In recent years, the number of PhD holders in Bangladesh has increased visibly. On paper, this appears to be surely a positive development. It indicates an expanding research culture and academic advancement. However, beneath the surface lies a concerning reality, the PhD has become more symbolic than substantive. Instead of representing original contribution and deep academic mentorship, it often functions merely as a title “Dr.” placed before a name! A doctorate should signify years of structured training, theoretical grounding, methodological expertise, and sustained research engagement. Yet in many Bangladeshi universities, the process frequently lacks these core elements.
The Absence of Structured Coursework
In leading global institutions in the western world, a PhD is not merely a dissertation or writing exercise. It begins with intensive coursework, comprehensive examinations, research seminars, and mandatory academic participation. Students are trained in theory, methodology and research ethics before even proposing their dissertation topics. In contrast, most PhD programmes in Bangladesh lack substantial coursework requirements. Credit hours are often minimal. Comprehensive exams may be superficial. Without structured academic guidance, doctoral candidates are expected to “produce” research without being fully trained to conduct it rigorously. This weakens the intellectual foundation of the degree. A PhD without robust coursework risks becoming an extended essay rather than a contribution to knowledge.
Supervisory Crisis: Quantity Over Quality
A PhD is fundamentally a mentored process. The relationship between supervisor and candidate determines intellectual growth and methodological discipline. Unfortunately, in Bangladeshi universities, there is a severe shortage of qualified and active research supervisors. Some supervisors carry an overwhelming number of supervisees, limiting meaningful engagement. Others may not be actively publishing or updating themselves in evolving research fields rather occupying own self in non-academic corporate projects. In certain cases, supervision becomes procedural rather than intellectual. This isolation leads to repetitive topics and limits international relevance. A PhD cannot thrive without sustained intellectual mentorship.
Minimal Research Culture and Participation
Globally, doctoral education is embedded in a vibrant research ecosystem. Students present at conferences, publish in peer-reviewed journals, attend colloquia, and engage in interdisciplinary dialogue. Academic debate sharpens arguments and ensures scholarly rigor. In Bangladesh, conference participation is often rare due to funding constraints. Publication requirements may exist, but the quality and indexing standards vary widely. Many candidates complete their degrees without ever presenting their work in a reputed international forum. A PhD detached from global academic conversations risks becoming insular. Research should not only be locally submitted, but it should also be globally scrutinised.
The Title Economy
Another troubling phenomenon is the pursuit of a PhD by individuals who are not engaged in academia at all. While lifelong learning should always be encouraged, the concern arises when the doctorate is pursued primarily for prestige rather than scholarship. In such cases, research becomes secondary. The primary objective is to acquire the title “Doctor” to enhance social status, political influence, or bureaucratic standing. When a PhD becomes a social ornament rather than an academic commitment, it dilutes the value of the degree for those who genuinely dedicate years to rigorous research.
The Consequences for Academia
The long-term implications are serious. When underprepared PhD holders enter academia, they become supervisors themselves. This creates a cycle of weak mentorship and diluted standards. Over time, the research ecosystem becomes self-reinforcing in its limitations. Moreover, students lose trust in the value of research training. Talented scholars may seek opportunities abroad, contributing to brain drain. The institution, rather than strengthening itself, gradually loses competitive standing. When standards decline, the entire system suffers.
Reimagining Doctoral Education
Critiquing the current state is not an attack on individuals, it is a call for reform. Bangladesh has immense intellectual potential. To harness it, doctoral education must be restructured:
- Rigorous coursework with sufficient credit hours
- Strong research methodology training
- Clear publication standards in indexed journals
- Reduced supervisor-to-student ratios
- Importantly, transparent and internationally benchmarked evaluation systems
Finally, Restoring Meaning to the Degree
The problem is not that Bangladesh produces too many PhDs. The problem is that the structure often fails to support what a PhD truly represents. A doctorate should reflect originality, global engagement, and academic integrity. If the system continues to prioritize titles over training, the credibility of doctoral education will weaken further. Because, a degree should signify depth, not decoration.
The author is currently a faculty member in the Department of Mass Communication and Journalism at Bangladesh University of Professionals. Beyond the academia, she engages in writing on contemporary educational issues in Bangladesh, with a particular interest education policy, research culture, and institutional reform.
