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Using a qualitative design, the research relies on semi-structured interviews and documentary evidence, revealing implementation challenges, slow progress, and misalignment of TTS content with institutional structure and culture. Interpretive phenomenological analysis identifies key influencing factors and proposes policy recommendations for performance evaluation, eligibility, and leadership autonomy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Agencies  \nTayyeb Ali Khan * and Nasira Jabeen**  \nAbstract  \nThe researchers shed light on the interaction of tenure track as higher education reform with the socio-cultural context of public universities in Pakistan. The paper postulates on the perception of leaders of central and provincial regulatory bodies on this intervention. The researchers adopt a qualitative research design, and the data were obtained through semi-structured interviews and relevant documents. All of the participants hold top leadership positions in regulatory bodies. The study revealed that there were many challenges before the implementation process of TTS began in public universities. The process remained slow due to a lack of alignment of TTS content with the structure and culture of public universities. Interviews were analyzed using the interpretive phenomenological analysis. The researchers utilized institutional and structural perspectives to explain the phenomenon of TTS content and process in the contextualised settings of HEIs in Pakistan. The research study found that the leaders of HEC, the content of policy guidelines of TTS, the culture of higher education institutions (HEIs), the administrative structure of HEC and implementing HEIs as major factors influencing the implementation of TTS. It suggests policy recommendations that the performance evaluation and eligibility criteria need to be determined according to the nature of the work of faculty members. Leades of HEC should give autonomy to leadership of universities to decide matters of their faculty members, and they develop a mechanism of strong accountability for university leaders and managers for effective implementation of higher education policies.  \nKeywords: Tenure Track, management, higher education policy, academic career, institutional change, institutional reform.  \n*PhD Scholar & Assistant Professor, Institute of Administrative Sciences, University of the Punjab, Lahore. Email: [tayyeb.ias@pu.edu.pk](tayyeb.ias@pu.edu.pk)  \n**Dean, Faculty of Economics & Management Sciences, Director, Institute of Administrative Sciences, University of the Punjab, Lahore. Email: [director.ias@pu.edu.pk](director.ias@pu.edu.pk)  \nIntroduction  \nUniversities around the globe have passed through a series of New Public Management (NPM) related reforms during the last two decades. NPM based reforms challenged the mode of governance of universities based on steady-state regulations and academic governance. There were fundamental changes that took place in the universities and transformed the identity of universities into organizational actors. That means universities are like corporate entities which are competing for resources. The Bologna Declaration of 1999 and the Lisbon Strategy of 2000 are the two examples, which aimed to increase the global competitiveness of European Universities (Krüchen, 2014) .  \nParadeiseet al. (2009) compared some recent European reform experiences ; and analyzed the role of the nation-state and the relationship between state and universities. Paradeise et al. (2009) concluded three underlying assumptions about the sequence of events driving the reform process in European countries. First, a managerial approach to universities was quite dominant in the 1990s. This kind of approach was shared among governments. Second, the standard governance model did not emerge even though there are similarities in discourse. Third, the rise of management in universities was recent and incomplete. This rise of “managerialism” in universities springs from a different kind of social and political interaction with civil society and state. They defined managerialism as“stronger multilevel steering in one local context, withdrawal of the state in another and democratic revitalization in another.”(p. 104) . They provided insights about reform policies and change process in Europe, which has","cbCaiaV9N5yHUJXN","https://ap.wps.com/l/cbCaiaV9N5yHUJXN","pdf",262824,25,"English","# Abstract\n## Research design and data\n## Key findings and implementation challenges\n## Influencing factors\n## Policy recommendations","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper focuses on how tenure track is treated as a higher-education reform and how it interacts with the socio-cultural context of public universities in Pakistan.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It uses a qualitative research design, with data gathered through semi-structured interviews and relevant documents from regulatory-body leadership.\"},{\"question\":\"What challenges did the study find during TTS implementation?\",\"answer\":\"It found many challenges, including slow implementation caused by insufficient alignment between TTS content and the structure and culture of public universities.\"}]","Higher Education Reforms and Tenure Track in Pakistan - Perspectives of Leadership of Regulatory Agencies | PDF",1792082162,63]