## India’s Higher Education Faculty Recruitment: Time for a Holistic Approach
In India, the process of hiring faculty for higher education institutions (HEIs) heavily relies on the candidates’ academic performance, measured through the Academic Performance Indicator (API), and the number of research publications in their respective fields. While these metrics are valuable, they often overlook crucial qualities like industry experience, the ability to practically apply knowledge, and the capacity to translate research into real-world solutions. This singular focus often sidelines candidates who have made impactful contributions outside of academia.
As the demand for universities to cultivate innovation and tackle real-life challenges intensifies, it’s time for the recruitment framework to embrace a more holistic approach. This shift would align India’s higher education standards more closely with global best practices and create a more dynamic and diverse academic landscape.
### Eligibility Requirements for College and University Professors in India
Becoming a professor in India requires a combination of educational qualifications, successful completion of competitive exams, and often research experience. Candidates must first hold a bachelor’s degree in a relevant field from a recognized university. A master’s degree is essential, requiring a minimum aggregate of 55% for general category candidates and 50% or less for reserved category candidates.
Further, clearing competitive eligibility tests like the UGC NET is mandatory. Conducted by the National Testing Agency (NTA), this exam is crucial for aspiring Assistant Professors in Indian colleges and universities. Other notable exams include the State Level Eligibility Test (SLET) for state-specific university and college faculty eligibility and the CSIR-NET, focusing on science and technology subjects under the Council of Scientific and Industrial Research. While teaching experience isn’t always mandatory for entry-level positions, prior experience as a teaching assistant or in related roles significantly strengthens a candidate’s profile. This is particularly important given the limited number of teaching positions available in universities and colleges.
In addition to teaching experience, research publications and a PhD are significant considerations. Higher academic positions, especially Associate and Full Professors, often require the publication of research papers in reputable journals.
### Comparing Teaching Qualifications and Eligibility Requirements Globally
To understand how academic qualifications and eligibility requirements for higher education teaching roles differ worldwide, let’s examine the requirements in the United Kingdom, the United States, and Japan.
#### The United States
In the US, becoming a college or university professor typically requires a doctoral degree (PhD) for positions at four-year institutions. However, a master’s degree might suffice for teaching at community colleges or for part-time positions. This level of educational attainment ensures candidates possess the necessary expertise and research skills.
Teaching experience, often gained through teaching assistantships during graduate studies, is crucial. These roles involve assisting with course instruction, grading, and student tutoring, providing valuable teaching experience. Additionally, research experience and publications in academic journals are highly valued, demonstrating an ability to contribute to the academic community and often essential for securing tenure-track positions. Specific fields may require additional certifications or licensure, such as a Certified Public Accountant (CPA) certification for accounting professors. Strong performance in undergraduate and graduate studies, reflected in a high Grade Point Average (GPA) and sometimes GRE (Graduate Record Examination) scores, can also be significant for program admissions and early career positions.
#### The United Kingdom
A strong academic background, starting with a first-class or upper second-class bachelor’s degree in a relevant subject, is usually required to become a college or university teacher in the UK. A postgraduate qualification, such as a master’s or PhD, is typically mandatory.
Teaching experience is essential. Many aspiring professors gain this experience during their postgraduate studies through teaching assistantships. Relevant work experience, particularly in vocational or applied fields, can be highly beneficial and make candidates more attractive to recruiters. Obtaining a teaching qualification, such as the Postgraduate Certificate in Academic Practice (PGCAP), while working can enhance employability. Academic publications are typically expected, demonstrating expertise and an ability to contribute to the field through research. A portfolio of published work is particularly valued in the competitive UK academic job market.
#### Japan
In Japan, the requirements to become a university professor can vary. Generally, a master’s degree in a relevant field, such as Teaching English as a Foreign Language (TEFL) or a related subject, is necessary for English teaching positions. While a PhD is advantageous, it’s not always mandatory, especially for teaching positions focused on language instruction rather than research. However, at research-intensive universities or for higher-level academic roles, a PhD is often preferred.
Prior teaching experience, particularly experience teaching within Japan, is highly valued. This is due to familiarity with the local academic and cultural context. Academic publications in journals can also enhance a candidate’s prospects, showcasing their research capabilities and commitment to scholarly work. Proficiency in the Japanese language may be required, especially if the position involves working closely with Japanese-speaking staff or students. Language skills can aid in navigating administrative tasks and building relationships within the academic community. Additionally, networking and establishing a solid academic reputation through conferences and collaborations are crucial due to the competitive nature of the Japanese academic job market.
### Faculty Recruitment in India: What Should Change?
The UGC currently relies on its 2018 regulations, titled ‘University Grants Commission (Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulations,’ which sets minimum qualifications for faculty in HEIs. However, a more holistic and flexible approach is needed, moving beyond an emphasis on academic scores and publication counts to better align hiring practices with the demands of the evolving academic landscape.
#### Revise the 2018 UGC Regulations
The 2018 UGC Regulations introduced quantifiable metrics, like the Academic Performance Indicator (API), which tend to prioritize publication numbers over impactful contributions. This has led to a “checkbox” approach where quantity often trumps quality.
#### Reconsider the Weight on Academic Scores
Top universities globally, such as Harvard University (US), the University of Cambridge (UK), and the University of Tokyo (Japan), place less emphasis on academic scores alone, favoring a holistic assessment of a candidate’s achievements, research, and industry relevance. In India, however, academic scores often hold significant weight in recruitment. While this can help maintain a baseline of academic competence, an overemphasis may overlook candidates with exceptional research, teaching, and industry skills not solely reflected in grades.
#### Expand Eligibility for PhD Candidates
Under current regulations, candidates in India with a four-year undergraduate degree under the New Education Policy (NEP) and a PhD are often overlooked for positions if they lack a separate master’s degree. These candidates are typically restricted to private institutions. Recognizing the four-year undergraduate degree as a standard qualification for academic roles, like institutions abroad, would allow skilled candidates broader access in academia.
#### Broaden Criteria Beyond Journal Publications
In Indian HEIs, journal publications are often prioritized as a marker of academic success, giving an edge to candidates with numerous publications. While publications are valuable, this narrow focus can drive scholars towards publishing in lower-quality or questionable journals. Shifting the emphasis to include diverse scholarly contributions—such as patents, industry partnerships, research commercialization, and start-up involvement—would encourage impact-driven work that extends beyond publications.
#### Recognize Interdisciplinary and Cross-Disciplinary Expertise
Currently, candidates who branch out from their core undergraduate subjects or who have research areas different from their primary competency are often viewed negatively. In contrast, leading universities internationally celebrate interdisciplinary expertise, recognizing that diverse academic backgrounds can enrich teaching and research.
#### Reduce Overemphasis on Publications in Recruitment
The current system’s heavy reliance on publications can sometimes push candidates towards publishing in lower-quality or dubious journals. Reducing this emphasis and valuing diverse achievements such as patents, start-ups, or other industry partnerships would create a more balanced assessment.
#### Widen Eligibility Criteria to Reflect Global Standards
Candidates holding a four-year bachelor’s degree and a PhD should be eligible for faculty appointments even if they lack a separate master’s degree in their core subject. This adjustment, aligning with global practices, would recognize the four-year degree as a valid qualification for academic roles.
#### Incorporate External Subject Experts in Faculty Selection
Faculty selection committees would benefit from including external subject experts from leading institutions. These experts can provide an objective evaluation of candidates’ published work, research potential, teaching philosophy, and ability to secure funding. Such experts could also assess candidates’ capabilities in multidisciplinary research, enhancing the quality and diversity of faculty selection.
By embracing a more comprehensive and nuanced approach to faculty recruitment, India can cultivate a vibrant and innovative academic ecosystem that aligns with the evolving demands of higher education and contributes meaningfully to global knowledge creation and societal progress.
