In India, the recruitment process of faculties in higher education institutions (HEIs) heavily depends on the candidates’ academic performance judged using the Academic Performance Indicator (API), and the number of research publications in their respective domains. While these metrics are valuable, they can overlook essential qualities such as industry experience, practical application of knowledge, and the ability to implement the research-work into real-world solutions. This focus often sidelines candidates who have contributed impactful work outside of academia. With an increasing demand for universities to foster innovation and address real-life challenges, it’s time for the recruitment framework to shift toward a more holistic approach aligning India’s higher education standards more closely with global best practices.
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 obtain a bachelor’s degree in a relevant field from a recognised 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.
Additional requirements include clearing competitive eligibility tests such as the UGC NET. Conducted by the National Testing Agency (NTA), this exam is essential for those wishing to become Assistant Professors in Indian colleges and universities.
SLET and CSIR-NET are two other exams. While State Level Eligibility Test (SLET) is for state-specific university and college faculty eligibility, CSIR-NET focusses on subjects concerning science and technology, under the Council of Scientific and Industrial Research.
While teaching experience is not always mandatory for entry-level positions, having prior experience as a teaching assistant or in related roles improves a candidate’s profile and overall chances of being shortlisted for the limited teaching roles in universities and colleges.
In addition to teaching experience, research publications and a PhD are important considerations. Higher academic positions, particularly Associate and Full Professors, frequently necessitate the publication of research papers in renowned publications.
How do teaching qualifications and eligibility requirements in other countries compare to India’s?
To understand how academic qualifications and eligibility requirements for higher education teaching roles vary worldwide, we examined the eligibility requirements in the United Kingdom, United States, and Japan. Each country has distinct educational prerequisites, experience expectations.
The United States
In the US, the path to becoming a college or university professor generally requires a doctoral degree (PhD) for positions at four-year institutions. However, a master’s degree may suffice for teaching at community colleges or for part-time positions, as per a Forbes article on ‘How to become a professor’. This level of educational attainment ensures that candidates have the necessary expertise and research skills.
Experience: Teaching experience, usually obtained through teaching assistantships during graduate studies, is key. These roles involve assisting with course instruction, grading, and tutoring students, providing essential teaching experience. Additionally, research experience and publications in academic journals are highly valued, as they demonstrate an ability to contribute to the academic community and are often essential for obtaining tenure-track positions.
Additional requirements: Certain fields may require additional certifications or licensure. For example, a Certified Public Accountant (CPA) certification is often required for accounting professors, as it confirms expertise in the subject. Strong performance in undergraduate and graduate studies, often reflected by a high Grade Point Average (GPA) and sometimes GRE (Graduate Record Examination) scores, can also be important for program admissions and early career positions.
The United Kingdom
To become a college or university teacher in the UK, you typically need a strong academic background, beginning with a first-class or upper second-class bachelor’s degree in a relevant subject. Following this, a postgraduate qualification, such as a master’s or PhD, is usually required, according to the UK’s National Careers Service.
Experience: Teaching experience is essential. Many aspiring professors gain this experience during their postgraduate studies, often through teaching assistantships, where they assist professors in undergraduate teaching. Additionally, relevant work experience, particularly in vocational or applied fields, can be highly beneficial and make candidates more attractive to recruiters.
Additional requirements: Obtaining a teaching qualification, such as the Postgraduate Certificate in Academic Practice (PGCAP), is often pursued while working and can enhance employability. Furthermore, academic publications are typically expected, as these demonstrate expertise and an ability to contribute to the field through research. A portfolio of published work is especially 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 is not always mandatory, particularly for teaching positions focused more on language instruction than research. However, at research-intensive universities or for higher-level academic roles, a PhD is often preferred.
Experience: Prior teaching experience is particularly valued in Japan, with experience teaching within Japan itself being a significant advantage due to familiarity with the local academic and cultural context. Academic publications in journals can also enhance a candidate’s prospects by showcasing their research capabilities and commitment to scholarly work.
Additional requirements: 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.
Here’s an overview –
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 set minimum qualifications for faculty in HEIs. However, a more holistic, 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 scope of academia.
Revise the 2018 UGC Regulations
The 2018 UGC Regulations introduced quantifiable metrics, such as the Academic Performance Indicator (API), which tend to prioritise 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), University of Cambridge (UK), and University of Tokyo (Japan), place less emphasis on academic scores alone, favouring a holistic assessment of a candidate’s achievements, research, and industry relevance. In India, however, academic scores often weigh heavily in recruitment. While this can help maintain a baseline of academic competence, an overemphasis may overlook candidates with exceptional research, teaching, and industry skills that aren’t 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.
Recognising 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 prioritised 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 commercialisation, and start-up involvement encouraging impact-driven work that extends beyond publications.
Recognise 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 seen negatively. In contrast, leading universities internationally celebrate interdisciplinary expertise, recognising 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 including patents, start-ups, or other industry partnerships.
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 recognise 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, who 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.
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