Institutional Effectiveness and Sustainability in Indian Higher Education: A Systematic Literature Review
DOI:
https://doi.org/10.63682/jns.v14i32S.9555Keywords:
Higher Education, Systematic Literature Review, 5Q Model, NEP-2020, Institutional Effectiveness, Quality Assurance, IndiaAbstract
India’s higher education system, ranking third globally in enrolment, has seen substantial growth in scale and institutional diversity. Despite this expansion, concerns about educational quality remain persistent and pressing. This study employs a Systematic Literature Review (SLR) to critically examine the multidimensional factors affecting quality and institutional effectiveness across Indian higher education institutions (HEIs). The analysis is guided by Zineldin’s 5Q Model, encompassing five core dimensions: object (curriculum and vision), process (teaching and assessment methods), infrastructure (physical and digital resources), interaction (student-faculty engagement), and atmosphere (institutional culture and governance climate).
Drawing from 30 peer-reviewed studies, government policy documents, and accreditation reports published between 2010 and 2024, the review reveals systemic shortcomings across these five dimensions. Common issues include outdated curricula, fragmented regulatory structures, insufficient digital and physical infrastructure, low levels of faculty development, and weak student support systems. Furthermore, the study identifies emerging but underexplored concerns such as digital equity gaps, faculty burnout, and inadequate mental health support for students. While the National Education Policy (NEP) 2020 outlines progressive reforms, implementation remains uneven—especially in Tier 2 and 3 institutions.
The findings emphasize the need for integrated and context-sensitive reforms. Enhancing quality requires more than compliance with external accreditation standards; it demands internalized, institution-wide commitment to continuous improvement, equity, and innovation. Recommendations include curriculum modernization, participatory governance, inclusive pedagogy, faculty capacity-building, and increased investment in smart infrastructure. This review provides a holistic framework for reimagining India’s higher education system in alignment with national aspirations and global benchmarks.
Downloads
References
Agarwal, P. (2009). Indian Higher Education: Envisioning the Future. SAGE Publications.
Agarwal, P. (2009). Indian higher education: Envisioning the future. SAGE Publications.
Agarwal, P. (2021). Global rankings and the Indian higher education system. International Journal of Education Development.
All India Survey on Higher Education (AISHE). (2021–2022). AISHE Report. Ministry of Education, Government of India.
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher education: Tracking an academic revolution. UNESCO.
Association of Indian Universities (AIU). (2021). Annual report. https://www.aiu.ac.in
Azizi, M. (2023). Leadership dynamics in sustainability transitions within higher education. Journal of Sustainability and Education Policy, 5(2), 98–112.
Bihari Singh, P., Sharma, R., & Kaur, J. (2023). Sustainability assessment in higher education institutions: A systematic review. Journal of Cleaner Education, 11(1), 22–37.
Curriculum 4.0 SLR. (2022). Technology-integrated curricular frameworks in higher education: A systematic literature review. International Journal of Curriculum Development, 14(2), 45–61.
Dhouchak, S., & Kumar, M. (2023). E-learning in management education: Public vs. private HEIs. Indian Journal of Digital Education, 9(1), 33–49.
Drishti IAS. (2022). Analysis of challenges in Indian higher education. https://www.drishtiias.com
FICCI–EY. (2012). Higher education in India: Twelfth five-year plan (2012–17) and beyond. Federation of Indian Chambers of Commerce and Industry.
Government of India. (2020). National Education Policy 2020. Ministry of Education. https://www.education.gov.in
Gupta, R., Kumar, A., & Singh, D. (2019). Mentoring practices and student engagement in Indian universities: A case study. Indian Journal of Educational Studies, 6(1), 12–21.
Kumar, S., & Dash, M. (2022). Quality assurance in Indian higher education: Policies and practices. Journal of Educational Planning and Administration, 36(1), 23–39.
Ministry of Human Resource Development (MHRD). (2014). Education for all: Towards quality with equity. Government of India.
Ministry of Human Resource Development (MHRD). (2020). All India Survey on Higher Education (AISHE) Report. Government of India.
NAAC. (2020). Assessment and accreditation: A report on Indian higher education institutions. National Assessment and Accreditation Council.
NITI Aayog. (2018). Strategy for New India @ 75. Government of India. https://www.niti.gov.in
OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
Panicker, V. S. (2020). Challenges in EdTech adoption in Indian HEIs: A survey. Journal of Educational Technology, 18(2), 55–67.
Park, J., Kim, H., & Lee, S. (2022). Pedagogical strategies in design education: A systematic review. Design and Education Review, 20(1), 11–29.
Primc, K. (2023). Framework development for sustainable educational infrastructure. International Journal of Infrastructure in Education, 7(3), 77–91.
QS World University Rankings. (2024). QS world university rankings. https://www.topuniversities.com
Rabin, E., & Colleagues. (2020). Open learning and EdTech innovations in higher education: A global SLR. Journal of Open and Distance Learning, 38(4), 101–120.
Rashtriya Uchchatar Shiksha Abhiyan (RUSA). (2013). Programme implementation guidelines. Ministry of Human Resource Development.
Salmi, J. (2009). The challenge of establishing world-class universities. The World Bank.
Serafini, F., Jones, T., & Kwon, H. (2022). Embedding SDGs in HEIs: A global systematic literature review. Sustainability in Higher Education, 24(6), 134–152.
Tilak, J. B. G. (2015). Private higher education in India. Economic and Political Weekly, 50(40), 32–38.
UNESCO. (2009). World conference on higher education: The new dynamics of higher education and research for societal change and development. https://unesdoc.unesco.org
UNESCO GIQAAC. (2008). Global quality assurance governance models in higher education. UNESCO Publishing.
University Grants Commission (UGC). (2023). Annual report. https://www.ugc.ac.in
World Bank. (2017a). Higher education for development: An evaluation of the World Bank Group's support. https://www.worldbank.org
World Bank. (2017). India: Systematic country diagnostic. https://www.worldbank.org
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
