Universities must nurture ideas, innovation to compete globally, says Allahabad University VC Prof Sangita Srivastava

Time of India

03-05-2025

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Regarded as one of the oldest and most prestigious institutions of the country,
Allahabad University
has been occupying an esteemed place among the
universities
of India for over a century. Despite its glorious past, the institution had its share of problems and phases of academic decline. In such testing times, the institution's leadership rose up to the occasion to reclaim glory. Prof Sangita Srivastava, the current vice-chancellor of Allahabad University, has been one such leader who embarked on a remarkable journey of taking the university from academic decline to educational excellence. In an exclusive conversation with
Rajeev Mani
, Prof Srivastava, spoke about the reforms she introduced first as a faculty member and now as its leader, the resistance she faced, and her vision for a future where the university becomes a model of both academic excellence and social responsibility. Excerpts:
You've been a part of this university for decades. What inspired the sweeping reforms you initiated as vice-chancellor?
When I took over, the university had lost spark. There was stagnation in all respects, be it academically, financially, or administratively. Having been a part of the system, I knew the problems. One of the most pressing issues was the shortage of faculty. For almost 30 years, appointments hadn't taken place properly. A few departments had just 3-4 permanent teachers. Guest faculty were shouldering the burden which was not sustainable.
What was your first major step towards addressing the problems?
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My priority was to restart faculty recruitment. We began constituting selection committees but as soon as the process gathered momentum, Covid-19 pandemic hit. The pandemic posed a significant hurdle, but my resolve remained unshaken. We resumed the recruitment process as soon as the second wave eased.
Restarting a process after three decades must have come with challenges. What problems did you face?
There were threats, direct as well as subtle. Politics was deeply entrenched, and many people resisted change. I reported every threat. For initial committees, we had police security. I didn't let politics derail national duty.
Was that the end of the resistance?
Not at all. When physical disruption failed, people turned to courts. Over the course of these reforms, the university faced around 60 court cases related to faculty appointments. My legal background proved helpful. Every evening, I sat with the legal team, built our defense on procedural correctness and won every case. Not a single selection was stayed. In three years, we appointed around 400 new teachers, including 150 senior professors. The success of the faculty recruitment process restored the academic backbone of the university and transformed its culture. There were no leaks or favoritism. Even our critics began to acknowledge the change.
Did reforms lead to the introduction of new academic initiatives?
Yes. One initiative close to my heart was the establishment of the environment science department. It was discussed for 25 years but no action was taken. I reallocated existing posts and appointed a team. The department is making its mark with unique initiatives. QR codes have been placed beside every plant in the science faculty. Scan it, and you learn something. It's a small but meaningful integration of technology and learning.
What keeps you going in the face of pressure?
It isn't a job but a mission. I want to leave behind not just a functioning but a flourishing university. One should speak at the right time to the right person. I believe that action speaks louder than words.
What's your big goal for university?
For the first time, we have established an incubation centre at AU which is aimed at promoting start-ups of the student fraternity. The project was close to my heart. Although it is a modest start, I am confident that in the coming time, there will be many investors who would be eager to invest in the start-up
ideas
brought forward by talented students of AU.
You recently rolled out multi-disciplinary courses. How has the response been?
We introduced these courses with high hopes, but the response has been somewhat lukewarm. It's mainly because students still focus on competition, particularly examinations like the UPSC Civil Services. Without strong industry focus or creative outlets, many are heading towards unemployment. The pressure to memorize and compete with limited opportunities is simply not enough.
What is the way forward for universities?
As a nation, we are now more populous than China. Our universities are the reservoirs of knowledge, and it's time we shifted focus towards imparting skills and fostering interest in sports and creative pursuits. The old rote learning system will not prepare students for future challenges. We need to nurture new business ideas, creativity, and innovation, which will help our youth compete globally. Countries like Singapore, South Korea, Vietnam, and Japan have shown us how education can drive national progress. With the right policies, we can achieve success. Filling teaching and non-teaching vacancies was one of the biggest challenges and one of our proudest accomplishments. Today, our laboratories are operational, renovated, and staffed. All departments have full-time teachers.
As the first woman vice-chancellor of AU, did you face challenges in being accepted as a leader?
Yes. But I always thrive on challenges as they push you to think strategically. I identified the root causes of issues on campus and worked to resolve them. Bringing peace and discipline to the campus was a crucial step in fostering an academic environment. Once we eliminated disruptions, creativity, art, and culture began to flourish.
How has your experience as VC enriched you personally and professionally?
My role brought additional responsibilities, especially with the appointment of new faculty and the required infrastructure changes. We worked on modernising classrooms, making spaces inviting, and transitioning to a digital system. I am proud to have created a motivated and happy campus environment. When students, faculty, and staff are happy, they excel. I believe this is the key to success. The support I have received, especially in terms of CSR contributions, has also helped build modern infrastructure like the Ishwar Tope building with state-of-the-art facilities.
How is the university aligning itself with NEP?
When I took charge, NEP had just been introduced. There was excitement but no clear guidance on implementation. I read through the policy and realized that we couldn't begin until we had the necessary human resources and infrastructure in place. With a solid foundation in place, the university is ready to introduce four-year honours courses that emphasise practical, skill-based learning. The old system was too theory-heavy, based on memorisation. NEP flips that as it is all about real-world skills, and that's what we are focusing on.
What kind of courses are you introducing under this new skill-based vision?
We are emphasising performing arts and fine arts, areas that have traditionally been overlooked. Our fine arts and music departments are now full, with every instrument accounted for and every seat taken. This shift aligns with the PM's vision of creating employable graduates equipped with practical skills rather than relying on govt jobs. If students are trained in something practical, they can chart their own paths.
How are students responding to the shift towards skill-based education?
It's been a challenge, particularly with the mindset. A significant portion of our students, especially from the humanities who are aiming for the IAS. This is an admirable ambition, but we must consider what happens if those dreams don't come true? This realisation was the catalyst for my drive to integrate skill development into every course, ensuring that even if the primary career goal doesn't materialise, students are equipped with something practical to fall back on. Our students should have more than just a degree. They should have skill, passion, or even a business idea.
How are you preparing for the four-year undergraduate structure?
We are preparing for a four-year undergraduate model which we are rolling out this academic session (2025-26). We have formed a steering committee, and our teachers are revising the curriculum. The new courses will be rolled out once they are approved by the Academic Council.
How do you ensure quality and accountability in teaching with new faculty?
We have hired well-qualified teachers from across the country. To ensure they meet our expectations, I have introduced a robust feedback mechanism. Students can now submit feedback through an online form, allowing the administration to track faculty performance and maintain standards of teaching.
How do you see the university's role in shaping the nation's future?
Education is far more than knowledge transfer. It is about cultivating a mindset. What we build here will reflect in the India of tomorrow. I have traveled to various countries and found that the disciplined approach to education and social values makes them what they are today. These countries have progressed rapidly, while we lag. Our institutions have not imparted the kind of discipline, civic sense, or motivation that other countries have prioritised. NEP provides an opportunity to bridge this gap.
What message would you like to give to AU students?
Don't forget your responsibility. You're not just here to learn for a degree but also to shape the future of this country. That's a responsibility we must take seriously. I can say that the university is reborn, and so am I.