Examining the Disconnect: Why Sri Lankan University Lecturers May Appear Less Approachable Compared to Industry Professionals

The perception that Sri Lankan university lecturers are "selfish" or less friendly than their counterparts working in various industries is a sentiment shared by many students and young professionals. This perceived gap in approachability and accessibility is a complex issue rooted in several institutional, cultural, and individual factors that shape how lecturers engage with students.

1. Academic Rigor and Pressure

Many university lecturers in Sri Lanka work under significant academic pressure. Lecturers are often expected to meet stringent publication requirements, supervise theses, engage in institutional administration, and even contribute to curriculum development. This demand leaves little time for building rapport with students outside formal classroom hours. In contrast, industry professionals, while busy, may have clearer work boundaries, allowing them more time and flexibility for mentoring and friendly interactions.

2. Cultural Expectations and Hierarchy

In Sri Lankan academia, the traditional hierarchical model often places professors and lecturers in positions of authority and reverence, while students are expected to show deference. This cultural context can limit open communication, as lecturers may feel it is unprofessional or improper to relate to students in a friendly or informal manner. By contrast, industry professionals are often encouraged to build relationships with colleagues and mentees across all levels, fostering a collaborative atmosphere that translates to a more approachable demeanor.

3. Focus on Theoretical Knowledge over Practical Engagement

Many lecturers in Sri Lankan universities follow a curriculum that is more focused on theoretical knowledge than practical applications. This focus can create a disconnect between lecturers and students who seek practical guidance for real-world challenges. Industry professionals, having direct experience with these challenges, tend to bring relatable insights to their mentoring. This often leads to stronger, more empathetic connections with students and younger colleagues who see them as not only educators but also as career guides.

4. Resource Constraints and Overloaded Schedules

Public universities in Sri Lanka frequently face budgetary constraints that impact resources, including staffing. As a result, lecturers often take on more students, projects, and administrative duties than they can realistically manage, leaving limited energy for one-on-one engagement with students. By contrast, many professionals in industry roles are backed by organizational support structures, such as human resource departments, which actively encourage professional development and interaction with younger employees.

5. Attitude Toward Innovation and Change

The academic environment can sometimes foster a more conservative attitude toward new methods of teaching and interaction. Many lecturers are bound to long-standing traditions of lecture-style teaching and may resist more interactive or personalized approaches to mentoring. Industry, however, is more dynamic, often encouraging team members to adapt quickly to evolving environments, from collaborative projects to interactive training sessions. This adaptability tends to make industry mentors seem more approachable and open to new ideas.

6. Limited Career Exposure Outside Academia

University lecturers in Sri Lanka frequently follow a traditional academic path, with limited exposure to industry work environments. This can restrict their perspectives on what students face when they enter the job market. Industry professionals, on the other hand, bring practical insights gained from diverse experiences, which often translates into a stronger, more relatable connection with students. They may actively encourage students, empathizing with their anxieties and challenges, while some lecturers may lack this sense of relatability simply due to limited industry exposure.

7. Impact of Globalization and Industry Outreach

Globalization has brought about significant changes in industry, emphasizing a culture of inclusivity and mentorship across many fields. Professionals who work in globally connected environments often bring a more progressive mindset, open to interaction and informal relationships with those they mentor. However, in academia, globalization is slower to impact local universities, leading to a lag in adopting such open-minded practices, which impacts lecturers’ engagement styles and sometimes leaves students feeling disconnected.

Moving Toward Change

Improving the dynamic between Sri Lankan university lecturers and students may benefit from reforms within the academic system itself. By fostering environments where lecturers have more time for mentorship and are encouraged to engage beyond the lecture hall, universities can bridge this gap. Additional training, exposure to industry practices, and cultural shifts that embrace mentoring could also enhance lecturers' ability to connect meaningfully with their students.

The difference in approachability between university lecturers and industry professionals isn’t so much a matter of individual personality but rather a product of their distinct environments and cultural expectations. By addressing these structural and cultural factors, Sri Lankan universities can move closer to a model where academic and industry mentors alike are seen as approachable allies in a student’s journey.