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Abstract
The purpose of the paper is to explore Students' perception of university teaching behaviours in Pakistan. Three hundred and fifty students from the six public sector Pakistani universities returned questionnaires. Assessment framework, learning activities and instructional strategies emerged from factor analysis as common factors. Students' views on five conceptual variables were also analysed: instructional design, active teaching, learning activities, questioning styles; and assessment framework. University teaching in Pakistan was found to be driven by assessment. This is a matter of concern for all stake holders, including the administration of the universities, teachers, students and the Higher Education Commission. A teaching behaviour paradigm shift is required, switching from knowledge-oriented teaching behaviour focused on successful passage through assessment, to teaching behaviour focused upon the development of transferable skills demanded by external markets.