Dhaka University (DU), once a symbol of academic excellence, now finds itself in the 1001-1200 range in the latest Times Higher Education (THE) rankings.
This decline in ranking reflects the broader issues plaguing higher education in Bangladesh.
Despite efforts at reform following the July Revolution, one of the biggest obstacles remains the flawed teacher recruitment process in public universities.
Without making recruitment transparent and merit-based, these institutions risk fostering generations of students and educators who lack ethical and academic integrity.
DU serves as a case in point, as students enter with high hopes but often leave with deep disappointment.
The disillusionment among students is not just due to outdated teaching methods but also to a sharp decline in faculty quality, rooted in a recruitment process often dominated by personal connections, nepotism, and favouritism.
Instead of academic merit guiding teacher selection, these connections hollow out the values that the university should champion.
As a result, students quickly learn that building personal rapport with powerful teachers can be more valuable than pursuing academic excellence.
This leads many to engage in activities that secure favour with influential faculty members, such as grading exams, writing papers, or conducting research for professors.
These tactics create a path for students who later aspire to join academia, often bypassing those more qualified.
This environment damages the aspirations of many talented students, who soon realize that personal networking often trumps merit.
Disheartened, some see their CGPA drop, and others even drop out within the first few semesters.
Even top-performing students may suffer in their final semesters as preference is given to more “connected” peers.
In specific departments within the Faculty of Arts, reports of grade manipulation to favour students with faculty ties illustrate this imbalance.
Additionally, gender-based differential treatment has also been observed, creating divides among students and staining the teaching profession’s reputation.
A lack of transparency in grading only intensifies these issues. While mechanisms are in place to uphold accountability, they are rarely enforced, allowing arbitrary grading and fostering a culture of favouritism.
Students have little recourse to verify or contest their grades, leaving them at the mercy of their instructors.
Nepotism further harms the academic structure, leading to unethical practices like exam question leaks and selective access to study materials, creating an unfair advantage for some.
The July Revolution made clear the consequences of this broken system, as students publicly confronted teachers they saw as complicit in these corrupt practices, reflecting deep frustration with a system that favours personal gain over academic excellence.
The culture fostered within the university is also producing arrogance in students, rather than humility and a genuine pursuit of knowledge.
Ahmed Sofa's words aptly capture this situation: "Bigger institutions tend to impart more arrogance than knowledge."
Many students leave the university disillusioned, having encountered more arrogance and favouritism than academic rigour.
However, some faculty members remain highly regarded, attracting students from other departments to their classes despite overcrowded conditions.
This demand highlights the lack of accountability in most teachers, who often skip classes or fail to meet the required teaching hours.
This poor sense of responsibility not only lowers education quality but also suggests to students that ethical responsibility and time management hold little importance.
The long-term effects of this culture are far-reaching.
Students trained in this environment often carry these attitudes into the workforce or public administration, prioritizing personal gain over public service.
The lack of practical skills development, such as departmental presentations, also leaves students unprepared for the private job market, pushing many to prioritize government jobs like the Bangladesh Civil Service (BCS) as a career goal.
This job preference underscores a critical gap in practical preparation within the academic curriculum.
The current recruitment system further impacts aspiring teachers. Despite their dedication, many talented students find teaching positions out of reach due to political influence and favouritism.
Unable to secure a place in academia on merit, they are left disillusioned and unprepared for alternative careers.
This cycle of hiring unqualified faculty has, over the past decade, led to a generation of mediocre teachers who, in turn, produce mediocre students.
Breaking this chain is critical for Bangladesh’s future, as the persistence of these practices affects the broader national mentality.
Only by reforming the teacher recruitment process and reinstating meritocracy can universities in Bangladesh return to their roles as centers of academic excellence and integrity.
Sahad Amin is a Sub-Editor at Dhaka Tribune