<p>Shiv Nadar University is a comprehensive, multidisciplinary, research-focused, and student-centric University offering a full range of academic programs at the undergraduate, postgraduate and doctoral level. With state-of-the-art infrastructure, the University comprises of academic wings, sophisticated labs, international standard sports facilities, amphitheaters, auditorium, conference rooms and smart classrooms. The University&rsquo;s goal is to become internationally recognized for the quality of its research and creative endeavors and their applicability to improving quality of life, generating new insights and expanding the boundaries of human knowledge creativity. Committed to excellence in teaching, research and service, the University aims to serve the higher education needs of India and the world beyond.</p>

Shiv Nadar University

We undertake a case study on the SHIKSHA initiative in Uttar Pradesh in Northern India to understand how impactful the technology-integrated pedagogy through public–private partnerships (PPP) in education has been on the learning outcomes of students. A content analysis to understand the processes adopted by the SHIKSHA initiative is attempted. The digitized curriculum developed is found to be contextualized in accordance with the background of students, which can be aligned with constructivist learning theory. We also attempt a quantitative analysis to estimate the impact of these pedagogical practices on learning outcomes. The analysis finds that the average scores of schools with SHIKSHA interventions are higher by 58 percentage points. Also, under SHIKSHA, a 15-day period was given to the students for revision of the courses with the active participation of the teachers. The average scores after these revisions record an improvement as compared to the average scores before revisions. The paper suggests that the digitization of content by the government or through PPPs can help boost effective learning. JEL codes: C120, H520, I200, I210, I220, I280 © 2022 SAGE Publications India Pvt. Ltd.

World University root node

Economics and Public Policy

(SME) School of Management and Entrepreneurship

Studies in Microeconomics

Technology-integrated Pedagogy, Learning Outcomes and Retention: Can Public–Private Partnerships Play a Role in Primary Education in India?

The Future of Higher Education in India

The world-class university discourse: Disentangling the conflict between efficiency and world class-ness

The performance assessment of faculty members’ output like teaching-learning activities, research and administrative activities as initiated by the Indian government in 2010 through performance based assessment scheme (PBAS) aims at making the faculty members accountable for their work and thereby ensuring quality output. For each activity, a faculty member is accorded certain points. The minimum points are required for entry as well as promotion to the next level. It is not difficult to understand that under this regime, the incentives are designed assuming that faculty members are rational, self-interested and would continue to maximize their individual scores. But, introducing PBAS may not serve the purpose of improving the quality of faculty members’ work because the motivation level and values (that is the principles which govern their actions) that they attach to their work differ amongst faculty members. The legal requirement of compliance may instigate some of the faculty members to resort to unethical practices or shirk away from work and report output in terms of numbers only, compromising on the quality, which is called as fabrication. This happens because there is an information asymmetry in assessing the behaviour of faculty members by the Indian government, and thus the higher education sector might suffer from adverse selection, which would affect the quality of output produced. The chapter seeks to present a possibility of different actions that could be taken by the faculty members in the wake of PBAS and its impact on quality of output, the very purpose for which performance of faculty members is assessed. © 2018 selection and editorial matter, Satya Sundar Sethy; individual chapters, the contributors.