Why the UGC’s Proposal to Recruit 4-Year Undergraduate Degree Holders as Assistant Professors is Misguided? K. Jaishankar

Introduction

The University Grants Commission (UGC) in India has proposed a significant policy change that could allow individuals with a four-year undergraduate degree to qualify for assistant professorships, provided they pass the National Eligibility Test (NET).

"The candidates with four-year undergraduate degrees can now directly pursue PhD and appear for NET. Such candidates are allowed to appear in a subject in which they want to pursue a PhD irrespective of the discipline in which they have obtained the four-year bachelor's degree," the UGC Chairman" (Source- Mint) https://www.livemint.com/education/news/students-with-4-year-ug-degree-can-now-directly-appear-for-net-ugc-chairman-11713704288820.html

This policy is part of a series of reforms aiming to align India’s higher education system with “global standards,” yet it has ignited considerable backlash among academics, students, and education experts. Critics argue that lowering the eligibility criteria for teaching positions will diminish the quality of India’s educational standards, discourage postgraduate studies, and weaken the nation’s academic reputation on the global stage.

This article discusses why this proposed change could have adverse effects, contrasting India’s approach with that of countries like the United States, the United Kingdom, and key European nations, which have upheld advanced academic qualifications as the foundation for university-level teaching roles.

1. Dilution of Academic Standards

• The core of the opposition to this proposal is the concern that academic standards will be lowered. Traditionally, assistant professors in India have been required to possess at least a master’s degree, with many institutions preferring or requiring a Ph.D.
• Impact on Knowledge Depth: The undergraduate curriculum in most fields is designed to provide foundational knowledge rather than advanced expertise. In contrast, postgraduate and doctoral studies are focused on deeper knowledge, critical thinking, and research skills that are crucial for effective teaching and mentorship at the university level.
• International Comparisons: In countries with reputed higher education systems, a Ph.D. or equivalent postgraduate qualification is typically mandatory for tenure-track faculty. For example, in the United States, a doctorate is generally required for assistant professorships, especially in research-intensive universities. The UK and most of Europe follow similar standards, requiring Ph.D. qualifications for academic teaching positions

2. Contradiction with Global Standards

• The UGC claims this reform aligns with international standards; however, this assertion does not align with the practices of many leading education systems. In the United States, while some community colleges allow individuals with master’s degrees to teach, research universities and tenure-track roles almost universally require a Ph.D. In Germany, Sweden, and France, faculty typically need to complete doctoral studies, often followed by postdoctoral research, before they can hold university-level teaching positions.

One of my mentees, Mr. Massimo Gangi, a Police Officer and a PhD Student at an Italian University opined the Following. "In Italy 3 years PhD + 6 years researcher + one habilitation for teaching at university (more than 20 monographs and scientific articles) + it's necessary to win a competition, to become an Assistant Professor".

• Perceived Quality of Indian Degrees: Reducing qualifications for assistant professorships may harm the perceived quality of Indian university degrees. If the qualifications required of Indian faculty fall below those in peer countries, it may lead to a devaluation of India’s educational credentials on the global stage.

3. Negative Impact on Postgraduate Education

• Critics argue that this policy could discourage students from pursuing master’s and Ph.D. programs, which are already seeing a decline due to the discontinuation of the M.Phil. degree. If students perceive that a four-year degree is enough to secure academic employment, they may be less inclined to invest time and resources in postgraduate education.
• Weakening of India’s Research Base: Master’s and Ph.D. programs provide crucial training in research methodologies, critical thinking, and theoretical frameworks essential for conducting original research. Without a strong base of highly qualified faculty, India’s academic research output could stagnate, impacting innovation and scholarly contributions

4. Potential Erosion of the National Eligibility Test (NET)

• Under the new rules, individuals with a four-year undergraduate degree can directly sit for the NET, a qualification previously reserved for those with a master’s degree. This change may dilute the significance of the NET as an advanced academic qualifying exam. The shift might require the NET to become more rigorous to maintain its value, which could make it harder for undergraduates to pass, ultimately contradicting the UGC’s stated objective of increasing access to teaching roles.
• Concerns Over Exam Integrity: With more candidates entering the NET without a graduate-level education, the test’s rigor may need adjustments to ensure that it accurately assesses the readiness for teaching roles. This adjustment process could lead to a reduction in exam standards or otherwise alter its design, potentially weakening its value as a measure of academic readiness.

5. Impact on Academic Disciplines and Teaching Quality

• The disciplines most likely to be affected by this policy are the social sciences, humanities, and natural sciences, where postgraduate education is essential for understanding complex theories and methodologies.
• Comparison with Engineering and Professional Education Models: The UGC's move reflects an approach more commonly seen in professional fields like engineering, where teaching roles sometimes do not require advanced degrees. However, academia in the social sciences and natural sciences often demands higher qualifications because of the need for specialized knowledge and critical analysis, areas typically developed through postgraduate studies.

6. Potential Effects on Student Learning and Institutional Prestige

• Faculty members with only an undergraduate degree may lack the advanced subject knowledge and research experience that are vital for mentoring students at the university level. This could negatively impact student learning outcomes, as undergraduate-only trained instructors may struggle with complex topics.
• Institutional Prestige: Universities known for their rigorous academic standards attract high-caliber faculty and students, contributing to a virtuous cycle of reputation and quality. By lowering faculty qualifications, India risks diminishing the international standing of its institutions, affecting student enrollment from abroad and collaborations with foreign institutions.

7. Comparing India’s Proposed Path with China’s Higher Education System

• As India aims to bolster its higher education system, China has adopted a contrasting approach by actively investing in advanced research and setting high standards for academic recruitment. In recent years, China has emphasized doctoral training for university faculty as part of its strategy to build world-class universities.
• Risk of Falling Behind in Academic Competitiveness: With China and other nations emphasizing high academic standards, India’s move to lower the entry requirements for faculty could place it at a disadvantage, particularly in attracting and retaining talent.

Conclusion

The UGC’s proposed policy to allow four-year undergraduate degree holders to qualify as assistant professors presents a shift in Indian higher education standards that could lead to unintended consequences. While flexibility in recruitment criteria is a commendable goal, lowering academic qualifications risks undermining the quality of faculty, weakening India’s research output, and impacting the reputation of Indian universities. A more balanced approach would be to retain a strong emphasis on postgraduate education for faculty roles, ensuring that academic standards and the quality of higher education in India continue to meet both national and global expectations.

This policy, though intended to foster flexibility and inclusivity, may ultimately be counterproductive. It is essential for the UGC to consider the long-term implications of this decision and look to established practices in other countries as benchmarks. Emphasizing high qualifications for academic positions, particularly in research-intensive universities, would help sustain the quality and international competitiveness of Indian higher education.