Abstract

This research examines organizational governance structures, management practices and learning environments within higher education institutions across provinces in Pakistan. Higher education institutions (HEIs) are controlled and regulated under the framework that is provided by organizational governance. It encompasses the structures, procedures, and mechanisms that are responsible for guiding decision-making, ensuring accountability, and promoting openness inside institutions. In Pakistan, higher education institutions (HEIs) have governance systems that varies from province to province.The study was descriptive in nature. The population of the study was all the principals; faculty members of affiliated colleges were the population of the study. A total of 1900 colleges are registered under the affiliation of different degree-awarding institutions in Pakistan. The study was survey type while the sample was selected through the convenience sampling method of non-probability sampling. Total of 140 faculty members (80 from Punjab (the largest province in terms of population), 20 from Sindh, 20 from KP, and 20 from Baluchistan, while 28 principals and 28 directors QEC were selected as samples of the study. The questionnaires were used to determine the effectiveness of the parameters of modified minimum quality standards; moreover, the questionnaires were used to highlight/ explore the deficient areas in MQS for further deliberation/incorporation. The findings of the investigation also found that the scholars were aware of this. In a setting where there was no encouragement or enforcement from teachers present among the students, it was discovered that the kids lacked the motivation to improve their academic performance. It was discovered that teachers were concentrating on the outcome of the exams. There was no evidence that they were teachers or leaders. It was discovered that teachers were only facilitators, not stimulators. Additionally, it was determined that the atmosphere of the classroom was conducive to learning. In terms of their responsibilities, it was discovered that the principals were self-restrictive. There was a lack of contentment among both the instructors and the pupils over the current educational setting. When it came to receiving inspiration from higher authorities, it was shown that teachers did not have a significant amount of confidence.As a result, it is highly advised that college principals work together to coordinate the development of an engaging learning environment for teachers in the colleges.