Buying Degrees, Selling Standards: The Crisis in Private Higher Education

Written by Dr. Fariha Gul

The rapid expansion of private sector universities has transformed the landscape of higher education in many countries, including Pakistan. While these institutions have increased access and provided alternatives to public universities, they have also introduced a troubling shift in student attitudes—treating education as a commodity rather than a commitment. As a faculty member, I have witnessed this first-hand in two separate incidents involving students from private universities—one a doctoral candidate, the other an undergraduate—who explicitly stated that their financial investment in education entitled them to immunity from academic discipline. They argued that because they pay high fees, no teacher has the right to question their behavior, attendance, or performance.

This alarming mindset signals more than just individual arrogance; it reflects a broader erosion of academic values in privatized education systems. Increasingly, students view themselves as customers and their degrees as products. In such a transactional relationship, teachers are perceived as service providers rather than educators and mentors. This shift has far-reaching implications for academic standards, faculty morale, and the employability of graduates.

The Rise of Entitlement

Higher education has always been a space for challenge, growth, and intellectual discipline. However, the consumerist attitude reshapes this space into a marketplace where satisfaction is prioritized over substance. Students who believe that tuition buys them the right to bypass academic scrutiny are unlikely to respect classroom norms, value critical feedback, or invest genuine effort into their learning. This entitlement undermines the credibility of academic programs and dilutes the meaning of degrees.

In the examples I encountered, both students felt emboldened to disregard academic expectations because they were "clients." One even suggested that just as universities are free to set exorbitant fees, students should be equally free to demand unearned accommodations. Such perspectives invert the educational hierarchy: authority shifts from educators to fee-paying students, turning classrooms into commercial zones where pedagogical rigor is subordinated to customer satisfaction.

Impact on Faculty and Learning Environment

This shift in power dynamics has demoralizing consequences for educators. Faculty in private institutions often operate under significant pressure to retain students for financial reasons. When students threaten to withdraw or complain because they are held accountable, institutional leadership may side with them to protect revenue. In such settings, teachers find themselves discouraged from maintaining high standards or enforcing discipline.

The result is a compromise in the quality of teaching and learning. Academic rigor is softened to avoid conflict; assessments become more lenient; and meaningful feedback is withheld out of fear of retaliation. Over time, this weakens the entire academic culture of the institution.

From Campus to the Workforce: A Continuum of Incompetence

The effects of this dynamic don’t stop at graduation. Students who pass through lenient systems without genuine learning often enter the job market ill-prepared. Their lack of skills and poor professional attitude can damage workplace productivity and institutional reputations. Employers increasingly report dissatisfaction with graduates who lack discipline, initiative, or even basic competencies, especially from institutions where academic standards are compromised to protect tuition revenue.

This creates a cycle in which degrees lose their value, faculty lose their autonomy, and students lose out on the very education they paid for.

Reimagining the Role of Private Higher Education

To address this crisis, several measures are urgently needed:

Reassert Academic Authority: Institutions—particularly private ones—must clearly articulate and enforce codes of conduct, attendance policies, and academic standards. Students should be made aware from the outset that learning is a participatory and merit-based process.

Empower Faculty: Universities must provide legal and institutional protections for faculty who uphold academic integrity. Administrations should not sacrifice educational values in the name of financial gain.

Reform Accreditation and Oversight: Regulatory bodies should look beyond infrastructure and student numbers. They must evaluate teaching practices, assessment standards, and the academic culture within institutions.

Change the Narrative: Public discourse must reject the notion that education is a product. Rather, it should be seen as a social contract that carries mutual responsibilities between teachers, students, and institutions.

Conclusion

The commodification of education is not merely a policy issue—it is a cultural crisis. When students believe that money guarantees success, and when institutions validate that belief, the entire purpose of education is lost. As educators, we must collectively resist this trend and advocate for a system where learning, effort, and merit remain the core values of academic life. Private sector universities have a role to play in national development, but only if they commit to producing not just graduates—but capable, ethical, and responsible citizens

Author' note: This article is based on real classroom experiences and reflects broader trends observed in the private higher education sector. It aims to provoke thoughtful dialogue among educators, administrators, and policymakers.

Picture of my classroom: students were not present because of eid holidays but teachers were bound to be in class