Academic Quality and Accountability

Exploring Accountability in Higher Education Governance
In the preface of this dissertation, we delve into the exploration of Accountability in the Governance of Higher Education, specifically focusing on the governance structures of the University of Delhi and Ambedkar University Delhi. Our primary emphasis lies in examining the discourse of accountability and its interplay with the nature, structure, and operations of these universities.
Evolution of the Indian Higher Education Landscape
The Indian higher education system, the world's second-largest, has evolved into various forms, including central and state universities, unitary and affiliating universities, institutes of national importance, deemed universities, and open universities. In 1956, the University Grants Commission (UGC) emerged as the formal regulatory body tasked with maintaining, determining, and coordinating university standards to ensure academic compatibility and quality. Nevertheless, since India's independence, the higher education landscape has undergone profound changes. These changes not only encompassed an increase in the number of higher education institutions but also a commitment to inclusive education. The proliferation of institutions raised concerns regarding academic standards and quality, making the discourse on accountability increasingly significant.
Higher Education in a Global Context
Higher education institutions operate within a dynamic global environment, and their roles have been significantly reshaped and redefined by economic reform policies. A shift in ideological values, policies, and practices has occurred, driven by changes in the state's role and economic reforms. These economic reforms were accompanied by reduced budgets for public services such as education and health. Consequently, higher education witnessed an upsurge in student enrollment and institution count. The pursuit of access and equity brought forth questions about accountability and education quality. The shift from a Keynesian development paradigm to a 'Neo-liberal paradigm' (Tilak: 2004) began to manifest in higher education policies and the processes affecting the teaching and learning environment. These challenges spurred innovations in higher education, transforming its functioning. Among these challenges, governance of the expanding higher education system emerged as a central issue.