Post 9/11 higher-education reforms and the instruction of International Relations in Pakistan

Research output: Contribution to journalArticle

Abstract

Although Pakistan's higher education sector has seen seismic reforms since 9/11, little is known about the impact of those reforms on day-today instruction at Pakistani universities. Based on fieldwork at three institutions, this article examines the impact of these reforms on the teaching of international relations. This study makes several points. First, faculty who receive advanced degrees abroad and return to Pakistan have introduced a culture of innovation at Pakistani universities, but the changes have been too abrupt. Second, students express clear preference for their instruction to be in English. Third, students have limited appetites for instruction in their first language. Fourth, the staff and students at one of the military institutions examined displayed a moderate, often liberal view. Finally, universities still lag behind in catering to the learning needs of a diverse student body.

Original languageEnglish
Pages (from-to)267–287
Number of pages21
JournalInternational Studies Perspectives
Volume19
Issue number3
Early online date26 Feb 2018
DOIs
Publication statusPublished - 1 Aug 2018

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education reform
international relations
higher education
Pakistan
student
instruction
reform
university
education
student body
mother tongue
learning
questionnaire survey
Military
fieldwork
innovation
staff
questionnaire
interview
language

Keywords

  • Intercultural learning
  • Language of instruction
  • Learning methods
  • Western-centric curriculum

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Political Science and International Relations

Cite this

Post 9/11 higher-education reforms and the instruction of International Relations in Pakistan. / Aslam, Wali.

In: International Studies Perspectives, Vol. 19, No. 3, 01.08.2018, p. 267–287.

Research output: Contribution to journalArticle

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