The document discusses issues with PhD programs in India. It notes that while the number of PhD holders is rising, standards are falling. The UGC has instituted reforms like mandatory coursework and research methodology training, as well as limits on the number of students per advisor. However, problems remain like lack of originality, plagiarism, and loose standards in assessment. The document provides examples of misconduct like universities recognizing external institutions for fees and certifying courses that were not conducted. It recommends establishing more research universities, preferring quality over quantity, and holding advisors accountable for false or plagiarized theses.

1. Wither PhD
Education
ANUP K SINGH, PHD

2. Why PhD Degree?
 Terminal education degree
 A must for an academic career
 First step towards creation of intellectual capital
 Addition to the prestige of an individual
 Satisfaction of intellectual curiosity

3. The Indian Scenario
 The regulatory authorities have made a PhD degree compulsory for
academic progression and development
 Compared to the United States, the United Kingdom and China, the
production of PhD works in India is far lower
 However, owing to incentives attached with a PhD degree, there is
gold rush for it
 Most enrolled PhD students are external
 They are enrolled in private universities or in state universities
 Fees in quite high for enrolment in a PhD programme. It has become
a significant source of revenue for many universities
 Number of PhD holders rising. However, standards are falling down

4. UGC Initiatives
 In 2009, the UGC made it compulsory for the HEIs to introduce course work in
PhD programme for a period of one semester. In addition, the course work must
have a compulsory course on Research Methodology
 The UGC also instructed the HEIs to admit student through an Entrance Test,
followed by an interview
 It also prescribed certain guidelines to be qualified PhD guides
 UGC mandated that at any given point of time, a guide would not have more
than eight PhD students and five M Phil students
 It also made it mandatory for the PhD candidate to spend a certain amount of
time in the academic campus
 The PhD candidate is required to publish one research paper in a referred
journal before the submission of thesis
 UGC instructed HEIs to submit a copy of a PhD thesis to Shodhganga
 In 2015, the UGC ordered that only regular faculty of an HEI can become PhD
guides

5. What Is Ailing Doctoral Education?
 Lack of originality and high standards
 Poor standards of course work
 Prevalence of plagiarism in many PhD theses
 Slack assessment of PhD theses
 Students lack a thorough understanding of methodology and data
analysis
 Wrong reporting of findings
 Publication in low quality journals
 Low engagement between the guide and the PhD candidate

6. Some Illustrations of Malpractice in
PhD Education
 A few state universities have recognised institutions outside their
state for PhD work after taking a huge amount of registration fees
and by taking a certain percentage of regular fee paid by a
student
 Many universities do not conduct doctoral courses and issue a false
certificate for them
 There is hardly any interaction between the guide and the student
 Universities have identified a set of PhD examiners who would
recommend any kind of thesis for PhD degree
 Some HEIs ignore plagiarism in PhD theses knowingly

7. What Can We Do?
 Research universities should be established in a large number
 Quality must be preferred over quantity
 Encourage full time PhD work by granting more scholarships
 In-depth training for PhD guides
 Introduce greater relevance and rigour in PhD work
 All PhD works should be available with Shodhganga and be checked
for plagiarism. The comments of examiners along with their basic
information should also be posted
 Separate accreditation for doctoral education
 Cancelling of false PhD theses
 PhD guides should also be held responsible for false and plagiarised
works