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WHEN a new episode begins in Bangladesh, it often ends not in reform but in distortion. The story of higher education is no different. Public and private universities are said to be growing in number every few years. Yet in a country where even the four major autonomous public universities struggle to recruit talented and committed teachers, there is little justification for establishing universities in almost every district. Academics themselves cannot see the rationale behind such expansion. The number of private universities has already crossed one hundred, but beyond four or five well-known names in Dhaka, most people cannot name a single one — let alone speak of rankings, research output, or educational quality. One is left to conclude that the purpose is no longer education, but the mass production of degrees, and with it, a growing class of underemployed graduates.

It is not just the numbers, but the sameness of purpose. Each new university follows a template of familiar subjects — business, marketing, history — regardless of whether it claims to be a ‘University of Science and Technology’ or something else. The opening of universities, selection of departments, location, recruitment of teachers and appointment of vice-chancellors seem to happen without academic vision. Rabindranath Thakur had questioned such mechanical replication in the context of India nearly a century ago. His words feel sharply relevant today, as we continue to copy models without substance.

Alongside this expansion, there is now a parallel rush for doctoral degrees. The trend has grown sharply in recent years. One must ask: what is the reason for such a sudden surge in PhD pursuits across the country? In many cases, candidates have limited research background or institutional affiliation. They often lack personal resources but manage to pursue degrees using government money, international scholarships, or their influence in state offices. The question is not just about numbers, but motive. Doctoral education, once seen as a rigorous path to scholarly contribution, is increasingly viewed as a symbol of personal prestige, especially among government officials who have no professional need or use for such degrees.

This shift has triggered wide discussion in Bangladesh. Critics have rightly pointed to the sheer volume of PhDs being awarded by public universities in Dhaka and elsewhere, often with questionable academic justification. What explains this growing appeal of the title ‘Dr’ among bureaucrats and officials? Why are so many non-academic professionals suddenly eager to pursue the highest academic qualification, without the intention of doing academic work? These questions matter not only because they reveal a growing misuse of public resources, but because they erode the value of the degree itself.

The concern is not hypothetical. We have seen how some prominent government figures, such as a former police chief and an ex-army chief, have earned PhDs while still in office. These are positions of great responsibility, with demanding schedules and public duties. How meaningful or credible can a doctoral degree be when obtained during such tenures? Since their retirement, these individuals’ academic credentials have been discussed alongside allegations of corruption. More worryingly, they have not produced a single research publication following their doctoral work. For many, this raises the uncomfortable but necessary question: was the PhD ever about research at all?

Critics argue that in these cases, admission procedures were lax, and the degrees were completed through fast-track methods. There are reports of candidates bypassing regular academic processes — no sabbaticals, no full-time commitment, sometimes even skipping coursework or thesis defences. Some were reportedly awarded degrees through direct interviews or informal assessments. Such methods cast a long shadow over the integrity of the institutions involved.

Meanwhile, those who genuinely pursue academic research are being edged out. Opportunities for doctoral study abroad are shrinking, especially for university teachers. Global funding cuts and shifting national priorities mean that government officers often take priority over academic staff for international scholarships. As a result, scholars who obtain their PhDs from reputed foreign institutions return to Bangladesh only to find that there are few academic openings for them, and even fewer systems to support their work. Their skills and knowledge go underused, if not ignored altogether.

This imbalance is disheartening. While prestige-driven degrees gain visibility, real academics are left disillusioned. The system does not reward merit. It discourages long-term research and sends a clear message: connections matter more than contributions. In the long run, this not only undermines universities, it impoverishes national development. Higher education should nurture innovation, critical thought and evidence-based policy — but how can it, when degrees are handed out for status, not scholarship?

The broader implication is clear: Bangladesh’s academic future is at risk. The expansion of universities without direction, and the distribution of doctorates without rigour, threaten to turn our higher education sector into a symbolic institution — producing titles but not thought. This is especially dangerous at a time when the country faces pressing challenges tied to the Fourth Industrial Revolution, climate change and global competition. If academic institutions lose their credibility, we lose our capacity to respond meaningfully to these challenges.

We urgently need structural reform. There must be strict, standardised entry requirements for PhD programmes. Selection should be based on academic merit, not rank or reputation. The academic performance of doctoral candidates should be continuously evaluated, not only during enrolment, but after graduation as well. Scholars must be encouraged and enabled to publish, engage with students and contribute to knowledge creation. Simultaneously, mechanisms should be introduced to ensure that public officials cannot misuse doctoral pathways as a tool of prestige or self-promotion.

Most importantly, the environment around academia must change. Researchers should not have to navigate bureaucratic hostility or political neglect. We must create a culture in which education, research, and teaching are respected—not merely tolerated. True intellectuals must be supported with resources, positions, and opportunities to apply their knowledge in solving real-world problems.

Doctoral degrees must return to their core function: research, discovery and contribution. For those who do not use the degree in their professional life — or have no need for one in the first place — there should be limits to public subsidy. An academic title should not be a ladder to personal prestige or institutional power. It should be a sign of commitment to knowledge.

Only through collective effort and structural reform can we begin to rebuild the purpose of higher education in Bangladesh. If not, we risk reducing academia to a stage of performance, where titles replace ideas and knowledge becomes incidental. That would be a loss too great to measure.

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Dr Ala Uddin is a professor of anthropology at the University of Chittagong.