaboration: Fostering multidisciplinary collaboration with industry and government at national and international levels.
Establishing innovation and incubation centres: Creating dedicated spaces for academicians and students to develop solutions to societal and industrial problems.
By emphasising these areas, Bangladesh can reform its educational system and produce a generation of academics who will contribute to national development, reduce dependence on foreign technology and expertise, and elevate the country's standing in the global knowledge economy.
The crisis Bangladesh is facing in filling vice chancellor positions with qualified academics is a warning sign for the nation's educational system. By redefining the role of the professor and implementing necessary reforms, Bangladesh has the potential to create an academic community that is more innovative, dynamic, and socially conscious.
Professors must transform into knowledge creators, innovators, and changemakers who actively participate in solving societal and industrial issues. Through their commitment, problem-solving skills, and belief in their abilities, they can significantly impact the destiny of the country and inspire the next generation of leaders.
Prof Khondaker A Mamun, PhD is the Director of the Institute of Research, Innovation, Incubation & Commercialization and a Professor of CSE at United International University.
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 Standar
