Edu-leaders

The recently released Times Higher Education World University Rankings, 2010, does not feature a single Indian university in the top 200. While such listings have their own limitations for they emphasise only certain aspects of education, it is not possible to ignore them entirely. The Times rankings are based on methodologically sound criteria.

Indian universities must undergo a dramatic transformation to develop a culture of excellence and catch up with the best in the world. While the current scenario may not be desirable, it is possible for India to play a leadership role in transforming higher education. Indian higher education sector needs to recognise that the two critical pillars fundamental for challenging the status quo are faculty and research.

Universities should be knowledge-creating institutions. Knowledge is generated only if there are scholars and thinkers who are passionately committed to innovations in science and technology on the one hand, while on the other hand, solving the problems of society through empirical and theoretical research. Academia should be made attractive for the Indian youth as a profession worth being pursued.

The existing framework of university governance system in India does not allow for extraordinarily talented individuals to grow to their full potential. While this is a less discussed issue, it needs to be recognised that performance-based appraisal and career development initiatives have to be implemented in universities to make Indian intellectuals consider academia as an attractive career option.

We need to incentivise academia, not only in terms of financial rewards, but also by creating a vibrant intellectual environment; providing chances for scholars to be involved in public policy and advisory capacities within the government; offering opportunities to engage in research so that Indian scholars have the resources and funding to collaborate domestically and internationally with their peers; and most importantly, generating academic freedom, functional autonomy and operational independence to pursue ideas and experiments within a conducive environment that is liberal and inspiring.

Establishing a knowledge-based society is central to India’s efforts to achieve growth and development. At present, Indian universities face numerous institutional challenges: a major one being their indifference to engage in rigorous research and scholarship. While teaching is essential and should be given all attention, one cannot underestimate the importance of research in universities. Our higher education policies need to recognise that the emphasis on research goes hand in hand with the challenges of faculty quality in universities across India. It is not possible to undertake critical research, if a faculty member is overloaded with teaching.

The faculty-student ratio of top universities of the world is in the range of 1:10, but most Indian varsities are facing dealing with large student bodies and disproportionately smaller faculty support. While this problem is connected to the funding that is available for higher education, also concerns policy.

The Government of India has taken a number of decisions in the recent past that can help in the larger framework of reforms in higher education. But for these reforms to take shape and have an impact, public and private higher education strategies must zero in on faculty and research development initiatives. These can then propel Indian representation among the world’s best universities.