While organisations can be challenging, both Malaysian and Pakistani higher education institutions often value teaching experience. However, Malaysian institutions may place emphasis on a mix of academic qualifications and teaching expertise, whereas Pakistani

من خلال ما يكتسبه التدريسي من خبرات تراكمية ومن خلال الاستفادة من االاخطاء وتداركها يتولد لدى التدريسي كم هائل من المعلومات والخبرة بسلوكيات المتلقين

The emphasis on years of teaching experience in faculty recruitment practices can vary between Malaysian and Pakistani higher education institutions due to several factors, including cultural, institutional, and regulatory differences. Here are some potential differences:

1. Cultural and Institutional Differences:

- In Malaysia, there may be a greater emphasis on formal qualifications and academic credentials when recruiting faculty members, with less emphasis placed on the number of years of teaching experience. This is due to the country's focus on academic excellence and international standards in higher education.

- In Pakistan, traditional values and respect for experience may lead to a greater emphasis on years of teaching experience in faculty recruitment. Seniority and experience may be highly valued in the academic community, and institutions may prioritize candidates with extensive teaching experience.

2. Regulatory Framework:

- Malaysian higher education institutions may be governed by stringent regulations and quality assurance frameworks that prioritize academic qualifications and research output over teaching experience. This could result in a lesser emphasis on years of teaching experience during faculty recruitment.

- In Pakistan, regulatory bodies and accreditation agencies may place more emphasis on the practical experience and pedagogical skills of faculty members, leading to a greater focus on years of teaching experience in recruitment practices.

3. Globalization and Internationalization:

- Malaysia has made significant efforts to internationalize its higher education sector, leading to a greater emphasis on recruiting faculty members with international exposure, research expertise, and diverse academic backgrounds. This emphasis may reduce the significance of years of teaching experience in recruitment decisions.

- In Pakistan, while there is also a growing emphasis on internationalization, the traditional values and importance placed on teaching experience within the local context may continue to influence faculty recruitment practices.

It's important to note that these are general observations and that individual institutions within Malaysia and Pakistan may have their own unique faculty recruitment practices influenced by a variety of factors, including their specific academic missions, institutional priorities, and the disciplines in which they operate.

The real impact is not due to years of teaching experience in years what matters is intense training to achieve a good standard of continuing professional development