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Report on Faculty Resource in PublicEngineering Institutions under TEQIP-III

(World Bank assisted Project)

National Institute of Labour Economics Research and Development (NILERD)(An Autonomous Institute under NITI Aayog, Government of India),

A-7, Narela Institutional Area, Delhi-110 040, IndiaWebsite: www.nilerd.ac.in



January 2020

REPORT ON FACULTY RESOURCE IN PUBLICENGINEERING INSTITUTIONS UNDER TEQIP-III

(WORLD BANK ASSISTED PROJECT)

January 2020



NILERD

CORE TEAM

SOFTWARE DEVELOPMENT

FIELD SURVEY TEAM

Dr. Pitam Singh (Team Leader)Dr. P C ParidaDr. Shachi JoshiMr. D. IndrakumarMs. Neha KumraDr. Tapas Sarangi

Ms. Vandana Shukla

Dr. G.P Joshi, Dr. Kailash Pradhan Dr. A Kamala Devi, Dr. Ruby DharDr. Anita Kakkar, Ms. Richa SharmaShri Radhey Shyam, Shri Marshal BiruaDr. Chaitali Roy, Mr. AP William Wordsworth

Report on Faculty Resource in Public Engineering Institutions under TEQIP-III

NILERD

CONTENTS

Pages

Preface 1-2

Executive Summary 3-9

Chapter.1. Background of the Study 11-161. Introduction 11-121.2 Scenario of Faculty Positions across India 12-141.3 Literature Review 14-16Chapter 2: Objectives, Approach and Methodology 17-242.1 Objectives 172.2 Framework of the study 17-192.3 Methodology 19-202.3.1 Sample size and Coverage of the Study 20-212.3.2 Tools of the Study 21-222.3.3 Method of Data Collection 22-232.3.4 Data Analysis and Statistical Treatment 23-24Chapter 3: Faculty Vacancies – Trends and Causes 25-31State-wise Vacancy 25-28Centrally Funded Institutions (CFI) 28-29Reasons for Faculty Shortage 29-31Chapter 4: Analysis of the Impact of Faculty Vacancy 33-38Effect of Faculty on Performance of Teachers 33-35Perception of Students 35-36Teaching Quality 36-38Chapter 5: State Reports 39-5.1 State Report – Assam 39-405.2 Bihar 41-425.3 Chhattisgarh 43-445.4 Himachal Pradesh 45-465.5 Odisha 47-495.6 J&K (Jammu Division) 50-525.7 Jharkhand 53-555.8 Madhya Pradesh 56-58

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5.9 Rajasthan 59-615.10 Tripura 62-635.11 Uttar Pradesh 64-665.12 Uttarakhand 67-695.14 A summary of the status in states 70-855.14.1 Best practice for faculty recruitment 865.14.2 Recommendations 865.14.3 Central government-level suggestions/recommendations 865.15 References 87-885.16 Annexure I-III 89-1225.17 Appendix I-II 123-1265.18 Appendix III 127-144

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Engineering Education in India has grown rapidly in the recent past and is among the key enablers of growth for transforming India’s economy. India’s growth is expected to be driven by engineering-intensive sectors, such as Information & Communication Technologies, chemicals, transportation, capital goods, manufacturing and construction & infrastructure. The quality of teaching and research in this sphere will play a critical role in the emergence of India as a global knowledge leader and it will also provide vital inputs for enhancing productivity across these sectors. In the past three decades, we have seen many folds increase in the number of institutions imparting engineering education at the undergraduate level. The exponential growth in engineering education seems to have not significantly resulted in the quality of technical skills of engineering graduates as expected by industry. Indian higher and technical education system is one of the largest systems in the world. However, an important challenge being faced by the engineering institutions across the country is the significant number of faculty vacancies and turnover, which is a major factor impeding the institutions from delivering quality education.

Ministry of Human Resource Development (MHRD), Government of India, with assistance from the World Bank is implementing the “Technical Education Quality Improvement Project– Phase III (TEQIP-III)” with the objective of improving the quality of engineering education in the country. The project is financed by the Government of India and assisted by the World Bank. TEQIP is one of the great initiatives of the Government of India towards the quality improvement of technical education in the country.

The present study was awarded to NILERD to examine the faculty resources and other related issues in the public engineering institutions that are beneficiary of TEQIP-III. I wish to express my gratitude to MHRD and National Project Implementation Unit (NPIU) for awarding the study to NILERD. My sincere thanks to Prof (Dr) P M Khodke, Central Project Adviser and Dr Yogesh Srivastava from NPIU and Mr. Franisco Marmolejo and Ms Namrata Raman Tognatta of World Bank for providing constant support and guidance to complete the study. I duly acknowledge the cooperation extended by State Project Administrator (SPA) and TEQIP Coordinator, Head of the various

PREFACE

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engineering colleges, faculty and students for providing full cooperation to NILERD team in completing the assigned task and bringing the study into its final shape.

The present study is an outcome of hard work and collective efforts of a dedicated team of researchers led by Dr Pitam Singh, Director (Administration). I wish to place on record my sincere appreciation for the entire team. The study team has travelled extensively to the various states for inquiring on issues related to faculty vacancies. The information was gathered through structured schedules

(online), focused group discussions and informal debates.

I am pleased to present this report for consideration of MHRD, NPIU and World Bank. I hope findings of this study would be useful for policy planners and other professionals associated with Technical Education in India.

(Dr Yogesh Suri) Director General

January 2020

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1. According to the endogenous growth theory, education plays a crucial role in economic growth by improving the productivity of both labour and capital. Developing countries have focused on education in the technical field to create an ecosystem of skills and knowledge, which will lead to incremental changes in the life of common people. For achieving this goal, since independence and particularly after economic reforms in early 1990s, India has developed a huge ecosystem, providing educational and training opportunities at doctoral and postdoctoral levels in various engineering disciplines in institutions across the country. Educational institutions in the technical field and the number of students has expanded considerably during the past three decades, exerting enormous pressure on the supply side of faculty availability. Numerous world-class technical institutions in the country, such as the Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs), have been facing severe faculty shortage for the past several decades. The worst faculty scenario is observed in the case of engineering colleges. In addition, many sanctioned posts in state government–owned institutions,

especially at professor and associate professor levels, has remained vacant for the past several years, severely affecting the entire teaching ecosystem in these colleges. Both centre and state governments have gradually withdrawn their financial support to these colleges, further deepening the crisis.

2. Due to many vacancies at senior levels, that is, professor and associate professor levels, learning outcomes in these institutions have continuously been deteriorating. Strategies followed by these institutions for hiring contractual/adhoc faculties to maintain pupil–teacher ratio as per the norms of All India Council of Technical Education (AICTE) without focusing on quality has destroyed the entire technical education (TE) system, affecting outcomes such as the placement ratio, pass-out ratio, and employability of students in most colleges.

3. To improve the education system in colleges, the Ministry of Human Resource Development (MHRD), along with the World Bank, has implemented the Third Phase of Technical Education Quality Improvement Programme (TEQIP-III) to strengthen the infrastructure and overcome the issue of vacant

EXECUTIVE SUMMARY

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faculty positions at the entry level of assistant professor. Infrastructure development is a long-term investment; it will have a positive effect on learning outcomes over the years, depending on the maintenance of these facilities. The present assignment ‘Study on Faculty Resources in Public Engineering Institutions’ under TEQIP-III was assigned to the National Institute of Labour Economics Research and Development (NILERD) by MHRD to study faculty resources and other issues pertaining to public engineering institutions that are beneficiaries of TEQIP-III.

4. The present study analysed the status of vacant faculty position in public engineering institutions, identified the reasons for faculty vacancy, and suggested remedial measures. Key objectives of this study are to examine the causes of high rates of faculty vacancies in engineering education institutions, to analyse the effect of faculty turnover (FT), to identify solutions across states, and to propose state-wise plans of action to fill in sanctioned faculty.

5. The study used both quantitative and qualitative methods to fulfil the objectives. The major concerns of the study were to determine the faculty resource position in engineering colleges and recruitment process, particularly to understand how decisions are made in the recruitment and selection of faculty in engineering colleges and universities that are beneficiaries of TEQIP-III. Various indicators such as the recruitment and selection process, decision-making process, current staff strength, students’ performance, perception regarding education quality, career development, and reasons for faculty shortage were captured through a structured questionnaire for different stakeholders such

as the head of the institution, faculty, and students.

6. The questionnaires were sent online to all the 91 centrally funded and state-owned institutions to collate information. However, only 71 institutions responded and returned completed questionnaires. In addition, the study team has 38 visits to states to conduct face-to-face meetings and focus group discussions (FGDs) with stakeholders. Consultations/Interviews were conducted with senior officers belonging to the TE department of different states. A total of 114 FGDs were conducted during the 38 visits, with an average of 15 participants in each FGD, (total 1710 participants) in all FGDs, including head of institution, head of department (HoD), dean, and faculty members were present. In addition, 15 state consultations with the department of technical education were conducted, wherein on an average, eight participants (total 120) including joint secretary (TE), director (TE), additional director (TE), deputy commissioner (TE), and concerned officials of state government were present.

Findings: Faculty Vacancy and Reasons

Findings of the study are as follows:

1. Faculty vacancies exist in all states, and the national average of vacancies is approximately 50.20%. The highest number of vacancies is observed in Uttarakhand, Bihar, Chhattisgarh, and Uttar Pradesh (UP). In Uttarakhand, all the sanctioned posts of assistant professors, associate professors, and professors are vacant in the Institute of Technology (IoT), Gopeshwar, and Women

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Institute of Technology (WIT), Dehradun. Approximately, 88% posts are vacant in Nanhi Pari Seemant Engineering Institute (NPSIT), Pithoragarh, and Tehri Hydro Development Corporation (THDC) Institute of Hydropower Engineering and Technology, Tehri.

2. In Bihar, an average of 78% faculty posts are vacant in all institutions, and five institutions have more than 95% vacant faculty positions. In Chhattisgarh, Jharkhand, and UP, all posts of professors are vacant in some institutions. In Madhya Pradesh (MP) and Himachal Pradesh (HP), the posts of professors and associate professors in almost all institutes are unoccupied.

3. The NILERD research team studied various acts, statutes, policies, procedures, recruitment rules (RRs), and guidelines for selecting the faculty for institutions under TEQIP-III and observed that most of these criteria were not successfully implemented, particularly in the state-funded institutions. This indicates a lack of firm commitment on the part of government and administrative slackness at various levels. Furthermore, this lack of firm commitment on the part of government is also evident from the fact that 6-decade-old institutions have a large number of vacant faculty positions; for example, Bhagalpur College of Engineering, Bihar and Muzaffarpur Institute of Technology, Bihar have 78.40% and 75% vacant faculty posts, respectively.

4. The recruitment process conducted by the State Public Service Commission (SPSC) is completed in 2–3 years in general and 7 years occasionally. For example, in Assam, faculty recruitment examination was conducted by the

Assam Public Service Commission (APSC) in 2011, and offer letters were issued to selected candidates in 2018. The Bihar Public Service Commission (BPSC) started the recruitment and selection process in 2015 and completed in late 2017. Similar cases have also been observed in Jharkhand, Chhattisgarh, and HP.

5. The state finance department grants the approval for creating and filling the faculty posts in approximately 1 year, which delays the recruitment and selection of faculty. In UP, some institutions have started new branches/disciplines/courses as per the market demand, but faculty positions are not created and filled up by the state finance department.

6. As informed in FGDs and state consultations, litigations and court cases are common reasons for delay in the faculty recruitment process. In MP, during state consultations, 465 court cases pertaining to service matters and recruitments were pending in courts. However, only 15 cases are directly or indirectly related to faculty recruitment. Similarly, large numbers of court cases in Rajasthan (30), HP (2), Assam (30), Manipur (4), Bihar, Uttarakhand, and Chhattisgarh have been pending since a long time.

7. In some self-finance scheme (SFS)- and public–private partnership (PPP)-mode institutions, capacity utilisation in undergraduate and postgraduate courses is as low as <50% (capacity vs. enrolment). Low-capacity utilisation severely affects revenue generation, particularly in these institutions, where no financial support is available from central or state governments for salary components, which creates faculty shortage

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as the institution is unable to pay salary.

8. Institute’s location influences the choice of potential faculty to join the institute, for example, Chaibasa Engineering College, Chaibasa, Jharkhand, is predominantly situated in a remote area and geographically isolated from the main Chaibasa town. Roads and transport, accommodation, market, medical, and schooling facilities are limited in Chaibasa. Faculty posts remain vacant because people do not join or apply considering the institute location. A similar situation exists in some institutions in Uttarakhand, Sikkim, Nagaland, Arunachal Pradesh, MP, Bihar, and UP.

9. Some heads of the institute and faculty in Rajasthan, MP, UP, Bihar, and Jharkhand stated that a high rate of attrition is observed in institutions, but no replacement/fresh recruitment is conducted due to non-approval from the state government. Of the 71 institutions that responded in this study, 26 (36.62%) did not have a regular director/principal in position. The post of principal/director was held temporarily by one of the faculty members or filled in by an external candidate temporarily. In these institutions, no recruitment was conducted since the past 3 years. In Rajasthan, the posts of principals/directors in all the institutions under TEQIP-III (except Banswara, MBM Jodhpur, and UCE&T Bikaner) have been vacant. Many institutions in MP and Chhattisgarh do not have a director/principal, and the post of the principal/director is held temporarily by a faculty member.

10. The lack of will of the policy makers and firm commitment of the state government

for filling up the sanctioned faculty posts is a major reason for faculty vacancies in several states.

The Effect of Faculty Turnover

1. One of the terms of references (ToRs) of the study is to analyse the effect of faculty turnover (FT). The FT is defined theoretically as ‘the number of faculty left/resigned in a year from an institution divided by the number of faculty joined in the same year’. Many institutions are included in the study wherein no recruitment has been conducted since a decade, but many faculties have resigned from the institution, leading to infinite value of FT, which is impossible to calculate and assess its impact. Therefore, the study has not estimated the effect of FT but collected information on perceptions of students and faculty members related to the effect of faculty vacancy, reasons for vacancies, usefulness of current curriculum and infrastructure facilities, decision-making ability of the institution head, and administrative and financial support from the administrative ministry/department to supplement econometric findings.

2. The study demonstrated that 30% students from all states except Jharkhand and Jammu and Kashmir (J&K) and North Eastern states have rated teaching, in general, as good or excellent. A total of 70% students from other majority of states have reported the course curriculum as either poor or fair. Overall, 67% students in 18 states/union territories have reported the adequacy of basic infrastructure facilities (smart classrooms, modern laboratory, library, machines and equipment for practical learning, Wi-Fi, hostel, and mess/canteen) in the institution.

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3. As per the perceptions of 47% faculty members across the states, a high vacancy rate is not only affecting academic and research activities of institutions but also adversely affecting teaching in general. The Career Advancement Scheme (CAS) has not been effectively implemented in different engineering institutions across the states, as evident from the finding that only 43.60% of the faculty have benefited from the scheme.

State-level Suggestions

1. Most of the state governments do not have any plan of action in place to deal with faculty vacancy; therefore, having a time-bound plan of action and a roadmap ready to fill vacant positions may be useful for state governments.

2. Guaranteeing firmed commitment from the state government for recruitment is the biggest challenge. The matter should be considered at the highest political and administrative platform to sensitize the political masters and policy makers about the implications of the faculty vacancy.

3. It has been observed that many states do not provide financial resources for faculty recruitment. Therefore, it is suggested that states should allocate enough budget for faculty recruitment.

4. A field study demonstrated that SPSC completes the faculty recruitment and selection process in 2–3 years due to various reasons, particularly due to lack of coordination among institutions, state governments, and SPSC. Therefore, creating a mechanism in terms of a high-powered committee is required either

at the state government or institution level to monitor the overall recruitment process and fix accountability in case of any delay.

5. The institutions can be provided with full autonomy for recruitment within the given guidelines. A flexi-pool (panel) of faculty can be reserved for a specified period when the selection process by the board of governors (BoG) or SPSC is completed, and as soon as there is vacancy, faculty can be selected from the flexi-pool.

6. One of the reasons for delay in faculty recruitment is litigation as informed during FGD and state consultations. Most of the technical institutions do not have a separate in-house legal department equipped with required skills/specialisation to defend cases. Legal cases generally pertain to ambiguity in RRs, advertisement of posts, discrepancies in criteria for short listing and published advertisement, grading system, and contractual appointment conditions. A legal cell can be created in institutions, which will work on the faculty advertisement content elaborating on detailed terms and conditions for screening, short-listing criteria, and interview and appointment, leaving no scope for court cases.

7. To attract and retain good-quality faculties, providing a conducive environment and facilities such as residential quarters, laboratory and equipment, schooling facilities for children, and medical and transport facilities in the campus to the faculty is necessary. The faculty development programme and promotion policy should be implemented in each college to motivate the faculty.

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8. As observed in FGD and state consultations, one of the main barriers in filling the posts of associate professors and professors in MP is RRs, which has no provision for promotion. Therefore, the state government should revise the RRs of associate professor and professor, making provisions for promoting faculty members to these posts. This step alone can solve the problem of vacancy at higher level to a large extent without significant financial implications.

9. The vacant positions of directors/principals in various institutions may be filled on a regular basis on priority, which may help in improving the decision-making process, particularly regarding recruitment. As observed in this study, wherever the post of director/principal was held temporarily, the recruitment process was very slow, and an atmosphere of uncertainty persisted in the institutions.

10. In MP, all the institutions except one under TEQIP-III are approximately 50–60 years old, and the infrastructure and buildings therein are on the verge of break down and thus require immediate repair and maintenance. Therefore, to protect the infrastructure, building, and other facilities from further damage, it is imperative for the state to extend financial assistance in form of a grant to the institutions. A similar situation prevails in many other states such as Rajasthan, UP, and Bihar.

11. It has been observed that in MP, State Directorate of Technical Education (SDTE) conducts all the recruitment process and SDTE selects candidates from the GATE waiting list for interviews and selection at entry level i.e.

assistant professor. This practice saves the time and other resources. The practice can be adopted by other states. The candidates may also be selected from the waiting lists of all India level engineering service exams conducted by railways, UPSC and other agencies for various disciplines for recruitment and building the faculty pool.

12. The practice of developing faculty index meant for faculty recruitment being followed by NITs and IITs is transparent and very good, which may be adopted by the states and the institutions.

13. It has been observed that the institutions in other countries like USA and UK have well defined elaborated best practices manual (BPM) for faculty recruitment describing in detail the method of scouting, preparation, outreach, assessment, recruitment, retention, etc and role and responsibilities of search committee and other entities involved in recruitment. The best practice manual for faculty recruitment may be developed and customized as per the specific requirement of states and institutions. The condensed best practice manuals of Cornell University New York, Harvard University, University of Alabama at Birmingham (UAB), Western University and Washington University are place at appendix III for reference.

Central government-level suggestions

14. The TEQIP faculty is a very big support and lifeline for many institutions across the states. However, the ongoing TEQIP-III program will be ending in September 2020 and the abrupt closure of TEQIP-III will further deteriorate the faculty position.

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Therefore, it is strongly recommended that the TEQIP-III may be further extended till the faculty position is improved. Nevertheless, the deliverable of TEQIP-III, i.e. ‘increase in percentage of sanctioned faculty position in participating institutions filled by regular or contract faculty’ may be monitored closely and states making considerable progress on this deliverable be incentivised accordingly.

15. The financial position of some states is really stressed due to committed liability and therefore, there is a need for a centrally sponsored scheme (CSS) on equal sharing basis to provide financial assistance to states for filling up the sanctioned faculty posts.

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Introduction

1.1 Education is recognised as one of the critical elements of the national development effort, and TE is an integral part of this education because it is a powerful tool for building a skill/knowledge-based society. Technical education presently includes courses and programmes pertaining to engineering, technology, architecture, town planning, management, pharmacy, applied arts and crafts, hotel management, and catering technology. Engineering education in India has increased enormously in the recent years. It is among the key enablers of growth for transforming India’s economy. The growth of India is driven by engineering-intensive sectors, such as capital goods, manufacturing, information and communication technologies, chemicals, transportation, construction, and infrastructure. In recent times, the biggest challenge faced by TE institutions in India

has been the acute shortage of qualified and competent faculties. The genesis of this lies in the rapid development of technical institutions owing to a surging demand for technically trained manpower by the fast-growing industrial sector of Indian economy and an abysmally low number of PhDs/fellows in technical disciplines from premier institutions opting for a teaching career on account of possibility of higher incomes from non-academic career options (Rosenfield and Jones, 1988).

1.2 The faculty shortage issue in TE institutions, including premier institutions and the institutions of national importance, has been highlighted and acknowledged at the highest level in the country. Information submitted to the Lok Sabha regarding faculty vacancies are provided below. As observed from the graph, in some IITs, more than 50% faculty positions were vacant in 2018.

Background of the Study

CHAPTER -

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Figure 1 Faculty Vacancies (percentage) in IITs, as on 31 March 2018

Source: Lok Sabha Starred Question No. 434, dated 26 March 2018.

1.3 Technical education plays a crucial role in India because technology impinges on every aspect of life and society. Since independence, TE in India has developed into a huge system, providing opportunities for education and training in various engineering disciplines at doctoral and postdoctoral levels in institutions across the country. MHRD assigned a study under TEQIP-III to NILERD to determine the status of faculty resource position in engineering institutions and reasons for faculty shortage.

Scenario of Faculty Positions across India

1.4 Any educational institution, public or private, requires an efficient, effective, and qualified faculty to achieve its mission goals. Faculty being one of the most important factors in the success of any institution is expected to

perform its primordial tasks of instruction, research, and extension. It has generally been stated that ‘the institution is only as good as its faculty’. Diokno as cited by Ebalan (2014) emphasised this fact when he said that the university draws its strength from the faculty whose intellectual capacity, creative talent, and competence shapes the institution’s culture and reputation. Decision regarding faculty hiring, retention, and promotions is crucial in determining the nature and form of the department and college as a whole and the very future of the university/institution.

1.5 In the past three decades, a manifold increase in the number of institutions providing engineering education at the undergraduate level has been observed. Table1.1 illustrates the growth of engineering institutes in India up to 2016–2017, indicating that the number of TE institutions has doubled in the last decade.

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Table 1.1 Growth of Approved Engineering Institutes in India

Year 2006–07

2007–08

2008–9

2009–10

2010–11

2011–12

2012–13

2013–14

2014–15

2015–16

2016–17

Engineering Institutes

1511 1668 2388 2872 3222 3393 3495 3384 3392 3364 3288

Source: AICTE http://en.wikipedia/All_India_Council_for Technical Education.

1.6 Engineering education has emerged as a knowledge-intensive, technology-driven sector with significant implications on the socio-economic growth of the country, development of infrastructure, and conservation of environment. In this rapidly transforming sector advancing with the new age technology and analytics, the most important ‘agent of change’ is well-qualified

and experienced teachers/faculties. However, the country is grappling with acute shortage of teachers in higher and technical education. According to the All India Survey on Higher Education (AISHE) report 2017–2018, the number of teachers decreased from 1.51 million in 2015–2016 to 1.28 million in 2017–2018, thus increasing the pupil–teacher ratio from 23 to 29 during the same period.

Figure 2 Number of Teachers (in Million) and Pupil–Teacher Ratio in Higher Education Institutions, 2014–2015 to 2017–2018

Source: AISHE Report 2017–2018.

1.7 The number of faculty in AICTE-approved institutes revealed a declining trend. This

trend affected most premier professional and technical institutions in India.

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Figure 3 Number of Faculty in AICTE-Approved Institutions, 2014–2015 to 2018–2019

Source: AICTE Dashboard.

1.8 A study ‘Changing Academic Profession: A Study of Higher Education in India’ conducted by IIT Delhi in 2013 and sponsored by the Planning Commission (presently NITI Aayog) revealed that a lack of requisite number of faculty along with unavailability of qualified faculty is a major constraint, be it in Centrally Funded Institutes (CFIs) or state-run colleges. Superior faculty is difficult to source in India, and talented people, especially the young and bright, are not attracted towards the academia. Further, those who are pursuing academics mostly opt for doctoral studies abroad and stay back to teach there. Very few return to India for full-time teaching. Teaching in private colleges was not a preferred choice for many due to low job satisfaction.

Literature Review

1.9 Efforts were made to understand studies/books/research papers published by various researchers/authors regarding the status of faculty vacancy and shortage, the reasons for faculty vacancy and the remedial

measures implemented by both central and state governments. Several studies have highlighted the shortage of faculty in public engineering institutions. Sharma (2014), Rama Rao (2013), and Gupta and Gupta (2012) highlighted the alarming extent of faculty shortage in engineering institutions in India. They indicated that a major reason for the large number of faculty vacancies is difficulty in finding suitable candidates having right qualifications.

1.10 Bhandary (2019) reported the acute shortage of faculty in premier engineering institutions in IITs and NITs. As on July 2019, of 8,856 teaching posts across 23 IITs, 6,043 are filled (31% vacant), and in NITs, of 7,413 teaching posts, 3,211 (43%) are vacant. This phenomenon is not restricted only to newer IITs but also is seen in older IITs such as IIT Mumbai, Delhi, Kharagpur, and Kanpur, where faculty vacancy is to the extent of 25%–45%. In case of new IITs, the situation is more critical with a faculty shortage of 58% in IIT Bhilai, Chhattisgarh, followed by 46% in IIT

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Dharwad. Some of the reasons for the shortage of faculty include lack of educational facilities for children, lack of healthcare facilities, more attractive private sector employment, and better research facilities in multinational companies.

1.11 BVR Mohan Reddy Committee in its report ‘Short- & Medium-Term Perspective Plan for Engineering Education in India’ called for immediate interventions to improve the quality of teachers. Poor employability of engineering graduates is a direct reflection of poor faculty strength, quality, and pedagogy. Competencies of faculty should be developed, particularly in the areas of new age technologies and research through rigorous faculty development programmes at teachers’ training institutes using quality improvement programmes (QIP) and expert faculty and infrastructure. A study conducted by the Institute of Applied Manpower Research (1993) demonstrated the shortage of teachers in various types of professional education institutions by the number of vacant positions of teachers. The reasons for shortage reported by the groups of respondents (professors, readers, lecturers, and students) in order of priority were administrative delay in filling vacancies, introduction of emerging disciplines in the field and lack of trained faculty in those disciplines, resource constraints, and increased responsibility of research work leading to less time available for teaching, suggesting that the shortage of faculty in technical institutions in India is a long-pending issue that should be addressed immediately.

1.12 Sujata (2019) indicated that faculty shortage and growing number of part-time faculty is an old problem, which has worsened

over time. Shortage of faculty is a worrisome issue for political leaders, academicians, university authorities, and both central and state governments. Hiring more faculties is the obvious solution suggested by political leaders and university officials. The government announced new strategies for finding and hiring faculty. However, no steps were initiated in a realistic manner, and the cycle of faculty shortages continued (Sujata, 2019).

1.13 Waghmare et al. (2017) suggested hiring qualified engineers from the industry and research and development (R&D) institutions in academic colleges to obtain benefits from their experience and exposure to industries and research laboratories. A study conducted by Mohanty and Dash (2016) reported innovative approaches of teaching and learning by the technical faculty, which will require effective professional development for both new and experienced instructors alike. Along with redesigning curricula and pedagogy, the preservice teacher preparation programme may be developed to be included as a mandatory part in technical higher education.

1.14 AISHE 2017–2018 concludes that the decrease in the percentage of senior professors’ availability is mainly because, every year, retirement of professors is observed, but they are not adequately replaced. With only 1,284,755 experienced professionals in the entire higher education sector in the country, institutions are compelled to employ temporary teaching staff. FICCI Higher Education Summit (2013) suggested the requirement for easing faculty recruitment norms and offering incentives for attracting faculty, retaining high-quality faculty by

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implementing tenure and reward-based remuneration systems, and incentivising faculty through exchange programmes with top-end institutions. The role of technology in education was highlighted during the summit: ‘Online education has become the first port of call for many students who were earlier left out of the higher education system or had to settle for lower quality alternatives. The Massive Open Online Courses (MOOCs) model made it possible for the country to provide a quality education to the masses despite poor faculty-student ratio.

1.15 Various QIPs are implemented by the Government of India, such as TEQIP, which have systematically improved the TE sector. Singh (2016) revealed that TEQIP has played a vital role in faculty and curriculum development in technical institutes, making them more dynamic, demand-driven, and responsive to rapid economic and technological developments.

1.16 Faculty is the main storehouse of knowledge, driving and influencing all activities towards the pursuit of excellence. The calibre and competence of an institution’s faculty influence the quality of its teaching and research programmes and its image in the outside academic and business world. Characteristics and performance of faculty members such as the number of students enrolled for PhD in their department, the international profile of faculty, and research output play a significant role in popular press rankings of technical institutions (Kumar, 2006). The government should introduce innovative ways to overcome shortage, for example, filling vacancy with a foreign workforce, which will help in bridging the vast

gap between the Indian and global standards of education. Such an initiative will not only help the higher education sector of India to be more globalised but also increase country’s visibility in the world scenario.

1.17 According to the AICTE report (2019), the steps to be taken to improve the quality of teaching in engineering institutions include competency development of the faculty, especially in the areas of new age technology and research through rigorous faculty development programmes, and change in pedagogy with focused industry visits for hands-on exposure to the latest technologies. The literature addresses issues relating to faculty shortage in engineering and higher education institutions and provides suggestions to tackle this deep-rooted issue of higher and TE sectors in India.

1.18 Reasons for acute faculty shortage in the engineering and higher education institutions as identified in various studies/government reports are poor manpower supply, inability of institutions to hire faculty due to inadequate fund resources, low salaries, unwillingness of institutions to hire faculty, unwillingness of faculty to work in selected institutions due to geographical location, poor infrastructure, and legal and related issues. The high rate of faculty shortage affects the quality of education. Remedial measures should be implemented by preparing a comprehensive and holistic action plan to fill vacant faculty positions, thereby improving the quality of engineering education.

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2.1 The present project was assigned to NILERD by MHRD to study the faculty resources and other related issues in public engineering institutions that are beneficiaries of TEQIP-III. The objectives and methodologies of the study have been described in detail in this chapter.

Objectives of the Study

2.2 The present study analysed the causes of a high rate of faculty vacancies and examined the effect of high FT on education quality in public engineering institutions participating in TEQIP-III. This study identified remedial measures and suggested an action plan for each state for filling the sanctioned positions. The key objectives are:

i. to examine the causes of high rates of faculty vacancies in engineering education institutions and highlight variations across states

ii. to analyse the effect of FT

iii. to identify solutions across states, and

iv. to formulate state-wise plans of action for filling the sanctioned faculty vacancies.

2.3 The major concern of this study was

to determine faculty resource positions in engineering colleges and to examine the effect of FT and the recruitment process such as how decisions are made in the recruitment and selection of faculty in technological colleges and universities that are beneficiaries of TEQIP-III. Because this study analysed the effect of FT to identify solutions across states and formulated state-wise plans of action for filling sanctioned faculty vacancies, assessing policies and procedures implemented by technological universities for the recruitment and selection of faculty and determining the extent to which policies and procedures have been implemented become imperative. This study determined other factors that influence decision-making in the recruitment and selection process and the major causes of faculty shortage. It also focused on the changes in policies and procedures that may be considered to further improve the decision-making process so that the recruitment and selection process of the faculty may be expedited.

Framework of the Study

2.4 The following figure presents the

Objectives, Approach, and Methodology

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conceptual model of recruitment and selection process for the study that includes three

separate frames—input, process, and output variables of the study.

Conceptual Model of the Recruitment and Selection Process for the Study

Process

OutputInput

Institutional Factors1. Acts and Statutes2. Recruitment

Policies and Rules3. Guidelines4. Procedures5. Systems/StructureOther Factors1. Political2. Special Talents,

Skills, and Qualifications

3. Roster position4. Litigation5. Location6. Socioeconomic

Conditions

RECRUITMENT

AND

SELECTION

DECESION

2.5 In Frame 1, input variables are divided into two subgroups, namely institutional factors (from the infra system) and other factors (from the supra-system).

2.6 Frame 2 presents process variables, meaning the extent of implementation of

policies/guidelines related to the recruitment and selection process of faculty in various technological institutions, together with the perceived influences of other variables in the process.

2.7 Frame 3 shows the output in the

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form of decisions that resulted from the recruitment and selection process. In the Figure, interrelationships of the three types of

variables are indicated by connecting arrows. The list of indicators and variables is displayed in Table 2.1.

Table 2.1 Indicators1. Acts, Statutes, Policy, and Guidelines2. RRs and Implementation Strategy3. Administrative Mechanism4. Financing Resource Status5. Roster and Reservation Policy (Status of

Availability, Adoption, Implementation, and Issues

6. Faculty and Staff Unions7. Decision-making Power8. Litigation/Legal Issues (Number of

cases over the years—solved and pending, Duration of cases pending, and Source/Origin of Cases)

9. Hiring Procedure Between Different Entities/Regions and States

10. Availability of Infrastructure11. Interface with the Governing Body12. State Action Plans for Recruitment and

Financing for Recruitment13. Frequency of Initiation for Filling

Vacancy14. Recruitment Plan and Execution

Strategy15. Type of Existing Faculty (Regular, Adhoc,

Contractual, and Visiting)16. Level of the Faculty17. Educational Background18. Work Allocation (Teaching Hours)19. Research Activities20. Publications21. Undertaking Other Responsibilities (in

Addition to Academic Responsibilities)22. Location Issues23. Differences in Pay and Other Facilities

24. Reasons for Shortage Grouped as:a. Administrative,b. Financial,c. Legal Physical Infrastructure,d. Performancese. Poor Supplyf. Less Proportion of Well-Qualified/

Desired Level of Qualified Facultyg. Many-fold Increase of Institutionsh. Time Gap in Advertisement of the

Vacancy and Actual Appointmenti. Low Salary/Remunerationj. Faculty Appraisal Systemk. Promotion Avenuesl. Opportunities for Innovation/Researchm. Lack of Job Satisfactionn. Employment Opportunities for Spouseso. Schooling Facility for Childrenp. Lack of Good Medical Care Facilitiesq. Nonexistence of Faculty Development

Policiesr. Absence of Incentives and Motivations. Availability of Opportunities at MNCs

25. Recruitment of Faculty26. Best Practices Followed by Institutions27. Organisations That Have the Least

Proportion of Faculty—Strategy28. State- and Issue-specific Action Plan29. Quality of Education

Methodology

2.8 The study adopted both quantitative and qualitative methods to analyse objectives.

The descriptive method of research was used to determine how decisions are made in the recruitment and selection process of

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faculty in the state engineering colleges and universities. Primarily, a locally constructed questionnaire was used to obtain relevant data and information. Interviews and FDGs, as secondary tools of research documentary analysis, were used to gather other important information necessary for answering the questions of the study.

2.9 The period of the study covered was predominantly the beginning of TEQIP-III starting from 1 April 2017 to 2019–2020.

2.10 Vacancies were calculated against regular posts only, that is

• Number of Sanctioned Posts−Number of Faculty in Position = Faculty Vacancy

• Percentage of Vacancy = Number of Faculty Vacancy/Number of Sanctioned Post × 100

Sample Size and Coverage of the Study

2.11 Respondents in the study were the directors/principals of institutions, directors/joint secretaries in charge of TE in the department of TE in states, and faculty and students of all the institutions covered under TEQIP-III. As per ToR of the study, the participating 91 engineering institutions are spread over 19 states and union territories. Online questionnaires were sent to all the 91 institutions; however, of 91 institutions, only 71 have responded and returned completed questionnaires. A total of 38 institutions were visited and 15 state consultations were held to conduct FGDs regarding faculty vacancy positions and recruitment-related issues. State consultations were attended by the concerned secretary and joint secretary (TE), directors

(TE), and other officials of the state TE department. A joint consultation meeting with the state department of TE at Guwahati was conducted, wherein five state representatives from Assam, Nagaland, Arunachal Pradesh, Tripura, and Manipur participated. Selection of the institutions for visits was based on their funding patterns. The following states were visited or consulted: Arunachal Pradesh, Assam, Bihar, Chhattisgarh, HP, J&K, Jharkhand, MP, Manipur, Nagaland, Odisha, Rajasthan, Tripura, UP, and Uttarakhand.

2.12 Following are the types of institutions:

A. CFIs:This category includes two different types of funding patterns:

i. Fully funded by the central government such as NITs

ii. PPP mode where state governments, central governments, and industry or other private entities are stakeholders such as IIIT

B. State-owned Institutes:

This category includes institutes which are:

i. Fully funded by the state government

ii. Partially funded (aided) by the state government

iii. SFS (not funded by the state government)

2.13 Efforts were made to cover all types of institutes in a state to capture diversity. During discussions with the National Project Implementation Unit (NPIU), it was suggested to cover five major disciplines of engineering to determine shortage. In the study, the focus was on civil, mechanical, electrical, IT and computer

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science, electronics and communication engineering disciplines for considering faculty shortage. The faculties involved in these disciplines were considered for the primary survey. In the case of coverage of students, ToR suggests that some representative samples may be selected while conducting the field survey. A sample size of students and faculty at 95% confidence level was derived based on the assumption that their population size in each college is approximately 800. Details of the sample size in each college is presented in Annexure Table 2.

Tools of the Study

2.14 Research tools used in the present study are as follows.

• Questionnaires (online): All the respondents were requested to complete questionnaires—institution heads, faculty, and state director (TE)

• Interviews (unstructured and structured): Observations of state directors (TE), institutional heads, HoDs, deans, faculty, and students

• Reviews of acts, statutes, guidelines and RRs,

• Verbal self-statements by directors (TE) and other state officials, institutional heads, faculty, and students

2.15 Four sets of structured questionnaires were developed for primary data collection. Web-based data were collected for institutions, faculty, and students. The study team visited the engineering institutions to capture qualitative aspects. For sanctioning authorities at the level of state governments, discussion points

were noted. Discussions were held with the concerned authorities, and their views were documented systematically. Local technical experts who had good knowledge/insight of the TE system of states and who were involved in faculty recruitment and related issues were hired. Regional experts for TE systems were also consulted during the study course.

2.16 Prior to the construction of questionnaires, an intensive literature survey was conducted, and a large number of books; periodicals; magazines; research reports; government publications including annual reports of MHRD, AICTE, and other relevant ministries/departments; websites of respondent institutions and state TE departments; and state/central TE acts, statutes, RRs, policies, guidelines, and other related studies were extensively referenced to develop an efficient instrument. The first draft of the instrument was presented to NPIU and World Bank representatives and was discussed with some experts. Their valuable comments and suggestions were implemented for improving the draft. As part of the methodology, a pilot study was conducted in three engineering institutes in different states.

2.17 The institutes where pretesting was performed were as follows:

i. Institute of Technology and Science, Gwalior, MP

ii. Government Engineering College, Bharatpur, Rajasthan

iii. Dayalbagh Educational Institute, Agra, UP

2.18 Detailed discussions were held with the TEQIP-III coordinator/in-charge in

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the respective institutes. Faculty of these institutes also participated in the discussions. Several suggestions that emerged were incorporated in the questionnaires. Improved final questionnaires were uploaded on the NILERD website at http://nilerdteqip.net/.

2.19 Research questions were related mainly

to the status of faculty vacancy, reasons for faculty vacancy, the recruitment and selection process, and remedial measures and, therefore, were clubbed under these headings.

The framework and linkages between research questions, research tools and stakeholders are presented in Table 2.2.

Table 2.2 Framework and Linkages of Questions, Tools and Stakeholders

Research Questions

Research Tools Stakeholders

1. The detailed research questions, research tools and stakeholders are presented in Annexure 1A–1D. Questionnaires are attached as annexure.

2. Status of Faculty Vacancy

Questionnaires, Interviews and Surveys, FGD, and RRs

Institutions/University, State Government (Finance and Technical Education Departments), Institutions Heads, SPSC, Faculty, and Students

3 Reasons for Faculty Vacancy

Questionnaires, Interviews, Surveys, FGDs, RRs, Acts, and Verbal Statements

Institutions/University, State Government (Finance and Technical Education Departments), Institutional Heads, HoD, and SPSCs

4. Recruitment and Selection Process

Questionnaires, Interviews, Surveys, FGDs, RRs, Acts, Statutes, Guidelines, and Verbal Statements

Institutions/University, State Government (Finance and Technical Education Departments), Institutional Heads, SPSCs, and Faculty

5. Remedial Measures

Questionnaires, Interviews, Surveys, FGDs, RRs, Acts, Statutes, Guidelines, and Verbal Statements

Institutions/University, State Government (Finance and Technical Education Departments), Institutional Heads, HoD, SPSCs, and faculty

6. Number of Institutes Covered 917. Number of Institutes Responded 718. Number of Visits to States 389. Number of FGD Held and Participants

(Average three FGDs/visits)114 (Average 15 participants in each FGD: Total 1710)

10 Number of State Consultations and Participants

15 (Average 8 participants in each meeting: Total 120)

Method of Data Collection 2.20 Both primary and secondary sources

http://nilerdteqip.net/

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of data collection were used in the study. Three sets of structured questionnaires were uploaded on the NILERD website for primary data collection. The fourth set of questionnaires was discussed with directors/joint secretary (TE) and the faculty at the state government level on personal visits, and discussions were conducted with other concerned authorities. Their views were documented. Web-based data were collected for institutions, faculty, and students.

2.21 Letters were sent to all the heads of institutions, TEQIP coordinators, State Project Implementation Units (SPIUs), and state technical education departments, requesting them to complete the online questionnaires. The respondents were also contacted over telephones for pursuing them to reveal information provided in questionnaires. SPIUs in states were requested to follow-up with institution/university heads and TEQIP coordinators concerned in gathering and retrieval of questionnaires from the respondents. The respondents were allocated 3.5 months to complete the questionnaires. Close supervision was extended by NPIU for the retrieval of the instruments to obtain maximum completed questionnaires. The study team visited engineering institutions to capture qualitative aspects.

Data Analysis and Statistical Treatment

2.22 Data collected were tallied, tabulated, and organised according to the following three important segments. The first segment of the study was to determine plausible causes of high rates of faculty vacancies in engineering institutions. The second segment was to determine the effect of high rates of faculty

vacancies on the performance of colleges, particularly on teaching/lecture delivered to the students. The final important segment was to recommend the best policy practices used nationally or internationally and action plans for each state in filling the vacant positions. As far as the causes of vacancies is concerned, the study captured important factors through structured questionnaires for faculty and head of institution. However, responses were received from 71 of 91 respondent institutes.

2.23 FT is defined theoretically as ‘the number of faculty left/resigned in a year from the institution divided by the number of faculty joined in the same year’. No recruitment was made in many institutions covered in the study since a decade, but many faculties left the institution; thus, FT has become infinite, and the impact of FT could not be estimated directly. Therefore, the study did not estimate the effect of FT in the true sense. FT, faculty vacancy, and faculty shortage were used interchangeably in the present study. FT has different meanings at each level. At the assistant professor level, FT reflects both voluntary movement to other institutions or to non-academic jobs and involuntary mobility (i.e. denial of tenure). At the associate professor level, FT reflects primarily voluntary mobility. Finally, at the full professor level, it reflects both voluntary mobility to other jobs and retirement decisions. Therefore, the studies determined the relationship between faculty vacancy with faculty performance and the quality of teaching using the cross-tabulation analysis.

2.24 For analysing the reasons for faculty vacancy, the study team tried to fill the gaps through discussions which were conducted

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with state government officials and college director/principal/dean during the field visits. In addition, discussions were also conducted with faculty and students of the respective institutions wherever the study team visited. Multiple factors such as faculty resource positions, reasons for vacancies, reasons and effect of FT, the recruitment and selection process, fund availability, legal issues, expansion of teaching and research activities, decision-making ability of the head of the institution, administrative and financial support from the state/ministry, and unavailability of suitable candidates in various categories (general and reserved) that might have affected the filling vacant positions were discussed.

2.25 Data gathered through FGDs and interviews were tabulated and organised as follows:

a) Role of the state in filling the post

b) Recruitment and selection process of the faculty

c) RRs, policies, guidelines, and procedures

being implemented

d) Extent of implementation of policies and procedures

e) Reasons for faculty shortage and delay in recruitment

f) Various factors affecting recruitment and causing shortage

g) Rate and reasons for FT

h) Extent of delays due to litigation

i) Other factors affecting decision-making

j) Changes in policies and procedures to improve decision-making

k) Recommendations for state action plan to fill up the vacant posts

2.26 For determining the best policy practices, the study sought the views of faculty, head of institutions,

and officers from state government departments on policy issues.

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1.1 Faculty shortage from acute to very significant has been observed in all states. The national average of vacancies as per survey data is 50.20%. However, state-and institution-wise analyses present a different picture. The highest number of vacancies is in Uttarakhand, Bihar, Chhattisgarh, and UP. The situation in other states is no better. In Uttarakhand, all the sanctioned posts of assistant professors, associate professors, and professors are vacant in IoT, Gopeshwar, and WIT, Dehradun. A total of 88% faculty posts are vacant in NPSIT, Pithoragarh, and THDC Institute of Hydropower Engineering and Technology, Tehri. A similar situation is observed in Bihar, wherein 78% faculty posts are vacant in all the institutions, and five of seven institutions have 95% vacant faculty positions.

1.2 In Chhattisgarh, all posts of professor and 83% posts of associate professor are vacant in Vishwavidyalaya Engineering College, Lakhanpur. Government Engineering College, Jagdalpur, has 65% posts vacant at all levels and 78% posts vacant at the associate professor level. However, the average percentage of faculty vacancy in all the institutions in Chhattisgarh at the state level is

approximately 50%.

1.3 University College of Engineering and Technology in Jharkhand and Dr Ram Manohar Lohia Avadh University in UP have 100% posts vacant. In UP, four institutions (REC Banda, REC Bijnor, REC Ambedkar Nagar, and IET Agra) have 98% vacant faculty posts. In MP and HP, almost all the posts of professor and associate professor are vacant. Although, average vacancy in MP is 53%, 100% posts of professor and associate professor are vacant in many institutions.

1.4 All the posts of principal/director in the institutes under TEQIP-III in Rajasthan (except Banswara, MBM Jodhpur, and UCE&T Bikaner) are vacant. The principal/director of colleges is appointed on a temporary basis or provided additional charge. Of 71 institutions, 26 have temporary principals/directors or those have additional charge.

1.5 The NILERD research team studied various acts, statutes, policies, procedures, RRs, and guidelines for selecting the faculty for institutions under TEQIP-III and observed that majority of these criteria were not successfully implemented, particularly in

Faculty Vacancies – Trends and Causes

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state-funded institutions, indicating a lack of firm commitment on the part of government and administrative slackness at various levels. Furthermore, the lack of firm commitment on the part of government is evident from the fact that 6-decade-old institutions have

a large number of faculty vacancies; for example, Bhagalpur College of Engineering, Bihar (set up in 1960), and Muzaffarpur Institute of Technology, Bihar (set up in 1954), have 78.40% and 75% vacant faculty posts, respectively.

Figure 3.1 State-wise Percentage of Vacant Regular Position (to the Total Sanctioned Position)

Source: Field Survey Data, NILERD, 2019.

Figure 3.2 State-wise and Type-wise Faculty Strength as on June 2019 (in Percent)


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3.6 Figure 3.2 provides the type of employment (regular / adhoc / contractual /visiting) of the faculty-in-position across the states. Overall, most of the faculty-in-position (60.6%) is on regular employment and close to one-third of the faculty is on contractual employment. This pattern is replicated across states with the highest percentage of faculty in regular employment recorded for Odisha (88.2%). However, Uttarakhand was an outlier in terms of recording the lowest percentage of the regular faculty-in-position (19.8%) and the highest percentage of faculty in contractual employment (62.5%).

3.7 As observed from Figure 3.2, most of the institutions in states have recruited faculty on a contractual basis against regular vacancies. Such arrangements create an atmosphere of uncertainty and difficulties in talent management and retaining experienced personnel. Therefore, for retaining efficient

faculty and talent management, having long-term arrangements is imperative, and the recruitment process on a regular basis should be initiated immediately.

1. Adhoc appointment is done for a short period without advertisement against the vacant position of a regular faculty member either gone on a study leave or sabbatical. When the person returns, the contract of the adhoc employee is terminated automatically.

2. Contractual appointment is done against the existing vacant regular position through proper advertisement, and it can be confirmed as permanent on satisfying the criteria by the employee. The period for a contractual appointment can vary depending on the requirement of the employer.

3. Visiting/guest faculty is a fixed-term appointee who is a faculty member or professional appointed from another institution for teaching, collaboration, or research.

Figure 3.3: Major Department-wise Shortage of Faculty as percentare to Total Sanctioned Post

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3.8 Figure 3.3 illustrates the department-wise shortage of faculty across the selected states. Overall, 43.2% of the posts in electrical engineering departments are vacant. This is followed by IT&CS, civil, mechanical, and electronics and communication engineering departments. Uttarakhand records the highest shortages across all the major five departments, and Odisha is the best in terms of least vacancies across the departments and relatively low percentages of shortages. These results agree with the earlier findings on overall faculty vacancies.

3.9 Figure 3.4 presents period-wise recruitment undertaken by states. Overall, 57.1% of recruitment was conducted prior to 2002, followed by 22.2% of the faculty being recruited between 2014 and 2018. While most of the faculty-in-position in Bihar was recruited in 2014–2018 (71.4%), MP (42.9%) and UP (40%) recorded a substantial increase in faculty recruitment during the same period. Only four states (Assam, Chhattisgarh, Jharkhand, and Uttarakhand) recruited faculty in the recent past after 2018, that is, after the implementation of TEQIP-III.

Figure 3.4 Period-wise Recruitment Undertaken by Colleges for the Regular Faculty (Percent)

Centrally Funded Institutions

3.10 Because CFIs have an altogether different structure, governance, funding pattern, statute, and working culture than state-owned institutions and other institutions, the examination of their faculty vacancy has been conducted separately. Of 11 CFIs (NITs and IIITs), four NITs (Sikkim, Meghalaya, J&K, and Uttarakhand) have not sent completed

questionnaires. Two CFIs, namely NIT Manipur and IIIT Guwahati, were visited, and the representatives of NIT Arunachal Pradesh, NIT Manipur, and NIT Nagaland were consulted in a meeting conducted at Guwahati.

3.11 Most of the NITs are comparatively newer and were set up in 2010. These NITs have been operating from the temporary hired campuses because the building at the permanent site

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was under construction.

Figure 3.5 State-wise Percentage of Vacant Regular Position to the Total Sanctioned Positions in Centrally Funded Institutions


3.12 The main reason for faculty vacancy in CFIs, particularly in NITs, is frequent changes in RRs as emerged from FGDs. During the last 7 years (2012–2019), RRs were changed at least eight times. Whenever the recruitment process was near completion or was completed halfway, RRs were changed, and the entire recruitment and selection process had to be started afresh.

3.13 In addition, location and geographic disadvantage of the NITs is a cause of faculty vacancy because many NITs are situated in very remote and isolated areas where no public convenience is available such as in Arunachal Pradesh, Tripura, Manipur, Nagaland, and Meghalaya. During discussions, the director of NIT Meghalaya expressed apprehension that once the new campus of NIT at Cherrapunji is ready and the institute is shifted there, retaining faculties would be a great challenge.

However, so far, the status of faculty vacancy in this NIT have been quite satisfactory.

3.14 Another common reason for faculty shortage in CFIs in North Eastern states is that sufficient applicants are not available in some specialised areas of engineering/science; for example, in streams such as computer and electronics engineering, cyber security, and other similar new areas, very few or, in some cases, no applications were received.

Reasons for Faculty Shortage

3.1.1 FGDs revealed that most of the technical institutions particularly state-owned engineering colleges under study do not have a separate HR/administration department to conduct human resource requirement planning and coordinate with the state, SPSC, and universities, which delays advertisement

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of the vacant posts and conducting the recruitment process. The states where recruitment is conducted by SPSC, the process cycle is completed in 2–3 years and sometimes extends up to 7–8 years. For example, in Assam, the examination for faculty recruitment was conducted by APSC in 2011, the appointment letters were issued only in 2018. The faculty posts which were approved and sent to APSC in 2016 have not been advertised so far. Similar cases were observed in other states such as Bihar. The recruitment and selection process in BPSC is completed in more than 3 years. For example, applications were initiated, and the selection process was started in 2014; written examinations were conducted in November 2015; and interviews were conducted in 2017, and results were declared in September 2017. A similar situation was observed in Jharkhand, Chhattisgarh, and HP.

3.1.2 The recruitment and selection process of faculty has four main stakeholders, namely institutions/university, state government, SPSC, and BoG. SPSC conducts recruitment in Assam, Bihar, HP, and Chhattisgarh and, in some cases, J&K and Uttarakhand. In Rajasthan, BoG of the institution is empowered to conduct recruitment. In MP, the state department of technical education recruits faculty. UPSC conducts recruitment for UT of Andaman and Nicobar (A&N) Islands. In some states such as Odisha, all decisions pertaining to recruitment and promotion require approval from the Biju Pattnaik University of Technology (BPUT), Rourkela. In FGD, it was revealed that the colleges affiliated to BPUT were facing difficulty in filling the sanctioned posts because of non-cooperation from BPUT. After sending the file to BPUT, the response was

received after several months. Many times, the requests of the colleges for recruitment were turned down, clearly indicating the lack of coordination between university/institution, state government, and SPSCs, which delayed the recruitment and selection process.

3.1.3 As per FGDs, the time taken by the state finance department for granting approval for creation and filling the faculty posts is approximately 1 year, which delays the recruitment and selection process of faculty. In UP, some institutions have started new branches/disciplines/courses as per the market demand, but faculty positions were not created and filled up by the state finance department stating that the institute should fill up the existing vacant faculty positions first.

3.1.4 During FGDs and interviews with state officials, litigations and court cases appeared as common reasons for delay in the faculty recruitment process. In MP, approximately 465 court cases pertaining to service matters and recruitments were pending in courts. However, only 15 cases were directly or indirectly related to the faculty recruitment process. Similarly, in Rajasthan (30), HP (2), Assam (30), NIT Manipur (4), and in Bihar, many cases are pending in courts.

3.1.5 Acute shortages were observed at professor and associate professor levels in many institutions, particularly in MP, Rajasthan, HP, Bihar, Chhattisgarh, Uttarakhand, and Jharkhand. Non-availability of suitable candidates for the post of professor is the main reason for shortages. In MP, most of the posts of professor and principal/director have been vacant because no provision for

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promotion for faculty at any levels exists in the RRs, and all the posts must be filled through direct recruitment only.

3.1.6. In SFS- and PPP-mode institutions, current (2019–2020) capacity utilisation in undergraduate and postgraduate courses in some institutions is below 50% (capacity vs. enrolment). Low capacity utilisation severely affects revenue generation, particularly in institutions receiving no financial support from the state or central government, which creates faculty shortage because the institution is unable to pay salary to the faculty.

3.1.7. Suitable eligible SC/ST candidates for the posts of associate professor and professor were not available. However, at the assistant professor level, no such problem was faced, and enough SC/ST candidates were available as was informed in many FGDs and interviews of the heads of the institutions and directors (TE).

3.1.8. Unattractive compensation package of the faculty compared with those received in MNC and other sectors was also a reason that cropped up during the FGDs. When students who cleared M. Tech from NIT or IIIT were asked about their job preference between teaching and industry, they were mostly inclined to join MNCs because of higher salary package even at the entry level. Thus, non-competitive remuneration was the most-cited factor in faculty attraction and retention. Similar observations were noted in the campuses of other technical institutions covered by the study. Many state governments pay their faculty salaries less than that is recommended by the Seventh

Pay Commission. Others pay salaries to their teachers once in every few months. Many private engineering colleges follow the same, albeit for different reasons. Potential faculties, especially if they are well-qualified, either do not join such institutions or leave as quickly as possible once they find that salaries at these institutions are not competitive, and payments are inconsistent.

3.1.9. During FGDs, some of the institute heads and faculty stated that a high rate of attrition exists in institutions, but no member was replaced/freshly recruited because of non approval from the state government. Such cases have been cited in Rajasthan, MP, UP, Bihar, and Jharkhand. In many institutes in MP, Rajasthan, Chhattisgarh, UP, and Uttarakhand, the post of principal/director was held temporarily by one of the faculty members who is often not eligible. As informed in FGDs, principals/directors were unwilling to recruit faculty due to various reasons: they were not willing to appoint someone, considering their appointment as a stop gap arrangement.

3.1.10 The location of institute such as Chaibasa in Jharkhand influences the choices made by potential faculty to join the institution because it is located predominantly in remote tribal areas and is geographically isolated from the main Chaibasa town. Roads, transport facility, accommodation, markets, and healthcare facilities in these areas are inadequate. The posts remain vacant because prospective candidates do not join or apply considering the locational disadvantage. A similar situation exists in some institutions of Uttarakhand, Sikkim, Nagaland, Arunachal Pradesh, MP, Bihar, and UP.

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Analysis of the Impact of Faculty Vacancy

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4.1.1 The present study examined the effect of high faculty vacancy on teaching quality in engineering institutions in India. While a healthy turnover can be considered positive, refreshing, and helpful in building up new ideas and techniques that can lift the organisation to greater height and success, turnover among highly productive and key resource personnel will be costly for the organisation (Hellman, 1997). Key resource personnel who leave the organisation can cause disruptions in operations, work team dynamics, and unit performance. The nature of appointment of teachers in a higher education system has undergone a significant change during the past decade. Although the number of appointments of teachers on a permanent or regular basis has been reduced, the number of contractual and adhoc appointments increased substantially, increasing the quality of teaching and reducing the costs to state exchequers. However, the outcome in higher education proves otherwise, wherein the quality of education has deteriorated significantly over the years. Due to insecurity in jobs and low salary, teachers in contractual and adhoc posts have not been able to contribute substantially to the development of the organisation. High FT

in case of contractual employees than regular employees is mainly because of the nature of the jobs.

4.1.2 As per the earlier-stated definition in the present study, because FT is infinite, the effect of faculty vacancy on the quality of education in terms of the performance of teachers in engineering institutions under TEQIP-III has been examined. This study used descriptive statistics and cross-tabulation methods to analyse the effect, and the results are presented in the subsequent sections.

Effect of Faculty Vacancy on Performance of Teachers

4.1.3 Data on vacancy reported by the total number of institutions are illustrated in Table 4.1.Vacancies are classified into four categories, namely low (0%–25%), high (25%–50%), very high (50%–75%), and extremely high (75%–100%). For the analysis, 62 institutions reported vacancy positions. A total of 50% institutions are in very high and extremely high categories, approximately 37% are in the high category, and only 13% of institutions belong to the low category.

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Table 4.1 Distribution of Institutions with Respect to the Level of Regular Faculty Vacancy

Level of Regular Faculty Vacancy

Frequency %

Low (0%–25%) 8 12.9High (25%–50%) 23 37.1Very high (50%–75%) 21 33.9Extremely high (75%–100%) 10 16.1Total 62 100.0


4.1.4 A cross tabulation analysis of various performance parameters of faculty with respect to the four categories of institutions was performed. The results derived using SPSS on the performance of faculty with respect to academic and research activities are reported in Table 4.2. Additionally, the quality of teaching depends on the performance of teachers in the publication of research articles in journals and magazines and their involvement in research projects. Research work helps teachers to update their knowledge and skills in applied research and to share their knowledge with students during classroom teaching. Teachers in engineering colleges hardly get time to conduct research due to heavy workload of teaching and other activities. Faculty members stated that most of the teaching burden are due to either the introduction of new courses or high faculty vacancy. Results show that a high percentage of institutions from the category of ‘very high’ and ‘extremely high’ faculty vacancy category reported the negative effect of faculty vacancy on performance of faculty in academic and research activities.

Table 4.2 Effect of Faculty Vacancy on Performance of Faculty with Respect to

Academic and Research Activities


% of Faculty Reported in

Favour of EffectLow (0%–25%) 36.2High (25%–50%) 50.3Very high (50%–75%) 54.4Extremely high (75%–100%) 55.2


4.1.5 A high vacancy of faculty exerts additional burden on faculty, especially at the senior level, because they not only take classes but also are involved in various administrative activities. Many colleges do not have administrative and finance officers or separate departments. All administrative- and finance-related work/services are managed by the senior faculty. Interestingly, results suggested that in institutions belonging to ‘very high’ and ‘extremely high’ categories, faculties are overburdened with administrative work (Table 4.3).

Table 4.3 Effect of Faculty Vacancy on Performance of Faculty with Respect to

Additional Academic and Administrative Burden


%of Faculty Reported in

Favour of EffectLow (0%–25%) 36.9High (25%–50%) 53.8Very high (50%–75%) 53.2Extremely high (75%–100%)

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4.1.6 The study reported a linkage between faculty vacancies and institutions providing opportunities to faculty to conduct research. Institutions where faculty vacancy is low permit faculty to conduct R&D compared with institutions in ‘very high’ and ‘extremely high’ faculty vacancy (Table 4.4). One of the reasons could be that faculties in ‘extremely high’ categories are overburdened with additional academic and administrative work. Similarly, high faculty vacancy has an adverse effect on faculty development programme. Due to high vacancy, faculties are denied training, workshops, seminars, and refresher courses. Furthermore, results suggested that a high percentage of faculty in the ‘low vacancy’ category enables the them to attend refresher and other programmes (Table 4.5).

Table 4.4 Effect of Faculty Vacancy on Performing Research and Development


%of Faculty Reported the

Institute Allows Them to Conduct

R&DLow (0%–25%) 61.8High (25%–50%) 60.7Very high (50%–75%) 54.8Extremely high (75%–100%)

50.6


Table 4.5 Effect of Faculty Vacancy on Attending a Refresher Course


% of Faculty Reported in Favour

of Attending the Course

Low (0%–25%) 53.0High (25%–50%) 54.1

Very high (50%–75%) 46.3Extremely high (75%–100%) 43.2


4.1.7 The persistent high faculty vacancy had adverse effect on the overall quality of education. Engineering institutions in ‘high’, ‘very high’, and ‘extremely high’ categories reported that faculty vacancy negatively affected the quality of education (Table 4.6).

Table 4.6 Effect of Faculty Vacancy on Performance of Faculty on Quality of

Education


%of Faculty Reported in

Favour of EffectLow (0%–25%) 34.9High (25%–50%) 60.1Very high (50%–75%) 56.8Extremely high (75%–100%) 60.3


Perception of Students

4.1.8 In addition, the present study collected information on the perception of students on quality of teaching and plausible factors affecting the quality of education in engineering institutions. Of several parameters, the present study considered parameters such as the availability of basic infrastructure facilities, adequacy of current pedagogy, and the teaching quality of faculties. In total, 15,504 students were covered under the primary survey. The state-wise distribution of students is illustrated in Figure 4.7. The maximum number of students from Assam

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have responded to the questions, followed by students from UP, Rajasthan, Chhattisgarh,

and other states.

Figure 4.7 The Distribution of Number of Students Responded (%)


(a) Teaching Quality

4.1.9 Teaching quality is measured in terms of six key parameters, namely the competence of faculty, teaching pedagogy, ICT-based learning, communication skill of faculty, course coverage, and practical training. The results of these indicators revealed that except J&K and Jharkhand, students from

all other states graded all parameters as low (Figure 4.8). Approximately 80% students from Jharkhand and J&K reported that all the parameters are excellent. Similarly, a relatively higher percentage of students from other hilly states in North East rated teaching quality parameters as excellent than those from other states. In all other states, 30% students rated teaching quality as excellent.

Figure 4.8 Perception of Students on Teaching Quality (%)


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(b) Basic Infrastructure Facilities

4.1.10 The study collated the perception of students on various basic infrastructure facilities available in the institutions. These include the availability of smart classrooms, modern laboratory, library, machines and equipment for practical learning, Wi-Fi facility, hostel facility, and mess/canteen facility. The results of the survey are illustrated in Figure

4.9. Overall, 67.30% of students in 19 states/union territories reported the availability of basic infrastructure facilities in the institutions. However, the perception varies widely across the states. A total of 50% and 93.4% students were in favour of availability in A&N Islands and Jharkhand, respectively, suggesting that minimum basic infrastructure facilities are available in all engineering institutions under TEQIP-III in the selected states.

Figure 4.9 Perception of Students who were in Favour of Basic Infrastructure Availability in the College (%)


(Note: Infrastructure includes the availability of smart classrooms, modern laboratory, library, machines and equipment for practical learning, Wi-Fi facility, hostel facility, and mess/canteen facility).

(c) Adequacy of Course Curriculum

4.1.11 The study collated the perception of students on various parameters of the course curriculum, such as theoretical aspects, practical exposure, access to lab equipment, industrial interface/linkage, counselling/placement facility, and international exchange programme. Except J&K and Jharkhand,

approximately 30% students from all other states rated the course curriculum as excellent, implying that 70% students reported the course curriculum as either fair or good (Figure 4.10).

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Figure 4.10 Perception of Students on Adequacy of Course Curriculum (%)


4.1.12 The study found that engineering institutions under the TEQIP-III scheme have very high and extremely high faculty vacancy. According to the perception of faculties, this is one of the important causes of quality depletion of education in these institutions.

High faculty vacancy has adversely affected the performance of teachers in research and development, faculty developmental programme, and delivering quality teaching, which is evident from students’ perception on teaching quality.

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State Reports

CHAPTER -

05

5.1 STATE REPORT: ASSAM

5.1.1 Six institutions in Assam are included under TEQIP-III, namely

i. Assam Engineering College, Kamrup

ii. Bineswar Brahma Engineering College, Kokrajhar

iii. Dibrugarh University Institute of Engineering and Technology, Dibrugarh

iv. Guwahati University Institute of Science and Technology, Guwahati

v. Jorhat Engineering College, Jorhat

vi. Jorhat Institute of Science and Technology, Jorhat.

Of the six institutions, only four returned completed questionnaires.

The research team visited three institutions, namelya. Guwahati University Institute

of Science and Technology, Guwahati

b. Assam Engineering College, Kamrup

c. IIIT Guwahati.

5.1.2 Faculty Vacancy Status

Assam has approximately 44.0% faculty vacancies as per survey data.

Figure 5.1Regular Faculty Vacancy in Engineering Colleges under TEQIP-III in Assam

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5.1.3 Recruitment and Selection Process

Recruitment and selection are performed by the Assam State Public Service Commission (ASPSC) and BoG does recruitment for constituent colleges.

5.1.4 Reasons for Vacancy and Administrative Issues

Delay in recruitment: ASPSC completes the recruitment cycle in 2–3 years in normal case and sometimes in 7 years. Examination for faculty recruitment was conducted by APSC in 2011, and the offer letters were finally issued in 2018. Vacancy notification sent to APSC in 2016 is yet to be advertised, and the recruitment process has not yet started.

Lack of coordination among institutes/university, state, and APSC.

Litigation and court cases: In Guwahati Institute of Science and Technology, the post of vice chancellor (VC) was under litigation and sub-judice, and 30 court case are still pending.

Funds constraints: IIIT has been facing resource constraints because they are unable to attract students due to lack of facilities.

5.1.5 Suggestions and Remedial Measures

ASPC takes a very long time for recruiting and selecting faculties due to a delay in response to queries from state, litigation, and lack of coordination among institutions, such as states and ASPSC.

Therefore, developing a mechanism in terms of a high-powered monitoring committee to supervise and monitor the overall recruitment process either at the state government level or at institution level is required.

A flexi-pool (panel) of faculty can be reserved for a specified period when the selection process by ASPSC is completed, and in the event of vacancy, reserved candidates can be selected from the flexi-pool.

The states do not have an in-house separate legal department equipped with required skills/specialisation to defend court cases. Therefore, an in-house legal cell is required to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, and interview and appointment.

This may reduce time taken for recruitment if the state government provides full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework duly approved by BoG.

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5.2 STATE REPORT: BIHAR

5.2.1 The seven government colleges that are under TEQIP-III in Bihar are

i) Muzaffarpur Institute of Technology

ii) Bhagalpur College of Engineering

iii) Motihari College of Engineering

iv) Gaya College of Engineering

v) Darbanga College of Engineering

vi) Lok Nayak Jaiprakash Institute of Technology Chapara

vii) Nalanda College of Engineering.

All the institutions have returned completed questionnaires.

The research team visited two institutions, namelya) Gaya College of Engineering,

Gayab) Nalanda College of

Engineering, Chandi, Nalanda.


Bihar has approximately 86.50% vacant faculty posts as per survey data.

Figure 5.2.1Regular Faculty Vacancy in Engineering Colleges under TEQIP-III in Bihar



The recruitment and selection process are conducted by the BPSC.

Acute shortage of faculty is observed in the engineering colleges in Bihar.


Delay in recruitment: BPSC completes the recruitment cycle in 2–3 years in normal case. Applications were invited by BPSC in 2014, written examination was conducted in November 2015, interviews were conducted in 2017, and

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the results were declared in September 2017.

Funds constraints: The state government does not provide funds to fill up the positions on the pretext of resource constraints.

Litigation and court cases: Litigation is one of the major reasons for delay in recruitment. Presently, four court cases related to faculty recruitment are pending. The High Court of Bihar has pronounced its verdict in favour of petitioners, and the recruitment process has been discontinued. Special Leave Petition (SLP) is pending in supreme courts.

Lack of coordination among institutes/universities, state departments, and BPSC.

5.2.5. Suggestions and Remedial Measures

BPSC takes very long time in the process of recruitment and selection of faculties

due to litigation and lack of coordination among institutions, states, and BPSC. Therefore, developing an Advance Faculty Resource Planning Cell (AFRPC) that will assess faculty demand, supervise and monitor the overall recruitment process, and coordinate with the state government and BPSC is required.

A flexi-pool (panel) of faculty can be reserved for a specified period when the selection process in BPSC is completed, and in the event of FT, the faculty can be selected from the flexi-pool.

An in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, and interview and appointment may be developed.

This may reduce time taken in recruitment if the state government provides full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework duly approved by the BoG.

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5.3 STATE REPORT: CHHATTISGARH

5.3.1 The four government colleges that are under TEQIP-III in Chhattisgarh are

i. Government Engineering College, Jagdalpur

ii. Government Engineering College, Bilaspur

iii. Government Engineering College, Raipur

iv. Vishwavidyalaya Engineering College, Lakhanpur. All the institutions have returned

completed questionnaires. The research team visited two

institutions, namelyi) Government Engineering

College, Bilaspurii) Government Engineering

College, Raipur.


Chhattisgarh has approximately 53.50% vacant faculty posts as per survey data.

The state government-owned colleges have more shortages of faculty than other management institutions.

Figure 5.3.1 Regular Faculty Vacancy in Engineering Colleges under TEQIP-III in Chhattisgarh (%)



The recruitment and selection process are conducted by both SPSC and BoG.

The recruiting agency for Vishwavidyalaya Engineering College, Lakhanpur (Sarguja University) is BoG.


Delay in recruitment: SPSC of the state is responsible for the recruitment of faculty for the institutes under the direct control of the state government, and the recruitment cycle is completed in 2–3

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years in normal case.

Non availability of SC/ST qualified candidates in states for faculty recruitment.

Of four institutions, two have been functioning without heads of institute.

In total, 67% posts of professor are vacant.

Approval and sanction from the state government is time-consuming and takes 1–2 years.

Funds constraints: The state government does not provide funds to fill up the positions on the pretext of resource constraints.

Litigation and court cases: Litigation is one of the major reasons for delay in recruitment. The majority of contractual faculties who were working since more than 10–15 years approached the high court, and high court judgment was in their favour. The state government has filed the case in the supreme court where it is pending.

Because of court case judgment, the state has changed the designation of contractual faculties as part-time faculty, making the post unattractive to apply/join.

The period of contractual appointment under the part-time category of faculty is restricted to 6 months.

The remuneration of part-time faculty is also fixed @ of Rs.300/- per class for maximum up to Rs.21,000/- per month.

Lack of coordination among institutes/

universities, state departments, and CSPSC.

5.3.5 Suggestions for Remedial Measures

Developing AFRPC that will assess faculty demand, supervise and monitor the overall recruitment process, and coordinate with the state government, institutions, and SPSC is necessary.

A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in CPPSC, and in the event of FT, the faculty can be selected from the flexi-pool.


The term of contractual appointment should be for at least 1 year, further extendable, and the salary of faculty should be raised to Rs.40,000/- per month to make it competitive.

An undertaking from the contractual faculty that they will not have any claim on regular posts can prevent litigation.

Providing full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework duly approved by BoG may reduce time taken in recruitment by the state government.

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5.4 STATE REPORT: HP

5.4.1 The three engineering institutions under TEQIP-III are

i) RGG Engineering College, Kangra

ii) Jawahar Lal Nehru Government Engineering College (JNGEC), Sundernagar

iii) ABV Government IE and Technology, Pragatinagar All three institutions have returned

completed questionnaires. The research team visited only

one institution, namely JNGEC, Sundernagar.

However, a meeting was conducted at the State Directorate Office where the representatives of all three institutions were present.

5.4.2. Faculty Vacancy Status

HP has approximately 54.0% vacant faculty posts as per survey data.

HP has 100% vacancies at associate professor and professor levels in some cases.

Most of the engineering colleges in HP are relatively new.

Figure 5.4.1 Regular Faculty Vacancy in Engineering Colleges under TEQIP-III in HP



The recruitment and selection process is conducted by the Himachal Pradesh Public Service Commission (HPPSC).


Delay in recruitment: Recruitment is conducted only at assistant professor and professor levels, and other posts are filled on promotions.

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The posts of principal/director are filled on a direct recruitment basis.

HPPSC takes 1–2 years in normal case to complete the recruitment cycle.

Lack of coordination among institutes/universities, state, and HPPSC.

Litigation and court cases: Two cases are pending in state tribunal.


HPPSC takes long time in the recruitment and selection of faculties due to a delay in response to queries from state, litigation, and lack of coordination among institutions, states, and HPPSC. Therefore, developing a mechanism in terms of a high-powered monitoring committee to supervise and monitor the overall recruitment process either at the state government or institution level is necessary.

A flexi-pool (panel) of faculty can be reserved for a specified period when the selection process by HPPSC is completed, and in the event of vacancy, the candidates can be selected from the flexi-pool.

The state do not have an in-house separate legal department equipped with required skills/specialisation to defend court cases. Therefore, an in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, interview and appointment should be developed.


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5.5 STATE REPORT: ODISHA

5.5.1 The six engineering institutions that are under TEQIP-III are

i) College of Engineering and Technology, Bhubaneswar

ii) Government College of Engineering, Kalahandi

iii) Parala Maharaja Engineering College, Berhampur

iv) Veer Surenndra Sai University of Technology, Burla

v) Indira Gandhi Institute of Technology,

Sarang

vi) Government Engineering College, Keonjhar. Of six institutions, four returned

completed questionnaires. The research team visited three

institutions.

5.5.2. Faculty Vacancy Status

Odisha has approximately 36.30% vacant faculty posts.

Figure 1 Faculty Vacancy in Engineering Colleges in Odisha


The highest vacancy is reported in CET, BBSR, followed by IGIT, Sarang.

At the professor level, vacancy is as high as 85% in Kalahandi Engineering College, and at the associate professor level, it is more than 60%.

No faculty was recruited for filling regular vacancy in the last 2 years.


BPUT conducts the recruitment process from advertisement of the post to issue the appointment letter to the selected candidates.

Institutes have to take approval from BoG, BPUT, department of skill development and technical education, and the Ministry of Finance, Government of Odisha.

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Delay in Recruitment: Getting approvals and sanction from the state government is time-consuming and takes 1–2 years. Colleges are facing difficulty in filling the sanctioned posts because of non-cooperation from BPUT.

BPUT delays approving the file, which is the only reason that sanctioned positions have remained vacant for several years.

Non availability of SC/ST qualified candidates in states for faculty recruitment: Most of the colleges are finding it difficult to get qualified faculties at senior levels (professor and associate professor) for the reserved posts.

No internal promotion has been made for a long time.

Principals of some of the colleges such as Kalahandi and Berhampur are appointed on a temporary basis, which is affecting the decision-making process in filling the vacant positions.

Litigation and court cases: Litigation is a major reason for delay in recruitment. Some litigation issues related to recruitment exist in colleges such as VSSUT, Burla, and CET, BBSR, which are also responsible for delays in the recruitment process.

Lack of coordination among institutes/universities, state departments, and BPUT.


AFRPC should be developed which will assess faculty demand, supervise and monitor the overall recruitment process, and coordinate with the state government, institutions, and BPUT.

A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in BPUT, and in the event of FT, the faculty can be selected from the flexi-pool.


The term of contractual appointment should be for at least 1 year further extendable, and the salary of faculty should be increased to Rs.40,000/- per month to be competitive with the market rate.

An undertaking from the contractual faculty that they will not have any claim on regular posts can prevent litigation.


Many colleges do not have administrative and finance officers. Due to overload of academic and non-academic works,

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faculties are unable to find time to conduct research and publish research papers. Therefore, the administrative and finance department may be strengthened.

Providing a conducive environment and facilities such as fully residential quarters, laboratory and equipment, schooling facilities for children, medical facilities, transport, and recreation facilities in the institute campus is necessary.

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5.6 STATE REPORT: JAMMU DIVISION

5.6.1 The four engineering institutions that are under TEQIP-III are

i) Baba Ghulam Shah Badshah University, Rajouri, J&K

ii) Government College of Engineering (GCE), Chak Bhalawal, Jammu

iii) Shri Mata Vaishno Devi University, Katra, Jammu

iv) Islamic University of Science and Technology, J&K Completed online institutional

questionnaires were received from two of four colleges.

The NILERD research team visited two institutions in Jammu division.i) Shri Mata Vaishno Devi

Universityii) Jammu College of Engineering


The average percentage of vacancy in the state is approximately 50%.

The highest vacancy is in GCE, Jammu (60%), followed by SMVD University.

The vacancy is higher at the professor (93%) and associate professor levels (65%) in GCE.

SMVD University has been facing a shortage of about 80% faculty at the professor level.

Figure 5.6.1 Regular Faculty Vacancy in Engineering Colleges in J&K



The Directorate of Technical Education

(DTE) monitors the entire technical and vocational education system in the state.

Faculty is recruited by the J&K SPSC for

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GEC Jammu.

Qualification and experience for regular faculty positions are based on AICTE norms for all engineering/management departments.

With respect to SMVD University, AICTE/UGC norms are followed, and the entire recruitment and selection process is completed by the university.


All the decisions pertaining to recruitment, promotion, financial matters, and changes in pedagogy requires approval from the Department of Technical Education in Jammu Engineering College.

Colleges have been facing difficulty in filling the sanctioned posts because of non-cooperation from the state government. The file sent to DTE takes several months to receive the response.

Both the colleges are in rural areas and have location disadvantage because of which no faculty joins at senior positions, that is, at the professor level.

There is no provision for internal promotion, and this has demotivated many faculties.

In GCE, Chak Bhalawal, the state applies rules for general higher education on these technical colleges because of which faculties who are currently working on a contract basis have refused to continue.

GCE suffered a turnover problem because until recently, no promotional rules/RRs were in place.

Some litigation issues relating to recruitment persist in SMVD University.

The involvement of faculties in administrative and financial activities is reducing teaching hours and affecting the quality of education.

Due to overload in academic and non-academic works and lack of infrastructure, faculties are unable to find time to conduct research and publish research papers in academic journals.

Contractual faculties are paid a meagre amount of consolidated salary per month, which is neither at par with the market rate nor enough to hire quality faculties.


The J&K SPSC recruitment cycle is 3 or more years in the normal course. Therefore, the action for faculty recruitment planning may be taken well in advance. AFRPC may be developed which will assess faculty demand for the future (5 years or so) and would coordinate with the state government and SPSC for recruitment.

A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in SPSC, and in the event of FT, the faculty can be selected from the flexi-pool.

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The term of contractual appointment should be for at least 1 year initially, which can be further extended for another year based on performance.

The contract contents should be very lucid without any ambiguity and binding at both parties so that the possibility of any litigation can be avoided. An undertaking or bond from the contractual faculty that they will not have any claim on regular posts can prevent litigation.

Presently, most of the technical institutions do not have a separate in-house legal department equipped with required skills/specialisation to defend cases. Therefore, the contents of the advertisement should be designed carefully aligned with RRs with accountability of the institution.

The faculty should be provided with a conducive environment and facilities such as fully residential quarters, laboratory and equipment, schooling for children, medical facilities, transport, and recreation facilities in the institute campus. The faculty development programme and promotion policy should be implemented in a transparent manner in each college.

Alternatively, the state government may provide full autonomy to the institutions for recruiting the faculty within a given set of RRs, guidelines, and broad framework duly approved by BoG or other competent authority with accountability of the institution for any delay in recruitment.

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5.7 STATE REPORT: JHARKHAND

5.7.1 The six institutes covered under TEQIP-III in the state are

i) BIT, Mesra

ii) BIT, Sindri

iii) Techno India, Dumka

iv) Techno India, Ramgarh

v) Techno India, Chaibasa

vi) University College of Engineering and Technology, Hazaribagh. The NILERD team visited three out

of total six institutes for FGDs. The completed online institutional

questionnaires were received from four out of six colleges.


The average percentage of vacancy in the

state is approximately 23%. The highest vacancy is in UCIT, Hazaribagh, followed by BIT, Sindri, and BIT, Mesra.

It was informed that 21 candidates for the post of associate professor for various branches in BIT Sindri has been recommended by the SPSC which are under process for recruitment.

A total of 40% vacancy at professor and associate professor levels is observed.

The vacancy for the posts of professor and associate professor is 80% in Chaibasa engineering college and 60% in BIT, Mesra.

At the assistant professor level, the faculty is more than the sanctioned positions in all colleges except Dumka.

Figure 5.7.1 Regular Faculty Vacancy in Engineering Colleges in Jharkhand


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The Department of Higher, Technical Education and Skill Development is responsible for filling the vacancies for government colleges.

SPSC undertakes the recruitment and selection process.

The recruitment process followed in BIT and Techno India group of colleges, which are in PPP mode, is different.

Prior to advertisement, the institutes have to get due approval for the recruitment of vacant positions from BoG as per the byelaws of the college.


Techno India colleges are facing difficulty in filling sanctioned posts of professor and associate professor due to its geographic location, and hence, colleges are appointing guest faculties.

Some litigation cases related to roster points and procedural discrepancy in recruitment processes in some of the government colleges are also responsible for delays in recruitment. PPP-mode colleges have not reported any legal cases.

Voluntary FT is a problem in Techno India colleges because mostly the young faculty leave for higher studies and Ph.Ds and sometimes for better opportunities.

Lack of road connectivity, local transport, marketing facility, medical and hospital

facilities, and schooling facilities for children are some of the main reasons for faculty shortage.

5.7.5 Suggestions and Plan Remedial Measures

SPSC takes a long time in recruiting and selecting faculties due to various reasons, and therefore, developing a mechanism in terms of a high-power monitoring committee to supervise and monitor the overall recruitment process either at the state government level or institution level is necessary.

AFRPC should be developed which will assess the faculty demand for the future (5 years planning) and would coordinate with the state government and SPSC for recruitment. A flexi-pool (panel) of the faculty can be kept reserved for a specified period during the selection process in SPSC, and in the event of FT, the faculty can be selected from the flexi-pool.

The term of contractual appointment should be for at least 1 year initially, which can be further extended for another year based on performance. The contract contents should be very lucid without any ambiguity and binding for both the parties so that the possibilities of any litigation can be avoided. An undertaking or a bond from the contractual faculty that they will not have any claim on regular posts can prevent litigation.

For retaining qualified faculty and talent management, having long-term

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arrangements for contractual faculty on lucrative terms and conditions become imperative, and the salary of faculty should be competitive and commensurate with the market rate.

One of the reasons for delay in faculty recruitment is litigation. Presently, most of the technical institutions do not have a separate in-house legal department equipped with required skills/specialisation to defend cases. The institute should have a separate legal department to work on the content of faculty advertisement with detailed terms and conditions of screening, short listing criteria, interview and appointment, leaving no scope for court

cases.

To attract and retain quality faculties, providing a conducive environment to facilities such as residential quarters, laboratory and equipment, schooling facilities for children, medical facilities, transport, and recreation facilities in the institute campus is necessary. The faculty development programme and promotion policy should be implemented in a transparent manner in each college.

Alternatively, the state government may provide full autonomy to the institutions for recruiting faculty within a given set of RRs, guidelines, and broad framework duly approved by BoG.

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5.8 STATE REPORT: MP

5.8.1 Seven colleges that are under TEQIP-III are

i. Indira Gandhi Engineering College, Sagar

ii. Jabalpur Engineering College, Jabalpur

iii. Madhav Institute of Technology and Science (MITS), Gwalior

iv. Rewa Engineering College, Rewa

v. Ujjain Engineering College

vi. Shri GS Indore Institute of Technology and Science, Indore

vii. Samrat Ashok Technological Institute

Engineering College, Vidisha. The NILERD research team visited four

out of the total seven institutions. Completed online institutional

questionnaires were returned by all seven colleges.


The average faculty vacancy in the state is approximately 54%.

The highest vacancy is reported in MITS, Gwalior, followed by Rewa College and Indira Gandhi Engineering College, Sagar.

Figure 5.8. 1 Regular Faculty Vacancy in Engineering Colleges under TEQIP-III in MP


The number of vacancies is high at professor and associate professor levels.

All posts of professor are vacant in Jabalpur and Sagar Engineering Colleges.

Some colleges have surplus faculties at the professor level, for example, Ujjain

Engineering College has 164%, SGS Indore has 112%, and MIT, Gwalior, has 200% faculty in position.

On an average, 66% posts of associate professor and 55% posts of assistant professor in these three institutions are vacant.

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Prior to becoming autonomous institutions in 1997–1998, the recruitment process was conducted by MP SPSC. Now, the State Directorate of Technical Education (SDTE) conducts all the recruitment process mainly due to the differences between SPSC and SDTE in reservation and roster position for principal and directors.

The Directorate conducts the entire recruitment process.

SDTE selects candidates from the GATE waiting list for interviews and selection.

The institutes must receive financial approvals from the BoG of the college.


All the decisions pertaining to recruitment, promotion, financial matters, and changes in pedagogy must be approved by the BoG, which is chaired by the Minister of Technical Education and Skill Development. Colleges are facing difficulty in filling the sanctioned post because they are unable to conduct timely BoG meeting.

In the last 20 years, no recruitments or promotions for regular vacancies were conducted. The position of the director in the DTE has not been filled on a regular basis since 2006.

There is a very high rate of attrition of faculty, but no members were replaced

due to pending approval from the state government. Many institutes do not have heads, and the additional charge of principal/director is given to faculty in colleges such as Jabalpur, Rewa, Sagar, and Ujjain.

As per the existing RRs of 2016, all the posts of faculty (assistant professor, associate professor, and professor) should be recruited on the direct recruitment basis only, and there is no provision for promotion at any stage, which is a major hindrance for filling the vacancies at higher levels. Apart from this, a major hurdle in filling the posts of principal/associate professor/professor is the dual system of service conditions, wherein jobs of those who were appointed prior to the decision of declaring all engineering institutions as autonomous in 1991 is pensionable, whereas of those who joined after 1991 and joining now as principal will not get pension.

Litigations and court cases are common reasons for causing delay in the faculty recruitment process in MP. Approximately, 465 court cases pertaining to service matters and recruitments of faculty have been pending in courts. However, approximately 15 cases are directly or indirectly related to the recruitment.

Appointing faculties on a short-time contract on meagre amount of salary per month and payment on an hourly basis in some colleges are not attracting faculty.

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The main hurdle in filling the posts of associate professor and professor is RRs, which have no provision for promotion at any level. Therefore, the state government may revise RRs making provision for promotion.

Vacant positions of director/principal in various institutions should be filled on a regular basis on priority.

Developing a mechanism in terms of a high-power committee which can supervise the recruitment process either at the state government or institution level is necessary. The approval of the chairperson of BoG can be obtained on file, and the decision may be ratified by BoG later whenever the meeting is conducted.

The period of contractual appointment of the faculty should be reasonable to avoid involuntary turnover. The term of contractual appointment should be for at least 1 year initially, which can be further extended for another year based on performance. An undertaking from the contractual faculty that they will not have any claim on a regular post can prevent litigation.

For retaining qualified faculty and talent management, having long-term arrangements for contractual faculty on lucrative terms and conditions is imperative. The salary of faculty should be increased to Rs.40,000/- per month to be competitive with the market rate.

To avoid delays, the action for faculty recruitment planning should be taken well in advance, and therefore, AFRPC may be developed for assessing faculty demand for the future (5 years planning) and coordinating with the state government and institutions.

A flexi-pool (panel) of faculty can be reserved for a specified period when the selection process by the state is completed, and in the event of FT, the faculty can be selected from the flexi-pool for appointment in institutions.

Presently, most of the technical institutions do not have a separate in-house legal department equipped with required skills/specialisation to defend cases, and the same should be developed.

Almost all the institutions except one under study in MP are more than 50–60 years old and on the verge of infrastructure breakdown. Therefore, the state government should extend financial assistance as a one-time grant to such institutions for repairing and maintaining the infrastructure, building, and facilities.

The state government may provide full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad framework duly approved by BoG or other competent authority with accountability of the institution for any delay in recruitment.

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5.9 STATE REPORT: RAJASTHAN

5.9.1 The 11government engineering colleges in the state under TEQIP-III are

i) Government Engineering College, Ajmer

ii) Women Engineering College, Ajmer

iii) University College of E&T, Bikaner

iv) Government Engineering College, Banswara

v) Government Engineering College, Bikaner

vi) MBM Engineering College, Jodhpur

vii) MLVTE College, Bhilwara Others are given in annexure

The research team visited 4 out of 11 colleges for FGD.

Above-mentioned seven colleges have returned completed questionnaires.


The average faculty vacancy in the state is approximately 40%.

The institution-wise analysis of faculty position provides a different picture.

GEC, Banswara, has more than 62% vacant faculty position.

Figure 5.9.1 Regular Vacant Faculty Position in Engineering Colleges under TEQIP-III in Rajasthan



In case of faculty recruitment in autonomous engineering colleges in the state, the entire recruitment process is controlled by the respective colleges.

The secretariat (TE) controls the entire recruitment process for appointing director/principal.

The institutes should get due approval for recruitment of vacant positions from

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BoG, Secretariat (TE), and state finance department.

BoG is chaired by the state technical education minister as president.

5.9.4 Reasons for Faculty Vacancy and Administrative Issues

Poor financial health of institutions and no funding from the state is the biggest hurdle for fresh recruitments in the colleges. No recruitment under the non-plan grant has been conducted since 2006.

The finance department has issued instructions that the government will not pay salaries to existing faculty under the non-plan grant, and no fresh recruitment will be conducted under the same head.

Many institutions have less than 50% capacity utilisation affecting revenue generation and are not able to pay salary to new faculty.

No regular appointment has been made since the last 7 years in many institutes.

The state Fee Regulatory Authority (FRA) has not revised the fee structure since 2013, resulting in deteriorating financial health of SFS colleges.

The institutions experience a shortage of professors because of no Career Advancement Scheme (CAS).

There are no uniform RRs in the state for faculty.

More than 30 court cases are pending

in the courts related to recruitment due to irregular faculty appointments in the absence of uniform RRs and guidelines. Three contempt petitions have been filed in the High Court of Rajasthan.

There is a high rate of faculty attrition in the institutions, but no replacement/fresh recruitment has been conducted due to lack of approval from the state government. All the institutes, except few (Banswara, MBM Jodhpur, and UCE&T Bikaner) in the study are without heads.

The principal/director of colleges have been appointed on a temporary basis or given additional charge and are unwilling to recruit faculty.


Institutions are not hiring regular faculty because of financial difficulties, and the only solution is for the state to improve their financial health by providing them regular financial help.

Uniform RRs of the posts of assistant professor, associate professor and professor may be formulated.

The vacant positions of director/principal may be filled on a regular basis on top priority because this will improve the decision-making process and atmosphere of institution.

Developing a mechanism in terms of a high-powered committee to supervise the recruitment process either at the state or institution level is required

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because BoG takes long time to conduct meetings.

AFRPC may be developed, which will assess the faculty demand for the future (5 years planning) and coordinate with the state government and institutions for the recruitment of faculty in advance.

A flexi-pool (panel) of faculty can be reserved for a specified period whenever the selection process by the state is

completed, and in the event of FT, the faculty can be selected from the flexi-pool and posted in the institutions.

Institutions should have a separate in-house legal department equipped with required skills/specialisation to defend cases, and the institute requires to work on the content of faculty advertisement, elaborating detailed terms and conditions of screening, short-listing criteria, and interview to avoid litigation.

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5.10 STATE REPORT: TRIPURA

5.10.1 The two institutions under TEQIP-III in Tripura are

i) Tripura Institute of Technology (TIT) Agartala

ii) NIT at Agartala Both the institutes submitted online

questionnaires. The study team visited both the

institutions


TIT is administered by the higher education department and affiliated to

Tripura University.

TIT has 36% vacant faculty positions against 108 sanctioned posts.

Government is planning to fill up 25 faculty posts in near future.

RRs for faculty are under revision for approval by the state government.

NIT has 52% vacant posts against 219 sanctioned posts.

Approximately, 90 faculties are on contract in NIT, which is 41% of the total sanctioned posts.

Figure 5.10.1 Regular Faculty Vacancy in Engineering Colleges



Recruitment for TIT is conducted by SPSC.

The process, procedures, preparation, and approval of RRs is lengthy.

RRs should be approved by four different entities, namely the state technical education department, state finance department, SPSC, and the councils of ministers.

Proposal is held up at every stage, which delays the entire process.

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In NIT, the rules and procedures are drawn from the NIT Act.

The proposal for recruitment is approved by BoG, and NIT conducts the recruitment process.


NIT Agartala has location and geographic disadvantage, and therefore, qualified faculty do not join the institute if provided with other options.

RRs of NITs are stringent, and as per faculty, selection criterion in NIT is tougher than in IITs.

Certain flaws persist in the faculty index meant for faculty recruitment in NIT. The correct index has to be followed and registered while undertaking recruitment as per the clause given in RR.

Other reason for vacancy in NIT is frequent changes in RRs, which have been revised many times.

5.10.5 Suggestions and Remedial Measure

The recruitment and selection of faculties by SPSC takes a long time due to various reasons such as lack of coordination among TIT, state, and SPSC.

Therefore, developing a mechanism in terms of a high-powered monitoring committee to supervise and monitor the overall recruitment process either at the state government or institution level is required so that recruitment process time is reduced.

NIT has recruited 41% faculty on a contractual basis against regular vacancies on unattractive terms and conditions in terms of tenure and remuneration. Such arrangements create an atmosphere of uncertainty; therefore, having long-term arrangements becomes imperative, and the recruitment process on a regular basis should be initiated.

The term of contractual appointment should be for at least 1 year and further extendable based on performance. The contract contents should be very lucid without any ambiguity and binding for both the parties so that the possibility of any litigation can be avoided. An undertaking from the contractual faculty that they will not have any claim on regular posts can prevent litigation.

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5.11 STATE REPORT: UP

5.11.1 The 16 institutions under TEQIP-III are as follows:

Sr. No Name of the Institution Sr. No Name of the Institution1 BIET Jhansi 9 REC Ambedkar Nagar2 DEI Agra 10 REC Banda3 MMMUT Gorakpur 11 REC Bijnor4 FET MJP Bareilly 12 REC Azamgarh5 HBTU Kanpur 13 UPTTI Kanpur6 IET Faizabad 14 VBS PU Jaunpur7 IET Lucknow 15 IET BU Jhansi8 KNIT Sultanpur 16 IET Khandari

In total, 10 out of 16 institutions have returned completed questionnaires.

The research team visited nine institutions.


Approximately, 53.7% faculty posts are

vacant in UP.

However, institution-wise analysis presents altogether different picture.

Not a single regular faculty post has been filled in the Institute of Engineering and Technology, Faizabad, and all faculties including director have been working on a contractual basis.

Figure 5.11.1 Regular Faculty Vacancy in Engineering Colleges under TEQIP-III


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Rajakiya Engineering College Bijnor and IE&T Agra have 98% posts vacant.

Other eight institutions have 98% vacant faculty posts.

Only REC Ambedkar Nagar, BIE&T, Jhansi, and KNIT Sultanpur have a low percentage of vacant faculty posts.


Multiple methods of recruitment exist for different categories of institutes depending upon the governing structure.

BoG has been recruiting for all the engineering colleges, which are under direct control of the state government (such as Rajakiya Engineering Colleges). MMM University of Technology, Gorakhpur, is conducting the recruitment process by themselves through BoG with the approval and sanction of the state government. Some institutions such as HBTU and NIT Allahabad have their own acts, which are being followed for the recruitment process.


The government does not firmly commit to filling the vacancies.

The state government considers filling or creating regular vacancy a financial burden, and the finance department is very passive, keeping files for filling the posts pending for months.

There is a huge delay in filling vacancies in engineering colleges.

Existing faculties are shuffled from old institutions to new institutions.

No roster for sanctioned positions as per the Supreme Court order is maintained.

Unattractive compensation package of the faculty compared with other sectors.

Frequent changes in state leadership is another significant reason for faculty shortage.

There is a high rate of attrition, but no replacement/ recruitment has been conducted.

Principal/director appointed on a temporary basis are unwilling to recruit faculty.

The institutions under the state government, recruitment process is completed in 10–12 months, and often, there is ambiguity in the advertisement because there is always a change in RRs for each advertisement, which delays recruitment.

No regular director has been appointed in HBTU since last 6 years, which is a major reason for delay in recruitment. The last recruitment conducted in HBTU was in 2006–2007.


The financially constrained institutions may find ways to improve their finance

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health, and the state may provide regular assistance till institutions become self-sufficient.

RRs for associate professor and professor may be made uniform.

The vacancy of director/principal in institutions may be filled up on a regular basis.

Developing a mechanism in terms of a high-powered committee which can supervise the recruitment process either at the state government or institutional level is necessary.

AFRPC may be developed, which will assess the faculty demand for the future (5 years planning) and coordinate with the state government and institutions.

A flexi-pool (panel) of faculty can be reserved for a specified period whenever the selection process by the state is completed, and in the event of FT, the faculty can be selected from the flexi-pool.

Most of the technical institutions require a separate in-house legal department equipped with required skills/specialisation.

Taking commitment from the government for recruitment is the biggest challenge. The matter should be considered at the highest political and administrative platform to sensitise the political masters and the higher authority.

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5.12 STATE REPORT: UTTARAKHAND

5.12.1 The seven following institutes under TEQIP-III in the state are

i) GBPEC, Pauri, Garhwal

ii) BTKIT, Dwarhat, Almora

iii) IoT, Gopeshwar

iv) COT, Pantnagar

v) NPSIT, Pithoragarh

vi) WIT, Dehradun and vii) THDC, Tehri Completed online questionnaires

were returned by five institutions. The research team visited WIT,

Dehradun.


The average vacancy of faculty in the state is approximately 75% as per survey data.

The institution-wise analysis projects a different picture.

All posts are vacant in IoT, Gopeshwar, and WIT, Dehradun.

Most of the colleges except government colleges have a contractual faculty.

Principals of four engineering colleges have been appointed temporarily.

The number of vacant faculty posts is higher at senior levels of associate professor and professor.

Figure 5.12.1 Regular Faculty Vacancy in Engineering Colleges under TEQIP-III



Three types of government colleges are under TEQIP-III:

1. Constituent Institute of Uttarakhand Technical University

2. Autonomous engineering institutions and NIT

3. Autonomous institutions have

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no financial grant from the state government.

In most of the autonomous colleges, regular faculty positions are vacant.

Many autonomous colleges in the state do not have a single regular faculty.

The recruitment and selection of faculty is conducted by BoG.

The promotion policy under CAS is transparent.


The lack of firm commitment by the government and the will of management.

The frequent transfer of head/principal and VC is also a cause of faculty vacancy.

The last recruitment was conducted in 2019, but due to litigations, no candidate could join.

Mostly, litigations pertain to the appeal for regularisation of the contractual faculty.

The geographic location of institutions in hilly areas is a cause for a high rate of vacancy.

No uniform criteria, RRs, and guidelines exist for faculty recruitment. The eligibility criteria of the maximum age limit are different for different colleges in RRs.

A low salary package is also a reason for faculty vacancy in self-financing colleges.

Shortage is worst in popular streams such as Computer Science and IT.

In SFS institutions, low capacity utilisation severely affects revenue generations. These institutions do not hire regular faculty because of financial constraint and recruit contractual faculty by paying them less.

The fee structure of SFS colleges is regulated by the state, and therefore, the college cannot increase fees.


Institutions having financial difficulties to hire a regular faculty may find ways to improve their financial health, and the state may provide regular financial help till institutions become self-sufficient.

RRs for associate professor and professor may be made uniform for filling these posts.

The vacant posts of director/principal in institutions may be filled on a regular basis on priority.

Developing a high-powered committee which can supervise the recruitment process is necessary.

AFRPC may be created, which will assess the faculty demand for the future (5 years planning) and will coordinate with the state government and institutions.

A flexi-pool (panel) of faculty can be reserved for a specified period whenever the selection process by the state is

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completed, and in the event of FT, the faculty can be selected from the flexi-pool.

Most of the technical institutions require a separate in-house legal department equipped with required skills/specialisation to defend cases.

Taking firm commitment from the government for recruitment is a challenge. The matter may be considered at the highest political and administrative platform to sensitise the higher authorities.

The term of contractual appointment may be for 1 year and further extendable.

For retaining faculty, having long-term arrangements for contractual faculty on lucrative terms and conditions is imperative.

An undertaking from the contractual faculty that they will have no claim on regular posts can prevent litigation.

SFS institutions may be given autonomy to decide fees.

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5.14 -A SUMMARY OF THE STATUS IN STATES

No. Objectives Findings Recommendations(1) To

understand the causes of high rates of faculty vacancies

1. State Public Service Commission (SPSC), Board of Governors (BoG), finance department, and institutions take long time in approval and recruitment is delay due to lack of coordination among SPSC, state, and institutes.

2. No financial help to SFS and PPP

3. Fee is regulated by states

4. No uniform or faulty Recruitment Rules (RRs)

5. Litigation and court cases

6. Principal/Director post is vacant in 26 out of 71 institutions (36%)

7. The lack of will of the policy makers and firm commitment of the state government for filling up the sanctioned faculty posts is a major reason for faculty vacancy.

1. A. There is need to develop a high- powered committee, which can supervise and monitor the recruitment process in time bound manner and can fix accountability for delay.

B. Advance faculty resource planning cell (AFRPC) may be created which will assess the faculty demand for the future (5 years planning) and would coordinate with the state government and institutions. It will initiate advance action for filling vacant post.

C. A flexi-pool (panel) of faculty can be reserved for a specified period whenever the selection process by the state is completed, and in the event of faculty turnover (FT), the faculty can be selected from the flexi-pool and posted in the institutions.

2. Institutions having financial difficulties to hire regular faculty may find ways to improve their financial health, and the state may provide regular financial help till institutions become self-sufficient.

3. SFS institutions may be given autonomy to decide fees and revise upward whenever required.

4. RRs for faculty may be made uniform for filling these posts.

5. The institutions should have a separate in-house legal department equipped with required skills/specialization to defend cases.

6. The vacancy of director/principal in institutions may be filled up on a regular basis on priority.

7. Guaranteeing commitment from the government for recruitment is the biggest challenge. The matter should be considered at the highest political and administrative platform to sensitize the political masters and the higher authority.

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8. Low salary and a short-term contract

9. Geographic location of institutions is a disadvantage for filling vacancy.

10. Lack of public infrastructural facilities

8. The term of contractual appointment should be for at least 1 year, further extendable, and the salary of faculty should be raised to Rs.40,000/- per month to make it competitive.

9. To attract and retain quality faculties, providing a conducive environment to faculty such as residential quarters, laboratory and equipment, schooling facilities for children, medical facilities, transport, and recreation facilities in the institute campus is necessary

10. The state government should extend financial assistance as a one-time grant to such institutions for developing, repairing and maintaining infrastructure, building, and facilities.

(2) To identify solutions across States

Assam:1. Delay in recruitment: Assam

Public Service Commission (APSC) completes the recruitment cycle in 2–3 years in normal case and sometimes in 7 years. Examination for faculty recruitment was conducted by APSC in 2011, and the offer letters were finally issued in 2018. Vacancy notification sent to APSC in 2016 is yet to be advertised, and the recruitment process has not yet started.

2. Lack of coordination among institutes/university, state, and APSC.

3. Litigation and court cases: In Guwahati Institute of Science and Technology, the post of vice chancellor (VC) was under litigation and sub-judice, and 30 court cases are still pending.

4. Funds constraints: IIIT has been facing resource constraints because they are unable to attract students due to lack of facilities.

1&2A. Developing a mechanism in terms of a high-powered monitoring committee to supervise and monitor the overall recruitment process either at the state government level or at institution level is required, which can also coordinate among institutes/university, state, and APSC.

1. B. Flexi-pool (panel) of faculty can be reserved for a specified period when the selection process by APSC is completed, and in the event of vacancy, reserved candidates can be selected from the flex pool.

1.C. Providing full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework duly approved by BoG to reduce time taken in faculty recruitment

3. An in-house legal cell is required to deal with court cases and to work on the content of faculty advertisement, screening, short-listing criteria, interview and appointment.

4. A mechanism to provide fixed term loans to IIIT from government consolidated funds may be created so that IIIT can develop infrastructural facilities for students and faculty and manage day to day operations.

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Bihar1. Delay in recruitment: Bihar

Public Service Commission (BPSC) completes the recruitment cycle in 2–3 years in normal case. Applications were invited by BPSC in 2014, written examination was conducted in November 2015, interviews were conducted in 2017, and the results were declared in September 2017.

2. Lack of coordination among institutes / universities, state departments, and BPSC

3. Funds constraints: The state government does not provide funds to fill up the positions on the pretext of resource constraints.

4. Litigation and court cases: Presently, four court cases related to faculty recruitment are pending. The High Court of Bihar has pronounced its verdict in favour of petitioners, and the recruitment process has been discontinued. Special Leave Petition (SLP) is pending in supreme courts.

1&2A. BPSC takes very long time in the process of recruitment of faculties due to litigation and lack of coordination among institutions, states, and BPSC. Therefore, developing AFRPC that will assess faculty demand, supervise and monitor the overall recruitment process, and coordinate with the state government and BPSC is required.

1.B A flexi-pool (panel) of faculty can be reserved for a specified period when the selection process in BPSC is completed, and in the event of FT, the faculty can be selected from the flexi-pool.

1.C. State government may provide full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework.

3. State government should allocate the enough budget to fill up the vacant faculty positions.

4. An in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, and interview and appointment may be developed.

Chhattisgarh1. Delay in recruitment: SPSC is

responsible for the recruitment of faculty for the institutes under the direct control of the state government, and the recruitment cycle is completed in 2–3 years in normal case.

2. Approval and sanction from the state government is time-consuming and takes 1–2 years.

1&2A. Developing AFRPC that will assess faculty demand, supervise and monitor the overall recruitment. process, and coordinate with the state government, institutions, and SPSC is necessary.

1.B. Developing a mechanism in terms of a high-powered monitoring committee to supervise and monitor the overall recruitment process either at the state government or institution level is necessary.

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3. Of four institutions, two have been functioning without heads of institute and total 67% posts of professor are vacant.

4. Funds constraints: The state government does not provide funds to fill up the positions on the pretext of resource constraints.

5. Litigation and court cases: Most contractual faculties who were working since more than 10–15 years approached the high court, and high court judgment was in their favour. The state government has filed the case in the Supreme Court where it is pending.

6. The period of contractual appointment under the part-time category of faculty is restricted to 6 months.

7. The remuneration of part-time faculty is also fixed @ of Rs.300/- per class for maximum up to Rs.21,000/- per month.

8. Non availability of SC/ST qualified candidates in states for faculty recruitment.

1.C. A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in CPPSC, and in the event of FT, the faculty can be selected from the flexi-pool.

1.D Providing full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework duly approved by BoG may reduce time taken in recruitment by the state government

3. The vacancy of director/principal and professor in institutions may be filled up on a regular basis on priority.

4. State government should allocate the enough budget to fill up the vacant faculty positions

5a. An in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, and interview and appointment may be developed.

5b. An undertaking from the contractual faculty that they will not have any claim on regular posts can prevent litigation.

6&7. The term of contractual appointment should be for at least 1 year, further extendable, and the salary of faculty should be raised to Rs.40,000/- per month to make it competitive.

8. Special Recruitment Drive for SC/ ST candidate may help in finding suitable candidate

Himachal Pradesh:1. Himachal Pradesh State Public

Service Commission (HPSPSC) takes 1–2 years in normal case to complete the recruitment cycle.

11&2A. Developing AFRPC that will assess faculty demand, supervise and monitor the overall recruitment. process, and coordinate with the state government, institutions, and HPSPSC is necessary.

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2. Lack of coordination among institutes/universities, state, and HPSPSC.

3. The posts of principal/director are filled on a direct recruitment basis.

4. Recruitment of faculty only at Assistant Professor and professor level others filled on promotion basis

5. Litigation and court cases: Two cases are pending in state tribunal.

1.C. A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in CPPSC, and in the event of FT, the faculty can be selected from the flexi-pool.

1.D. Providing full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework duly approved by BoG may reduce time taken in recruitment by the state government

3. The vacancy of director/principal and professor in institutions may be filled up on a regular basis on priority.

4. Recruitment may be made at all level with the flexibility of promotion in RRs.

5. Creation of an in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, interview and appointment should be developed.

Jharkhand1. Techno India colleges are facing

difficulty in filling sanctioned posts of professor and associate professor due to its geographic location, and hence, colleges are appointing guest faculties.

2. Voluntary faculty turnover is a problem in Techno India colleges because mostly the young faculty leave for higher studies and Ph.Ds. and sometimes for better opportunities.

3. Some litigation cases related to roster points and procedural discrepancy in recruitment processes in some of the government colleges are also responsible for delays in recruitment.

1. To attract and retain quality faculties, providing a conducive environment to faculty such as residential quarters, laboratory and equipment, schooling facilities for children, medical facilities, transport, and recreation facilities in the institute campus is necessary.

2. For retaining qualified faculty and talent management, having long-term arrangements for contractual faculty on lucrative terms and conditions become imperative, and the salary of faculty should be competitive and commensurate with the market rate.

3. Creation of an in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, interview and appointment should be developed

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4. SPSC takes a long time in recruiting and selecting faculties due to various reasons.

4a. The action for faculty recruitment planning may be taken well in advance. AFRPC may be developed which will assess faculty demand for the future (5 years or so) and would coordinate with the state government and JSPSC for recruitment.

4.b. A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in SPSC, and in the event of FT, the faculty can be selected from the flexi-pool.

J&K1. All the decisions pertaining to

recruitment, promotion, financial matters, and changes in pedagogy requires approval from the Department of Technical Education in Jammu Engineering College.

2. Colleges have been facing difficulty in filling the sanctioned posts because of non-cooperation from the state government. The file sent to DTE takes several months to receive the response.

3. Both the colleges are in rural areas and have location disadvantage because of which no faculty joins at senior positions, that is, at the professor level.

1. Developing a mechanism in terms of a high-power committee which can supervise the recruitment process either at the state government or institution level is necessary.

2a. The action for faculty recruitment planning may be taken well in advance. AFRPC may be developed which will assess faculty demand for the future (5 years or so) and would coordinate with the state government and SPSC for recruitment.

2b. A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in SPSC, and in the event of faculty turnover, the faculty can be selected from the flexi-pool.

3. The faculty should be provided with a conducive environment and facilities such as fully residential quarters, laboratory and equipment, schooling for children, medical facilities, transport, and recreation facilities in the institute campus. The faculty development program and promotion policy should be implemented in a transparent manner in each college. The term of contractual appointment should be for at least 1 year initially, which can be further extended for another year based on performance.

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4. There is no provision for internal promotion, and this has demotivated many faculties.

5. GCE suffered a turnover problem because until recently, no promotional rules/RRs were in place.

6. Some litigation issues relating to recruitment persist in SMVD University.

7. Contractual faculties are paid a meagre amount of consolidated salary per month, which is neither at par with the market rate nor enough to hire quality faculties.

4&5. Uniform RRs for recruitment and promotion may be formulated.

5. Creation of an in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, interview and appointment should be developed.

6. For retaining superior faculty and efficient management, having long-term arrangements for contractual faculty on lucrative terms and conditions is imperative. The contract contents should be very lucid without any ambiguity and binding at both parties so that the possibility of any litigation can be avoided. An undertaking or bond from the contractual faculty that they will not have any claim on regular posts can prevent litigation.

7. The term of contractual appointment should be for at least 1 year, further extendable, and the salary of faculty should be raised to Rs.40,000/- per month to make it competitive.

Madhya Pradesh1. All the decisions pertaining to

recruitment, promotion, financial matters, and changes in pedagogy must be approved by the BoG, which is chaired by the Minister of Technical Education and Skill Development. Colleges are facing difficulty in filling the sanctioned post because they are unable to conduct timely BoG meeting.

1a. Developing a mechanism in terms of a high-power committee which can supervise the recruitment process either at the state government or institution level is necessary. The approval of the chairperson of BoG can be obtained on file, and the decision may be ratified by BoG later whenever the meeting is conducted.

1b. To avoid delays, the action for faculty recruitment planning should be taken well in advance, and therefore, AFRPC may be developed for assessing faculty demand for the future (5 years planning) and coordinating with the state government and institutions.

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2. In the last 20 years, no recruitments or promotions for regular vacancies were conducted. The position of the director in the DTE has not been filled on a regular basis since 2006.

3. Many institutes do not have heads, and the additional charge of principal/director is given to faculty in colleges such as Jabalpur, Rewa, Sagar, and Ujjain.

4. As per the existing RRs of 2016, all the posts of faculty (assistant professor, associate professor, and professor) should be recruited on the direct recruitment basis only, and there is no provision for promotion at any stage, which is a major hindrance for filling the vacancies at higher levels.

5. Apart from this, a major hurdle in filling the posts of principal/associate professor/professor is the dual system of service conditions, wherein jobs of those who were appointed prior to the decision of declaring all engineering institutions as autonomous in 1991 is pensionable, whereas of those who joined after 1991 and joining now as principal will not get pension.

1c.A flexi-pool (panel) of faculty can be reserved for a specified period when the selection process by the state is completed, and in the event of FT, the faculty can be selected from the flexi-pool for appointment in institutions.

1d. The state government may provide full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad framework duly approved by BoG or other competent authority with accountability of the institution for any delay in recruitment

2&3. Vacant positions of director/principal in various institutions and the post of director in DTE should be filled on a regular basis on priority.

4&5 The main hurdle in filling the posts of associate professor and professor is RRs, which have no provision for promotion at any level. Therefore, the state government may revise RRs making provision for promotion. The issue of duality status of service conditions may be suitably addressed by the state government.

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6. Litigations and court cases are common reasons for causing delay in the faculty recruitment process in MP. Approximately, 465 court cases pertaining to service matters and recruitments of faculty have been pending in courts. However, approximately 15 cases are directly or indirectly related to the recruitment.

7. Appointing faculties on a short-time contract on meagre amount of salary per month and payment on an hourly basis in some colleges are not attracting faculty.

8. Almost all the institutions except one under study in MP are more than 50–60 years old and on the verge of infrastructure breakdown. State has not been providing enough budget for maintenance and repairing of the infrastructural facilities including buildings.

6. Presently, most of the technical institutions do not have a separate in-house legal department equipped with required skills/specialization to defend cases, and the same should be created.

7a. The period of contractual appointment of the faculty should be reasonable to avoid involuntary turnover. The term of contractual appointment should be for at least 1 year initially, which can be further extended for another year based on performance. An undertaking from the contractual faculty that they will not have any claim on a regular post can prevent litigation.

7b. For retaining qualified faculty and talent management, having long-term arrangements for contractual faculty on lucrative terms and conditions is imperative. The salary of faculty should be increased to Rs.40,000/- per month to be competitive with the market rate.

8. Many institutions in MP are very old and at the verge of infrastructure breakdown. Therefore, the state government should extend financial assistance as a one-time grant to such institutions for repairing and maintaining the infrastructure, building, and facilities.

Odisha:1. Getting approvals and sanction

from the state government is time consuming and takes 1–2 years.

2. Colleges are facing difficulty in filling the sanctioned posts because of non-cooperation from BPUT.

3. BPUT delays approving the file, which is the only reason that sanctioned positions have remained vacant for several years.

1-4 a. Advance Faculty Resource Planning Cell (AFRPC) should be developed which will assess faculty demand, supervise and monitor the overall recruitment process, and coordinate with the state government, institutions, and BPUT. The action for recruitment may be taken well in advance.

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4. Lack of coordination among institutes/universities, state departments, and BPUT.

5. Non availability of SC/ST qualified candidates in states for faculty recruitment: Most of the colleges are finding it difficult to get qualified faculties at senior levels (professor and associate professor) for the reserved posts.

6. Principals of some of the colleges such as Kalahandi and Berhampur are appointed on a temporary basis, which is affecting the decision-making process in filling the vacant positions.

1-4 a. Advance Faculty Resource Planning Cell (AFRPC) should be developed which will assess faculty demand, supervise and monitor the overall recruitment process, and coordinate with the state government, institutions, and BPUT. The action for recruitment may be taken well in advance.

1b.A flexi-pool (panel) of faculty can be reserved for a specified period during the selection process in BPUT, and in the event of FT, the faculty can be selected from the flexi-pool.

1c. BPUT takes a long time in recruiting and selecting faculties due to various reasons, and therefore, developing a mechanism in terms of a high-power monitoring committee to supervise and monitor the overall recruitment process either at the state government level or institution level is necessary.

1d. Providing full autonomy to the institutions for recruiting faculty within the given set of RRs, guidelines, and broad recruitment framework duly approved by BoG may reduce time taken in recruitment by the state government.

5. Special Recruitment Drive for SC/ ST candidate may help in finding suitable candidate. Providing a conducive environment and facilities such as fully residential quarters, laboratory and equipment, schooling facilities for children, medical facilities, transport, and recreation facilities in the institute campus may attract SC/ST candidates from outside state.

6. Vacant positions of director/principal in various institutions should be filled on a regular basis on priority.

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7. Litigation is a major reason for delay in recruitment. Some litigation issues related to recruitment exist in colleges such as VSSUT, Burla, and CET, BBSR, which are also responsible for delays in the recruitment process.

8. No internal promotion has been made for a long time.

9. The period of contractual appointment under the part-time category of faculty is restricted to short period at very low salary. amount

7. An in-house legal cell to deal with court cases and to work on the content of faculty advertisement, detailed terms and conditions of screening, short-listing criteria, and interview and appointment may be developed. An undertaking from the contractual faculty that they will not have any claim on regular posts can prevent litigation.

8. Internal promotion policy should be prepared, and the eligible faculty may be promoted as per rules to keep them motivated.

9. The term of contractual appointment should be for at least 1 year further extendable, and the salary of faculty should be increased to Rs.40,000/- per month to be competitive with the market rate.

Rajasthan:1. Poor financial health of institutions

and no funding from the state is the biggest hurdle for fresh recruitments in the colleges. No recruitment under the non-plan grant has been conducted since 2006.

2. The finance department has issued instructions that the government will not pay salaries to existing faculty under the non-plan grant, and no fresh recruitment will be conducted under the same head.

3. Many institutions have less than 50% capacity utilization affecting revenue generation and are not able to pay salary to new faculty. The state Fee Regulatory Authority (FRA) has not revised the fee structure since 2013, resulting in deteriorating financial health of SFS colleges.

1. Institutions are not hiring regular faculty because of financial difficulties, and the only solution is for the state to improve their financial health by providing them regular financial help.

2. Finance department may review their instruction pertaining to non-plan posts funding.

3. The state Fee Regulatory Authority (FRA) may revise the fee structure so that financial health of SFS colleges improved. Further, the SFS institutions may be given full autonomy to decide fees and revise upward whenever required. Also, state government may provide funds to meet the expenditure of salary of faculties.

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4. No regular appointment has been made since the last 7 years in many institutes. There is a high rate of faculty attrition in the institutions, but no replacement/fresh recruitment has been conducted due to lack of approval from the state government. All the institutes, except few (Banswara, MBM Jodhpur, and UCE&T Bikaner) in the study are without heads.

5. The principal/director of colleges have been appointed on a temporary basis or given additional charge and are unwilling to recruit faculty.

6. There are no uniform RRs in the state for faculty.

7. More than 30 court cases are pending in the courts related to recruitment due to irregular faculty appointments in the absence of uniform RRs and guidelines. Three contempt petitions have been filed in the High Court of Rajasthan.

8. BoG and RPSC has all the power for recruitment. The meeting of BoG often is not held timely resulting delay in recruitment.

4&5. The vacant positions of director/principal may be filled on a regular basis on top priority because this will improve the decision-making process and atmosphere of institution

6. Uniform RRs of the posts of assistant professor, associate professor and professor may be formulated.

7. Institutions should have a separate in-house legal department equipped with required skills/specialization to defend cases, and the institute requires working on the content of faculty advertisement, elaborating detailed terms and conditions of screening, short-listing criteria, and interviewing to avoid litigation.

8a. Developing a mechanism in terms of a high-powered committee to supervise the recruitment process either at the state or institution level is required because BoG takes long time to conduct meetings

8.b. AFRPC may be developed, which will assess the faculty demand for the future (5 years planning) and coordinate with the state government and institutions for the recruitment of faculty in advance.

8c. A flexi-pool (panel) of faculty can be reserved for a specified period whenever the selection process by the state is completed, and in the event of FT, the faculty can be selected from the flexi-pool and posted in the institutions.

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Tripura:1. NIT Agarthala has location and

geographic disadvantage, and therefore, qualified faculty does not join the institute if provided with other options.

2. RRs of NITs are stringent, and as per faculty, selection criterion in NIT is tougher than in IITs. and frequent changes in RRs causes delay in recruitment.

3. Certain flaws persist in the faculty index meant for faculty recruitment in NIT. The correct index must be followed and registered while undertaking recruitment as per the clause given in RR.

4. The process, procedures, preparation, and approval of RRs is lengthy. RRs should be approved by four different entities, namely the state technical education department, state finance department, TSPSC, and the councils of ministers and proposal is held up at every stage, which delays the entire process

5. Litigation and court cases by contractual for regularizing their services are pending.

1. Providing facilities such as fully residential quarters, laboratory and equipment, schooling facilities for children, medical facilities, transport, and recreation facilities in the institute campus may attract faculty to join.

2. RRs for the faculty may be streamlined, finalized and recruitment process on a regular basis should be initiated.

3. The faculty index may be reviewed to make it more candidate friendly.

4. Developing a mechanism in terms of a high-powered monitoring committee to supervise and monitor the overall recruitment process either at the state government or institution level is required so that recruitment process time is reduced

5. The terms of contractual appointment may be very lucid without any ambiguity and binding for both institution and faculty so that the possibility of any litigation can be avoided.

Uttarakhand:1. The lack of firm commitment on

the part of government and the will of management.

1. Taking firm commitment from the government for recruitment is a challenge. The matter may be considered at the highest political and administrative platform to sensitize the authorities.

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2. The frequent transfer of head/principal and VC is also a cause of faculty vacancy.

3. The last recruitment was conducted in 2019, but due to litigations, no candidate could join. Mostly, litigations pertain to the appeal for regularization of the contractual faculty.

4. No uniform criteria, RRs, and guidelines exist for faculty recruitment. The eligibility criteria of the maximum age limit are different for different colleges in RRs.

5. The geographic location of institutions in hilly areas is a cause for a high rate of vacancy.

6. A low salary package is also a reason for faculty vacancy in self-financing colleges.

7. In SFS institutions, low capacity utilization severely affects revenue generations. These institutions do not hire regular faculty because of financial constraint and recruit contractual faculty by paying them less.

8. The fee structure of SFS colleges is regulated by the state, and therefore, the college cannot increase fees.

2. The transfer policy should be transparent, and a minimum three years tenure may be fixed for VC and director / principals. The vacant posts of director/principal in institutions may be filled on a regular basis on priority.

3. A separate in-house legal department equipped with required skills/specialization to defend cases. The terms of contractual appointment may be very lucid without any ambiguity and binding for both institution and faculty so that the possibility of any litigation can be avoided.

4. RRs for associate professor and professor may be made uniform for filling these posts.

5. Providing facilities such as fully residential quarters, laboratory and equipment, schooling facilities for children, medical facilities, transport, and recreation facilities in the institute campus may attract faculty to join.


7. Institutions having financial difficulties to hire a regular faculty may find ways to improve their financial health, and the state may provide regular financial help till institutions become self-sufficient.

8. The colleges may be provided full autonomy to increase the fee, if required.

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9. The recruitment and selection of faculty is conducted by BoG, and the process of recruitment is time consuming and very slow.

9a. Developing a high-powered committee which can supervise the recruitment process is necessary.

9b. AFRPC may be created which will assess the faculty demand for the future (5 years planning) and will coordinate with the state government and institutions.

9c.A flexi-pool (panel) of faculty can be reserved for a specified period whenever the selection process by the state is completed, and in the event of FT, the faculty can be selected from the flexi-pool.

Uttar Pradesh1. The government does not firmly

commit to filling the vacancies.

2. The state government considers filling or creating regular vacancy a financial burden, and the finance department is very passive, keeping files for filling the posts pending for months. There is a huge delay in filling vacancies in engineering colleges.

3. No roster for sanctioned positions as per the Supreme Court order is maintained.

4. Unattractive compensation package of the faculty compared with other sectors.

1. Guaranteeing commitment from the government for recruitment is the biggest challenge. The matter should be considered at the highest political and administrative platform to sensitize the political masters and the higher authority.

2a. Developing a mechanism in terms of a high-powered committee which can supervise the recruitment process either at the state government or institutional level is necessary.

2b. AFRPC may be developed, which will assess the faculty demand for the future (5 years planning) and coordinate with the state government and institutions.

2c.A flexi-pool (panel) of faculty can be reserved for a specified period whenever the selection process by the state is completed, and in the event of FT, the faculty can be selected from the flexi-pool.

3. Roster for sanctioned positions as per the Supreme Court order should be maintained and it monitored by the principals/directors.


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5. There is a high rate of attrition, but no replacement/ recruitment has been conducted.

6. Principal/director appointed on a temporary basis are unwilling to recruit faculty.

7. The institutions under the state government, recruitment process is completed in 10–12 months, and often, there is ambiguity in the advertisement because there is always a change in RRs for each advertisement, which delays recruitment.

8. Litigations and court cases.

9. Many institutions have financial stress due to low capacity utilization and lack of support from state.

5. Regular replacement/ recruitment should be conducted to maintain pool of faculty.

6. The vacancy of director/principal in institutions may be filled up on a regular basis.

7. RRs for faculty at all level may be made uniform without any ambiguity.

8. Most of the technical institutions require a separate in-house legal department equipped with required skills/specialization.

9. The financially constrained institutions may find ways to improve their finance health, and the state may provide regular assistance till institutions become self-sufficient.

(3) To establish State wise action plans for filling sanctioned positions

It has been observed that states or institutions have not prepared state-wise action plans for filling the sanctioned position as it was neither shared with NILERD team in FGD nor submitted information in online questionnaires.

It is strongly recommended that states and institutions should prepare a state-wise and institution-wise time bound action plans for filling the sanctioned position.

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5.14.1 Best practices for faculty recruitment in higher education institutions in India and abroad:

5.14.2 Findings are as follows

5.14.2.1 It has been observed that in MP, State Directorate of Technical Education (SDTE) conducts all the recruitment process and SDTE selects candidates from the GATE waiting list for interviews and selection at entry level i.e. assistant professor. This practice saves the time and other resources.

5.14.2.2 The institutions of national importance like IITs and NITs have very transparent and robust practice like calculating faculty index meant for faculty recruitment for associate professor and professor.

5.14.2.3 It has also been observed that the institutions in other countries like USA and UK have well defined elaborated best practices manual (BPM) for faculty recruitment describing in detail the method of scouting, preparation, outreach, assessment, recruitment, retention, etc and role and responsibilities of search committee and other entities involved in recruitment.

5.14.3 Recommendations

5.14.3.1 The practice adopted by SDTE in MP can be used by other states. The candidates may also be selected from the waiting lists of all India level exams conducted by railways, UPSC and other agencies for various engineering disciplines for recruitment and building the faculty pool.

5.14.2 The practice of developing faculty index

meant for faculty recruitment being followed by NITs and IITs may be adopted by the states and the institutions.

5.14.3 The best practice manual for faculty recruitment may be developed and customized as per the specific requirement of states and institutions. The condensed best practice manuals of Cornell University New York, Harvard University, University of Alabama at Birmingham (UAB), Western University and Washington University have been placed at appendix III for reference and link for Columbia University and Indiana University is given, which can be referred.

5.14.4 Central government-level suggestions/recommendation

5.14.4.1 The TEQIP faculty is a very big support and lifeline for many institutions across the states. However, the ongoing TEQIP-III program will be ending in September 2020 and the abrupt closure of TEQIP-III will further deteriorate the faculty position. Therefore, it is strongly recommended that the TEQIP-III may be further extended till the faculty position is improved. Nevertheless, the deliverable of TEQIP-III, i.e. ‘increase in percentage of sanctioned faculty position in participating institutions filled by regular or contract faculty’ may be monitored closely and states making considerable progress on this deliverable be incentivised accordingly.

15.14.4.2 The financial position of some states is really stressed due to committed liability and therefore, there is a need for a centrally sponsored scheme (CSS) on equal sharing basis to provide financial assistance to states for filling up the sanctioned faculty posts in engineering institutions.

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5.15 REFERENCES

1. Abdul Latheef Naha (2011), Where have engineering teachers gone? The Hindu, August 16, 2011, availableathttps://www.thehindu.com/features/education/issues/where-have-engineering-teachers-gone/article2361900.ece,accessed on 12/08/2019

2. Pushkar (2018), Like it or Not, Faculty Shortages in Indian Universities are Now Permanent, Accessed from the website: https://thewire.in/education

3. Sharma, Neeraj (2014), Expansion of Engineering Education in India: Issues, Challenges and Achievable Suggestions, Journal of Academia and Industrial Research (JAIR), Vol. 3, Issue 3, August 2014

4. Rama Rao, P. (2013), Higher technical education in India: Prospects, challenges and the way forward, INSA Public Lecture, New Delhi

5. Gupta, Deepti and Navneet Gupta (2012), Higher Education in India: Structure, Statistics and Challenges, Journal of Education and Practice, Vol. 3, No. 2, 2012

6. Bhandary, Shreya (2019), 31 percent teaching posts vacant at IITs: Govt. data, July 15, 2019

7. IAMR Working Paper No. 1/1994, Shortage of Teachers among Professional Institutions

8. Mehta, Sujata (2019), Faculty Shortage in Indian Universities Are Now

Permanent, accessed from the website: eduvoice. in/2019/01/02/faculty-shortag-in-indian-universities-are-now-permanent/

9. Shortage of Teachers in Institutions of Higher Learning, Apeejay Satya, Education Research

10. https://www.aserf.org.in/analysis/Shortage percent20of%20Teachers%20i n % 2 0 I n s t i t u t i o n s % 2 0 o f % 2 0Higher%20Learning.pdf

11. Waghmare, Mahesh, Mandar Datar and Rajendra Hire (2017), Indian Higher Technical Education Scenario, Issues, Challenges and Achievable Suggestion, International Research Journal of Advanced Engineering and Science, Vol. 2, Issue 2, pp. 118-121.

12. FICCI Higher Education Summit (2013), Higher Education in India: Vision 2030

13. Singh, Yadunath and Meeta Solanki (2017), A Phenomenal Growth and Sequential Development of Technical Education in India

14. Bowen, H. R. and J. H. Schuster (1986), American Professors: A national resource imperiled, New York: Oxford University Press

15. Irving, P. G., and J. P. Meyer (1994), Re-examination of the met-expectations hypothesis: A longitudinal analysis, Journal of Applied Psychology, No. 79, pp. 937-949

https://www.thehindu.com/features/education/issues/where-have-engineering-teachers-gone/article2361900.ece




https://thewire.in/education

https://www.aserf.org.in/analysis/Shortage of Teachers in Institutions of Higher Learning.pdf





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16. Kumar, Manoj, Amitabh Kondwani (2003), How to Rejig Faculty Time, Indian Management, Vol. 42, No.12, pp. 64-70

17. Lorange, P. (2003), A new vision for management education: leadership challenges, Amsterdam: Pergamon Press

18. Mohan, T. T. Ram (2006), Discontent of summers, Economic Times (Online edition) accessed on 09.03.2006 (http://economictimes.indiatimes.com/articleshow/1443390.cms)

19. Moore, K.R. and P.D. Gardner (1992), Faculty in a time of change: Job satisfaction and career mobility, Eric Document ED 367258, East Lansing University: Michigan State University

20. Rosenfeld, R., and J. Jones (1988), Exit and re-entry in higher education in Breneman, D. W. and T. Youn, (eds.), Academic labor markets and careers, pp. 74-97, New York: Falmer

21. Schuster, J. H., D. W. Wheeler and Associates (1990), Enhancing Faculty

Careers, Jossey-Bass

22. Times News Network (2006), IIMs face quality faculty crunch, Economic Times (Online edition) Accessed at http://economictimes.indiatimes.com/articleshow/1421913.cms

23. Bryk, A.S. and B. Schneider (2002), Trust in schools: A core resource for improvement, New York: Russell Sage Foundation

24. Hellman, C. M. (1997), Job satisfaction and intent to leave, The Journal of Social Psychology, Vol. 137, No. 6, pp. 677-689

25. Frank, D., P. Finnegan and C. R. Taylor (2004), The race for talent: Retaining and engaging workers in the 21st century, Human Resource Planning, Vol. 27, No. 3, pp. 12-25.

26. Ronfeldt, M., H. Lankford, S. Loeb, and J. Wyckoff (2011), How Teacher Turnover Harms Student Achievement, Working Paper No. 17176, National Bureau of Economic Research, Cambridge

http://economictimes.indiatimes.com/articleshow/1443390.cms)

http://economictimes.indiatimes.com/articleshow/1443390.cms)

http://economictimes.indiatimes.com/articleshow/1421913.cms

http://economictimes.indiatimes.com/articleshow/1421913.cms

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5.16 ANNEXURE I- AQuestionnaire for Institutions

Interview Number

Q 1: Identification of Institution

Sl. No. Particulars Response1 Name of the Institution2 Year of establishment3 State4 District5 City 6 Address7 Pin code

Q 2: Basic Institutional information

Sl. No. Particulars Response1 Name of the head/VC of the institution

2Types of appointment of head of the institution (regular/Additional in-charge/temporary)

3 Name of the respondent4 Designation of the respondent5 Email ID of the respondent6 Contact number of the respondent

7

Type of the Institutiona) Centrally Funded (1-Fully funded like NITs, 2-PPP mode like IIITs) b) State owned (3-Fully funded, 4-Partially aided SFS)c) State aided (5-Fully/Partially, 6-not funded)

8 Types of autonomy of the institution8.1 Financial (1-Yes, 2-No)8.2 Administrative (1-Yes, 2-No)8.3 Academic (1-Yes, 2-No)

9 How many departments are there in your institution?

10

Please provide the name of the departments.1. 2.3. 4.5. 6.7. 8.

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Q3. No. of total faculty strength, sanctioned post and vacancies (as on June, 2019)

Sl. No. Department

Assistant Professor

Faculty strength Sanctioned post

No. of vacancies

Regular Ad hoc Contract Visiting

Faculty Total Total Total

1. Civil2. Mechanical3. Electrical

4. IT& Computer Science

5. Electronics and Communication

6.7.8.

Total Associate Professor

Sl. No. Department Regular Ad

hoc Contract Visiting Faculty Total Total Total




6.7.8.

Total Professor

Sl. No. Department Regular Ad

hoc Contract Visiting Faculty Total Total Total




6.7.8.

Total

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Q4. Year wise Total Teaching Faculty required as per AICT/MHRD and number of faculty left from the job

Sl. No. Year

Minimum no. of teaching staff required for all

disciplines

No. of faculties left from the job

Regular Ad hoc Contract Visiting

1. 2014-152. 2015-163. 2016-174. 2017-185. 2018-19

Q5. Year wise Faculty Strength by department

Sl. No. Department

No. of faculty members2017-18 2016-17

Regular

Ad hoc

Contract

Visiting Total

Regular

Ad hoc

Contract

Visiting

TotalTEQIP Others TEQIP Others


4. IT & Computer Science


6.7.8.

Total2015-16 2014-15Regular

Ad hoc

Contract

Visiting Total

Regular

Adhoc

Contract

Visiting TotalTEQIP Others TEQIP Others



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678

Total

Q6.1. Faculty Recruitment Process

Sl No. Indicators Response1. When did you have your last recruitment?

2. Who was responsible for the last faculty recruitment process? (1-Institution, 2-State’s public service commission)

Q6.2. Recruitment process for Faculty members by the institutions

Indicators Regular faculty members TEQIP faculty members

1. Who is the sanctioning authority?2. Which date did the authority sanction the post?3. Who is the appointing Authority?4. After approving of the post by the authority,

which date the institute advertised the posts?5. What was the last date for submission of the

applications of the posts?6. What was the last date of the short listing of the

applications? 7. After short listing the applications, on which date

the final interview was conducted?8. After the final interview, what was average time

taken to give appointment letter?9. After giving the appointment letter, what was

average time given for joining to the selected candidates?

Q7. No. of regular post advertised, no. of candidates applied, shortlisted, selected and joined (please refer to the last recruitment process on regular basis)

Sl. No. Department

Assistant Professor

No. of regular post advertised

No. of candidates

applied

No. of candidates shortlisted

No. of candidates

selected

No. of candidates

joined1. Civil2. Mechanical3. Electrical

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678.


Sl. No. Department No. of regular

post advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates




6.7.8.

Total

Professor

Sl. No. Department No. of regular

post advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates




6.7.8.

Total

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Q8. Recruitment of contractual and ad hoc faculty positions in the last five years

Sl. No Indicators Contractual faculty

membersAd-hoc faculty

members

1How often have you advertised for the faculty positions? (1-once in a year, 2-twice in a year, 3-more than twice in a year, 4-other (specify))

2 Are these faculty positions filled against the regular faculty positions? (1-Yes, 2-No)

Q9. Process of recruitment of contractual faculty members (please refer to the last appointment) (excluding TEQIP)

Sl.No. Department Assistant Professor

No. of post advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates




678


Sl. No. Department No. of post

advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates




678

Total

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Professor

Sl. No Department No. of post advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates




6.7.8.

Total

Q10. Process of recruitment of Ad hoc faculty members (please refer to the last appointment)

Sl. No. Department Assistant Professor

No. of post advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates




6.7.8.



advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates


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6.7.8.

Total Professor


advertised

No. of candidates

applied


No. of candidates

selected

No. of candidates




6.7.8.

Total

Q11. Student’s enrolment (No)

Sl. No Department Duration 2018-19 2017-18 2016-17 2015-16 2014-15

Total Total Total Total Total1. Civil2. Mechanical3. Electrical4. IT& Computer Science


6.7.8.

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Q12. Percentages of students passing the examination

Sl. No Department Duration 2018-19 2017-18 2016-17 2015-16 2014-15Total Total Total Total Total

1. Civil2. Mechanical3. Electrical4. IT& Computer Science


6.7.8.

Q13. Number of Student’s passing with above 60% of marks in the examination





6.7.8.

Q14. Number of Student’s who got the place





6.7.8.

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Q15: If it is the case, in your opinion, please indicate what are the reasons for the shortage of Faculty?

Sl. No. Variables Response

1.1

Inadequate availability of qualified faculty

1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

1.2 If you agree/strongly agree, please give your opinion

1. Location disadvantages2. Transfer to good place3. Other (specify)

2.1

Lengthy Recruitment Process1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly Agree

If no , pl answer the following1-Stongly disagree, 2-Disagree

2.2If you agree/strongly agree, please give reasons for the Lengthy Recruitment Process

1.2.3.

3

Low salary 1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

4.1Faculty positions are more often on contractual or temporary basis (1-Yes, 2-No 3. Neutral)

4.2

If yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

5

The well qualified graduates are going abroad to seek jobs or other ways of employment 1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

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6.1

Promotions are a rare reality in the level of Associate Professor1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

6.2If you agree/strongly agree, please explain the reasons not to promote in the higher level.

1.2.3.

7.1

Insufficient financial support 1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

7.2If you agree/strongly agree, please explain for what purposes you are finding the insufficient financial support

1.Workshops or conferences2. Research3.Other (specify)

8.1

Institutions are not coping with depleted numbers of faculty members as older ones continue to retire

1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

8.2

If you agree/strongly agree, what are the factors affect to cope with depleted numbers of faculty members as older ones continue to retire

1.2.3.

9.1

Due to whether legal obstacles and related reasons are important not being able to cope1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no , pl answer the following1-Stongly disagree, 2-Disagree

9.2If you agree/strongly agree, please explain the legal obstacles and related reason to recruit new faculties

1.2.3.

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10.1

Unwillingness or reluctance of faculty to work at select institutions due to their location or poor infrastructure 1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

10.2 Please give your recommendation to attract faculty in remote location

1.2.3.

11

Salaries cannot compete with the business world 1-Yes 2-No 3- NeutralIf yes, pl answer the following 1-Agree, 2-Strongly AgreeIf no, pl answer the following1-Stongly disagree, 2-Disagree

12 Other (please specify) 1.2.3.

Q16: Actions taken by the institute to meet the shortage of faculties (during the last 2 years)

Sl. No. Response

1.

2.

3.

4.

5.

Q17: Programs initiated by the MHRD/AICTE to attract faculty

Sl. No. Indicators Response

1.1

Is the career advancement scheme (CAS) announced by MHRD/AICTE attracting best quality faculty? (1-Stongly disagree, 2-Disagree,3-Neutral, 4-Agree, 5-Strongly Agree)

1.2 If disagree, please give the reasons.

1.2.3.4.

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1.3Do you have visiting program under Advanced Joint Research & Global Initiative of Academic Networks scheme (1-Yes, 2-No)

1.4If yes, has the scheme attracted more faculties? (1-Stongly disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree)

1.5 If no, please give the reasons.

1.2.3.4.

1.6

Is the quality improvement program (QIP) attracting more quality faculty? (1-Stongly disagree, 2-Disagree, 3-Neutral, 4-Agree, 5-Strongly Agree)

1.7 If disagree, please give the reasons.

1.2.3.4.

2.1 Is there any other programs initiated by the government to attract faculty? (1-Yes, 2-No)

2.2 If yes, please mention the name of programs.

1.2.3.4.

2.3 Are these programs initiated by government attracting more faculties? (1-Yes, 2-No)

2.4 If Yes, please respond (1-Below average, 2-Average, 3-Good, 4-Very good, 5-Excellent)

2.5 If No, please give the reasons.

1.2.3.4.

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Q18. Infrastructure

Sl. No. Infrastructure Yes/No Number Adequate/

InadequateRequirements/what is needed?

1 Institution building

ClassroomsHead of the institutions roomOffice roomScience LaboratoryComputer room/laboratoryArt/Craft/Culture LaboratoryLibrary

2 Toilets (with water facilities)

MaleFemale

3 Drinking water water/Taps

4 Transport (No. of bus)

5 Sports grounds

6 HostelsMaleFemale

7Residential quarters for Faculty

8 Any other (please specify)

Q19. Compensation, incentives and appraisals for regular faculty members


1 Please mark the benefit plans offered to your faculties

Pension PlanMedicalPartial DisabilityPermanent DisabilityLife InsuranceVacationHolidaysSick leaveOther (specify)

2 Do you link pay to performance appraisal? YesNo

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3 If yes, what type of performance appraisal plan do you use?

MeritAutomatic progressionGeneralCost of livingLength of serviceOther (specify)

4

Do you have a formal faculty performance review program, resulting in a performance rating or score that is shared with the faculty?

We have a formal program with a performance rating that is shared with the faculty We have a formal program with a performance rating, but the rating is not shared with the faculty We formally assess performance, but do not assign a performance rating No, we do not formally assess performance

5If salary increases are based on performance, what is the typical variation in salary increase?

No variation Small variation Moderate variation Considerable variation Extreme variation

Q20. Financial Position of the institutions

Sl. No. Indicators 2016-17 2017-18 2018-191 Total budget sanctioned (Rs. in lakhs)2 Total budget received (Rs. in lakhs)3 Total expenditure (Rs. in lakhs)4 Total revenue generated (Rs. in lakhs)

Q21. Shortages of funds

Sl. No. Indicators Response1 Do you have sufficient funds? (1-yes, 2-No)

2 If no, what are the actions you have taken to meet the fund shortages?

1.2.3.

3 Whether the institution has a deficit between revenue and expenditure? (1-yes, 2-No)

4 If yes, what are the actions you have taken to meet the fund shortages?

1.2.3.

Q22. Litigation/Legal Issues related to faculty recruitment

Sl. No. Indicators 2016-17 2017-18 2018-19

Against Institutions1 Total number of cases2 Total solved cases

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3 Average time taken to solve a case4 Average duration of a case is pending

Q23. Grievance Settlement Machinery for faculties


1 Is there any Grievance Settlement Machinery in your institution? (1-yes, 2-no)

2 Whether the institution maintains proper record of faculty grievances? (1-yes, 2-no)

3 How often you face grievance in your institution? (1-Mostly, 2-Rarely, 3-Sometimes, 4-Not at all)

4

What do you think to whom a faculty should approach in case of any grievance? Please indicate in order of preference, (1-Immediate supervisor, 2-Head of the Department, 3-Union Leaders, 4- Grievance Committee, 5-Top Management, 6-Third Party, 7-Other (specify)

5 On an average, how many days, the institute takes for the settlement of a grievance?

5What do you think about the effectiveness of the grievance redressal cell in your institution? (1-Very Effective, 2-Effective, 3-Moderately Effective, 4-Ineffective, 5-Can’t Say)

6 If it is just effective or less, what are your suggestions for making grievance redressal cell more effective?

1.2.3.

Q24. Future plan of action related to faculty vacancy and recruitment

Sl. No. Future plan of action by the Institutions

1234

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5.17 ANNEXURE I - B Faculty Questionnaire

1. IDENTIFICATION PARTICULARS 1.1 Name of the Institute: __________________________________________________________1.2 Name of Department: __________________________________________________________ Address: _________________________________________________________________________ Email: ____________________________________________________________________________1.3 Category: General -1 OBC -2 Scheduled Caste – 3 Scheduled Tribes -4 Others-5 1.4 Your Position/ Designation in the institute Professor – 1, Associate Professor – 2, Assistant Professor – 3, Any Other – 4 1.5 Nature of Employment i) Regular – 1 ii) Contractual – 2 iii) Contractual under TEQIP III-3 Iii) Ad-hoc/temporary Faculty – 4 Iv) Guest/Visiting Faculty – 5 v) Any other (Please specify) - 6 ………………………………………….1.6 Year of Joining …………....................................1.7 State to which you belong ………................……………..2. EDUCATIONAL QUALIFICATION2.1 Please provide the following information

Degree Institution Year StatePh.D.ME/M.TechBE/B.TechAny other

2.2 Have you upgraded / added any educational qualification after joining this employment? Yes-1 No- 2 If Yes, Please specify the reasons for adding educational qualification 1. 2. 3. i) Name of the Course…………………. Duration …………….. Year of Completion …… ii) Name of the Course…………………. Duration …………….. Year of Completion …… iii) Did the institute facilitate you while pursuing the qualification Yes -1 No-2 3. EMPLOYMENT STATUS3.1 Regular/ Contractual/ Ad-hoc/Temporary Faculty When did you join this post … …………… No. of years of service in the Institute………3.2 Is your job transferable? Yes – 1 No- 2 If yes, number of transfers in your career …………………….

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3. 3 Total years of teaching experience …………….......................3.4 Is this your first job? Yes – 1 No- 2 If no, the present job as teacher is (Please √ in appropriate box)

Second one -1 Third one -2 Fourth one- 3 Fifth one - 4 Sixth - 5

In case you are not regular pl answer the following:3.5. Do you have all the essential qualification to become a regular faculty? 1- Yes 2- No If no, what qualification you are not possessing 1. Not cleared the eligibility test 2. Not having desired qualification /experience 3. Not having the desired level of Marks/ Grade in the minimum qualification 4. Any other (please specify)4. ACADEMIC PERFORMANCE & CAREER DEVELOPMENT4.1 Does your department / division have adequate number of faculty in position? Yes – 1 No – 2 If no, how many faculty members are needed________________________ How many are in position_______________________________________4.2 Is the shortage of faculty affecting your academic and research activities? Yes – 1 No – 2 If yes, what are the difficulties in carrying out your teaching, research and administrative

responsibilities? ……………………………..…… ……………………………............. ............................................ .………………………………..… ………………………………….… ……………………...............4.3 Is there any additional burden on taking classes and other academic and/or administrative

activities because of the vacant posts in the department? Yes – 1 No – 2 4.4 Please provide information in the table below:

Distribution of work List of activities Hours spent in a week

Courses Taught123

Teaching Hours per week

Office Hours dedicated for Student Advice/ Counselling

Laboratory work

Administrative responsibilities123

Non-Academic Activities (other than administrative) please specify

123

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4.5 Have you ever been discharged from academic activities due to non-academic responsibilities? Yes – 1 No – 2 If yes, for how many years…………. months …………were you away from academic duties Was there any arrangement made to look after your academic roles? Yes – 1 No – 2 4.6 Do you feel there is appropriate distribution of workload (Teaching/Lecture hours, Guidance,

Laboratory works, other academic duties, involvements in research activities, undertaking administrative responsibilities etc.) among the faculty members?

Yes – 1 No – 2 If no, what are the issues in distribution of workload ……………….… ………................4.7 Please give the details of academic works that you have performed during the last three years

Academic activities 2016-17 2017-18 2018-19No. of PhD Scholars guided No. of UG projects guidedNo. of PG projects guidedResearch Projects completedIn progress Other Academic Activities Examination/EvaluationAny other (Please specify)

4.8 Do you feel that there is any disparity between the regular and contractual/Ad-hoc faculty? Yes – 1 No – 2 If yes, please specify ……………………………… ……..……………………. ……………………………..4.9 Is quality of education being affected due to higher numbers of vacancy? Yes – 1 No- 2 4.10 Are you satisfied with the current remuneration / pay packages? Yes -1 No – 2 4.11 Are you getting your salary/remuneration regularly and on time? Yes -1 No – 2 If no, for how many months have you not got your salary …………… 4.12 Is your salary as per Government regulation? Yes -1 No – 2 4.13 How do you rank the Faculty appraisal /evaluation system of the institute?

Excellent -1 Very Good -2 Good - 3 Average - 4 Poor - 5

4.14 Have you attended any refresher courses/other than training and career development programmes?

Yes – 1 No – 2 If yes, please provide the details for the last three years

Sl. No. Career Development Programmes 2016-17 2017-18 2018-191 Subject domain 2 Pedagogy3 Management Development 4 Industrial Training

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5 Technology related 6 International Exposure7 Others (please specify)

4.15 Have you visited any foreign country as part of your academic/research activity during the last five years?

Yes – 1 No – 2 If Yes, number of countries visited……………....................... Name of countries …………….. ……….. ………………. ……………………. …………… Reason for visit………………………………………………………………………………..........4.16 Do you feel that you have academic autonomy in the institute? Yes -1 No - 2 If yes, how do you rank the freedom?

Academic Autonomy inLevel of Autonomy ( Please √ in appropriate places )Full Autonomy Autonomy with Restrictions No Autonomy

Inputs to curriculum modificationDecision on Choice of Books for teaching/referenceDecision on Teaching Method (how to teach)Choice of teaching hours Choice of Industrial / exposure visits for students Any other (please specify)

4.17 Does the institute allow you to pursue research and development activities? Yes -1 No - 2 If yes how do you rank the freedom?

Freedom inLevel of Freedom (Please √ in appropriate places )Complete Freedom Freedom with Restrictions No Freedom

Submission of Research Proposal Theme of Research fieldsSelection of SponsorsFinancial Autonomy of Research FundsSelection of Research/Project StaffsAny other (please specify)

4.18 Are you satisfied with the working environment of the institute? Yes -1 No - 2 If no, what can be done to improve the working environment ………………………. …………………………………………………………………………………………….4.19 How do you rank the Facilities/Working Conditions at the institute?

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4.20 How would you grade TEQIP-III performance in your institution Excellent-5 Very Good-4 Good-3 Fair-2 Poor-1 4.21 Are the facilities of TEQIP-III evenly distributed among departments Yes – 1 No – 2 4.21 Do you have career development / progress possibilities and promotional avenues in the

institute? Yes – 1 No – 2 If yes, how satisfied are you with the present career progression system

Highly Satisfied -1 Satisfied -2 Partially Satisfied -3 Not at all satisfied - 4

If there is no career progression, what may be the reasons ………………. …………….. How long you are you in the same level without any career progression………………..4.22 Please provide your publication and conference details for the past three years

Activities 2016-17 2017-18 2018-19i) No. of Books published ii) No. of Papers/Articles in International Journalsiii) No. of Papers/Articles in Peer Review National

Journalsiv) (No) papers Presented in International

Conference / Workshop:a) Abroadb) Indiav) (No) Papers Presented in National Conferences

5. PERCEPTION ABOUT RECRUITMENT5.1 When was the last recruitment drive held for faculty in the institute? Year …….. Are you part/ aware of the last/latest recruitment process/drive of the institute? Yes – 1 No – 2 If yes, the reasons for applying to the post ………… ……………….................. ………………………………………… ……………………………………….. 5.2 How did you learn about this recruitment process? 1 - Advertisement in Employment 2 - Advertisement in Newspaper 3 - Vacancy Circular in the Website of the Institute 4 - Vacancy Circular in the Website of the University 5 - Personally called by the Institute 6 - Others (please specify) ____________________5.3 What was the mode of submission of application? Online – 1 Hard Copy Submission - 2 5.4 Was the mode of submission suitable? Yes-1, No-2 5.4 Who published the advertisement?

Concerned Institutions -1

Affiliating University -2

Central Govt. Dept. - 3

State Govt. Dept. - 4

Others*(please specify)- 5

* Which may include Selection Boards, Management Council of the Institutions etc.

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5.6 Do you feel that enough time was given for applying/ submitting the application? Yes – 1 No – 2 If no, how many days were given ………………. days How many days should have been given ………days 5.7 Was there any break / delay / stop in the recruitment process? Yes – 1 No – 2 If yes, what was the reason ………………………. …………………………….. How much time was taken to re-start the recruitment process …………………5.8 Did you receive timely information about the delay and next course of action? Yes – 1 No – 2 5.9 As per your opinion which stages of recruitment process took longer time than the normal time

consumption? i) Call for Interview ii) Declaration of Results iii) Forwarding of Offer Letter iv) Any other (please specify) v) None of the above5.10 As per your opinion which process/activities of recruitment process could be made more

transparent? i) Selection Criteria ii) Interview Process iii) Declaration of Results iii) Any other (please specify) _________________________________5.11 In your opinion, were rules and regulations followed during the entire recruitment process? Yes – 1 No – 2 If no, in which stage/process did not follow the rules and regulations________________________5.12 Was there any legal issue faced during the recruitment process? Yes -1 No- 2 If yes, the origin/source of legal issues ……………………………….. ……………..5.13 Did you face any bias during the recruitment process? Yes -1 No- 2 5.14 Were all the advertised posts filled in the last recruitment drive? Yes – 1 No – 2 Not aware – 3 5.15 In your opinion, is the institute taking all the necessary steps to fill faculty vacancies? Yes – 1 No – 2 If No, what may be the reasons to not fill the vacancies? ____________________________________________________________________5.16 Whether the institute is periodically making recruitment drives to fill vacancies? Yes – 1 No – 2 5.17 Any other issue that you would like to share …………………….

Date Signature

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ANNEXURE I- CStudents Questionnaire

State………….………… District……………….

I. Identification Particulars

1.1 Name and Home Address of the student_________________________________________________________________

______________________________________________________________________________________________________________

1.2 Name and address of the College_________________________________________________________________________

______________________________________________________________________________________________________________

1.3 Gender: MALE – 1 FEMALE – 2

1.4 Social category: GENERAL – 1 SC – 2 ST – 3 OBC – 4

1.5 Present area of residence: RURAL – 1 URBAN – 2

1.6 Permanent area of residence: RURAL – 1 URBAN – 2

1.7 Type of College:

Govt. – 1 Aided – 2 Private – 3 PPP – 4

Any other (specify) __________________________

II. Academic particulars

2. 1 Please furnish the following particulars

Degree which you are perusing

Branch/Discipline

No. of students in the class

No. of faculty in the Department

Undergraduate course

Postgraduate

Ph. D

III. Availability of Infrastructure/facilities in the college:

3.1 Please provide on a availability of:

i. Smart classrooms

Yes – 1 No – 2

ii. Modern laboratory

Yes – 1 No – 2

iii. Library

Yes – 1 No – 2

iv. Machines and equipment for practical learning

Yes – 1 No – 2

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v. Wi-Fi facility

Yes – 1 No – 2

vi. Career counseling and placement cell in the college

Yes – 1 No – 2

vii. Hostel facility

Yes – 1 No – 2

viii. Mess/canteen facility

Yes – 1 No – 2

ix. Any other (please specify )_________________________________

4.2 Adequacy of Course Curriculum.

Adequacy Poor Fair Good Very Good ExcellentTheoretical aspects Practical Exposure Access to lab equipmentPromotion of EntrepreneurshipIndustrial interface/ Linkage Opportunity for learning new skillsCounseling/placement facilityInternational Exchange programmeAvailability of grant for researchAny other (pl specify)

V. Teaching Faculty

5.1. In general, considering all courses that you have taken in the College, how do you characterize all the teachers that you have had in terms of the following:

Adequacy Poor Fair Good Very Good ExcellentCompetency of facultyAccess to teaching facultyTeaching PedagogyICT-based learning/ computer assisted learningCommunication skills of facultyCourse Coverage Opportunity to participate in academic events such as conference /symposia etc.Practical trainingEntrepreneurship development

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Leadership development Employment counselingPlacement cellAny other

5.2 How often old faculty is replaced by new faculty during regular course of study in the college?

i. In less than six months

ii. In one year

Iii In more than one year

5.3 Do you provide feedback on teaching and trainings under TEQIP?

Yes – 1 No – 2

VI: Employment related issues

6.1 What are the employment prospects after you complete the course?

Excellent -1 Very Good -2 Good -3 Fair-4 Poor-5

If answer is 4 or (and) 5 please mention the reasons

Less course coverage -1

Less practical orientation - 2

Teachers are not available to teach – 3

Need more job-related training – 4

Any other (please specify) ___________________________________________________________

VII: Suggested measures for improvement of the Teaching Quality for better learning and employability.

7.1 Suggestions you would like to give for improvement:

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

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ANNEXURE I-DFor Directorate of Technical and Higher Education of States

Interview Number & Date:

I. General Information

1.1 Name of the State

1.2 Name of the State Department

1.3 Address of the State Department

1.4 Name of the Respondent1.5 Designation1.6 Land line/ Mobile number1.7 Email ID

II. Assessing Faculty Requirement

2.1. Various steps undertaken recently by your department on the advertisement to appointment of faculty in engineering colleges?

2.2. How many staff in your department are exclusively involved in recruitment process?

1) What is the role of your office/department in institutional activities? :

a. Faculty appraisals, b. Promotions (if any,.

c. Transfers, d. Designating Principals of institutions,

III. Policies / Acts / Rules Governing Faculty Recruitment

3.1 Which institutions looked after the State Government in recruitment of faculty a. State Government colleges b. State Government aided colleges c. Autonomous colleges d. University constituent colleges / departments e. Government owned but Self-financing mode colleges

3.2 What different state specific Technical Education Acts/procedures related to faculty recruitment must be followed for the Rules/ Regulations of the department? Provide a brief description of each rule.

3.3 What different institution specific Acts and rules must be followed by the colleges for recruitment? Provide a brief description of each rule.

3.4 How does the Compulsory Notification of Vacancy Act 1959 work? Discuss in detail.

3.5 How does the Technical Education Service rule works? Discuss in detail.

3.6 What are different committees/statutory authorities/agencies that are looking after the recruitment process at state level? Discuss the power for the authority of such committee(s).

3.7 Who is the sanctioning authority for the faculty positions in different colleges/institutions?

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3.8 What is the process undertaken to sanction faculty positions?

3.9 Are there other criteria used by the state to sanction faculty positions besides AICTE/UGC norms?

3.10 What is the prescribed ratio of direct recruitment vs internal promotion as per rules?

3.10.1 Who is the authority to execute the recruitment policy at the state level? How does its function? Once it is framed how long does it take to implement?

3.11 How often the Recruitment rules change? When was the present RR framed?

3.12 What is the recruitment process from advertisement to appointment for regular faculties?

3.13 Recruitment process for regular staff by State Public Service Commissions

Indicators Response1. Which date the state’s public service commission has advertised

of the posts?2. What is the last date for submission of the applications of the

posts?3. What is the last date of the short listing of the applications? 4. After short listing of the applications, which date the final

interview was conducted?5. After the final interview, what is the last date to give

appointment letter?6. After giving the appointment letter, what is the last date of the

joining of the selected candidates?

3.14 How does the state intervention work in filling the vacant position(s) in different colleges/Institutions?

3.15 What is the reason(s) for delay in filling up the vacant position?

3.15.1 What are the measures/steps taken to prevent external influence of various pressure groups in filling vacant positions?

3.16 What kind of litigation delays the process of filling the vacant positions in the state?

Indicate the top three types of litigations related to filing of posts:

i.

ii.

iii.

3.17 How many legal cases related to the filling of vacant positions are pending?

3.18 Does the Right to Information (RTI) Act help transparency in the recruitment process?

3.19 Do you follow any reservation policy (s)? Yes/No, (If yes, give the detail percentage breakup)?

3.20 In last 5 years, what percentage of vacancy has been filled-up for SC/ST/OBC/PH etc.?

3.21 Do you face any problem in filling the reserve positions? If yes, list 2-3 main problems.

3.22 What is the role of your department in promotions of the faculties in the colleges/institutions?

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3.23 How the department constitutes the committee/board for selection and promotions?

3.23.1 Is there any departmental examination to be cleared for promotion? Yes/No. If Yes how effective is it?

3.23.2 How the probation is cleared, and confirmation of service is done for the faculties in the colleges under your department?

3.23.3 What are salary patterns in the state for different level of faculties? Is it based on UGC/AICTE pattern or the state specific pay structure?

3.23.4 Are the financial resources adequate to meet the current demand of faculties? Yes/ No. If No, discuss the limitation.

3.23.5 How is the linkage or coordination work between state and central government for allocation of resources for meeting the demand for financial resources?

3.24 What are the problems being faced presently to get the resources for different institutions?

3.24.1 Do you think autonomy in recruitment of faculty will reduce the time for filling the vacant positions in the colleges/institutions?

V. Suggestions

4.1 Give your overall suggestions for improvement of the recruitment process in the state?

4.2. Give your specific suggestions on the following aspects. - Acts/ Rules related to Recruitment: - Process of Recruitment: - Fund allocation: - Manpower Strength: - Any other (specify):

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ANNEXURE IISampling Details

Sl. No. UT/State Institute No. of

studentsHead of institute

Govt. Dept.

1Andaman & Nicobar Islands

Dr. B.R. Ambedkar Institute of Technology, Pahargaon, Port Blair 90 1

1

2

Assam

Assam Engineering College, Kamrup 90 13 Bineswar Brahma Engineering College, Kokrajhar 90 1

4 Dibrugarh University Institute of Engineering & Technology, Dibrugarh 90 1

5 Guwahati University Institute of Science & Technology, Assam 90 1

6 Jorhat Engineering College, Jorhat 90 17 Jorhat Institute of Science & Technology, Jorhat 90 18

Bihar

Bhagalpur College of Engineering, Bhagalpur, Bihar 90 1 19 Darbhanga College of Engineering, Darbhanga 90 1

10 Gaya College of Engineering, Gaya, Sri Krishna Nagar 90 1

11 Lok Nayak Jay Prakash Institute of Technology, Chhapra, Bihar 90 1

12 Motihari College of Engineering, Motihari, Bihar 90 113 Muzaffarpur Institute of Technology, Muzaffarpur 90 114 Nalanda College of Engineering, Chandi, Nalanda 90 115

Centrally Funded Institutes

IIIT Guwahati 90 1

1

16 IIIT Manipur 90 117 NIT Agartala 90 118 NIT Arunachal Pradesh 90 119 NIT Manipur 90 120 NIT Meghalaya 90 121 NIT Mizoram 90 122 NIT Nagaland 90 123 NIT Sikkim 90 124 NIT Srinagar 90 1

25 NIT Uttarakhand 901

26

Chhattisgarh

Government Engineering College, Bilaspur 90 1

127 Govt. Engineering College, Jagdalpur 90 128 Govt. Engineering College, Raipur 90 129 Vishwavidyalaya Engineering College, Lakhanpur 90 1

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30

Himachal Pradesh

Atal Bihari Vajpayee Govt. Institute of Engineering & Technology, Shimla 90 1

131 Jawaharlal Nehru Govt. Engineering College, Sundernagar 90 1

32 Rajiv Gandhi Government Institute of Engineering & Technology, Kangra 90 1

33

Jammu & Kashmir

Baba Ghulam Shah Badshah University, Rajouri 90 1

134 Govt. College of Engineering & Technology, Jammu 90 1

35 Islamic University of Science & Technology, Pulwama 90 1

36 Shri Mata Vaishno Devi University, Katra 90 137

Jharkhand

Birla Institute of Technology, Mesra, Ranchi 90 1

1

38 BIT Sindri 90 139 Dumka Engineering College, Dumka 90 140 Ramgarh Engineering College Ramgarh 90 141 Chaibasa Engineering College, Chaibasa 90 1

42 University College of Engineering and Technology (UCET), Vinoba Bhave University, Hazaribagh 90 1

43

Madhya Pradesh

Indira Gandhi Engineering College, Sagar 90 1

1

44 Jabalpur Engineering College, Jabalpur 90 145 Madhav Institute of Technology & Science, Gwalior 90 146 Rewa Engineering College, Rewa 90 1

47 Samrat Ashok Technological Institute Engineering College, Vidisha, MP 90

1

48 Shri G. S. Indore Institute of Technology & Science, Indore 90 1

49 Ujjain Engineering College, Ujjain 90 150 Manipur Manipur Technical University, Imphal 90 1 151

Odisha

CET Bhubaneshwar 90 1

1

52 Government Engineering College, Kalahandi 90 153 Government Engineering College, Keonjhar 90 154 IGIT Sarang 90 155 PMEC Berhampur 90 156 VSSUT Burla 90 157

Rajasthan

College of Engineering & Technology, Udaipur 90 1

1

58 Govt. Engineering College, Ajmer 90 159 Govt. Engineering College, Bharatpur 90 160 Govt. Engineering College, Jhalawar 90 161 Govt Mahila Engineering College, Ajmer 90 1

62 Govt. College of Engineering& Technology, Bikaner, Rajasthan 90 1

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63 Govt. Engineering College, Banswara 90 164 Govt. Engineering College, Bikaner 90 165 MBM Engineering College, Jodhpur 90 166 MLV Textile & Engineering College, Bhilwara 90 167 University College of Engineering, RTU Kota 90 1

68 Tripura Tripura Institute of Technology, Narsingarh, Tripura 90 1 1

69

Uttar Pradesh

Bundelkhand Institute of Engineering & Technology, Jhansi 90 1

1

70 Dayalbagh Educational Institute (Deemed University) Dayalbagh, Agra 90 1

71 FET MJP Rohilakhand University, Bareilly 90 1

72 Harcourt Buttler Technical University (formerly HBTI), Kanpur 90 1

73Institute of Engineering & Technology, Bundelkhand University, Kanpur Road, Jhansi 90 1

74 Institute of Engineering & Technology, Dr. RML Awadh University, Faizabad 90 1

75 Institute of Engineering & Technology, Lucknow 90 1

76 Institute of Engineering & Technology, Dr. B. R. Ambedkar University, Khandari Agra 90 1

77 KNIT Sultanpur 90 178 MMM University of Technology, Gorakhpur 90 179 Rajakiya Engineering College, Ambedkar Nagar 90 180 Rajakiya Engineering College, Azamgarh 90 181 Rajkiya Engineering College, Banda 90 182 Rajakiya Engineering College, Bijnor 90 1

83 Uma Nath Singh Institute of Engineering & Technology, VBS Purvanchal University, Jaunpur 90 1

84 Uttar Pradesh Textile Technology Institute, Kanpur 90 185

Uttarakhand

BKTI Dwarahat 90 1

1

86 CoT Pantnagar 90 187 GBPEC Pauri Garwal 90 188 Institute of Technology, Gopeshwar 90 189 Seemant Engineering Institute, Pithoragarh 90 190 THDC Engineering College, Tehri Grahwal 90 1

91 Women’s Institute of Technology, Sudhowala, Dehradun 90 1

Total 8190 91 19

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ANNEXURE IIIInstitution-wise Details of Data Received

Sl. No. UT/State Institute

Received response from the Institute

(√)

Faculty (no. of

Faculty)

1 Andaman & Nicobar Islands

Dr. B.R. Ambedkar Institute of Technology, Pahargaon, Port Blair √ 18

2

Assam

Assam Engineering College, Kamrup √ 183 Bineswar Brahma Engineering College, Kokrajhar √ 5

4 Dibrugarh University Institute of Engineering & Technology, Dibrugarh √ 29

5 Guwahati University Institute of Science & Technology, Assam - -

6 Jorhat Engineering College, Jorhat √ 427 Jorhat Institute of Science & Technology, Jorhat - -8

Bihar

Bhagalpur College of Engineering, Bhagalpur, Bihar √ 169 Darbhanga College of Engineering, Darbhanga √ 22

10 Gaya College of Engineering, Gaya, Sri Krishna Nagar √ 28

11 Lok Nayak Jay Prakash Institute of Technology, Chhapra, Bihar √ 30

12 Motihari College of Engineering, Motihari, Bihar √ 2913 Muzaffarpur Institute of Technology, Muzaffarpur √ 3114 Nalanda College of Engineering, Chandi, Nalanda √ 1515

Centrally Funded Institutes

IIIT Guwahati √ 416 IIIT Manipur √ 117 NIT Agartala √ 13818 NIT Arunachal Pradesh √ 2919 NIT Manipur √ 620 NIT Meghalaya - 2121 NIT Mizoram √ 1622 NIT Nagaland √ 1323 NIT Sikkim √ 1824 NIT Srinagar - 625 NIT Uttarakhand - 926

Chhattisgarh

Government Engineering College, Bilaspur √ 2227 Govt. Engineering College, Jagdalpur √ 128 Govt. Engineering College, Raipur √ 4629 Vishwavidyalaya Engineering College, Lakhanpur √ 18

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30

Himachal Pradesh

Atal Bihari Vajpai Govt. Institute of Engineering & Technology, Shimla √ 18

31 Jawaharlal Nehru Govt. Engineering College, Sundernagar √ 25

32 Rajiv Gandhi Government Institute of Engineering & Technology, Kangra √ 15

33Jammu & Kashmir

Baba Ghulam Shah Badshah University, Rajouri - -34 Govt. College of Engineering & Technology, Jammu - -35 Islamic University of Science & Technology, Pulwama - -36 Shri Mata Vaishno Devi University, Katra √ -37

Jharkhand

Birla Institute of Technology, Mesra, Ranchi √ 8238 BIT Sindri √ 2839 Dumka Engineering College, Dumka √ 4640 Ramgarh Engineering College Ramgarh √ 2641 Chaibasa Engineering College, Chaibasa √ 14

42 University College of Engineering and Technology (UCET), Vinoba Bhabe University, Hazaribagh √ 11

43

Madhya Pradesh

Indira Gandhi Engineering College, Sagar √ 2244 Jabalpur Engineering College, Jabalpur √ 1745 Madhav Institute of Technology & Science, Gwalior √ 6646 Rewa Engineering College, Rewa √ 7

47 Samrat Ashok Technological Institute Engineering College, Vidisha (M.P.) √ 7

48 Shri G. S. Indore Institute of Technology & Science, Indore √ 27

49 Ujjain Engineering College, Ujjain √ 2950 Manipur Manipur Technical University, Imphal - -51

Odisha

CET Bhubaneshwar - -52 Government Engineering College, Kalahandi √ 5553 Government Engineering College, Keonjhar - -54 IGIT Sarang √ 155 PMEC Berhampur √ 1256 VSSUT Burla √ 11057

Rajasthan

College of Engineering& Technology, Udaipur - -58 Govt. Engineering College, Ajmer √ 5459 Govt. Engineering College, Bharatpur √ 2660 Govt. Engineering College, Jhalawar √ 2061 Govt Mahila Engineering College, Ajmer √ 49

62 Govt. College of Engineering & Technology, Bikaner, Rajasthan √ 3

63 Govt. Engineering College, Banswara √ 21

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64 Govt. Engineering College, Bikaner √ 3165 MBM Engineering College, Jodhpur √ 966 MLV Textile & Engineering College, Bhilwara √ 1067 University College of Engineering, RTU Kota √ 2968 Tripura Tripura Institute of Technology, Narsingarh, Tripura √ 10

69

Uttar Pradesh

Bundelkhand Institute of Engineering & Technology, Jhansi √ 14

70 Dayalbagh Educational Institute (Deemed University) Dayalbagh, Agra - -

71 FET MJP Rohilakhand University, Bareilly - -

72 Hacourt Buttler Technical University (formerly HBTI), Kanpur √ 25

73 Institute of Engineering & Technology, Bundelkhand University, Kanpur Road, Jhansi √ 15

74 Institute of Engineering & Technology, Dr. RML Awadh University, Faizabad √ 1

75 Institute of Engineering & Technology, Lucknow √ 22

76 Institute of Engineering & Technology, Dr. B. R. Ambedkar University, Khandari Agra - -

77 KNIT Sultanpur - -78 MMM University of Technology, Gorakhpur √ 779 Rajakiya Engineering College, Ambedkar Nagar - -80 Rajakiya Engineering College, Azamgarh √ 2281 Rajkiya Engineering College, Banda √ 2682 Rajakiya Engineering College, Bijnor √ 25

83 Uma Nath Singh Institute of Engineering & Technology, VBS Purvanchal University, Jaunpur - -

84 Uttar Pradesh Textile Technology Institute, Kanpur √ 1385

Uttarakhand

BKTI Dwarahat √ 1786 CoT Pantnagar - -87 GBPEC Pauri Garwal √ 1588 Institute of Technology, Gopeshwar √ 2089 Seemant Engineering Institute, Pithoragarh - -90 THDC Engineering College, Tehri Grahwal √ 1

91 Women’s Institute of Technology, Sudhowala, Dehradun √ 4

Total 71 1738

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APPENDIX-IType of Appointment of Head of the Institution

Sl. No State Institution Type of

Appointment

1 Andaman and Nicobar Islands Dr B R Ambedkar Institute of Technology Regular

2 Arunachal Pradesh National Institute of Technology Arunachal Pradesh Regular3 Assam Assam Engineering College Regular

4 Assam Bineswar Brahma Engineering College, Kokrajhar Additional In-charge

5 Assam Dibrugarh Institute of Engineering & Technology Regular6 Assam Indian Institute of Information Technology Guwahati Regular7 Assam Jorhat Engineering College Regular

8 Bihar Bhagalpur college of Engineering Additional In-charge

9 Bihar Darbhanga College of Engineering, Darbhanga Regular10 Bihar Gaya College of Engineering, Gaya Regular

11 Bihar Lok Nayak Jai Prakash Institute of technology, Chapra Additional In-charge

12 Bihar Motihari College of Engineering, Motihari Regular13 Bihar Muzaffarpur Institute of Technology Regular14 Bihar Nalanda college of engineering Regular15 Chhattisgarh Government Engineering College Raipur Regular16 Chhattisgarh Government Engineering College Bilaspur Regular

17 Chhattisgarh Government Engineering College Jagdalpur Additional In-charge

18 Chhattisgarh Vishwavidyalaya Engineering College, Lakhanpur Regular

19 Himachal Pradesh Atal Bihari Vajpayee Govt. Institute of Engineering & Technology Temporary

20 Himachal Pradesh Jawaharlal Nehru Govt. Engineering College, Sundernagar Additional In-charge

21 Himachal Pradesh Rajiv Gandhi Government Engineering College Kangra, Nagrota Bagwan Himachal Pradesh Regular

22 Jammu and Kashmir Shri Mata Vaishno Devi University Regular

23 Jharkhand Birla Institute of Technology Mesra Additional In-charge

24 Jharkhand BIT Sindri Regular

25 Jharkhand Chaibasa Engineering College Additional In-charge

26 Jharkhand Dumka Engineering College Regular27 Jharkhand Ramgarh Engineering College, Ramgarh Regular

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28 Jharkhand UCET, VBU, Hazaribagh Temporary29 Madhya Pradesh Indira Gandhi Engineering College Sagar Temporary

30 Madhya Pradesh Jabalpur Engineering College, Jabalpur M.P. Additional In-charge

31 Madhya Pradesh Madhav Institute of Technology & Science Regular

32 Madhya Pradesh Rewa Engineering College, Rewa Additional In-charge

33 Madhya Pradesh SATI Vidisha Regular34 Madhya Pradesh SGSITS Regular

35 Madhya Pradesh Ujjain Engineering College Ujjain Additional In-charge

36 Manipur Indian Institute of Information Technology Senapati, Manipur

Additional In-charge

37 Manipur National Institute of Technology Manipur Regular38 Mizoram National Institute of Technology Mizoram Regular39 Nagaland National Institute of Technology Nagaland Regular

40 Odisha Government College of Engineering, Kalahandi, Bhawanipatna Temporary

41 Odisha Indira Gandhi Institute of Technology Sarang Regular42 Odisha Parala Maharaja Engineering College Temporary43 Odisha Veer Surenndra Sai University of Technology, Burla Regular

44 Rajasthan Engineering College Bikaner Additional In-charge

45 Rajasthan Engineering College Jhalawar Temporary

46 Rajasthan Engineering College, Ajmer Additional In-charge

47 Rajasthan Government Engineering College Banswara Regular

48 Rajasthan Government Engineering College Bharatpur Additional In-charge

49 Rajasthan Government Mahila Engineering College, Ajmer Additional In-charge

50 Rajasthan M.L.V Textile & Engineering College, Bhilwara Additional In-charge

51 Rajasthan MBM Engineering College Jodhpur Regular

52 Rajasthan University College of Engineering and Technology, Bikaner Regular

53 Rajasthan University Departments, RTU Kota Additional In-charge

54 Sikkim NIT Sikkim Regular55 Tripura National Institute of Technology Agartala Regular56 Tripura Tripura Institute of Technology Regular57 Uttar Pradesh BIET JHANSI Regular

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58 Uttar Pradesh Harcourt Butler Technical University Regular59 Uttar Pradesh IET Bundelkhand University Jhansi Regular

60 Uttar Pradesh Institute of Engineering & Technology, Dr.Ram Manohar Lohia Avadh University, Ayodhya Regular

61 Uttar Pradesh Institute of Engineering and Technology Regular62 Uttar Pradesh Madan Mohan Malviya University of Technology Regular63 Uttar Pradesh Rajkiya Engineering College Azamgarh Temporary64 Uttar Pradesh Rajkiya Engineering College Banda Regular65 Uttar Pradesh Rajkiya Engineering College Bijnor Regular66 Uttar Pradesh Uttar Pradesh Textile Technology Institute, Kanpur Regular

67 Uttarakhand Bipin Tripathi Kumaon Institute of Technology Additional In-charge

68 Uttarakhand G.B. Pant institute of Engineering and Technology Pauri Garhwal Uttarakhand Temporary

69 Uttarakhand Institute of Technology Gopeshwar Regular

70 Uttarakhand THDC Institute of Hydropower Engineering and Technology, Tehri

Additional In-charge

71 Uttarakhand Women Institute of Technology Regular Summary Regular 45 Additional-Charge/Temporary 26 Total 71

Note: Maximum number of institutional heads in temporary/additional charge is found in Rajasthan and Madhya Pradesh.

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APPENDIX-IIState-wise faculty

State No. Of Faculties Responded % Distribution of responses

Andaman and Nicobar Islands 18 1.1Arunachal Pradesh 29 1.7Assam 98 5.8Bihar 171 10.0Chhattisgarh 87 5.1Himachal Pradesh 58 3.4Jharkhand 207 12.2Madhya Pradesh 175 10.3Manipur 7 0.4Mizoram 16 0.9Nagaland 13 0.8Odisha 178 10.5Rajasthan 252 14.8Sikkim 18 1.1Tripura 148 8.7Uttar Pradesh 170 10.0Uttarakhand 57 3.3Total 1702 100.0

UP Respondent Institutions: In UP, out of 16 beneficiary institutions, 6 institutions have not submitted filled in questionnaire, which reflects the lack of seriousness of the States and institutions in this regard. In Assam, out of 6 institutions, 2: in J&K out of 5 institutions 4: in Uttarakhand out of 7 institutions 2: in Rajasthan out of 11 institutes 1 and Manipur Technology University (MTU) Imphal have not responded regarding filling in questionnaires. Besides, 4 CFIs –NITs (Meghalaya, Sikkim, J&K and Uttarakhand) have not submitted filled in questionnaires.

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5.18 APPENDIX III

The best practice manual like USA and UK may be developed and customized as per the specific requirement of the institutions. The condensed best practice manual of Cornell University New York is given below.

I. Cornell University, New York – BPM (condensed)

Step 1: Develop a Position Description

• Develop a position description that includes strategic scholarly areas, desired experience, and disciplinary background.

• Write the description that appeals to a broad applicant pool.

• Avoid narrowing the field so much that highly qualified applicants would be deterred from applying.

• Ask prospective job candidates to include a statement on how, through their research, teaching and/or service, they can contribute to diversity and inclusion in support of institution.

Step 2: The Search Committee

2.1 Assembling the Search Committee

• The search committee should include, when possible, faculty from diverse backgrounds who may bring a broad array of ideas and expertise. This should include sub-disciplines, gender, and race/ethnicity.

• Consider including faculty from outside your department, especially if you’re searching in a field in which your department lacks deep expertise or that is emerging or interdisciplinary.

• Consider including graduate students and postdocs in your search process. Graduate students who may be interested in faculty positions, can benefit from insights into the academic job market. Students and postdocs may also know emerging scholars.

• All search committee members must be sure they can confidentially share their views with colleagues.

• Set ground rules about what can be discussed with other members of the department outside the meetings.

• The committee should keep complete records about job postings, lists of candidates. candidate nominators, candidate dossiers, ratings, long and short lists, and interview notes. This will help evaluate the success of the search.

• The committee should decide how decisions will be reached, either by consensus or by voting. If the latter, then the committee should also decide if absentee votes will be allowed, and if the votes will be open or confidential.

2.2 Possible Issues for Untenured Colleagues

• Faculty hierarchy and power structures among committee members can silence some members while allowing for others

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to control the search process. Senior faculty may intimidate untenured faculty on the committee. Untenured faculty may feel uncomfortable disagreeing with their senior colleagues who later will be evaluating them.

• The chair and senior committee members should draw junior colleagues into the discussion.

2.3 Ensure Meetings are Productive

• In the first meeting, in addition to issues pertaining to the position and the hiring process, provide committee members with a chance to discuss concerns, responsibilities, and ground rules. Set meeting dates in advance, so people can hold the dates for search committee meetings and attend as many as possible. Offer a clear agenda for every meeting, review it with the committee, and then try to stick to it.

Step 3: Develop a Search Plan

• The department and the search committee should sketch a search plan, based on the approved position description.

• The search plan should outline outreach activities. Develop a realistic timeline for recruiting and interviewing, working backwards from a target completion date or offer letter date, recognizing that some fields have specific job market periods. Be sure to account for holidays, grading periods, and other times when it will be difficult to get faculty members’ attention.

Step 4: Developing a Broad Pool

• At this step, the committee should focus on expanding the applicant pool by approaching and encouraging candidates to apply. Reaching qualified candidates and convincing them to apply requires proactive outreach.

4.1 Who Is Responsible for forming a Robust Pool?

• Committee members should all be engaged in the process of developing a pool; they should also rely on experts in the department and in the field.

• All committee members should engage in matters related to the diversity of the search.

• Consider giving at least one committee member the task of keeping track of efforts to develop a broad pool of applicants.

• The search committee chair should consult with HR’s Department of Workforce Diversity and Inclusion to learn if there is an affirmative action (AA) placement goal for faculty positions at the advertised level.

• A goal is an indication that current faculty demographics are below the national Ph.D. recipient demographics in the field.

4.2 Examine National Availability Pool Data

• Analyze the relevant national Ph.D. graduate, postdocs and early career faculty potential pool data. This provides a benchmark for what your

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pool demographics should look like. If your pool’s diversity is weaker than the availability data suggests, additional outreach is needed.

4.4 Strategies for Developing the Applicant Pool

• Develop lists of names of potential candidates and a list of names of people who can nominate potential candidates.

• People highlighted early in the search process often show prominently in the search; ensure that the early lists include women and minorities.

• Ask faculty members who are not serving on the search committee, graduate students and postdoctoral fellows to provide lists of potential candidates and potential nominators.

• Examine lists of award winners in relevant professional societies.

• At conferences, attend sessions given by younger, up-and-coming researchers whom you may not yet know.

• Committee members should attend receptions hosted by special interest groups for female and minority scholars at professional annual meetings.

• Ask individuals who were nominated but are not interested in the position to nominate others.

• Consult with alumni and visiting faculty.

• Develop and nurture a pipeline. Ask colleagues in your field to identify candidates who are “not quite ready.” Many departments maintain a standing

committee that cultivates a diverse slate of potential candidates over time beyond the specifics of any search.

• Advertise in publications that target female and minority scholars.

• Advertise in publications affiliated with diversity-focused associations. Cornell is a member of the Higher

4.5 Actively Recruit Candidates to Apply

• Personal outreach is the single most effective tool for building and diversifying the pool. Such activities can include outreach by those who may not be members of the search committee.

• The best candidates generally have multiple offers and options. Increasingly, highly qualified candidates must be personally invited to apply, especially if they do not see themselves as a natural fit for Cornell, for your department, or for the specific position.

• Placing ads alone does not produce the applicant pool you want. An MIT report indicated that the majority of their underrepresented minority faculty members applied to MIT only because they were actively recruited (in comparison to just over one third of majority faculty).

• E-mail and follow up with a phone call to potential candidate inviting them to apply. Talk with the candidate about their scholarship and achievements, not about their identity. Describe the resources available at Cornell for research, scholarship teaching and supporting

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faculty work-life balance.

• Avoid making assumptions about candidates; don’t assume anyone is unavailable or unmovable. People’s circumstances change, so do their responses. Let the candidate decide whether your department is a good fit.

Step 5: Candidate Evaluation

5.1 Develop Evaluation Criteria

• Prior to evaluating applicants and at the outset of the search, the search committee should agree on the criteria to be used to evaluate applicants. Without explicit criteria, evaluators tend use criteria that support their favored applicants.

• Define broad yet clear criteria around the following qualifications:

• Scholarly impact (avoid substituting journal impact factors for your actual evaluation of the impact of the work)

• Research productivity and potential for continued productivity. Research funding and potential for research funding

• Ability and potential to attract and mentor graduate students

• Ability and potential to teach and supervise undergraduates

• Ability to attract, work with, teach, and advise diverse students (the requested diversity statement should be helpful in evaluating this criteria)

• Commitment to collaboration with colleagues

• Relationship to department strategic directions

• Potential to making a positive contribution to the department’s climate

• Potential to be a conscientious department citizen

• Use a conventional five-point scale to rate applicants: outstanding, excellent, good, fair, and poor (as well as N/A or don’t know when insufficient information is available).

5.2 Reviewing Dossiers

• If possible, all committee members should review all applications.

• Ensure every application is reviewed by more than one person

• If there are hundreds of applicants, the chair should assign subsets to each committee member. Vary the pairings of committee members with dossiers so that you don’t inadvertently create “mini-committees of two.”

• Ensure each relevant candidate’s work is thoroughly reviewed.

• Identify strong applicants, looking for reasons to keep candidates under consideration rather than to exclude them. This ensures candidates are fully considered.

• Use evidence-based evaluation – use consistent information about candidates (solicit recommendations at the same point in time for all, read all materials, etc.)

• Use consistent standards and

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expectations for all.

5.3 Selecting the Preferred Candidate (and Possible Alternates)

• Hold a search committee meeting to select a preferred candidate (and possibly an acceptable alternate in case the first-choice declines).

• Refer to the evaluation criteria to ensure that the candidates were evaluated thoroughly according to the agreed set of criteria.

5.4 Making an Offer

• While practices vary, the search committee or the department will present the selection to the chair/dean who will craft an offer letter. In order to quickly act on dual career and other potential issues, ask the candidate if there is anything that would prevent them from taking an offer. If there is a spouse or partner that has dual career needs, the chair or dean should be quickly notified.

• Once the offer is presented to the candidate, department members should be encouraged to contact the candidate, welcome her/him and offer information and help.

II. Harvard University-BPM for faculty recruitment (Condensed)

https://faculty.harvard.edu/recruitment-best-practices

• Harvard’s faculty recruitment strategies are founded on the principle of inclusive excellence—maximizing excellence and diversity simultaneously. Embracing inclusive excellence is essential for keeping Harvard productive, creative, competitive, and successful in training the next generation of leaders in every field.

• Each faculty search is a chance to attract the broadest talent pool. And to shape the future faculty. We can remain strong where we already are strong and strike out in new intellectual directions as well.

• We offer here the high points for practical strategies for productive and equitable searches:

• Planning a search

Recruiting a broad and deep group of candidates

Evaluating candidates fairly

Managing informative campus visits

• Planning a Search Develop a clear position description.

• Include essential qualifications and experience, but don’t make it so specific that it risks deterring highly qualified applicants.

• Before the search committee is formed, the department—in collaboration with the Dean’s Office—should sketch an initial search plan based on the approved position description.

Include outreach activities:

• lists of nominators

• nominees



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• conferences and award lists where nominees may be found

• online and print venues for advertising

• The search committee should include faculty from diverse backgrounds—not only women and minorities, but people in different subfields and career stages—to get the fullest range of ideas for recruiting and evaluating candidates.

• Consider including faculty from outside your department who may have expertise you need.

• A great search committee chair sets ground rules for confidentiality, deliberation and decision processes, record-keeping and decorum, watches for and restrains imbalances of power, in which some members are silenced, reminds all members that their contributions are necessary, and ensures that diverse points of view are honoured and new ideas are aired throughout the deliberations.

• Recruiting a Broad and Deep Group of Candidates.

• Make the advertisement welcoming to all candidates.

• Consider including a statement that emphasizes your Department’s interest in diversifying its faculty. Advertise in publications that target women and minority scholars.

• Consult with colleagues from diverse backgrounds, who are often well positioned to help you reach highly qualified women and minority candidates.

• Consider candidates from other than the usual peer institutions, particularly women and minorities who may be publishing interesting work. Personal, proactive outreach is the single most effective tool for building and diversifying the pool. “Post and pray” does not work.

• All committee members should be engaged in developing a broad and diverse pool.

• Evaluating Candidates Fairly Before reviewing dossiers, develop explicit evaluation criteria and stick to them to ensure an equitable review.

• All committee members should review all applications. If there are hundreds, the chair should read them all and assign subsets to each committee member.

• Personal outreach is the single most effective tool for building and diversifying the pool.

• Each applicant should receive an in-depth review—that includes reading the candidate’s work—from a few committee members.

• Vary the pairings of committee members with dossiers to avoid “mini-committees of two.” Review and read the complete dossier.

• Resist the temptation to sort by salient single features, like the prestige of the candidate’s institutions or awards.

• Consider reading the applications of women and minorities first and select the strongest to establish benchmarks.

• Make them the standard against which

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others are judged. Beware of subjective and biased selection criteria.

• Women and underrepresented minorities are often seen as exemplars of their demographic groups and evaluated more harshly in recommendation letters and student evaluations. “Cultural fit” can exclude candidates who challenge students and enhance the faculty but aren’t like you.

• Your list of all strong applicants should be larger than just your favourites. The chair should monitor the composition of the “long list”: does it reflect the diversity of the applicant pool?

• Ask departmental colleagues to review the long list to see whether known strong candidates are missing. At this time reach out to potential candidates who may not have yet applied and ask if they would apply.

• A strong diverse short list is crucial because it is this set of people who will receive intense scrutiny. At the short list phase, the chair should restate and emphasize the evaluation criteria.

• Beware of what can look like tokenism: one woman, one minority member, and an otherwise all-white, all male group.

• Interviewers evaluate women and minorities more fairly when more than one is interviewed.

• Managing Informative Campus Visits Remember, you are not only evaluating candidates, you are recruiting them.

• Candidates are evaluating you and your department while you are evaluating

them.

• Plan the campus visit carefully to ensure that all candidates have a similar, high quality visit.

• Develop an information packet to share with each candidate, with a detailed schedule identifying the name and affiliation of each person they will meet.

• Photographs, websites, and a map make it easier for candidates to orient themselves before arriving. Include a common set of instructions to help candidates prepare for their visit.

• Common instructions help level the playing field and improve the quality of interactions and talks. Standardize the schedule as much as possible while also providing opportunities customized for each candidate.

• Ask candidates about any accommodations they may require such as physical access needs or dietary restrictions. Also provide information on family-friendly policies and practices (e.g. parental leave, dual career support, and childcare) and policies related to their appointment, review, and promotion.

• The “long list” stage is an ideal time to reach out to potential candidates who may not have yet applied and ask if they would apply.

• Develop interview guidelines that will yield sufficient information for the committee to reach consensus and a persuasive recommendation.

• Develop a common set of questions. Ask the candidates the same questions in the

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same order.

• Avoid panel-style interviews: they encourage “group think” before the full evaluation process is complete.

• Prepare interviewers to conduct interviews.

• Provide the visit schedule, appointment materials, interview questions, the Guide to Acceptable Interview Questions, and the candidate evaluation sheet (the last two documents can be found at www.faculty.harvard.edu/recruitment-best-practices).

• Stick to professional—and not social—content in your interview discussions.

• Questions that show that committee members have read a candidate’s work are essential.

• Describe to tenure-track candidates how they will be mentored and what resources they may have in the department and across Harvard.

• All candidates should interact with faculty and students in multiple venues, including talks, individual and group meetings, and meals.

• Consider a Q&A session with graduate students, “chalk talks,” and other less formal interactions.

• For candidates in technical fields, consider asking them to teach a sample class, so that the research talk isn’t the only means to evaluate teaching ability.

• All committee members should attend all job talks. Ideally, all voting members of the department should as well.

• Without consistent attendance, committee members and others may inadvertently give more weight to candidates whose talks they attended.

• Don’t interrupt. Let the candidates present their work fully and provide a strong closing.

• Make sure that all job talks are well attended. Enlist graduate students to attend and ask questions (and be sure to solicit their feedback).

• Videotape job talks and ensure that all voting members of the department who are unable to attend the talk watch the video. Beware of placing excessive weight on the job talk. It’s important, but it’s just one slice of an individual’s portfolio and not always the best source of data.

• Avoid informal discussions about candidates outside scheduled committee meetings, particularly in the car-ride after a dinner. This leads to the temptation to agree too soon on the “likability” of a candidate.

• Immediately after each campus visit, the chair should email everyone who interacted with the candidate asking for feedback, preferably on a standardized form such as the candidate evaluation sheet.

• Committee members should ask hard questions now: the same ones will surface during the department’s discussions of the committee’s report and recommendation.

Reference: Office of Faculty Development

http://www.faculty.harvard.edu/recruitment-best-practices



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& Diversity Richard A. and Susan F. Smith Campus Centre, 1350 Massachusetts Avenue, Suite 880, Cambridge, MA 02138 (617) 495-

9904 | [email protected] | www.faculty.harvard.edu

III. Western University (Condensed)

The University of Western Ontario, corporately branded as Western University as of 2012 and commonly shortened to Western, is a public research university in London, Ontario, Canada.

Flexible Best Practices in Recruiting

https://www.uwo.ca/facultyrelations/pdf/recruitment/Best%20Practices%20in%20Recruiting_2012.pdf

Executive Summary: A considerable amount of time is consumed annually in searching for new faculty. Several different recruiting practices are used across Faculties to identify and screen candidates and to present the University in a favourable light to potential recruits.

The following document has incorporated information gathered through personal meetings from Deans and Chairs across all academic units to develop a flexible best practices model for recruiting. This is a working model that will evolve to ensure that best practices are incorporated into the recruiting activities of all Faculties and units.

Overriding Goals

Individual Faculties and Academic Units: To provide clear guidelines to all academic units in the planning of recruitment activities from position approval to the transition of new faculty members to the University and to the individual units.

• To help all academic units to incorporate comprehensive and effective recruiting practices model in the search of high-quality faculty members.

• To provide guidance to Faculties and departments to the role of the Office of Faculty Recruitment & Retention in the recruiting process.

• Audience Academic units, academic administrators and Office of Faculty Recruitment and Retention

• Planning Documents/General Overview

• Deans’, in collaboration with the academic units in their respective Faculties, develop hiring plans that identify the disciplines and fields that new faculty are required

• Academic units are charged with the responsibility for developing a strategic hiring plan in collaboration with Faculty Dean. In addition to identifying priority disciplines, fields and sub-fields for new hires, this plan should also indicate the unit’s approach to identifying potential candidates

• Each Academic Unit submits an annual plan that updates the approved four-year plan, and annual budgets are established as an outcome of the annual planning cycle. This document considers upcoming faculty retirements, replacement positions and new positions.

http://www.faculty.harvard.edu

http://www.faculty.harvard.edu

https://www.uwo.ca/facultyrelations/pdf/recruitment/Best Practices in Recruiting_2012.pdf



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• Appointments Committee of each academic unit prepares ad to effectively identify candidates who fulfil criteria of open position

• Dean’s request authorization from Provost’s office to advertise for positions approved in the planning documents “subject to budgetary and employer approval.”

• Approval granted/not granted for advertisement, depending on fit with approved plan

Advertisement/ Identifying Prospects

Advertisements are placed on the Western website and Western News by Faculty Relations. Academic units are responsible for placing the ad in print and online format of both University Affairs, CAUT Bulletin as well as a learned journal or national newspaper and in targeted group sites.

Develop advertisement that will attract the widest range of qualified candidates and include required immigration and diversity statement: All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority”

Appointments Committee should include faculty members committed to excellence and diversity.

Training may be provided to search committee and appointments committee on unconscious bias

Applications to be reviewed by Appointments Committee to determine a short list

Some academic units may use conferences to hold preliminary interviews of possible candidates and canvas research colleagues at other universities

For certain positions, aggressive approaches can be used which include faculty members of the hiring unit identifying potential candidates and notifying the candidates of the position. The candidate should be encouraged to apply.

A shortlist is selected (number of short-listed candidates varies according to academic unit)

Candidates to be given the formal information package on Western and London (supplied centrally and supplemented locally). For the packages, contact the Faculty Recruitment and Retention Office.

Onsite Visit Objectives: Primary objectives of the campus visit are for the Appointments Committee and faculty to evaluate the teaching, research and collegiality of the potential faculty member and secondly, to give the individual a good understanding of the hiring unit and the University, and of London as a potential place to live.

Length: Candidates should be brought in for a day and half depending on point of origin.

Location: Preferred hotels among academic units include Windermere Manor for easy access to the University and the Station Park to provide the short-listed candidates with a feel for the city of London.

Candidate to meet with the Chair and/or Dean for a general overview of the

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department and Faculty.

Candidate to present his/her research. Faculty members from hiring unit with knowledge in the area should attend the seminar.

Candidate to be interviewed by the Appointments Committee and to meet with other faculty members in the hiring unit.

This entire process is to be held in accordance with A Guide to Screening and Selection in Employment and Equity issues (see attached documentation)

It is good practice to have all candidates to give a class lecture to assess his/her ability in the classroom.

Candidates to be given contact information for the Office of Faculty Recruitment and Retention.

Meetings can also be arranged between short-listed candidates and the Office of Faculty Recruitment and Retention to address any issues regarding University life or living in London.

Candidates are to be taken on a social outing such as dinner. Meeting with candidates in an informal social setting provides the academic unit with a sense of the individual’s match with the collegiality of the hiring unit. The assessment of the candidate’s collegiality must not inhibit diversity.

Selection

Hiring committees are to deliberate and select a recommended candidate, if any. Other candidates may or may not be

rank ordered, as fall backs depending on academic units and quality of candidates.

If candidates do not meet necessary requirements of academic unit and the University, the unit may decide to re-advertise.

Appointments Committee should make strong case that the candidate is the best available choice for the open position, and that he/she meets the standards of the hiring unit and the University.

In screening candidates, it is important to confirm that the candidate is a good match with the University’s mission and strategic vision.

It is important to maintain intensive contact with the individual and his/her partner both centrally and at local unit until the candidate has reached a decision.

Candidate should be made aware of the services provided by the Office of Faculty Recruitment and Retention.

Offer

The name of the successful candidate is sent to the Dean of the Academic Unit, who gives approval to hire. The Dean or Chair negotiates salary rate to be offered to candidate in accordance to budget, market and University policy (set by Provost’s policy). Some elements of the package are fixed by University policy (such as the moving allowance); however, Deans’ have latitude to negotiate workload, start-up research funds, and equipment. All elements of the offer in the letter of offer must be reviewed and approved by Vice-Provost (Policy, Planning & Faculty) including any

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variations in subsequent offers, and Provost must sign off the letter to the candidate.

• Negotiations are usually conducted via telephone between the Chair and the candidate with a written offer of employment coming from the Dean and Provost at the conclusion.

• Typically Chair communicates hot topics (e.g. spousal employment opportunities to Dean) prior to negotiations.

• For hot topics, Chair or Dean may contact Office of Faculty Recruitment & Retention to discuss possible alternatives or solutions.

• Candidate may or may not accept offer.

• In circumstances that the candidate is non-Canadian, it is suggested that the Faculty or department pay the immigration costs for the individual. Although costs are subject to change, the cost of a work permit (necessary to work in Canada) is $150/per person and permanent residence fees are $1500/per person. Payment of these costs is an excellent sign of Western’s commitment to the new faculty member and his/her family.

• Letter of appointment sent to Faculty Relations after it has been signed back by the new faculty member.

Acceptance of Offer

After the individual has agreed to join the hiring unit, it is important to continue liaising with the new faculty member and his/her family.

Coordinator, Faculty Recruitment and

Retention will contact each new faculty member to establish a relationship and to communicate information on the University and London.

Immigration process initiated by Office of Faculty Recruitment & Retention, if appropriate.

Each new faculty member will be sent an electronic copy of the Orientation Handbook for New Full-Time Faculty Members by the Coordinator, Faculty Recruitment & Retention.

Arrival of New Faculty Member- Best Practice at Unit level

All units should ensure that new faculty offices and labs are ready, clean and equipped upon arrival of new faculty

All necessary appointments and general information pertaining to office set-up and PeopleSoft requirements needs to be relayed to the new faculty member during the first two weeks of his/her arrival: • Pension and Benefits Appointment • Employee Number/ UWO

Identification card • Payroll Information o• Keys • Parking • Telephones • Email Account • Business Cards• General administration (e.g. mail,

office supplies, speed codes, copying)

All new faculty members should be formally introduced to all unit colleagues

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and staff.

Chair should discuss expectations related to the faculty member’s teaching, research and service responsibilities. For joint appointments, it is critical that the Chair discuss expectations from faculty regarding teaching, research and service between home unit and secondary unit.

Chair should discuss the tenure and promotion process and expectations associated with tenure and promotion decisions.

Chair should encourage the new faculty to connect with the broader university community by attending the Faculty Mentoring Sessions and the President’s reception for new faculty

Each unit should brief new faculty on academic regulations and how they are applied and provide information on the various support services available to them related to teaching and research.

Orientation

Each academic unit to hold an orientation for the new faculty member, whether formally or informally.

New faculty members should be

encouraged to attend orientation sessions put on the Teaching Support Centre.

Each new faculty member is invited to attend the President’s reception held each year in the fall.

Office of Faculty Recruitment and Retention should hold a social event for all new faculty members at which they are introduced to each other in addition to the President’s Welcome. At this function, the Office of the President will explain the role and organization of the Office of the President and to introduce Vice-Provosts

Follow-up for First Year

Vice-Provost (along with Coordinator, Faculty Recruitment and Retention) to hold periodic informal meetings with cohorts of new faculty to talk about how they are settling in and to ensure smooth transition.

Mentoring

Office of Faculty Recruitment and Retention provides ongoing resources to faculty seeking information and help on matters to ensure transition to the greater University Community.

IV. The University of Alabama at Birmingham (Condensed)

Best Practices for Faculty Recruitment: A Guide for Search Committees

I. Importance of the Process

Searches have a lasting impact on the future of the university by influencing who is hired.

Searches provide an opportunity to bring people with unique skills and diversity to the university.

Searches result in lasting impressions on all candidates, especially those who are interviewed, but not hired.

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The following is from Diversifying the Faculty: A Guidebook for Search Committees, by Caroline Turner:

“A former president of a public university noted that “while the goal of the search is, of course, to attract outstanding individuals….there are broader implications to the search project as well…..There are few activities in which we engage that have more powerful public impact than searches. Every search committee leaves in its wake literally hundreds of candidates whose impression of…[the university] will be based largely on the courtesy, timeliness, and professionalism of our communications. Furthermore, the way searches are conducted speaks volumes about our individual and institutional values.”

II. Overview of the Searching Process

A. Appointment of the search committee (by the dean or department chair)

1. Includes persons with: i. expertise in the area of the search, ii. different perspectives, iii. commitment to diversity.

2. Has designated staff support

3. Can include alumni, clinicians, students, persons from other departments/ schools

4. The Chair of any search committee is responsible to assure the participation of the unit’s Equity Advisor (EA).

First, the EA is to approve electronically the Faculty Recruitment Request, the Faculty Recruitment Experience Report Checklist, and the Faculty Experience Report.

The search committee chair is responsible for ensuring that the unit’s Equity Advisor is invited to all search committee deliberations as an ex officio member, to comment on issues of affirmative action.

B. Role of the Committee

• The committee serves to recruit candidates, review applicants, coordinate interviews

for candidates and make a final recommendation to the department chair and/or dean.

Prior to the beginning of the search, the chair of the search committee should consult with the dean/department chair as to the content and format of the final report

2. Examples of formats include:i. a list of all acceptable candidates,

ranked or unranked ii. the top 2, 3 or 5 candidates iii. a list

of strengths or weaknesses of all finalists

3. Rather than a final written report, the dean/chair can meet with the search committee to receive their report.

C. Responsibilities of the search committee chair (SCC)

1. Schedules and chairs meetings of the search committee.

2. Communicates with candidates, the dean/dept chair, faculty.

3. With candidates – acknowledge all applications and letters in writing; keep candidates informed of their

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status and notify candidates who have not been selected. For interviews, it is recommended that the invitation to visit come from the chair, and then the person providing staff support can make all arrangements.

4. With the faculty in the unit – develop a way to keep faculty informed of the progress of the search, without compromising confidentiality.

5. With the dean/department chair – develop a way to keep the dean/dept chair informed of the progress of the search; share names of potential candidates allowing the dean/chair an opportunity to provide feedback.

6. Consults with the dean/dept chair on the budget allocated to the search; coordinate activities to stay within budget.

D. Suggested activities for the first meeting of the search committee

1. Ask the dean/dept chair to charge the committee to include a description of the qualifications/characteristics of the person to be hired, and to consider:i. How the person to be hired will help

the unit to accomplish its needs and goals?

ii. What knowledge/skills are needed in teaching, research, ability to function as a part of a team, and leadership potential?

iii. How will the position change over time and what are the skills that will be needed to meet future demands?

2. Develop a clear description of minimum qualifications/required experiences;

other specific requirements and/or areas of specialty. Consider “experience working with/teaching diverse groups,” as one of the criteria.

3. Develop criteria for evaluating candidates (a process for rating applications). The standards and means for evaluating candidates should be established prior to receiving candidate information to avoid unintentional favouritism or discrimination.

4. Develop and obtain approval of ads. Determine which professional networks, web sites and publications will be used for marketing (to obtain national exposure).

5. Discuss confidentiality.i. The specifics of the search should

not be discussed with anyone outside of the search committee until finalists are announced.

ii. All information regarding candidates should be kept confidential forever, not just until the search is over.

6. Discuss communication.i. All communication with candidates

or potential candidates is handled by the chair of the committee— unless he/she delegates specific tasks to a member(s).

ii. All questions/comments regarding the search are directed to the chair of the committee. If a member is asked a question, he/she should refer the person to the chair of the search committee.

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7. Discuss how the committee will recruit female and minority candidates.

III. Language for Ads and Announcements

A. To enhance diversity, develop a broad definition of the position and the desired scholarship and work experience.

B. The traditional summary statement found in position announcements:

“The University of Alabama at Birmingham is an affirmative action/equal opportunity employer” is required by federal regulation. To convey a level of commitment beyond that required by law, the following statement can be used: ‘Women, minorities, individuals with disabilities and veterans are encouraged to apply.’”

C. The following statements (University of Washington, 2003) have been shown to be effective in attracting candidates committed to diversity:

1. “Candidates should be prepared to describe how their courses have helped, or will help, students to develop intercultural competencies.”

2. “The campus is especially interested in candidates who can contribute to the diversity and excellence of the academic community through their research, teaching and/or service.”

3. “The university is responsive to the needs of dual career couples.”

4. “The university is committed to building a culturally diverse educational environment. Applicants are requested to include in their cover letter information

about how they will further this goal.”

D. Faculty can be hired only at the ranks and tenure status (or lower) that is described in the ad. Instead of using specific ranks/tenure status, when appropriate, ads can include such statements as “Rank and tenure status commensurate with qualifications” (or a similar statement) to allow maximum flexibility.

Strategies for attracting a diverse pool of candidates - the goal is a large pool of outstanding candidates that includes female and minority candidates.

A. Advertise on websites/publications for professional associations which have a significant number of members from underrepresented groups.

B. Obtain lists of recent graduates by discipline, gender and minority status.

C. Make calls, send emails or letters to a wide range of contacts asking for potential candidates. Ask specifically for recommendations for female/minority candidates.

D. Make personal calls to potential candidates to encourage them to apply.

E. Think outside the box and recruit from various areas (i.e., industry).

F. “Recruit year-round” by cultivating relationships even if positions are not open with minority and female graduate students and post-doctoral fellows so that they will first consider a job in an academic setting and second consider UAB. An active recruitment approach to faculty searches is based on establishing relationships and connections with

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those who may become applicants for a position at some time in the future. This approach is analogous to those of college and professional athletic teams who do not wait until they have openings to recruit new players.

V. Facilitating a fair and thorough review of candidates - see attached information from University of Wisconsin-Madison

A. One technique is to have each search committee member say something positive about the candidate under discussion until there are no more additions to the list. Then have each member state questions to be pursued or potential issues regarding the candidate. This technique provides an opportunity for each member to speak about each candidate and facilitates a thorough review for each candidate.

B. Possible cognitive errors that search committees often fall into, as defined by JoAnn Moody in her book: Faculty Diversity: Problems and Solutions:

1. snap judgment - deciding without substantive thought

2. elitism - if the best candidates always come from schools that have traditionally been considered “the best”, without careful attention to other factors such as CVs, recommendations and the needs of the unit

3. positive and negative stereotypes - assumption of innate competence/incompetence, ability/lack of ability, etc based on race, gender and other personal characteristics

4. seizing a pretext - giving excessive weight to a relatively minor point, in order to justify disqualifying a candidate

5. provincialism - limiting a definition of excellence to those schools/individuals/geographic areas that one knows

6. longing to clone - seeking candidates that would be a mirror image of oneself or one’s colleagues instead of carefully assessing which candidate would be best overall for the department

VI. Effective Interview Strategies A. When there are many candidates, consider conducting telephone interviews to screen candidates.

B. For meetings with the search committee, decide what questions will be asked prior to interviews. Decide who on the search committee will ask each question.

C. When bringing finalists to campus, keep interview schedules consistent as much as possible for types of meetings, those persons participating in meetings.

D. Ask candidates if they would be interested in finding out about school systems, cultural activities, recreational activities, etc in the Birmingham community.

VII. Assessment of the Search Process A. After the search is completed, evaluate the process by discussing: 1. strategies used to recruit minority and female candidates 2. what strategies worked, what did not work? B. How could the search process be improved for future searches?

VIII. Recruitment/retention Resources for UAB and Birmingham

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A. UAB’s spouse/partner relocation program B. Faculty “family-friendly” policies (part time tenure earning and tenure status, tenure clock extension

policy) C. UAB Advance’s mentoring program D. Faculty development opportunities

University of Washington (Condensed)

Office for Faculty Advancement - Best Practices for Faculty Searches https://www.washington.edu/diversity/faculty-advancement/handbook/

1. Introduction

Scouting Reimagining hiring as an ongoing activity

2. Important questions and cautions

3. Effective habits for scouting

Preparation Multi-year planning for hiring

4. Potential for cluster hires

5. Forming search committees

6. Informing search committees

7. Enlisting the support of the whole unit

8. Enlisting the support of key allies across campus

9. Monitoring and supporting search committees

10. Debriefing search committees

Outreach Legal and policy aspects of faculty recruitment

11. Writing the job ad to enlarge the pool of applicants

12. Networking

Assessment Creating and implementing an assessment rubric

13. Creating and implementing an assessment plan to work against bias

14. Preliminary interviews

15. Hosting the campus visit

Recruitment Outlining a recruitment strategy

16. Making an offer

Retention After the search

17. Mentoring Climate

Columbia University

https://provost.columbia.edu/sites/default/files/content/BestPracticesFacultySearchHiring.pdf

V. Indiana University

file:///C:/Users/nicsi/Desktop/Best%20practice/policies-procedures-best-practices-faculty-recruitment.pdf

https://www.washington.edu/diversity/faculty-advancement/handbook/

https://www.washington.edu/diversity/faculty-advancement/handbook/



Report on Faculty Resource in PublicEngineering Institutions under TEQIP-III

(World Bank assisted Project)





January 2020