Faculty Perspective on Quality Assurance Practices: Case of an Engineering University in Balochistan

Abstract

The study examined faculty perspectives on the sustainability of quality assurance (QA) practices and their influence on productive teaching and learning environments, practical competencies, and academic mobilization in an engineering university in Pakistan, using a convergent mixed-methods design. Quantitative data were collected from thirty faculty members across four engineering departments through an adopted questionnaire. Simultaneously, we conducted semi-structured interviews with 12 faculty members. The findings revealed, in general, a positive perception of digital and virtual teaching and learning resources and alignment of curricula with the Outcome-Based Education (OBE). However, participants expressed concern over outdated laboratory infrastructure, inconsistent renewal of physical resources, and limited engagement of internal and external quality managers. Findings also show that faculty recognized the importance of research internships and final-year projects; however, noted weak coordination between university and industry partners. Suggesting the procedural rather than developmental character of many QA mechanisms. Qualitative findings further underscored operational challenges within the R&D and quality enhancement departments, as well as students’ financial and motivational barriers. Study concludes that the effectiveness of QA systems depends not only on policy compliance but also on institutional learning, leadership commitment, and stakeholder collaboration. The findings suggest that revitalizing the functions of the R&D and Quality Enhancement departments, strengthening incentives for industry–university linkages, and investing in infrastructure renewal can foster a sustainable quality culture in engineering higher education institutions in underserved regions of Pakistan.