Vineet Gupta Ashoka University Founder Calls for Rethinking Faculty Hiring in Indian HEIs

India's higher education institutions (HEIs) are at a pivotal crossroads. Our demographic composition requires an exponential expansion of our higher education system. India's Gross Enrollment Ratio (GER) is currently at around 27% (GER is the percentage of students who are able to go to college versus the total number of students in that age group).

India has set a target of 50% GER by 2030. This means we have to more than double our higher education capacity. India is perhaps one of the few countries in the world where new universities and new education institutions will get created at an exponential pace. This also means that we have an opportunity to create new institutions which can be the torch bearers for excellence in higher education in the 21st century. Also, with the increasing need for higher education to drive innovation and address real-world challenges, our traditional faculty hiring practices demand re-evaluation.

Though significant, academic performance metrics, such as the Academic Performance Indicator (API) and the volume of research publications may not be the only metrics to evaluate faculty. Vineet Gupta, Founder of Ashoka University, believes it is time for a paradigm shift. "Education today is not just about imparting theoretical knowledge or developing skills; it is also about empowering students to solve real problems, develop a growth mindset and train students to address some of the biggest challenges that our planet faces. Post Covid, there is even a greater need to focus on developing essential life skills in students" Gupta emphasizes. His vision calls for a recruitment framework that balances academic rigour with real-world impact, aligning Indian HEIs with global best practices.

The Current Faculty Hiring Landscape in India

Faculty recruitment in India is largely governed by UGC regulations, which prioritize academic qualifications, research output, and performance in eligibility exams such as UGC NET, SLET, or CSIR-NET. A master's degree with a minimum percentage is mandatory, and a PhD along with publications in reputed journals is often required for senior roles. While these requirements ensure a baseline of academic competence, they inadvertently exclude candidates with substantial industry or real world experience or those who have made impactful contributions outside academia.

Gupta critiques this approach, stating, "We are evaluating faculty on criteria which is narrow in today's age. The world has moved on, our challenges are far more complex and demand for high quality faculty is even higher. Hence, our hiring practices need to evolve to get some outstanding people who may have made a mark in their chosen fields.." He highlights, "This overreliance on academic metrics fails to recognize educators who can bring relevant insights and interdisciplinary knowledge to the classroom."

Lessons from Global Models

A comparative look at global faculty hiring practices reveals how countries like the United States, the United Kingdom, and Japan balance academic qualifications with practical experience and adaptability.

• United States: A doctoral degree is the standard requirement for teaching positions in four-year institutions, while community colleges may accept candidates with a master's degree. Teaching assistantships during graduate studies offer candidates essential experience. Industry certifications like the CPA for accounting professors are valued, bridging the gap between academia and industry.
• United Kingdom: Academic qualifications are often paired with teaching certifications like the Postgraduate Certificate in Academic Practice (PGCAP) and vocational experience. Vineet Gupta of Ashoka University appreciates this balanced approach, noting, "The UK's emphasis on teaching skills and practical knowledge ensures that faculty members are not just experts in their fields but also effective educators."
• Japan: Local teaching experience and cultural adaptability are crucial. Proficiency in the Japanese language and networking within academic circles often enhance a candidate's prospects. "Japan's model demonstrates the importance of contextual understanding. Faculty need to adapt to local challenges while contributing to global academic discourse," Gupta observes.

Why India Needs a Holistic Approach?

Modern grand challenges require educators who can think beyond traditional academic silos. India's system, however, does little to encourage interdisciplinary hiring. Ashoka University Founder Vineet Gupta stresses, "The problems of the 21st century demand solutions that integrate multiple disciplines. Our hiring criteria must reflect this reality." By focusing solely on academic metrics, Indian HEIs miss out on hiring educators who may have a wealth of experience in dealing with complex issues such as climate change, food security, cyber security or affordable healthcare. "We need faculty who can spark curiosity and guide students toward finding solutions to global challenges," Gupta asserts.

The University Grants Commission (UGC) is actively working to address the shortcomings. According to UGC Chairman Mamidala Jagadesh Kumar, upcoming proposed changes to faculty recruitment regulations will place greater emphasis on producing graduates with skills relevant to today's workforce. "Sadly, in the current system of Indian HEIs, faculty recruitment, and evaluation prioritizes publications and ring-fences the applicants within strict disciplinary boundaries. The selection process reduces their academic contributions to the drudgery of numbers," Kumar remarked.

Under the proposed reforms, post-graduate degree holders with expertise in emerging fields like entrepreneurship, startups, and industry partnerships may be eligible for direct appointments as faculty. This marks a departure from the existing requirement for a PhD in the same subject as the graduate or postgraduate degree. Additionally, the new rules are expected to focus on innovative research, experiential learning, and the integration of technology in teaching methods.

Kumar further highlights, "There is an expeditious need for a balanced approach to faculty recruitment and evaluation. Faculty members will then be motivated to commit to a more comprehensive span of activities that benefit the university and society." A draft of these changes, developed after a six-month review, will soon be made public for feedback, signalling a progressive step toward modernizing India's HEI recruitment framework.

The Road Ahead

As India aspires to become a global leader in education, its HEIs must evolve to meet the demands of the 21st century. A more inclusive and flexible recruitment framework can help create a faculty pool that is not only academically accomplished but also deeply connected to the needs of students and society. Gupta summarizes his vision succinctly: "Faculty are not just teachers; they are mentors, innovators, and role models. Our hiring practices must reflect this broader role."

Vineet Gupta concludes, "Education has the power to transform lives, and we need our best people to be teachers. We have to expand the pool rapidly and it is time to rethink our hiring practices and build a system that values both academic disciplinary knowledge and real world impact. By embracing such reforms, Indian HEIs can ensure they remain relevant and competitive in an ever-changing global academic landscape."