Confront Bureaucracy to Overcome Stagnation in Arab Universities – Al-Fanar Media

One of the evident issues in our Arab societies is the lack of a strong link between university research outputs and industrial and technical development.
This is a multi-dimensional problem encompassing political, organisational, cultural, and societal issues, and it may even stem from customs, traditions, and perhaps weather. It is unfair to place the entire responsibility on universities alone. However, within the university framework, we can effect positive change, albeit partially, within our sphere of influence.
I have over 20 years of experience working in Finnish universities. Prior to that, I served as a professor at the University of Benghazi, and before my doctoral mission, I was an assistant lecturer at Libya’s Garyounis University (the old name of the University of Benghazi).
Drawing from my academic experience, I aim in this article to highlight what I believe are the reasons for the decline in the role of our universities. I compare this with what I have observed in western universities, particularly in Finland, where my primary experience lies. In Finland, the influence of research and university institutions is clearly evident in the country’s industrial and technical progress, placing it among the ranks of developed nations.
The Precise Definition of Universities
Understanding the precise definition of universities, their role, and the input from students is crucial. The outputs of this system should be well-prepared human resources with enhanced thinking methodologies, along with information and sciences aimed at achieving the lofty goal of contributing effectively and positively to societal development. This includes meeting labour market needs and supporting national transformation and development programs.
However, despite the long history of many of our Arab universities, the educational system often fails to achieve its goals. The technical and scientific backwardness of our countries serves as clear evidence of deficiencies within the university education system. Below, I outline some of the challenges that impede the achievement of these goals, with further discussion planned in a subsequent article.
Inertia and Bureaucracy
Our universities frequently prioritise formality over substance, emphasising strict adherence to regulations to avoid potential legal challenges from critics. This focus can hinder flexibility and the ability to adapt to scientific, technical, and changing environmental conditions.
This stagnation is evident in the development of curricula and educational materials. Some university professors argue that their salaries are inadequate, considering the years they have invested in learning and academic growth. This situation often compels them to seek additional work opportunities outside academia, leaving them with little time to enhance their own knowledge, subjects, and curricula.
Unfortunately, I have witnessed firsthand that some Arab universities still teach outdated scientific and technical subjects that have become obsolete. It is surprising that there are still curricula focusing on old analog television sets, materials related to extinct analog telephones and splitters, and even vacuum tubes, which are now obsolete except for very niche applications.
Here, I am not referring to just a lecture or a few sessions within a curriculum. Rather, entire curricula can be found focusing on technical subjects that have been practically extinct for more than 15 years. While stable and fundamental subjects like mathematics, physics, electromagnetism, and probability theories are crucial for enhancing mental abilities and critical thinking, they do not require rapid or constant updates. However, there are other subjects that evolve rapidly, and clinging to outdated curricula in these areas becomes impractical.
Another issue exacerbated by this stagnation is that when new young professors, who are eager to innovate and enhance educational processes and curricula, arrive, they often encounter bureaucratic obstacles. Unlike some older professors (with great respect to most of them), who staunchly resist change, these seniors typically hold influential positions within departments and colleges due to their academic credentials and tenure.
Therefore, there is a critical need to review curricula, their contents, teaching methods, and integrate modern technologies like artificial intelligence into the educational process. Quality control and alignment with labour market needs should also be conducted at least once every five years.
As an example of bureaucracy and regulatory rigidity, let me share this story. In 2009, during my summer vacation in Libya, a close friend who is a professor at a prestigious Libyan university called me. He asked if I could teach a graduate-level course on a new technology in wireless communications during the vacation period. I agreed, proposing to teach the subject over eight consecutive days, excluding Fridays, with approximately six hours of teaching each day.
But decision-makers at the university strongly objected, questioning how a subject typically taught over a full semester of four months could be condensed into such a short period. My friend noted that they were unaware of intensive courses, which are designed for special circumstances such as when the professor is not a resident or when hosting a visiting professor for a short-term engagement.
Fortunately, we found another college where the dean, a highly respected scientific figure, welcomed the idea of offering the subject within the college’s postgraduate program. This allowed the course to proceed as planned.
Some professors I’ve spoken with express concerns that increased flexibility in course schedules could be exploited by unethical professors or compromise educational quality by allowing the introduction of substandard materials. While these concerns are valid, in robust university systems, professors are selected based on strict standards of honesty and competence, ensuring they are trustworthy. Rules and regulations should also include mechanisms to remove those who violate the integrity of the profession and the trust placed in them. While absolute flexibility isn’t necessary and could potentially lead to problems, absolute stagnation, lack of development, and failure to adapt to changing circumstances are undoubtedly major obstacles hindering the progress and advancement of our universities.
Mechanism for Selecting Professors
It’s essential to recognise that a successful university professor doesn’t always need to come from within the same university, nor do all professors have to be alumni of the institution where they teach. Unfortunately, this is a common practice in many universities across the Arab region. The current teaching assistant system contributes to the stagnation of universities. This system tends to be insular, limiting the integration of new educational approaches and diverse ideas, which are crucial for academic development and innovation.
I don’t oppose the teaching assistant system outright. However, when all faculty members come from within the same college’s teaching assistant pool, it raises the question: What new perspectives can they bring? Their scientific methodology often develops within the same local environment and circumstances, even if they spend a year or two at international universities.
In my humble opinion, with the presence of the teaching assistant position, there should be an open door to appoint new faculty members from outside the existing system, including individuals from different nationalities and cultures. The notion that priority should always be given to local candidates, even if they are clearly less qualified, is regressive and contributes to backward practices. Priority should always be given to the highest calibre, most efficient, and honest candidates, regardless of nationality or background.
Once again, I’d like to share a personal story that relates to my point. In many Scandinavian countries, including Finland, the traditional academic hierarchy from lecturer to assistant professor to associate professor to full professor did not prevail. Instead, universities had researchers and senior researchers in the research domain, and teachers, lecturers, senior lecturers in the teaching domain. The highest academic rank was professor, often leading research and educational groups.
The rank of professor is not attained automatically after a set number of years of work and research publications for promotion. Instead, it is a position that is announced openly, allowing any qualified individual who meets specified criteria, such as experience, certifications, and published research papers, to apply from any country in the world.
I remember when a position opened in the department where I currently work, I applied along with several Finnish candidates who met the conditions and criteria. Among them, I was the only non-Finnish applicant.
Applicants’ applications underwent several stages, including internal reviews, consultations with a panel of experts from both Finland and abroad, and personal interviews. Ultimately, I was fortunate to secure the position, despite strong competition from Finnish applicants who were equally competent. Based on the established criteria and recommendations from the expert panel that ranked me slightly higher, I was selected for the role.
I recall that during the university’s appointment process, one committee member objected to my selection, citing my lack of fluency in the Finnish language. They emphasised that proficiency in Finnish or Swedish, the official languages of the state, was crucial for such an important position. However, their objection was not upheld because the position advertisement did not specify fluency in Finnish or Swedish as a requirement for candidacy.
After my appointment as a professor at the university, I participated in numerous committees overseeing the appointment of new faculty members. In these committees, both Finnish and foreign applicants were considered, and I observed a high level of professionalism and transparency. Discussions and objections focused squarely on the scientific and research capabilities of the applicants, with no noticeable bias favouring Finnish candidates.
I wonder if we will ever achieve such a level of professionalism and impartiality in our Arab countries.
Mohammed Elmusrati is a professor of telecommunications, automation, and smart systems in the School of Technology and Innovations at the University of Vaasa, in Finland.
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