Building and growing an Indian higher education institution, making it relevant and competitive with other progressive Indian and global universities, requires more than just technical know-how; it demands insight, adaptability, and shared experience.
Recognizing this need, we spoke with 15 seasoned HR professionals across the Indian higher education sector to understand the lessons they’ve learned, the challenges they’ve faced, and the strategies that truly make a difference.
This white paper brings together their diverse perspectives, offering a snapshot of collective wisdom from across roles, geographies, and stages of leadership. Whether you’re navigating similar challenges or looking to gain fresh viewpoints, these learnings are meant to inform, inspire, and spark meaningful conversations.
Our experts:
Ms Ambica Chaturvedi, Vice President & Head Human Resources, Ashoka University, Sonipat
Mr Ankur Pandya, Chief Human Resources Officer, Pandit Deendayal Energy University, Ahmedabad
Ms Daya Sajnani, Director- Human Resources and Infrastructure, S.P. Jain Institute of Management and Research, Mumbai
Mr Jagdeep Rawat, Head of Human Resources, Shiv Nadar University, Noida
Mr Jeevan Deep Sehgal, Head, People & Culture, Rishihood University, Sonipat
Mr Jitu Mishra, Chief Administrative Officer, Indian School of Business, Hyderabad
Mr Navjot Miglani, Executive Director and Head – Human Resources, Chandigarh University, Mohali
Ms Nimrata Kapoor, Chief Human Resources Officer, Plaksha University, Mohali
Ms Preeti Shah, Vice President & Head HR, Bennett University, Noida
Mr Rajiv Kapoor, Managing Director and CEO, Manav Rachna Educational Institutions, Faridabad
Mr Rakesh Ranjan, Vice President Human Resources, Jaipuria Group, New Delhi
Ms Richa Pande, Chief People Officer, Amity University, Noida
Ms Sanchita Tuli, Director Human Resources, Great Lakes Institute of Management, Gurugram & Chennai
Ms Shadan Raza Ahmed, Head – People and Culture, BML Munjal University, Gurugram
Key Challenges and Drivers in Indian Higher Education
Rapid Sectoral Transformation: Higher education in India is undergoing “drastic” changes.
Enrolment Growth Targets: The National Education Policy (NEP) aims to increase the Gross Enrolment Ratio (GER) from 26.5% to 50%, highlighting a significant capacity challenge.
Talent Scarcity: A critical shortage of leadership talent
Internationalization: Approximately 75 international universities have applied to enter India, with almost 15 already licensed and another 60 expected soon, intensifying the demand for quality talent.
Professionalization of HR: Private universities & Business schools are increasingly adopting professional HR management practices, often drawing talent from the corporate sector.
How Human Resource Departments are Reshaping Academic Functions
Organizational Structure and Interdisciplinarity:
Department-less Structures: Many new-age universities are experimenting with models that have “no departments” to promote interdisciplinary education. This allows faculty to have primary and secondary affiliations across subjects, and student specializations are deferred.
Project-Based Appraisals: Such structures necessitate reimagining appraisals to be “more project based” and foster “accountability and ownership to get something done.”
Resistance and Acceptance: While there can be “some resistance earlier,” faculty tend to embrace these changes when they understand the “big picture and that vision” of benefiting students and the nation, especially for complex problems like healthcare data.
Balancing Teaching, Research, and Administrative Load:
Identified Tracks at Hiring: Institutions are successfully managing workload by implementing “identified tracks at the time of hiring itself,” such as teaching tracks and research tracks. This helps faculty manage expectations and reduces feeling “overwhelmed.”
Faculty Autonomy: Granting faculty autonomy in “curriculum design,” “collaboration with one school and other school,” and “flexible working hours” is crucial for the academic community.
Structured Goal Setting: Implementing a “very structured approach to this entire goal setting” (annual exercise stemming from five-year plans) helps ensure administrative work is “equitably distributed” and individuals are clear about their “output that they have to produce or the impact that they have to bring to the table.”
Teaching Quality vs. Research Credentials: Universities are evolving from purely “teacher-centric teaching university onto more having research credentials.” This shift is reflected in hiring practices, with a focus on PhD-qualified faculty and the establishment of “centers of excellence” and research infrastructure.
Differentiated Workloads: Some institutions tailor faculty responsibilities, allowing them to take up “teaching load,” “administrative work,” or focus on “research work or writing a book” based on their current aspirations and projects.
Technology Adoption and Blended Learning:
Post-COVID Acceleration: The COVID-19 pandemic acted as a “catalyst” for technology adoption in education, necessitating HR teams to enable faculty to “keep pace with rapidly evolving digital teaching tools and blended learning experiences.”
Realigning Expectations: This involves addressing the expectations of “Gen Z” students who are “very very digital savvy” and supporting faculty in shifting from their “comfort zone.”
Balanced Approach: A “balanced approach” combining digital tools with “experiential learning” (e.g., field immersion projects) is proving effective.
AI Integration: Some institutions are pro-actively integrating AI into their culture, seeing it “not a technology, it’s a part of the culture, it’s a mindset shift.” This includes using AI for “content design, to assessment, to pedagogy.”
Leadership Development
Leadership development in Indian higher education is undergoing significant transformation, with institutions increasingly adopting strategic and professional approaches to identify, nurture, and retain leaders for both academic and administrative roles. This shift is driven by rapid sectoral changes, ambitious enrolment growth targets, and intensified demand for quality talent, particularly in a landscape seeing increased international university participation.
Nurturing and Developing Leaders
Institutions are moving beyond traditional metrics like seniority or research output to identify leadership potential.
Formal Assessments: Many universities conduct assessments, competency analyses, and training need analyses to identify individuals with leadership potential among faculty members.
Structured Programs: Implementing programs like “university institute of teacher training and research” for capability enhancement, leadership training, and linking it to performance management and incentives.
Performance Management Systems: Robust performance management systems, with measurable goals for both academic and non-academic staff, play a crucial role in identifying and developing leaders.
Talent Councils: Building “talent councils” and fostering a culture where “the talent has a voice” and “everybody has a voice” is seen as critical for future leadership development.
Beyond Seniority: Institutions are moving beyond seniority or research output to identify leadership potential through formal assessments, competency analysis, and training need analysis.
Talent Spotting: HR teams actively spot talent through 360-degree reviews, appraisals, and interactions with directors and heads of departments.
Behavioural Traits: When hiring, institutions look for specific behavioural traits and competencies, such as humility, stress response, and teamwork. Some also prioritize “intellectual horsepower” to ensure they are “hiring smart people”.
Internal Success Stories: Identifying and understanding the competencies of current successful leaders helps in recognizing potential in new hires and internal staff.
Future Activity Plan: Rephrasing “goal setting” as a “future activity plan” for faculty, offering flexibility in choosing to focus on teaching, research, or administrative work.
Flexi-Track System: Offering a “flexi-track” system provides career growth options and acknowledges the unique aspirations of faculty.
Co-learning” Forums: Initiatives like “co-learning” forums and encouraging staff to attend classes promote continuous learning and push people out of their comfort zones.
Capacity Building: Investing in workshops and training for new managers (both academic and non-academic) on topics like “how to manage people” and “how to do appraisals”.
Capability Accelerator Programs: These programs coach leaders for various executive roles, including those outside their traditional academic departments, such as admissions or technology business incubators.
‘The Manav Rachana Way: Introducing concepts like a “total quality management process” to empower individuals, foster independent decision-making, and link individual goals to a ‘larger ecosystem.’- Mr Rajiv Kapoor (Manav Rachna Educational Institutions)
‘The Ashoka Certification Program for Administrators. This program offers courses from academic departments to administrators, enabling them to upskill and grow professionally, bridging the gap between academic and administrative staff.’ – Ms Ambica Chaturvedi (Ashoka University).
Ms Ambica Chaturvedi (Ashoka University)
Aligning Leadership Development with Institutional Strategy
HR functions are increasingly aligning with institutional strategy, moving beyond transactional roles to become strategic partners.
Strategic Goal Setting: Institutions use a “very structured approach to goal setting” derived from five-year plans to ensure clarity on “output” and “impact”.
Ranking Parameters: HR strategies are aligned with deconstructing global ranking parameters related to faculty research, PhD faculty, international faculty, and diversity, with specific targets given to departments.
Intentional Leadership: There is a conscious shift from “ceremonial and accidental leader[s]” (e.g., senior professors becoming deans by default) to an “intentional and a strategic way of finding out” leaders.
Student Success as Driver: Focusing on student success and outcomes, such as improving “exit scores,” galvanizes all departments and leaders to collaborate towards a shared objective.
Specific Competencies for Modern Leaders:
Business Acumen: HR helps academic leaders build capabilities beyond academics, such as managing P&L, driving innovation, and strategic planning.
Digital and Hybrid Management: Preparing leaders to manage and inspire hybrid teams using technology and operate in an increasingly digital academic environment.
Value-Driven Leadership: Instilling specific institutional values helps align leadership with the university’s philosophy.
T-shaped” Skills: Cultivating “T-shaped” university administrators with depth in specialized functions and breadth across various roles is a goal.
Challenges in Leadership Development
As HEI grows in size, scale and aspiration, most institutions have faced several of the following challenges in developing effective leaders:
Resistance to Change: Faculty, especially those long tenured, may exhibit “some resistance earlier” to new systems like appraisals or interdisciplinary structures.
Hesitancy for Leadership Roles: Some faculty and staff are “hesitant to step into leadership roles due to fear, lack of time, or non-managerial mindset”.
Balancing Workload: Supporting faculty who take on leadership roles while maintaining their teaching and research responsibilities is an ongoing challenge.
Lack of Clear Growth Paths: In rapidly growing young universities, leaders may leave if they “don’t see a path of growth for themselves,” necessitating fluid, project-driven career paths instead of just adding hierarchical layers.
Scarcity of Administrative Talent: There is a recognized “scarcity of talent in administrative staff,” leading institutions to hire management trainees or graduate trainees from top institutes to build internal pipelines.
“Stepping Stone” Perception: Some institutions are bothered by the perception of being a “stepping stone” for faculty who later move to more established institutions.
Leadership development in Indian higher education is evolving into a comprehensive, strategic process that prioritizes the identification of potential, the nurturing of diverse competencies (academic, administrative, and technological), and the creation of an environment that fosters autonomy, purpose, and growth to ensure leaders are not only effective but also retained within the institution.
Employer Branding and Global Standards
Building and Communicating Employer Brand:
Culture as a Differentiator: Emphasizing and clearly articulating organizational culture helps build a strong differentiator. These cultural values, embedded within the organizational framework, are reinforced through leadership communication and alignment with certifications like “Great Place to Work.”
Competitive Compensation: With the professionalization of the sector, private players are expected to soon take the lead in compensation and benefits, competing with global peers. Compensation is becoming a key differentiator.
Brand Power: A strong institutional brand can “supersede the compensation” in attracting talent, with individuals aspiring to be part of prestigious institutions.
Ecosystem and Autonomy: Beyond brand, retaining talent requires providing a supportive “ecosystem” that includes incentives for research, flexible working hours (“not a 9-to-5 job”), sabbatical programs, and opportunities for international teaching assignments and post-doctoral work.
Aligning with Global Talent Standards:
Research Ecosystem: Providing a robust “research ecosystem,” including infrastructure, enablement, and financial grants, is crucial for attracting international and Indian-origin faculty trained abroad.
Accreditations and Benchmarking: Pursuing international accreditations (e.g., AMBA, AACSB, EQUIS) and benchmarking against “top world B schools” for faculty salaries and research policies helps align with global standards.
Tenure Tracks: Many institutions emphasize tenure-track positions, requiring faculty to conduct research for progression.
Generous Research Support: Providing “research supplements” and “research incentive[s] where every faculty gets generous research benefits.
Dedicated Research Time: Allocating dedicated time for research, with reduced teaching loads and can be a major differentiator in attracting and retaining faculty.
Collaborations: Joint research initiatives with international universities and hosting international conferences attracts global talent and fosters collaboration.
Student-Led Learning: Adapting global models of “student-led, tech-enabled, or experiential learning” requires a “paced growth” strategy, gradually increasing faculty base and research infrastructure while scaling systems and support teams.
Student Influence: Students, particularly Gen Z and those aspiring for global careers, are increasingly influencing academic institutions, demanding “cutting edge” courses, international immersions, and exchange programs. Salary packages remain a “very essential” outcome for students.
Challenges in International Hiring:
Regulatory Hurdles: “Regulatory hurdles restrict the movement of international employees to India.” Inconsistent rules across consulates and lack of spousal employment opportunities are significant issues.
Social Security: India’s lack of social security agreements with most countries means a 12% provident fund contribution on the entire salary, withdrawable only at age 60, poses a challenge for international recruits.
‘At ISB, the faculty teaching load is only 80 hours per year for the first three years, this allows them to focus on research, collaborate with the industry and continue being globally competitive. This is a major differentiator between ISB and other Business Schools.’ – Mr Jitu Mishra (Indian School of Business)
Mr Jitu Mishra (Indian School of Business)
Retaining Talent
Talent management in Indian higher education is evolving into a comprehensive, strategic process that encompasses proactive identification of potential, the nurturing of diverse competencies, and the creation of an environment that fosters autonomy, purpose, and growth. This holistic approach is essential for ensuring that leaders are not only effective but also retained, contributing to the long-term success and global aspirations of their institutions.
Changing Plans: Rapid growth in young universities can lead to “changing plans,” making it “very complex to adapt themselves with these changing environments.”
Lack of Clear Growth Path: Leaders may leave if they “don’t see a path of growth for themselves,” necessitating the creation of fluid, project-driven career paths rather than just adding hierarchical layers.
Hesitancy for Leadership Roles: Addressing faculty/staff “hesitant to step into leadership roles due to fear, lack of time, or a non-managerial mindset” through confidence-building, support, and clear communication that “it is not a win or lose kind of a scenario.”
Attrition of New Joiners: “Attrition that happens within a year’s time” is a concern, addressed through robust onboarding programs and early exit signals from continuous feedback mechanisms.
“Stepping Stone” Perception: Some institutions are bothered by the perception of being a “stepping stone” for faculty who later move to more established institutions.
Retaining leaders is a critical aspect, often intertwined with development initiatives:
Autonomy and Innovation: Beyond compensation, leaders expect “autonomy,” “influence,” “learning,” and “purpose.” Providing “uncontested ground to think, create,” and “even experiment” is key to retaining them.
P&L Ownership: Empowering academic leaders (deans, directors) as “CEOs of their departments” with “absolute control over their departments” and budgets helps in retention and fosters business acumen.
Growth from Within: Many institutions prioritize “competencies to grow internally,” with a focus on developing existing talent for leadership roles.
Career Pathways and Internal Mobility: Creating fluid, project-driven career paths and implementing internal job postings help create advancement opportunities for both academic and non-academic staff.
Succession Planning: Building an “RCI list” (Role Continuity Incumbent) of individuals who can step into leadership roles in case of unforeseen departures, coupled with confidence-building and support systems, is a strategy for continuity.
Culture and Values: A strong, value-driven culture and a positive work environment helps attract and retain talent.
Student Success as a Unifying Goal: Focusing on student success and outcomes (e.g., improving exit scores) can galvanize leaders and departments, fostering collaboration and a shared sense of purpose.
Strategic HR Partnership: HR transitioning into a “strategic partner” role that facilitates decision-making and executes roadmaps for leaders contributes significantly to organizational stability.
Beyond Compensation: While competitive compensation is important, the power of a strong institutional brand and a supportive ecosystem often “supersedes the compensation” in attracting and retaining talent.
The values of curiosity, courage, and joy and a positive work environment (e.g., Great Place to Work certified) are crucial for attracting and retaining talent, especially for the younger generations who seek alternatives to the ‘toxicity of the corporate environment.’ – Mr Jeevan Deep Sehgal (Rishihood University, Sonipat)
Mr Jeevan Deep Sehgal (Rishihood University, Sonipat)
Impact Measurement and Metrics
Impact measurement is a critical and evolving aspect of higher education in India, with various institutions employing different metrics and approaches to gauge their effectiveness across academic, administrative, and societal dimensions.
Here are the key areas and nuances regarding impact measurement:
Measuring Research Impact
Challenge of Measurement: A significant point of discussion is whether the impact of research is being adequately measured beyond mere publication numbers. While some institutions acknowledge that a “majority of it is not measured,” others provide examples of tangible impact.
Types of Research Impact: Research can have direct impact on government, society, and industry. Examples include:
Problem-solving for government and industry: Institutions conduct research to address real-world problems like pollution control, stubble burning, and industrial waste.
Societal projects: One example mentioned is a center for water management successfully implementing a plan to rejuvenate a dry lake, demonstrating a clear societal impact.
Industry collaboration: Research often involves collaboration with industry partners, with professors undertaking consulting projects that enrich their experience and provide real-time solutions to corporate challenges.
Translational Research: Focus on “translational research” that converts fundamental research into commercializable applications aligned with national goals, such as Sustainable Development Goals (SDGs).
Impact-focused Rankings: “positive impact ratings” by evaluating the societal impact of research.
Bridging Academia and Business: Initiatives like “management practice insights” translate research papers into accessible formats for business leaders, demonstrating their practical application.
Critique of Ranking-Driven Research: There’s a concern that research, especially in private universities, is often driven more by the pursuit of rankings and accreditations (e.g., Scopus publications for QS rankings) rather than fundamental inquiry or real-world impact.
Human Resources (HR) Metrics
Attrition Analysis: HR leaders closely monitor attrition percentage and “attrition aging” (how long faculty stay before leaving) to gain insights into hiring strategies. The focus is often on “regrettable attrition” rather than overall numbers.
Recruitment Quality: Beyond just the number of hires, institutions track “quality metrics” for recruitment, considering the pedigree and experience of candidates.
Employee Satisfaction: Annual “satisfaction index” surveys for faculty and staff are conducted, sometimes aligned with “Great Place to Work” certifications, to gauge employee sentiment.
Offers Not Accepted: Tracking “how many offers given and not accepted” provides insight into the institution’s attractiveness as an employer.
Employee Value Proposition (EVP): Defining and communicating a clear EVP is crucial for attracting and retaining talent, and its effectiveness is implicitly measured by recruitment and retention success.
Performance Management Systems: Implementing K-driven performance management systems for both academic and non-academic staff ensures measurable goals and accountability. This includes linking individual goals to larger institutional objectives and impacting appraisals and payouts. Some institutions use a “2×2 matrix” to categorize employee performance and tailor HR activities, including rewards and learning initiatives.
Student Success and Outcomes
Corporate Absorption: Student success is directly linked to their absorption by the corporate world, influencing the types of inputs and training given to teachers.
Placement Packages: For MBA programs, students’ primary focus is often on compensation and the package they receive upon completion, which institutions track as a measure of success.
Student-Faculty and Student-Administrator Ratios: These ratios are monitored for compliance (e.g., NBA, AICT) and to enhance campus life, even if improving them impacts budgets and does not directly contribute to external rankings.
Organizational Performance and Rankings
Global Rankings: Institutions actively track and strategize for global rankings (e.g., FT50, QS Global Ranking) by deconstructing their parameters related to faculty research, PhD faculty, international faculty, and diversity.
Accreditations: Achieving international accreditations (e.g., Amber, WACSB, Equis) serves as a benchmark for global recognition and a measure of institutional quality.
Efficiency through Automation: Initiatives like process automation and AI integration aim to improve efficiency by automating repetitive tasks, with success measured by the ideas generated and implemented.
Leadership Development Impact
Competency Analysis: Leadership development programs are assessed through competency analysis and integrated into performance management, with participants receiving scores that influence bonuses and career growth.
Qualitative Success: While some leadership development impacts (like fostering an “adult-to-adult conversation” culture) are harder to quantify, they are acknowledged through “some successes”.
Impact of Specific Programs: Programs like the “Ashoka Certification Program for Administrators” are recognized for their positive impact in bridging academic and administrative understanding and rigor.
Strategies and Tools for Measurement
Structured Goal Setting: Institutions utilize a “very structured approach to goal setting,” with annual exercises stemming from five-year plans, ensuring clarity on “output” and “impact”.
Dashboards and Tracking Mechanisms: Use of dashboards and monthly review mechanisms to track progress against goals and ranking parameters.
AI-Enabled Surveys: AI-enabled surveys provide continuous feedback from new joiners, offering “early exit signals” to address issues and improve retention.
Professionalization of HR: The increasing professionalization of HR, drawing talent from the corporate sector, reflects a growing emphasis on data-driven decision-making and impact measurement.
Great Lakes measures Student Exit Scores, setting ambitious targets to move the needle, then galvanizes all departments (HR, faculty, administration) to collaborate for this outcome. – Ms Sanchita Tuli (Great Lakes Institute of Management)
Ms Sanchita Tuli (Great Lakes Institute of Management)
Institutional Excellence: Next Generation Imperatives
The discussion highlights critical future imperatives for advancing institutional excellence, with a strong emphasis on reimagining and modernizing the administration and culture of higher education.
Democratizing Leadership: Moving towards leadership development that is not limited to a “few fast-track individuals” but “available to emerging leaders at all levels,” fostering a value-driven system.
Industry-Academia Linkages: Encouraging faculty to engage in “full-time consulting projects with real-time corporates” to enrich their experience, build the institution’s brand, and generate revenue.
Strategic vs. Ceremonial Leadership: Shifting from “ceremonial and accidental leader[s]” (e.g., senior professors becoming deans by default) to “intentional and a strategic way of finding out” leaders.
Embracing Technology (AI): Collaborating with technology like AI, rather than fearing it, and integrating “technology element” into every curriculum.
Nurturing “Smart People”: Focusing on “hiring smart people” with high “intellectual horsepower” who possess essential behavioral traits like humility, stress response, and teamwork.
Adult-to-Adult Conversation: Moving from a “parent-to-child kind of a transaction” in HR to an “adult-to-adult conversation kind of a style,” empowering all employees.
Continuous Learning: Fostering a culture of “I-learning” where individuals are motivated to continuously develop their competencies, supported by e-learning platforms and mandatory training.
Global Recognition: The aspiration for Indian institutions to be “known in the world as a research-led country” and to reach “global top” rankings, requiring a concerted focus on impact-driven research and strategic leadership.
Additional Insights
“…The traditional faculty career progression is typically linear, moving from assistant to associate to full professor, which often marks a stopping point. To make this career path more engaging and address low attrition rates, Pandit Deendayal Energy University has implemented strategies that blend faculty roles with administrative responsibilities beyond just competitive compensation and research emphasis…” – Mr Ankur Pandya, Chief Human Resources Officer (Pandit Deendayal Energy University, Ahmedabad)
“…Educational institutions can strategically position themselves as desirable employers through focused branding and competitive offerings. For the Jaipuria group, the differentiator is organizational culture, which is codified as Jaipuria Principles.” – Mr Rakesh Ranjan, Vice President Human Resources (Jaipuria Group, New Delhi)
“Leading universities, such as Chandigarh University, are increasingly adopting professional HR practices and creating specialized leadership academies or training centers, like the University Institute of Teacher Training Research (UITTR) to assess and deliberately hone leadership competencies in their faculty members. This shift signifies a recognition by academic leaders that faculty must develop leadership skills for the institution’s future success, moving beyond a sole focus on teaching and student outcomes.” – Mr Navjot Miglani, Executive Director and Head – Human Resources (Chandigarh University, Mohali)
“The Performance management framework for faculty members at Shiv Nadar University is designed to allow faculty to take on administrative roles while still fulfilling their responsibilities in teaching and research. The faculty’s progress is tracked online, and goals, which were challenging to define given the long timelines for academic publishing, were reframed as a future activity plan to make the concept more acceptable to faculty. Furthermore, the university offers flexibility in workload distribution, allowing faculty to adjust their focus between teaching, research, and administrative duties based on their current professional needs.” – Mr Jagdeep Rawat, Head of Human Resources (Shiv Nadar University, Noida)
“At Manav Rachna group, a central element of continuity is the creation of an RCI (Role Continuity Incumbent) list, which identifies immediate replacements if an employee leaves suddenly. The RCI list is distinct from the longer-term succession plan which focuses on replacements further out, such as eighteen months to two years away. Management’s strategy involves building employee confidence by making them aware of their inclusion on the lists and leading by example with successful internal promotions. Furthermore, the organization mitigates the fear of failure by ensuring that those who attempt new roles receive a full support system and are not penalized for unsuccessful transitions, encouraging a culture of trying new positions.” – Mr Rajiv Kapoor, Managing Director and CEO (Manav Rachna Educational Institutions, Faridabad)
“S P Jain Institute of Management Research has been ranked highly for its focus on research over the last five years. The institute regularly partners with external entities, such as industries and government, to seek partnerships with academic institutions to solve specific problems through research. A key initiative at SPJIMR is ‘management practice insights,’ which aims to translate complex research papers into accessible information for business leaders. This effort ensures that research findings are understandable and immediately relevant to practitioners, enabling them to see the practical value (“what’s in it for me”) of the academic work.” – Ms Daya Sajnani, Director- Human Resources and Infrastructure (S.P. Jain Institute of Management and Research, Mumbai)
“Academic career paths and administrative roles within Amity University have evolved from being siloed to enabling easier transitions between administrative and academic tracks through both institutional policy and individual aspiration.” – Ms Richa Pande, Chief People Officer (Amity University, Noida)
“Chitkara University Group has successfully empowered its departmental leaders, such as deans and directors, to handle responsibilities beyond academics, including managing profit and loss, driving innovation, and strategic planning. The university has a high retention rate for its homegrown leaders, many of whom have stayed for over a decade. This retention is attributed to granting leaders significant autonomy and financial control over their departments, treating them essentially as CEOs of their functions with their own substantial budgets. Furthermore, the HR department acts as a strategic partner to these leaders, helping them execute their decisions and roadmaps.” – Mr Harpreet Bhatia, Pro Vice Chancellor Human Resources (Chitkara University, Mohali)
“Rishihood University has adopted a philosophy of blending tradition with innovation to achieve excellence, particularly within an academic setting. To maintain a flat organizational structure and stay ‘rooted to the ground,’ the institution has replaced deans with Program Directors, who are responsible for revising curricula every six months. Finally, the institution prioritizes hiring leaders based on cultural fit, Jigyasa (curiosity), Chikirsha (courage), and Anand (joy) and potential rather than extensive experience, which has helped them attract talent despite having limited brand recognition.” – Mr Jeevan Deep Sehgal, Head, People & Culture (Rishihood University, Sonipat)
“The Indian School of Business tracks its ranking in the FT50 business school rankings, the only ranking they actively track. ISB has been consistently improving its ranking with a particular focus on faculty, research, and diversity. ISB has a unique faculty exchange program with institutions like LBS, Kellogg, and Wharton to foster collaborative research. The faculty teaching load is only 80 hours per year for the first three years, which allows faculty members to focus on research, collaborate with industry, and continue being globally competitive. This is a major differentiator between ISB and other business schools.” – Mr Jitu Mishra, Chief Administrative Officer (Indian School of Business, Hyderabad)
“Great Lakes Institute of Management maintains talent and fosters loyalty without relying on traditional methods with the ultimate focus on student success, which is prioritized over monetary gains or salaries. The institute sets a challenging goal to increase its student exit scores from a consistent 3.9 out of 5 to 4.1, a target they successfully met last year and are now aiming to reach 4.4. This ambitious objective was designed to motivate collaboration across all departments, including administration, HR, finance, and even kitchen staff, recognizing that every aspect of the institution impacts the overall student experience and feedback scores.” – Ms Sanchita Tuli, Director Human Resources (Great Lakes Institute of Management, Gurugram & Chenna)
“BML Munjal University has adopted multiple processes to enhance and evaluate performance. One such initiative is the implementation of cross-school performance incentive bonuses, which encourage engineering faculty to teach in liberal arts programs, boosting motivation and engagement. A crucial metric monitored by the HR department (referred to as People and Culture) is the annual satisfaction index. This yearly survey is administered exclusively to faculty and staff, excluding students, and is closely tracked by the institution.” – Ms Shadan Raza Ahmed, Head – People and Culture (BML Munjal University, Gurugram)
“What differentiates Ashoka University is its focus on research. The university prioritizes the best faculty and exceptional student outcomes, a model influenced by the success of reputable international institutions. Faculty autonomy is key to achieving this objective, as faculty members take ownership of achieving desired outcomes. With all faculty members on a tenure track, research is a strength and core to the university.” – Ms Ambica Chaturvedi, Vice President & Head Human Resources (Ashoka University, Sonipat)
“Bennett is a young and aggressively growing university; like other organizations in a growth phase, it also faces challenges in retaining leaders. While leaders expect autonomy, growth, and less bureaucracy, they also expect a continuous path for professional progress in terms of roles, responsibilities, and designations. The university has adopted a blue ocean strategy for talent retention; it gives unlimited autonomy to leaders to think, create, and innovate irrespective of requirements for ranking, accreditation, compliance, or regulations.” – Ms Preeti Shah, Vice President & Head HR (Bennett University, Noida)
“While employer branding in most universities is based on academic staff, Plaksha University has been trying to shift the needle with an equal focus on non-academic/administrative staff. The university encourages all its employees to learn about other departments and roles; while an employee may have depth in one function, they should also have breadth across other functions so that they can contribute to building the university and have a career pathway to do so. This also increases retention of critical talent.” – Ms Nimrata Kapoor, Chief Human Resources Officer (Plaksha University, Mohali)
About the Author
Adarsh Nigam is a Partner at Stanton Chase India and Stanton Chase Singapore. He is also the Regional Leader for Social Impact in the APAC region. He has more than three decades of corporate experience and is currently pursuing a Ph.D. in Management.
He has led business development and strategy for multiple brands. He has vast experience in sales and marketing, training and development, and knowledge management.
You can contact Adarsh by dialling +6580697157 or +919820100306. Alternatively, you can also send him an email at a.nigam@stantonchase.com.
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