Tue Jan 06 04:00:37 UTC 2026: ### Academic Research Policies in India Undermining Educational Quality, Critics Say
The Story:
A recent article published in The Hindu on January 6, 2026, examines the controversial relationship between research and teaching in India’s higher education system. The article argues that policies requiring faculty members across all types of Higher Education Institutions (HEIs) to conduct research and publish have negatively impacted the country’s academic culture, leading to a rise in fraudulent publications. This issue stems from the 2010 University Grants Commission’s Academic Performance Indicator and the 2019 draft of the National Education Policy (NEP 2020), both prioritizing research over teaching for faculty appointments and promotions. The author suggests a shift towards a ‘research for some’ approach, focusing research efforts on capable HEIs to mitigate the negative consequences.
Key Points:
* The 2019 NEP draft and the final 2020 document proposed three HEI types: research-intensive universities, teaching-intensive universities, and autonomous degree-granting colleges (ACs).
* Both policies encouraged research even in teaching-focused ACs.
* The article cites 19th-century philosophers like Wilhelm von Humboldt and J.H. Newman, representing contrasting views on the research-teaching relationship.
* Studies from 1996 (Hattie and Marsh) and 2004 (Zaman) suggest the research-teaching link is weak or varies across disciplines and levels.
* India lacks context-specific research on the research-teaching link, and most HEIs lack adequate research infrastructure.
* The article claims the current policy has led to the publication of “junk” research at the expense of teaching quality.
Critical Analysis:
The historical context provided offers little strategic depth specifically related to this article. The mentions of universities strengthening ties with industry and teams researching potential head coach candidates are not directly related to the core argument about academic research policies. However, the news about the deadly ‘superbug’ spreading across the US, along with researchers warnings, provides context on the importance of research in other areas.
Key Takeaways:
* India’s emphasis on mandatory research for all faculty may be detrimental to teaching quality.
* The policy is based on potentially flawed assumptions about the research-teaching link without sufficient evidence from the Indian context.
* The lack of adequate research infrastructure in many Indian HEIs exacerbates the problem.
* A more selective approach to research funding and expectations could improve overall academic standards.
* The Indian government’s prioritisation of research may stem from external benchmarks and international standards without properly considering its domestic implications.
Impact Analysis:
The findings within the article may instigate a policy review. The long-term impact could include a restructuring of funding models for HEIs. The potential shift towards specialized research institutions could lead to a concentration of resources and expertise, improving the quality of research output in selected institutions but potentially widening the gap between elite and non-elite educational institutions. This could also lead to a reevaluation of faculty evaluation criteria, potentially placing greater emphasis on teaching performance.
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