Can India’s Higher Education Improve Through Better Management of Human Resources: A Comparative Study of India and the United States

Abstract

This study investigates human resource management (HRM) practices in higher education institutions (HEIs) based on a comparative analysis of India and the US. Although higher education in India has grown over the decades, its quality, in general, has not kept up with global standards. On the other hand, many US universities have performed consistently well in international university rankings. Based on qualitative research collected from principal stakeholders of HEIs in India and the US, HRM practices and policies followed by them are presented and discussed. Data collection for the research study was through web interviews during the period August–October 2020. The study reveals that Indian public HEIs do not have professional HRM teams. Also, they are in a formative stage in autonomous and private institutions. On the other hand, many HEIs in the US have developed mature HRM systems. This difference resonates in attributes such as structure of HRM, recruitment and selection processes, training and development programmes, performance management, career progression and talent retention.

Exploring Factors of HR Climate and Their Influence on Faculty Retention: Unfolding HRM in Indian Higher Educational Settings

“…As discussed earlier, previous researchers on faculty turnover have focused mainly upon organizational climate and structural variables. Even Indian researchers have only addressed the problem of disengagement of faculty, faculty shortage and turnover (Banker & Bhal, 2020; J. M. Pandit & Paul, 2021; K.…”

“…In the context of education, for a number of years, there had been a lack of clarity on the conceptualization of HR climate. Studies related to the role of HR and universities, however, are thriving (Amin et al, 2014; J. M. Pandit & Paul, 2021).…”

“…Firstly, there is a knowledge gap in the prior research concerning HR Climate in Indian university settings (R. L. Jacobs, 2011;Miles, 2017;Muller-Bloch & Kranz, 2014). This encompasses several unexplored dimensions in the concerned area that lately have attracted research attention in recent years (J. M. Pandit & Paul, 2021). This study also addresses the empirical gap, as no study to date has directly attempted to explore the factors of HR Climate perceived by faculty and its relationship with faculty retention, also how these explored factors are significantly different in various types of HEIs in India (R. L. Jacobs, 2011;Miles, 2017;Muller-Bloch & Kranz, 2014).…”

“…Presence of formal HR offices facilitates individuals to adapt to cultural changes and career progression if it synergically works with faculty and various departments (Allui & Sahni, 2016;Edgley-Pyshorn & Huisman, 2011). Recent research by (J. M. Pandit & Paul, 2021) on comparison of Indian and United States higher educational settings has also revealed inadequate and immature HRM systems in Indian universities and has recommended synchronization of systems with strategy as well as structure. Administrators of deemed universities who have excelled in enriching the professional development of their faculty can be the first to include HR departments in their universities and may set an example for other types of universities to follow.…”

The role of university Knowledge Transfer Offices: Not just commercialize research outputs!

“…-Las buenas prácticas económicas, psicológicas y sociales del recurso humano, fortalece la competitividad en IES. (Chyrva et al, 2020;Levina et al, 2019;Mohiuddin et al, 2022;Pandit & Paul, 2021) ventajas competitivas: caso de estudio Facultad de Minas y Facultad de Ciencias-Universidad Nacional-Tabla 2-7 Competencias core en IES (Continuación)…”