A PhD is widely regarded as the highest level of academic achievement. It represents years of study, specialized research, intellectual discipline, sacrifice and perseverance. Yet, for many scholars, the moment they receive their doctoral degree does not mark the beginning of a secure and respected professional life. Instead, it can mark the beginning of another struggle—the struggle for a decent salary, stable employment, academic freedom and professional dignity.
This is one of the uncomfortable contradictions in India’s higher-education system. The country proudly speaks about becoming a knowledge economy, building world-class universities and competing globally in research and innovation. But behind these ambitious slogans are thousands of highly qualified academics who often work under intense pressure for salaries that do not adequately reflect their qualifications, responsibilities and contribution.Highly qualified minds are being asked to deliver world-class outcomes while surviving on low salaries.
That contradiction deserves serious attention.A PhD is not simply another qualification added to a résumé. It represents years of specialized intellectual investment. A doctoral researcher learns how to identify problems, collect and analyze evidence, develop original arguments, conduct independent research and contribute new knowledge. After completing a PhD, such individuals are expected to teach, publish, supervise students, undertake research projects, attend conferences, contribute to institutional development and often perform substantial administrative work.Yet qualification does not always translate into compensation.
In some institutions, PhD holders are expected to perform multiple roles simultaneously. They may teach several courses, guide students, prepare examination material, publish research papers, organize seminars, attend meetings, complete documentation and participate in institutional activities. Increasingly, academics can also face pressure related to admissions, targets, promotional activities and other non-academic responsibilities.
The question is straightforward:How can India expect world-class research from academics who are financially insecure, overworked and professionally undervalued?The problem is not that every PhD holder must automatically receive a very high salary. Academic compensation should reasonably reflect qualifications, experience, performance, research contribution, teaching responsibilities and institutional role. But there must be a basic principle of fairness.
A person with advanced qualifications should not be systematically treated as inexpensive labour simply because they are passionate about teaching or research.Passion is not a substitute for salary.Academic freedom is not a substitute for job security.Recognition is not a substitute for financial dignity.And promises of future opportunities cannot justify unfair working conditions indefinitely.
The consequences extend beyond individual academics. Underpayment and insecurity can weaken the entire higher-education system. Talented young scholars may begin to question whether an academic career is worth pursuing. After spending years completing doctoral research, they may choose corporate employment, government services, international opportunities or completely different professions.
Some may leave India in search of better professional conditions.This creates a serious national problem. India invests enormous intellectual and financial resources in educating young people, but if the domestic academic system cannot provide meaningful career opportunities, the country risks losing some of its most capable minds.A knowledge economy cannot afford such leakage of talent.India’s ambition to become a global research and innovation Centre also requires a change in institutional culture. Universities cannot build excellence merely through impressive buildings, technology, rankings, advertisements and admission campaigns. Their greatest intellectual asset is their faculty.
“A PhD holder carries much more than a certificate. They carry knowledge, expertise, responsibility and years of sacrifice. They should not be forced to carry the additional burden of financial insecurity and institutional exploitation. The nation expects PhD holders to build the future. It must also give them a future worth building. India cannot become a knowledge superpower by treating knowledge creators as cheap labour. It is time to move from degree production to knowledge production, from academic exploitation to professional dignity, and from low-cost employment to fair-value employment. A PhD should not be the beginning of economic struggle. It should be the beginning of an opportunity to contribute, innovate, teach and transform society. Highly qualified minds deserve more than low salaries and empty appreciation. They deserve dignity, opportunity and fair reward.”
A university may have modern infrastructure, but without respected and motivated academics, it cannot become a truly world-class knowledge institution.Faculty members should therefore receive transparent contracts, timely salaries, reasonable workloads, research support, professional-development opportunities and clear promotion pathways. Institutions should create environments where academics can focus on teaching, research and innovation rather than being continuously distracted by excessive administrative or commercial pressures.
There is also a need to rethink the way academic performance is measured. The obsession with numbers—number of publications, conferences, admissions, projects and institutional activities—can sometimes encourage quantity at the expense of quality.A researcher should not be judged merely by how many papers they produce. The originality, relevance and impact of research matter far more.
Similarly, a teacher’s contribution cannot be measured only through classroom hours. Mentoring students, developing critical thinking, creating new teaching methods and inspiring young people are equally important.If India wants meaningful academic excellence, it must move from a target-driven culture to a quality-driven culture.
The private higher-education sector also deserves particular attention. Private institutions have expanded access to higher education and created employment opportunities, but expansion must be accompanied by strong faculty-management practices. Institutional growth should never become an excuse to underpay academics or impose unreasonable workloads.
Faculty members are not merely employees who execute institutional targets. They are intellectual partners in building the institution.
When teachers are respected, students benefit.When researchers are supported, innovation grows.
When academics receive fair compensation, institutions are better positioned to retain talent.
And when academic freedom is protected, genuine knowledge creation becomes possible.India must therefore confront an uncomfortable reality: we cannot demand international research standards while offering conditions that discourage researchers from doing their best work.
World-class research requires world-class research environments.That means modern laboratories, research funding and technology—but also decent salaries, professional security, intellectual independence and respect.The debate should therefore move beyond how many PhDs India produces. The more important question is: What happens to these PhD holders after they graduate?
• Are they entering productive research careers?
• Are they receiving opportunities to innovate?
• Are they being paid fairly?
• Are they being treated with dignity?
• Are institutions using their expertise effectively?
If the answer to these questions is disappointing, simply increasing the number of PhD graduates will not solve India’s research crisis.India does not need a system that merely produces more degree holders. It needs a system that creates knowledge, rewards excellence and builds sustainable academic careers.
(The author is Principal, Guru Gobind Singh College of Management and Technology, Gidderbaha, Punjab. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
(The author is a teacher and president of Jammu and Kashmir General Line Teachers Forum. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
