Quality deprivation through quality assessment: the academic score system in Indian higher education

Yusuf Akhter, Mushtaq Ahmed, Subhash Kumar Yadav


In this paper, we have tried to briefly review the current appraisal regulations of the University Grants Commission (UGC), the research/academic score scheme [previously called Academic Performance Indicator (API)] in the higher education system of India. These scores henceforth in the text are referred to as academic scores. Over the years, the quality of research and teaching in the country has been badly affected due to these scoring schemes. This article systematically analyzes the reasons for the failure of these scoring systems in the appraisal, which are used for the promotion and direct recruitment of teachers in Indian Higher Education Institutions (HEIs) (universities and colleges). Additionally, we have devised suggestions for further improvements in the existing system. It is argued that the issue of quality assessment consists of solving the problem of imperfect information, which requires the identification of the signals that represent the quality of the work with minimum error. The article suggests that in this current state of deprivation and inequality of research in the Indian HEIs, emphasis should be on the quality of research rather than on quantity. The article also suggests an alternative evaluation system of appraisal to achieve this objective.


Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities

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DOI: https://doi.org/10.26220/aca.3438

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