Opinion | Time to Learn from China: Reform India’s PhD System

India Today proudly counts the number of doctoral degrees produced each year as a symbol of academic growth. Universities celebrate convocation ceremonies where hundreds of PhD degrees are awarded annually. On paper, this expansion appears to signal intellectual progress. However, beneath the surface lies a troubling reality: while the number of doctorates in India is rising rapidly, the quality, originality, and global impact of much of this research remain questionable. If India genuinely aspires to become a global knowledge superpower, it must urgently rethink and reform its doctoral education system. One model worth examining is the rigorous PhD framework followed by China.

Over the past two decades, China has transformed itself into one of the world’s leading research powers. Chinese universities now dominate global research output in several scientific fields, and their presence in international university rankings has steadily strengthened. This transformation did not happen by accident. It was driven by strategic policy decisions that prioritized research excellence, strict academic standards, and strong accountability within doctoral education.

In contrast, many universities in India are struggling with a PhD system that has expanded rapidly but unevenly. Doctoral programs have multiplied across universities, yet the supporting research infrastructure has not kept pace. In some institutions, the PhD has gradually become less a symbol of deep scholarship and more a routine credential required for academic promotion or employment. The consequence is a growing perception that India is producing large numbers of doctorates but relatively little path-breaking research. One of the fundamental differences between the two systems lies in admission standards. In many Chinese universities, doctoral admissions are highly competitive and limited to candidates who demonstrate exceptional academic ability and research potential. Students must often pass rigorous entrance examinations, interviews, and research proposal evaluations before being admitted. This strict selection process ensures that only the most capable scholars enter doctoral programs.

In India, although entrance tests and interviews exist, the standards vary widely across institutions. In some cases, the pressure to increase enrollment leads universities to admit more doctoral candidates than their research capacity can support. When the number of scholars rises without adequate supervision, funding, and laboratory facilities, the quality of research inevitably suffers. Another crucial element of the Chinese doctoral model is the strong emphasis on internationally recognized research publications. In many universities in China, PhD candidates are required to publish their research in reputable peer-reviewed journals before they are allowed to submit their thesis. This requirement ensures that doctoral work undergoes global scrutiny and contributes to the advancement of knowledge.

By contrast, a significant portion of doctoral theses in India remain largely unseen outside university libraries. While regulations encourage research publication, enforcement is inconsistent. In some cases, scholars resort to low-quality or predatory journals merely to fulfill formal requirements. As a result, many doctoral studies fail to achieve meaningful academic or societal impact. The Chinese system also places strong accountability on research supervisors and institutions. Faculty members are evaluated partly on the research performance of their doctoral students. Universities invest heavily in research infrastructure, laboratories, and innovation centers. Government policies actively support doctoral research through generous funding, scholarships, and international collaborations.

India’s higher education system, on the other hand, often struggles with limited research funding and uneven institutional capacity. While premier institutions such as Indian Institutes of Technology and Indian Institute of Science have achieved global recognition for their research output, they represent only a small segment of the country’s vast university network. Many universities continue to operate with outdated laboratories, insufficient research grants, and heavy teaching workloads that leave little time for serious scholarly inquiry. Another challenge is the academic culture surrounding doctoral education. In some cases, the pursuit of a PhD in India is motivated less by the desire to create new knowledge and more by the need for career advancement. Academic promotion policies often require a doctoral degree, leading many candidates to view the PhD as a mandatory credential rather than an intellectual journey. When degrees become instruments of career progression rather than genuine scholarship, the spirit of research inevitably weakens.

The Chinese approach offers a different perspective. In China, doctoral programs are closely linked with national research priorities. Universities collaborate with industry, technology firms, and government agencies to address real-world challenges. PhD scholars often work on projects related to innovation, technology development, and economic growth. This integration between research and national development has significantly strengthened China’s global competitiveness.

India has immense intellectual potential and a large pool of talented scholars. However, this potential can only be realized if the doctoral system is redesigned to prioritize quality over quantity. Reform must begin with stricter admission standards and transparent selection processes. Universities should admit only as many doctoral candidates as they can adequately supervise and support. Equally important is the need to strengthen research evaluation. Publication in credible, peer-reviewed international journals should become a genuine benchmark for doctoral work. Predatory publishing must be firmly discouraged through strict academic oversight and ethical guidelines. Supervisors must also be held accountable for the quality and originality of the research produced under their guidance.

Investment in research infrastructure is another essential requirement. Laboratories, libraries, digital databases, and interdisciplinary research centers must be expanded across universities. Government agencies, private industry, and academic institutions should collaborate to create a robust research ecosystem that encourages innovation and intellectual curiosity. International collaboration should also become a central component of doctoral education. Partnerships with leading global universities can expose Indian scholars to advanced research methodologies, diverse academic cultures, and cutting-edge knowledge. Such collaborations would help integrate India’s research community more deeply into the global academic network.

However, the most important reform may be cultural rather than structural. India must restore the intellectual dignity of the PhD degree. A doctorate should symbolize years of disciplined inquiry, critical thinking, and original contribution to knowledge. It must not become a routine academic certificate or a shortcut to professional advancement. Learning from China does not mean blindly copying its system. Every country must adapt reforms to its own social, academic, and institutional context. Yet the Chinese experience demonstrates that rigorous standards, strong research culture, and strategic investment can transform a nation’s academic landscape within a relatively short period.

If India is serious about becoming a global knowledge leader, it cannot afford to treat doctoral education casually. The future of innovation, technological progress, and intellectual leadership depends on the strength of its research universities. Reforming the PhD system is therefore not merely an academic issue—it is a national priority. The time has come for India to move beyond counting doctoral degrees and begin measuring the knowledge they produce. Only then will the country’s universities truly become engines of discovery rather than factories of degrees.

Principal, GGS College of Management and Technology, Gidderbaha (Punjab) And Research Professor at Indian Institute of Finance, New Delhi uppalmlt@gmail.com