Unveiling the Unseen: The Power of Institutional Vision
The Core Issue: Unfulfilled Aspirations
Since the publication of my previous article, 'V' is for Vision, I've been reflecting on the crucial role of institutional vision in higher education. The concept of vision, often shrouded in noble wishes, needs a deeper exploration. It's time to delve into the heart of the matter and uncover the unseen forces that shape our educational institutions.
Clarifying the Vision-Wish Dichotomy
Let's start by distinguishing between an objective, a vision, and a wish. Consider a nation's journey. In the 1940s, the objective was clear: creating a new nation-state. However, the vision, whether religious or secular, remained ambiguous, leading to unforeseen challenges. The wish, to foster a sense of Pakistani identity among citizens, remains an elusive goal.
This dichotomy is not limited to nations; it extends to educational institutions. For instance, if City B lacks a business school, the objective is to establish one. But the vision? Should it mirror City A's school or offer something unique? Standalone or interdisciplinary? Research-oriented or teaching-focused? These choices have far-reaching implications, from student demographics to faculty composition and curriculum design.
The Impact of Vision on Student Aspirations
The institutional vision is not merely a statement; it shapes the aspirations of the students it attracts. Privileged students seeking globally-oriented English-medium education are unlikely to be drawn to serving in developing countries. This mismatch is evident, yet often overlooked.
The Choice is Crucial
The selection of a vision is pivotal at the institutional level. Whether establishing an arts institute or a business school, the vision dictates the focus on indigenous traditions, global trends, or a blend of both. This choice influences everything from faculty qualifications to student recognition, as seen in the example of a local master craftsperson versus a foreign-qualified lecturer.
The Vacuum of Wishful Thinking
Without a clear institutional vision, the wish for graduates' actions becomes a vacuum. It's influenced by external factors like parental expectations, the job market, security, and societal values, which institutions have limited control over. For instance, decades of religious studies may not foster independent thinking, as decades of ever-expanding religious studies should have dispelled that notion.
The Role of Higher Learning Institutions
Higher learning institutions have a dual mandate: training students for professions and educating them to think critically and understand society. They must question the legitimacy, fairness, and morality of their world. This education is vital for students to make choices aligned with institutional wishes. However, it's a delicate balance, as even then, it's only a hope.
Beyond Institutions: The Need for School Education
Educators must advocate for better school education, as it's the foundation for independent thinking. Public funding for higher learning institutions is essential to ensure a diverse student body, comprising smart students who might otherwise be excluded by language or financial barriers. This diversity fosters positive changes in cultural outlooks, social integration, and mutual understanding.
The Revision: A Necessity
An explicit institutional vision, defining the institution's purpose, is crucial before outlining student expectations. This revision is necessary to address the leading cause of unfulfilled institutional wishes. It's time to embrace the power of vision and shape the future of education in Pakistan.
