When will the chains of 'conventional norms' break in public universities?

In the aftermath of the recent student-led uprising, young faculty members of Bangladeshi public universities are optimistic about potential reforms. A major factor behind the division between young faculty members and veterans is the discriminatory practice of political considerations under the guise of "conventional norms",  which operates outside the formal regulations of universities. 

While much has been said about the recruitment process, it is also important to focus on how public university teachers, once appointed, struggle to navigate a system dominated by these unwritten rules.

At King's College London, when a faculty member is promoted to professor, an inaugural lecture is held. At one such event, a former teacher from Dhaka University shared his experience of joining a university in Bangladesh without a PhD. 

He explained, "It is expected that a teacher in Bangladesh will pursue a higher degree from a reputable university after joining and will maintain academic and research excellence accordingly." 

If this is the standard approach, a newly appointed teacher must build a strong foundation in teaching and research, which would allow them to secure opportunities for higher education, often through scholarships from foreign organisations and universities. 

In this context, the concerned department must provide the necessary structural training and opportunities for higher education, with full institutional support for newly joined faculty members.

In the developed world, newly recruited teachers are paired with experienced mentors in their field, receive departmental training, and have ample opportunities for collaboration. Unfortunately, no such structured induction process exists in our public universities. Instead, "political considerations under the guise of conventional norms" take precedence. 

Most teachers are forced to accept this harsh reality. Moreover, newly appointed faculty members face a severe lack of resources. Starting their careers with minimal pay, they are often provided with nothing more than a chair and a table, making it extremely difficult to maintain the quality of teaching and research. 

At the very least, a computer is essential for preparing modern classes, yet many professors at Chittagong University still have not received one from the institution.

After overcoming these initial hurdles, teachers applying for promotion based on their published research face the barrier of "conventional norms." 

According to the official rules, there are three steps to promotion: approval by the Departmental Planning Committee, evaluation by the Selection Board, and finally, approval by the University Syndicate. 

Of these, only the first step has a set time frame, as outlined in the written regulations. The other two stages, however, are governed by these unwritten "norms." If the applicant holds differing political views, they encounter extreme non-cooperation, while political allies receive preferential treatment. This results in qualified candidates being denied promotion, while politically connected individuals are often advanced regardless of merit. Many deserving teachers are harassed due to this political bias.

One of our colleagues applied for promotion to assistant professor. Month after month, no date was set for the Selection Board meeting. Frustrated and disheartened, the colleague approached the Registrar's Office, only to be told about the "conventional norms." 

When they sought clarification, the response was, "For some, it takes a few days; for others, it could take years!" This so-called "norm" is essentially a trap, where no one knows how long they will be held back. 

Consequently, young teachers become vulnerable, and in Bangladesh, nothing is easier than exploiting the vulnerable for political gain. Although Chittagong University offers back pay and considers promotions from the date of submission for assistant professor applications, is there any solace for those left feeling they are not where they rightfully deserve to be due to these "conventional norms"?

At a foundational training session for teachers at Bangladesh Agricultural University, we were taught that every class is a "performance". To perform well, one needs ample mental preparation. However, when a teacher is forced to run from person to person, burdened by the question, "Why hasn't your promotion happened yet?", due to the bureaucratic entanglements of the "conventional norms," performing well becomes exceedingly difficult. 

Is it too much to ask, in this modern age, to expect a response within a reasonable time frame when an application is submitted following the proper rules? In public universities, the manipulation of these "conventional norms" — where personal or political connections speed up or delay processes — needs to end.

In conclusion, it is crucial to establish clear written guidelines and directives to address the flaws in the current system at public universities. 

Key areas for reform include ensuring transparency in recruitment and promotion, implementing mentorship and training programs for new faculty, adhering to timely promotion procedures, providing adequate resources for teaching and research, and fostering a culture of open communication and accountability among staff. These measures are essential for creating a fair and supportive academic environment. 

As Mahatma Gandhi wisely said, "A nation's greatness is measured by how it treats its weakest members." Applying this principle to the treatment of our teachers and students is vital for building a brighter future.

Dr Md Mahbub Hasan teaches Genetic Engineering and Biotechnology at the University of Chittagong.

Mohammad Shahjahan teaches Physics at the University of Chittagong.

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