विस्तृत परियोजना रिपोर्ट – DTNILERD के लिए PPP ढांचा

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Detailed Project Report-
PPP Framework for
DTNILERD

6 May 2020











The study was sponsored with financial
support of NlTl Aayog, Government of India
and conducted by KPMG Advisory Services
Private Limited.
2

The Organisation, KPMG Advisory Services Private Limited, has received a grant under the Research
Scheme of NITI Aayog (RSNA) to prepare this report. While due care has been exercised to prepare
the report using the data from various sources, NITI Aayog does not confirm the authenticity of data
and accuracy of the methodology to prepare the report. NITI Aayog shall not be held responsible for
findings or opinions expressed in the document. This responsibility completely rests with the
Institute, KPMG Advisory Services Pvt. Ltd. 3

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4

Contents
Disclaimer .................................................................................................................................................... 2
Background and Context .......................................................................................................................... 11
Scope of Work ........................................................................................................................................... 11
I. As is assessment ........................................................................................................................... 13
1. Programme Offerings ................................................................................................................... 14
2. Students ......................................................................................................................................... 14
3. Research ......................................................................................................................................... 15
4. Faculty ............................................................................................................................................ 16
5. Infrastructure ................................................................................................................................. 16
6. Governance and administration .................................................................................................. 17
7. Finance ........................................................................................................................................... 17
II. Market Assessment and Feasibility Study ................................................................................. 18
1. Need for Social Science Institute in India ................................................................................... 18
2. Focus areas for Institute (Disciplines) ......................................................................................... 20
Demand Side Analysis ...................................................................................................................... 20
Supply side analysis ......................................................................................................................... 28
3. Focus areas for Institute (Levels of Programmes Offered) ....................................................... 35
III. Operating Model of The Institute ................................................................................................ 39
1. Programme Offerings ................................................................................................................... 40
— Degrees Awarded ...................................................................................................................... 41
— Programme Duration and Specialization ............................................................................... 42
— Programme Delivery ................................................................................................................. 44
2. Students ......................................................................................................................................... 44
— Student strength ................................................................................................................... 45
— Student profile ....................................................................................................................... 46
3. Faculty Recruitment ...................................................................................................................... 49
4. Research ......................................................................................................................................... 53
Research Focus areas, Pattern and Delivery .................................................................................. 53
Research Inputs ................................................................................................................................. 54
Research Output ............................................................................................................................... 58
5. Key Partnerships ........................................................................................................................... 59
— Academic Partnerships ............................................................................................................. 59
— Industry Partnerships ............................................................................................................... 61
— Government and think tank Partnerships .............................................................................. 62 5

6. Infrastructure and Facilities ......................................................................................................... 63
— Technology Infrastructure ........................................................................................................ 63
— Social Infrastructure ................................................................................................................. 63
7. Financials ....................................................................................................................................... 65
IV. Partnership Strategy ..................................................................................................................... 74
Models of Public Private Partnership in higher education ............................................................... 74
Rationale ................................................................................................................................................ 75
Proposed competencies required to deliver the operating model .................................................. 76
Potential Private Players for partnerships .......................................................................................... 77
Partnership strategy for The Institute ................................................................................................ 77
- Factors to be considered for the partnership strategy in the case of a foreign partner ... 79
- Benefits to the private partner ................................................................................................ 79
- Case studies for the various options provided in the partnership strategy ....................... 80
- Role of The Institute and the Operating partner ................................................................... 82
— Outcomes to be achieved by the private partner at the end of 10 years for The Institute
83
1. Bid Evaluation Parameters ........................................................................................................... 84
a. Eligibility Criteria for Partner for Institute .................................................................................. 85
b. Technical Scoring Parameters for Partner for Institute ............................................................ 86
c. Financial Parameters for Partner for Institute ............................................................................ 90
V. Appendix ........................................................................................................................................ 91
Appendix .................................................................................................................................................... 91
1. KPIs for performance of Institute ................................................................................................ 92
2. Detailed profiles of potential players for The Institute to partner with .................................. 94
a. Global and Indian Think Tanks .................................................................................................... 94
b. International Institutes ................................................................................................................. 94
c. Private Institutes in India ............................................................................................................. 95
d. Institutes of National Importance (INI) ....................................................................................... 96
e. Institutes of Eminence (IoE) ......................................................................................................... 97
3. Competitor Profiles ....................................................................................................................... 99
a. Azim Premji University ............................................................................................................. 99
b. Tata Institute of Social Sciences ............................................................................................ 99
c. Ashoka University .................................................................................................................... 100
d. ALJ Poverty Action Lab .......................................................................................................... 101
4. PPP Case studies ...................................................................................................................... 102
5. Employment Impact of Institute of Social Sciences ....................................................... 105 6

a. Employment .............................................................................................................................. 105
b. Indirect Impact of employment opportunities from The Institute ............................. 107
c. Pioneering entrepreneurial growth and development .................................................. 107
d. Case studies considered for eligibility criteria for selection of operating partner . 108

7

List of Tables
Table 1: Existing Infrastructure details at DTNILERD .................................................................... 16
Table 2: Social Science education pioneers .................................................................................... 19
Table 3: Ranking of Think Tanks (Top 100 non-US think tanks) ................................................. 19
Table 4: Sectors attracting Government focus and funding ....................................................... 22
Table 5: Key Research themes focused on by Donors and corporate foundations .............. 25
Table 6: Examples of Social Science Research and Education Institutes in India ................. 29
Table 7: Capacity building programs offered by Academic Institutions and Online Portals
.................................................................................................................................................................... 32
Table 8: Key research areas/educated areas of selected institutes ........................................... 33
Table 9: Focus areas for Institute ....................................................................................................... 34
Table 10: Emerging areas of Education and Research in shortlisted disciplines .................. 34
Table 11: Positioning of The Institute in terms of program offering ......................................... 36
Table 12: Components of the Operating Model for The Institute .............................................. 39
Table 13: Proposed program duration and specialization for The Institute ............................ 42
Table 14: Share of graduate students in some of the world class universities ...................... 45
Table 15: 10-year proposed student strength for The Institute .................................................. 45
Table 16: Application intake ratio for reference institutes ........................................................... 46
Table 17: Proposed admission process for The Institute based on various program
offering ...................................................................................................................................................... 46
Table 18: Overall Student-Faculty Ratio of World Class Universities ....................................... 49
Table 19: Collaboration with universities for faculty members ................................................. 51
Table 20: Distribution of faculty based on faculty cadre .............................................................. 51
Table 21: Research output at peer institutions ............................................................................... 59
Table 22: Types of academic collaborations established by Indian and global institutes: . 60
Table 23: Types of industry collaborations established by Indian and global institutes: .... 61
Table 24: Types of Government and think tank collaborations established by Indian and
global peers: ............................................................................................................................................ 62
Table 25: List of facilities ...................................................................................................................... 63
Table 26: Financial Projections for the Institute ......................................................................................... 68
Table 27: Projected Financial Internal Rate of Return ................................................................................ 69
Table 28: Operating expenses incurred by peer institutes .......................................................... 71
Table 29: Sources of funding for various peer institutes ............................................................ 72
Table 30: Proposed competencies of the partner institutes required to deliver the
operating model: .................................................................................................................................... 76
Table 31: Potential Private Players for partnerships for The Institute ...................................... 77
Table 32: Partnership options available for The Institute: ........................................................... 78
Table 33: Role of stakeholders in the partnership ......................................................................... 82
Table 34: Profile of Global and Indian Think tanks ....................................................................... 94
Table 35: Profile of International Institutes ..................................................................................... 94
Table 36: Profile of private institutes in India .................................................................................. 95
Table 37: Profile of Institutes of National Importance .................................................................. 96
Table 38: Profile of Institutes of Eminence ...................................................................................... 97 8

Table 39: Competitor profile – Azim Premji University ................................................................ 99
Table 40: Competitor profile: Tata Institute of Social Sciences .................................................. 99
Table 41: Competitor profile – Ashoka University ....................................................................... 100
Table 42: Competitor Profile: ALJ Poverty Action Lab ................................................................ 101
Table 43: Number of Employees at The Institute ......................................................................... 107

List of Figures
Figure 1: Scope of Work ...............................................................................................................................
Figure 2: SWOT analysis for DTNILERD ......................................................................................................
Figure 3: Number of International Training programs offered by DTNILERD .........................................
Figure 4: Student enrollments in International Training Programs at NILERED ................................. 15
Figure 5: Research output and revenue produced by DTNILERD ......................................................... 15
Figure 6: Faculty details – sanctioned posts vs filled post at DTNILERD ............................................. 16
Figure 7: Summary of income and expenditures (in crores) at DTNILERD ......................................... 18
Figure 8: Emerging trends in the field of Social Sciences ..................................................................... 21
Figure 9: R&D expenditure at public knowledge institutions by field of science ................................ 22
Figure 10: Funding from international donors for SSR in India ............................................................ 25
Figure 11: Relative presence of disciplines in top percentile ....................................................................
Figure 12: Distribution of published articles according to disciplines in SSR .........................................
Figure 13: Trends in Social Science research education (PG and PG Diploma) in India .................... 30
Figure 14: Enrollments in PG programs (2018-19) ................................................................................. 31
Figure 15: Enrollments in PhD programmes in India ................................................................................
Figure 16: Enrollments in PhD and MPhil courses for Social Science Research in India .......................
Figure 17: Proposed roll out plan for The Institute ................................................................................ 41
Figure 18: Proposed Selection process for The Institute ...........................................................................
Figure 19: Options available for an entrance exam based on peer institutes .........................................
Figure 21: Proposed focus areas of research for The Institute ............................................................. 53
Figure 22: Number of projects undertaken by Social Science institutes in India for the year 2017-
2018 ................................................................................................................................................................
Figure 23: Research income obtained by peers in 2017-2018 (In INR Cr) ................................................
Figure 24: Research output and quality provided by Social Science Institutes in India for the year
2016 ............................................................................................................................................................ 59
Figure 26: Factors to be considered for the partnership strategy in the case of a foreign partner ... 79
Figure 27: Outcome to be achieved by the operating partner at the end of 10 years for The Institute
.................................................................................................................................................................... 83
Figure 28: Indicative breakup of sectors for employment ................................................................... 106
Figure 29: Opportunities for Employment ..................................................................................................

List of Case studies
Case study 1: Tapping into foreign faculty base – Indian School of Business .................................... 49
Case study 2: Collaborating with a foreign university - IIMA and Harvard Business School ............ 50
Case study 3: Consultancy and Sponsored projects at TISS and ISI .......................................................
Case study 4: Infrastructure for Social Science research at JNU .............................................................
Case study 5: Research council at Centre of Development for Economics, Delhi School of
Economics ...................................................................................................................................................... 9

Case study 6: Research Partnerships with Government, civil society and institutes .............................
Case study 8: Enhancing critical thinking through dialogue at leading institutions ...............................
Case study 9: Sports is an integral part of all-round development at TISS .............................................
Case study 7: Sources of Funding for JNU and ISEG ................................................................................
Case study 10: International Branch Campuses (IBCs) established by universities in countries with
favorable regulations (Option 1 in Table 31) .......................................................................................... 80
Case study 11: Virginia Commonwealth University establishing an agreement with Qatar
Government to establish and operate an institute in Qatar (Option 2 in Table 31) ............................ 81
Case study 12: Joint Degrees and Twinning Programs (Option 3 & 5 in Table 31) ............................ 82
Case study 14: Indian Institute of Skills and Tata Education Development Trust ............................. 102
Case study 15: Singapore Management University and Carnegie Mellon University ...................... 103
Case study 16: Singapore Management University and Wharton Business School, UPenn ........... 103
Case study 17: Singapore University of Technology and Design and MIT ........................................ 104
Case study 18: Entrepreneurship cell at IIT .................................................................................................
Case study 19: NUS Overseas college.........................................................................................................
Case study 20: Eligibility Criteria (in RFP) For Indian Institute of Skills ............................................. 108
Case study 21: Eligibility criteria in RFP for NCOE ............................................................................... 109
Case study 22: Eligibility criteria in RFP for Institute of Eminence ..................................................... 109

Abbreviations
Abbreviation Description
DTNILERD Dattopant Thengadi National Institute of Labour Economics Research
and Development
The Institute Institute of Social Sciences
MEA Ministry of External Affairs
IIPA Indian Institute of Public Administration
ITEC Indian Technical and Economic Cooperation
SCAAP Special Commonwealth Assistance for Africa Programme
IEG Institute of Growth
NIT National Institute of Technology
ERP Enterprise Resource Planning
TISS Tata Institute of Social Sciences
NIRF National Institutional Ranking Framework
QS Quacquarelli Symonds
UCLA University of California Los Angeles
UCB University of California Berkeley
IHEPA Indian Health Economics and Policy Association
IEG Institute of Economic Growth
ORF Observer Research Foundation
TERI The Energy and Resource Institute
SERIIUS Solar Energy Research Institute for India
NIWE National Institute of Wind Energy
ICRIER Indian Council for Research on International Economic Relations
NACER National Center for Excellence of RSETI (Rural Self Employment
Training Institutes)
SFURTI Scheme of Fund for Regeneration of Traditional Industries
NIRDPR National Institute of Rural Development and Panchayati Raj
ICSSR Indian Council of Social Science Research 10

IMPRESS Impactful Policy Research in Social Sciences
IDRC International Development Research Center
TEVT Technical Education and Vocational Training
IIT Indian Institute of Technology
RSNA Radiological Society of North America
ICAR Also called CIARI – Central Island Agricultural Research Institute
J-PAL Abdul Latif Jameel Poverty Action Lab
NID National Institute of Design
IGNOU Indira Gandhi National Open University
PDPU Pandit Deen Dayal Petroleum University
IIM Indian Institute of Management
DSE Delhi School of Economics
MIT Massachusetts Institute of Technology
ISI Indian Statistical Institute
ISB Indian School of Business
JNU Jawaharlal Nehru University
GoI Government of India
RBI Reserve Bank of India
ISEG Lisbon School of Economics and Management
VCQU Virgina Commonwealth University School of the Arts in Qatar
NBER National Bureau of Economic Research
DPIIT Department for Promotion of Industry and Internal Trade
MoLE Ministry of Labour Economics
MoHRD Ministry of Human Resource Development
MORD Ministry of Rural Development
IoE Institute of Eminence
11

Background and Context
DTNILERD was established by the Government of India, in 1962 as an autonomous organization and
was formerly called Institute of Applied Manpower Research. DTNILERD is currently running two
long term programmes in Human Resource Planning, besides short- term trainings. DTNILERD also
has to its credit, research publications around key themes in labour economics. NITI Aayog had
sought assistance from KPMG to suggest a transformational strategy to become a Global Institute
of Academic and Research Excellence in Social Sciences. DTNILERD is also seeking a partnership
strategy and they want to identify prospective institutes/ players for partnership and collaboration.
Scope of Work
KPMG was onboarded to undertake four phased assessment, comprising of an As-Is Assessment,
Market and Feasibility Study, Preparation of Operating Model and Implementation Plan and,
Partnership and Collaboration Strategy. The same has been detailed in Figure 1.
•Project kick-off to
agree on
outcomes,
timelines and
outcomes
•Discussions with
institutional
leadership
•Site visit, in-
depth discussion
with faculty
members, other
key stakeholders
•As-is assessment
of the institution
through data
analysis
Market
Assessment &
Feasibility Study
Operating Model &
Implementation
Plan
Partnership &
Collaboration
Strategy
•Landscape assessment
of social science
research in India
•Peer benchmarking of
social science
institutions in India and
globally
•Finalize stakeholders for
external primary
consultations
•Conduct external
stakeholder
consultations
•Analysis of insights
from external market
assessment
•Develop and
finalize design
choices for
transformation
•Develop
operating model
•Design
implementation
roadmap to
achieve
transformation
•Identify
partnership/collaboration
prospects based on
operating model developed
•Develop value proposition,
strategies and action plan
for each collaboration,
including partner role and
responsibilities
•Develop partner evaluation
framework and bid
parameters
•Develop framework for
monitoring the
collaboration(s)
As-Is Assessment
Figure 1: Scope of Work 12

End State Vision of The Institute

1. Be recognized as a global institute par excellence in social sciences
• Transform into an apex social sciences institute and a global institute of academic repute
and research excellence
• Establish partnerships to ensure exchange of international best practices (leadership,
management, process, methodologies etc.) and sharing of resources
2. Ensure self-sustainability
• To identify sources of revenue for The Institute in order to ensure self-sustainability
• To ensure proper functioning of The Institute to derive and maximize output and leverage
the infrastructure and establish partnerships with the private sector to conduct capability
development, capacity building etc.
3. Establish itself as a renowned Research and Policy Think Tank for New India by leveraging the
brand equity
• To serve as a policy think tank for the Government and aid the Government’s vision and
development priorities through research
• To contribute through research to the sustainable development agenda in India and
emerging economies
• To build capability to inform policies and decisions through research, monitoring, evaluation
etc.
4. Become a hub for premium talent
• Create a globally employable student pool
• Onboard academic leaders, refine curriculum and admission intake to ensure academic
excellence
• Create professional development opportunities, exchange programmes etc. to attract the
best talent 13

I. As is assessment
KPMG undertook an As-is Assessment to understand DTNILERD’s strengths and weaknesses as well
as existing opportunities and threats, through a SWOT analysis. DTNILERD will leverage on its
strengths to become a leading institute for social science research and education in India.
The current performance metrics of DTNILERD were benchmarked against similar metrics of
DTNILERD’s national and international competitors such as VV Giri Labour Institute, IZA Institute of
Labour Economics, Germany, Korea Labour Institute, Institute of Economic Change, Indian Institute
of Public Administration, etc. The Institute’s program offering, student enrollment, research
capabilities, faculty, infrastructure, governance and finance were analyzed to pave the way for the
operating model and PPP recommendations.
It was recognized that DTNILERD can leverage on the NITI Aayog brand and existing infrastructure
for new education and capacity building programs in their existing expertise within the Social
Sciences domain. The identified limitations with respect to lack of expertise in provision of academic
programmes in Social Sciences, insufficient revenue from diversified streams and low capacity
utilization of existing infrastructure were channeled into suitable recommendations in the Operating
Model and Partnership Strategy.
SWOT Analysis of DTNILERD:
Strengths
• Strong brand name associated with NITI
Aayog
• Well-built existing infrastructure
• Academic and research potential existing
within Social Sciences domain, the
institution’s focus area

Threats
• Competition, with other public and private
institutions carrying out similar activities as
DTNILERD
• Crowded education market with growth in
universities and colleges
• Low Research and Development
expenditure from Government towards
social sciences research
Weaknesses
• Limited offerings in subjects and capacity
building programs conducted
• Excessive dependence on Ministry of
External Affairs (MEA) as a source of
students
• Insufficient research output, particularly
from non-Government sources
• Lack of marketing and awareness building
efforts
• Challenges in attracting quality faculty
• Low capacity utilization of existing
infrastructure
• Continued dependence on NITI Aayog;
insufficient revenue from other sources
• Lack of social infrastructure around
institution

Opportunities
• NITI Aayog brand name and network can be
leveraged better
• Ability to tap into research and consulting
work undertaken by NITI Aayog
• New education & capacity building
programs targeting domestic market/private
sector
• Research opportunity with private sector,
particularly in light of recent amendments to
CSR regulations
• Deeper engagement of private sector
through collaborations
• New programs leveraging popularity of
online learning market
• Lacuna in programs offered by Indian
institutions on social science/public policy
contextualized to India
Figure 2: SWOT analysis for DTNILERD 14

The detailed observations of the parameters are provided as follows:
1. Programme Offerings









The Institute’s program porfolio
1
has seen limited expansion over the period of time and it offers
only eight international training programs with maximum training programs as short term
certifications. VV Giri Labour instiute, offered 138 training programmes in 2017-18 varying from
capacity building, inhouse programmes, north east programmes, collaborative programs to labour
administration and international programmes.
A few programs such as PG diplomas and PG degree which were being offered by DTNILERD earlier
have been discontinued. The Institute conducts training programmes at the international, national
and state levels for a wide range of organisations. NILERD was established with the objective to
develop an institutional framework capable of sustaining and steering a systematic applied human
resource planning through quality research, education, training and consultancy. Ministry of
External Affairs (“MEA”) as the prime sponsor for international training programs. MEA sponsored
programmes are Technical and Economic Cooperation Prog ramme (ITEC) and Special
Commonwealth Assistance for Africa Programme (SCAAP).
Due to regulatory concerns where the Institute does not have a university affiliation, provision of
degree programs is not possible. The online education market has been growing at a rapid scale
and The Institute can leverage on this market to offer new programs.
2. Students
The student enrollments have seen a ~32.4 per cent decline from 287 students in 2013-2014 to 194
in 2017-18 and far lower compared to peer institutions such as VV Giri and IIPA. VV Giri had 4,208
enrollments in the year 2017-18 and IIPA had 5,444.
It was also observed that the student enrollment at DTNILERD is highly dependent on the Ministry
of External Affairs (MEA). As a result of this, changes in MEA budgets towards ITEC (Indian Technical
and Economic Cooperation) scheme, Special Commonwealth Assistance for African Programme
(SCAAP) will have direct impact of student enrollment at DTNILERD. In the case of DTNILERD, it was

1
KPMG in India Analysis, DTNILERD Annual Report
3
11
1
3
1
1
11
1
2
2
55
5
5
5
2013-14 2014-15 2015-16 2016-17 2017-18
International Training Programmes - (Short term)
International Training Programmes - (Certificate)
International Training Programmes - (PG Diploma)
International Training Programmes - (PG Degree)
Number of International Training Programs

Figure 3: Number of International Training programs offered by DTNILERD 15

observed that no marketing activity was undertaken by the institution to increase outreach. Future
focus will ensure that initiatives for branding and PR activities be rolled out.

Figure 4: Student enrollments in International Training Programs at NILERED
2

3. Research

Figure 5: Research output and revenue produced by DTNILERD
3

DTNILERD has completed fourteen projects in the year 2017-18 whereas peers such as Institute of
Economic Growth (IEG) and Indian Institute of Public Administration (IIPA) delivered 30+ research
projects within the same year. DTNILERD’s research portfolio has seen marginal improvements in
recent years, however the absolute number of research studies undertaken is low and the portfolio
is still limited to taking Government projects.
Global peers are focused on publishing academic papers, journals and periodicals. The Institute of
Labour Economics, Germany (IZA) alone publishes 800 academic papers, 3 journals every year and
comprise of a 1200-member research network. Besides IZA Germany, the Korean Labour Institute

2
KPMG in India Analysis, DTNILERD Annual Reports
3
KPMG in India Analysis, DTNILERD Annual Reports
6
8
6
14 14
5.5
6.4
3.6
4 4.7
0
2
4
6
8
10
12
14
16
2013-14 2014-15 2015-16 2016-17 2017-18
Research output and Revenue
No. of Research Projects Research Revenue (INR cr)
94
3134
22
88
24
10
2529
28
44
58
146134
122
143
126
2013-14 2014-15 2015-16 2016-17 2017-18
Student Enrolments in International Training Programs
International Training Programmes - (PG Degree)
International Training Programmes - (PG Diploma)
International Training Programmes - (Certificate)
International Training Programmes - (Short term) 16

publishes three periodicals, a research series and four issue papers. This institute has also
undertaken 53 studies between the year of 2017 and 2019.
Having quality PhD students and research assistants can propel research initiatives alongside
faculty. The absence of research associates and investigators can be a reason for low research
output of DTNILERD. The Institute can collaborate with NITI Aayog for undertaking research and
consultancy projects. The changing regulatory landscape in CSR propels collaborations with the
private sector for research initiatives.
4. Faculty

Figure 6: Faculty details – sanctioned posts vs filled post at DTNILERD
4

Very few initiatives have been taken up for the filling of positions that are sanctioned by the
authorities. 14 faculty member posts and 13 staff posts were vacant. Only ~50 to 75 per cent of
director positions are occupied at DTNILERD. The institution has been unable to attract quality
faculty owing to several reasons:
• Low volume of research and teaching activity
• Certain recruitments being done on a contractual basis
• Variance in pay scales and cadres between DTNILERD and academic institutions
In addition to this, the institution has not attracted too many visiting scholars/faculties, which is a
significant characteristic of a leading institution. Absence of research associates is seen as a
deterrent for faculty members to produce quality research.
5. Infrastructure
Existing Infrastructure of DTNILERD
5

Land area of campus 15.2 acres (65,000 sq. m)
Constructed area 16,000 sq. m, with further scope for expansion
Existing infrastructure 65 classrooms, 52 hostels, guest houses and residential quarters for
faculty, seminar hall, auditorium, library, among other amenities
Table 1: Existing Infrastructure details at DTNILERD
With a land area of 65,000 sq. m of which only 16,000 sq. m is constructed land area, indicating
further scope of expansion. Thus, infrastructure is one of the biggest strengths of the institution and

4
KPMG in India Analysis, DTNILERD Annual Reports
5
KPMG in India Analysis, DTNILERD Annual Reports
6 6
12
18
3 3
9
14
0
5
10
15
20
Director Joint
Director
Deputy
Director
Asst
Director
Cadre-wise sanctioned v/s filled posts
Sanctioned posts Filled posts
44
83
29
70
0
50
100
Total faculty Total staff
Total sanctioned v/s filled posts
Sanctioned posts Filled posts 17

as observed, it is currently characterized by poor capacity utilization. The Institute has provided a
part of the property on a lease basis to National Institute of Technology (NIT) Delhi and this lease is
generating substantial income. But with NIT Delhi’s lease ending in the near term, capacity utilization
will decrease even further. This institute also has a well-established but underutilized infrastructure
with classrooms, hostels, libraries among other amenities.

There is further scope for improvement in technology infrastructure of the institution by including
ERP, MIS and providing for better digital infrastructure in classrooms. The digitization of resources
in library has been made as a priority by The Institute to provide the necessary resources for research
and education. Subscriptions to world-class journals and software is also a stimulus for world class
education. Since the social infrastructure around the campus is nominal, the residential
infrastructure on campus is not utilized to optimum capacity.

6. Governance and administration
DTNILERD has a strong governance structure with representatives from industrial bodies and the
Government. This can be further strengthened with academicians from the top universities to help
The Institute develop the required education and training capabilities. The expertise and presence
of these academicians will also garner the necessary top-quality talent in terms of faculty and
students for The Institute.
An observation made from the peer institutes is that they have a research and industry focused
advisory body to improve their existing offering and capabilities which gives the students and
faculty the necessary guidance to tap into their highest potential. Such a body is presently not
existing in DTNILERD.

7. Finance
Income received by The Institute has been stagnant for the past three years. Although there was an
increase in surplus in the year 2014-15, there has been a continuous decline of the same in the past
three years. For the year 2017-18, The Institute incured a loss of INR 2.1 crores.
DTNILERD is also dependent on the funding received from NITI Aayog for it operations. The Institute
is presently dependent on the Ministry of Economic Affairs (MEA) for a large proportion of academic
receipts. Apart from the dependencies on these govermental bodies for their revenue, there is
limited revenue – both in the form of research or fee income for The Institute. From 2016-17 to 2017-
18, the expenses increased by INR 2.4 crores for The Institute with stagnating revenue. Thus, there
is a need institute to enhance it’s financial performance and sustainability. 18


Figure 7: Summary of income and expenditures (in crores) at DTNILERD
6

II. Market Assessment and Feasibility Study
1. Need for Social Science Institute in India

As per the Economic and Social Research Council, Social Science refers to the study of society and
the manner in which people behave and influence the world around us.

Over the past 5 years, PG enrollments in Social Sciences have increased by 2 per cent CAGR (2014
– 19) and PhD enrollments have increased by 3.3 per cent CAGR (2014-19
7
). Total number of students
enrolled in PG and PhD in social sciences are approximately 7,16,000 students and 23,000 students
respectively. However, there are very few leading Indian institutions with specialization in the field
of Social Science to cater to the growing interest in the field.

The need for a Social Science Institute in India can be established by understanding an assessment
of the landscape of social science institutes in India. At present from a ranking perspective, Indian
Institutes do not have a global presence and only 11 social science institutes in India feature as a
part of the NIRF
8
top 100 rankings
9
. Social Sciences institutes that feature in the top 100 NIRF
rankings include TISS, University of Delhi, Jadavpur University, University of Hyderabad, etc.
Maximum institutes under top 100 NIRF rankings are Engineering Institutes followed by Business
and Management. And moreover, no Indian institute in the field of social science features in QS top
250 rankings.
Global institutes in USA such as Harvard University, Massachusetts Institute of Technology,
University of Chicago and in UK such as London School of Economics, Oxford University and
Cambridge are all pioneers in the field of research and education in social sciences. Noteworthy
universities for Social Sciences in Asia include National University of Singapore, Nanyang
Technological University, University of Tokyo, Hong Kong University from countries such as
Singapore, China, Hong Kong and Japan. With the lack of quality institutes in social sciences,
students move to the other countries in pursuit of better opportunities. There is an identified need

6
KPMG in India Analysis, DTNILERD Annual Reports
7
AISHE Report 2018-19
8
NIRF – National Institutional Ranking Framework
9
NIRF ranking 2019
Summary of income & expenditures (in crores)
13.2
18.1
15.715.615.3
16.216.3
15.015.0
17.4
-3.0
1.7
0.70.6
-2.1
2013-14 2014-15 2015-16 2016-17 2017-18
IncomeExpenditureProfit 19

for an institute to improve offering in social science programmes in India and to become a
recognized hub for social science research and education.
Table 2: Social Science education pioneers
Global Research and
Education Pioneers
South Asian and South East
Asian
Ranking of Indian Institutes by
Discipline
Higher Education Institutes:
• Economics- Harvard, MIT,
Stanford, UCB, U of
Chicago, LSE
• Political Science and
International Studies-
Harvard, Oxford, Sciences
Po, LSE, Cambridge,
Stanford
• Psychology- Harvard,
Stanford, Cambridge,
Oxford, UCLA, UCB
• Law, economic and social
history- Harvard, Oxford,
Cambridge, Yale, Stanford
• Development Studies-
Sussex, Harvard, Oxford,
LSE, Cambridge, UCB
Higher Education Institutes
(Social Sciences and
Management):
• National University of
Singapore (NUS), Singapore
(Rank 9)
• The University of Tokyo,
Japan (Rank 15)
• The University of Hong Kong
(Rank 18)
• Nanyang Technological
University of Science and
Technology (Rank 19)
• Peking University, China
(Rank 24)
• The Hong Kong University of
Science and Technology
(Rank 26)
• The Chinese University of
Hong Kong (Rank 30)

# of Indian
institutes
NIRF-
Overall
Top 100
(2019)
QS
(2019-
Top
250)
Engineering 80 2
Business &
Management 17 2
Medicine 1 0
Social
Sciences 11 0
Sources: QS Rankings 2019, NIRF Rankings 2019
Moreover, in India, Social Science Research (SSR) expenditure is much below other peer as well as
leading economies. The share of research budget for social science as a percentage of GDP at market
prices was 0.0062 per cent and that of Sciences was 0.21 per cent
10
. Considering the low ranking of
Indian social science institutes in global and NIRF rankings and the need to optimally utilize the
research funds available for social sciences, from a demand and supply side, there is a strong case
for DTNILERD to position itself in India as a pioneer in social science research and education. The
Institute can be a regional hub attracting premium talent for research and education in the field of
social sciences from across Asia.

Think tanks comprise of various experts who influence policy making process. The Government
works in synchronization with think tanks to address pressing problems that need swift action. These
think tanks need to ensure that they are equipped with necessary skill sets and research capabilities
to facilitate decision making. Although the research focus in India is tilting towards social sciences
in the recent times, think tanks must build capabilities and assimilate resources for this purpose. As
per the ranking of Global Go to Think Tank Index Report, 2018 published by University of
Pennsylvania, only six Indian Think Tanks feature in the top 100 non-US think tanks. Of these six
think tanks, five of them focus on social science research amongst others.
Table 3: Ranking of Think Tanks (Top 100 non-US think tanks)
Top 10 Non-US think Tanks Top Think Tanks in India

10
Institute for Social and Economic Change, 2018 20

1. French Institute of International Relations (IFRI)
(France)
2. Bruegel (Belgium)
3. Chatham House (United Kingdom)
4. International Institute for Strategic Studies (IISS)
(United Kingdom)
5. Korea Development Institute (KDI) (Republic of Korea)
6. Danish Institute for International Studies (DIIS)
(Denmark)
7. Fundação Getulio Vargas (FGV) (Brazil)
8. Centre for European Policy Studies (CEPS) (Belgium)
9. China Institutes of Contemporary International
Relations (CICIR) (China)
10. Japan Institute of International Affairs (JIIA) (Japan)
25. Observer Research Foundation (ORF)
(India)
28. Institute for Defence Studies and
Analyses (IDSA) (India)
51. Indian Council for Research on
International Economic Research (ICRIER)
(India)
69. Centre for Civil Society (CCS) (India)
90. Energy and Resources Institute (TERI)
(India)
99. Brookings India (India)
Source: Top Think Tanks Worldwide (Non-US), 2018 Global Go to Think Tank Index Report, University of Pennsylvania
Based on the above analysis in terms of quality of Social Science Institutes in India and lack of
research and development in social sciences, DTNILERD could position itself to fill the identified
lacuna in social science research and education.
The positioning of the new Institute in India will be decided in terms of:
1 Disciplines- Top subject offerings across nine key subjects in social sciences
2 Positioning of The Institute- Higher education focus, Research focus or specialized institution
(such as think tanks, NGOs)
2. Focus areas for Institute (Disciplines)
For the discipline offering, the following six parameters have been taken into consideration in
detail:

Demand Side Analysis
1. Global Funding in SSR and trends
The focus on research is now being driven towards interdisciplinary research with a growing
appetite for evidence-based policy making (applied research). Globally, for both the public and
private sector, sustainable development has become a key priority. The Sustainable Development
Global Funding in
Social Science
Research (SSR) and
Trends
SSR funding in India
and areas-
Government, Donors,
Corporate
Government Priorities
in India
Research Outcomes
by discipline
1 2 3 4
Enrollments and Competition Positioning of other Institutes
5 6
Demand
Side
Analysis
Supply
Side
/Analysis 21

Goals were initially adopted by the United Nation member states as a universal call to live in peace
and prosperity. These goals also focus on reducing the disparities in human development that arise
due to various geographical impediments. Be it migration, geopolitics, global warming or climate
change, all these themes require interdisciplinary research capabilities in the field of social science.
The below figure depicts the emerging trends in the field of social sciences.
Sources: OECD 2019, SDG@2025, Brookings 2019
Figure 8: Emerging trends in the field of Social Sciences
Taking into consideration social science research by a few leading global economies, the highest
spending is by Germany followed by Great Britain and South Korea. Further, social science research
falls behind medicine and natural sciences in terms of research and development expenditure
11
.

11
R&D expenditure and capacity by field of science, Rathenau Instituut
Private Sector
Development
Environmental Social
and Governance in
operations and
processes; Sustainable
investing and value
chains
Donors and
Multilaterals
Increased focus on
Official Development
Assistance; Value for
Money and cost
efficiency
Major Agreements
and Conventions
Global warming,
climate change
Key Areas of focus for
sustainable
development
Climate change
Inequality and
economic growth
Health policy and
economics
Research Priorities
•Transferability of
methods to low-middle
income countries
•Measurable results
Technology
Focus
IoT for energy access,
connectivity etc.
AI & ML in sectors such
as health, education,
agriculture
Big data for policy
making
New global
challenges
Migration (Population
studies and conflict)
Rising inequality
Geopolitics
Innovative Financing for
Development 22


Figure 9: R&D expenditure at public knowledge institutions by field of science
Source: Eurostat *The data for R&D expenditure is not segregated by discipline for countries such as USA, China, India etc.
at an aggregate level
Since UK is amongst the highest spender on Social Science Research, a further analysis on the top
disciplines which have received research funding has been conducted to prioritise disciplines within
social sciences. In UK, the funding compiled by HESA (Higher Education Statistics Agency collecting
information on all public and some private institutions in UK) from EU Government bodies in 2014-
15 was the highest for subjects such as Business & management studies (£14.76 million), and
Psychology & behavioral sciences (£14.73 million), in the field of social sciences.
12

2. Social Science Research funding in India and areas – Government, Donors,
Corporate
— Government Schemes for social science research
The Government’s vision and policies are aligned to advance development priorities, in line with the
Sustainable Development Goals. Whether it is health, education, green India, agriculture,
international trade, Urbanization or infrastructure, the Government is collaborating with social
science institutions for application-based research.
Table 4: Sectors attracting Government focus and funding
Sustainable
development goal
Detailed priorities
13
Focused institution
SDG 3: Good
Health and Well
Being
• Access to affordable and
quality healthcare by
improving public health
infrastructure
• Scale up Health Insurance
• Public Health Foundation of India
(PHFI)
• Indian Council for Medical
Research
• Indian Health Economics and
Policy Association (IHEPA)
• Azim Premji University
• Institute of Economic Growth (IEG)

12
The role of EU funding in UK research and innovation, Technopolis, 2017
13
Strategy for New India @75, NITI Ayog, Union Budget 2019-2020, India 2024, Policy Priorities for the New
Government, Brookings India, Institute Websites
1135.80
3077.91
346.47
540.79
331.77
411.83
111.50
495.64
952.60
2231.17
344.96 491.24
0.00
5000.00
10000.00
15000.00
20000.00
25000.00
30000.00
KORDEUJPNBELCHE FINAUT IRLSWE NLDGBRDNKNOR
R&D expenditure at public knowledge institutions by field of science, in millions
of Purchasing Power Standards (PPS) (2016)
HumanitiesSocial sciencesAgricultural scienceMedical and Health sciencesEngineeringNatural sciences
Social Science Funding 23

SDG 4: Quality
Education
• Employable and transferable
skill enhancement
• Grade level learning
achievement
• Research focused institutes
through National Research
Foundation
• Australian Council for Education
Research (ACER), Pratham,
Observer Research Foundation
(ORF)
• Azim Premji University
• Tata Institute of Social Sciences
(TISS)
• Centre for Education Policy India

SDG7: Affordable
and Clean Energy
• Increased share of alternative
energy to 40 per cent by 2020;
50 solar parks of 40GW by
2020
• Reduce oil and gas imports by
10per cent by 2022-23
• The Energy and Resources Institute
(TERI)
• SERIIUS
• National Institute of Wind Energy
(NIWE)
• Centre for Policy Research
• IIT Delhi
SDG 8: Decent
Work and
Economic Growth

• Integrating foreign policy to
reduce trade deficit by
increasing competitiveness
• Strengthening national
security; Encouraging foreign
investments through eased
regulations
• Delhi School of Economics (DSE)
• Jawaharlal Nehru University (JNU)
• Centre for Energy Studies
• Indian Council for Research on
International Economic Relations
(ICRIER)
• National Council of Applied
Economic Research (NCAER)
• Centre for Multi -Disciplinary
Development Research
SDG 8: Decent
Work and
Economic Growth

• Investments in Gross Fixed
Capital Formation (GFCF) to be
risen by 7per cent by 2022-23
• Rural Development- Scheme
of Fund for Upgradation and
Regeneration of Traditional
Industries (SFURTI)
• IEG
• TISS
• National Institute of Rural
Development and Panchayati Raj
(NIRDPR)
• Centre for Economic and Social
Studies

SDG11:
Sustainable Cities
and Communities

• Sanitation and Hygiene;
Prevent land degradation
• Water security through
additional storage capacity,
sustainability of sources, O&M
• Institute for Defense Studies and
Analyses
• Indian Institute of Science (IISc)
• ORF
• Centre for policy research

SDG12:
Responsible
Consumption and
Production
• Food and nutritional security-
rise of subsidies by 7.5per cent
from 2018-19
• Creating sustainable agri-
preneurs- Adoption of Zero-
budget farming
• Indian Council of Agricultural
Research (ICAR)
• Indian Agricultural Research
Institute (IARI)
• Institute of Social and Economic
Change (ISEC)

In 2017-18, MHRD budgeted INR 285 crores as Grants to Councils or Institutes for Excellence in
Humanities and Social Sciences. Historically, MHRD funding accounted for 50 per cent of the funding
in SSR. Other Central Ministries accounted for 33 per cent, followed by other states. Funding from 24

other Ministries for SSR was the highest from Finance, followed by Culture, and Women and Child
development, followed by grants from state Governments.
14

~65 per cent of the funding for social science research through Ministry of Human Resource
Development (MHRD) is for ICSSR – Indian council of Social Science Research. This funding has
grown at 10 per cent CAGR over the past 8 years
15
. The research themes that ICSSR focusses on
include Sociology and Social Anthropology; Political Science / Public Administration; Economics;
International Studies; Social Geography and Population Studies; Commerce and Management;
Social Psychology; Education; Social Linguistics / Socio-Cultural Studies Law / International Law;
National Security & Strategic Studies.
In terms of regional distribution of ICCSR grants- the Northern region garnered the highest- 38.65
per cent of the grants from ICSSR, followed by South at 27.53 per cent. However, in terms of share
of ICSSR faculties, it is the highest in South at 40.4 per cent followed by north at 32 per cent.
Economics accounts for 57.5 per cent of the faculty of ICSSR, followed by Political Science and
Sociology at 9 per cent each. Maximum proposals sanctioned by UGC were in Economics,
Commerce, Management, History, Human Rights (2008-13)
16
.
The Institute can tap into these grants for the purpose of building the capabilities of their centers of
excellence. Provision of such grants from the Government will further motivate the faculty to be
research oriented.
Schemes for social science research also include funding under a new scheme called IMPRESS
(Impactful Policy Research in Social Science) by MHRD to promote policy research in social science.
For this scheme, a budget of INR 414 Cr has been sanctioned by the Government. All Govt. funded
institutes (including Universities), private institutions with UGC 12(b) status and ICSSR Research
Institutes are eligible to apply for it. The objective of this entire scheme is to provide opportunity for
social science researchers in any institution in India and to identify maximum impact areas on
Government and society. The thematic areas of this scheme revolve around:
• State & Democracy
• Urban Transformation
• Media Culture & Society
• Agriculture & Rural Development
• Health & Environment
• Science & Education
• Employment Skills & Rural Transformation
• Governance, Innovation & Public Policy
• Growth, Macro Trade & Economic Policy
• Politics, Law & Economics
• Social Media & Technology

The Institute can thus direct the focus of their talented research scholars towards receiving this
funding ensure that The Institute provides quality research through their centers of excellence.


14
Social Science Research in India, Thorat and Verma, ICSSR, 2017, MHRD Annual Report
15
ICSSR, 2017, MHRD Annual Report
16
ICSSR, 2017, MHRD Annual Report
25

— Funding from Donors and Corporate foundations
Donor funding accounts for the major source of funding for social science research in India. In the
year 2019, Bill and Melinda Gates Foundation allocated USD 16.3 Million for research in global
health with major proportion of it allocated to India. IDRC
17
has 46 active research projects in India
revolving around gender, impact bonds, impact evaluation with an average ticket size of C$
500,000.
18
Source: Donor website and annual reports
Figure 10: Funding from international donors for SSR in India
Recently, the announcement of CSR funding towards research efforts by publicly funded
universities, Indian Institutes of Technology and national laboratories towards achievement of
sustainable development goals has engaged various institutes across research areas:
• IIT Kharagpur has been engaged in CSR fund-raising in areas such as livelihood of rural and
urban low economy groups, affordable healthcare, food technologies for eradication of
hunger and malnutrition, and environmental sustainability.
• IIT Mandi is eyeing partnerships in areas such as waste management, disaster management,
road safety, health and nutrition, agro-tech, clean energy
• Other areas attracting partnerships include energy efficiency and medicine
Table 5: Key Research themes focused on by Donors and corporate foundations
Donors Research Theme Foundations Research Theme
BMGF Global Health
Azim Premji
Foundation

• Education and Allied Areas
• Urban Governance and
Sustainability
• Labour, Livelihoods and
Employment
IDRC
Women’s security, Food
security, Economic
Development, Gender
Tata Trusts

• Clean energy
• Agriculture
• Education

17
International Development Research Centre
18
Donor website and annual reports
1,021
68 60
139
349
117
68 38 14 15
0
500
1000
1500
BMGF CIDA ESRC Ford
Foundation
IDRC MacArthur
Foundation
Rockfeller
Foundation
UN Women UNDEF UNESCO
Funding from International Donors for SSR in India (INR Cr)
2008-09 to 2014-15 26

• Skill development
• Arts and Crafts
• Health
Ford
Foundation Gender, Human Rights
Jindal
Foundation

• Education and TEVT
• Agriculture
• Health and Naturopathy
Rockfeller
Foundation
Medicine, Health, Population
Studies
Birla
Foundation

• Structural Biology
• Biochemistry
• Genetics
• Physics
USAID Health, Environment
OFID Energy and Agriculture
GIZ Natural Resource Management
WWF
Environment, Wildlife
conservation

The major corporations from all over the world fund the education sector to nurture the bright talent
the society has to offer for the development of one and all. Sir Ratan Tata Trust and Sir Dorabji Tata
Trust have contributed around INR 289 Cr
19
in the past year towards education purposes. Thus, for
the purpose of research, CSR funding can be an additional source apart from ICSSR funding and the
IMPRESS scheme.
3. Government priorities in India
In the year 2017-18, NITI Aayog has issued four mandates to conduct social science research based
on the following topics:
• Team India Hub: Cooperative federalism and Designing Policy and Programme Frameworks
• Knowledge and innovation hub: Mandate of maintaining a State-of-the-Art Resource Centre;
to be a repository of research of good governance and best practices and their dissemination
to stakeholders, fostering partnerships
• RSNA Scheme: Mandate of carrying out extramural research studies and organizing
trainings in specific areas of interest
• Evaluation studies: Ex post evaluation of schemes and projects undertaken by various
ministries (such as MoMA, MHRD) and councils (ICAR)
Their research priorities are focused on Public Policy, Planning & Development, Economics &
Finance, Education & Social Sciences, Public Health & Engineering, Urban Planning and
Infrastructure, Energy Efficiency, Renewable Energy, Agriculture, Water resource management and
Manpower Planning.
4. Research outcomes by discipline
Countries were ranked based on Citations as per Scimago database in five disciplines of Social
Sciences were benchmarked. Globally USA followed by United Kingdom and Canada are the
pioneers in research in the field of social sciences, in subjects such as Economics, Econometrics,
Political sciences and International relations, Development, geography planning and development,
Sociology and Political Science and Psychology. In terms of the Asian economies, China, Hong Kong
and Japan performed better than India in terms of research output. India has a high research output

19
Sri Ratan Tata Trust and Sir Dorabji Tata Trust Annual Report 2017-18 27

compared to other countries in Political Science and International Relations and Development;
Geography Planning and Development.
Scimago
Rankings based
on Citations
Economics
and
Econometrics
Political Science
and International
Relations
Development;
Geography Planning
and Development
Sociology
and Political
Science Psychology Average Rank
USA 1 1 1 1 1 1
United Kingdom 2 2 2 2 2 2
Canada 4 4 3 3 3 3.4
Germany 3 3 6 5 5 4.4
Australia 6 5 4 4 6 5
Netherlands 5 6 5 6 4 5.2
China 10 16 7 14 17 12.8
Hong Kong 13 25 19 17 12 17.2
Japan 15 18 20 23 22 19.6
India 23 12 17 19 28 19.8
Singapore 22 22 24 20 23 22.2
South Korea 19 26 26 25 21 23.4
South Africa 31 20 15 21 31 23.6
Taiwan 18 34 31 28 19 26
Brazil 28 29 25 29 30 28.2
Russia 35 28 37 32 33 33
28

In terms of research output in India, the major concentration of top 1 per cent articles are in Central
Universities followed by Institutes of National Importance. High impact areas in research are in
Economics, Psychology and Social Geography/Population studies.
Source: Social Science Research in India, Thorat and Verma, ICSSR, 2017
The highest frequency of Citations greater than 4 is for Psychology (6.4per cent), Gender and
Development (3.55 per cent) and Economics (3.46per cent) and highest collaboration for published
research is for Psychology, Economics and Sociology. Among collaborative articles, foreign
collaborations are more common for all disciplines in the top-quality bracket majorly with Japan,
UK and USA.). Economics and Social Geography/ Demography have higher scholarly citations and
lower general readership, while it is the opposite for sociology. This signals the contribution of
research for both academic research base and policy discourse. Political science has both low
citations and low general readership
20
.
Based on the high impact research focus areas, number of articles published in research and highest
citations received, it is observed that economics, psychology and sociology are the leading
disciplines in social sciences for research purposes.
Supply side analysis
From a supply side perspective, two parameters are taken into consideration – current enrollment
capacity of social science institutes and the positioning of peer institutes in terms of education and
research. Learning from the peer institutes globally and in India will help us adopt the best practices
to improve the quality of Social Science education in India. The social science research and
education institutes in India comprises of three categories –
• Higher education institutions – Includes social sciences departments in universities and PG
colleges undertaking academic research
• Government and Autonomous Research institutions - Indian Council for Social Science
Research (ICSSR) acts as the apex organization overseeing these research institutions. The

20
Social Science Research in India, Thorat and Verma, ICSSR, 2017
44.5
11.52
8.6
7.396.475.78
Economics Sociology Political
Science
International
Studies
Social
Geography,
Population
Education
Distribution of published articles
according to disciplines in SSR
2.89
1.54
1.33
0.81 0.78
0.69
0.54
PsychologySocial
Geography,
Population
EconomicsHistorySociologyEducationInternational
Studies
Relative Presence of Disciplines in Top
percentile
Figure 12: Distribution of published articles according
to disciplines in SSR
Figure 11: Relative presence of disciplines in top percentile 29

Council is at present overseeing 30 such institutes. They mostly generate data for policy
making
• Other specialized institutes - These include NGOs concerned with development work,
independent think tanks, policy research networks, advocacy groups, and private research
firms
The different types of higher education institutes are profiled in Table 6.
Table 6: Examples of Social Science Research and Education Institutes in India
Higher Education institutes Government and Autonomous
Research Institutes
Other Specialized
Institutes
Public:
• Faculty of Social
Sciences, University
of Delhi
• School of Social
Sciences,
Jawaharlal Nehru
University
• Delhi School of
Economics,
University of Delhi
Private:
• Ashoka University
• Azim Premji
University
• TISS
21


• Institute for Social and
Economic Change,
Bangalore
• A. N. Sinha Institute of
Social Studies, Patna
• Centre for Development
Studies,
Thiruvananthapuram
• Centre for Economic and
Social Studies, Hyderabad
• Centre for Policy Research,
New Delhi
• Centre for Studies in
Social Sciences, Kolkata
• Madras Institute of
Development Studies,
Chennai
• Centre for Civil
Society
• Pratham (ASER)
• Association for
Democratic
Reforms
• Takshashila
Institution
• SEWA
• Development
Alternatives
Global:
• J-PAL
• Brookings


21
TATA Institute of Social Sciences 30

1. Enrollments in Social Sciences
Social Sciences has a greater proportion of enrollment at post graduate and PhD level than at
Undergraduate level, as compared to other disciplines. With respect to undergraduate enrollments,
the subject is far behind Science, Engineering and Commerce/Management. Only 5 per cent
enrollments at UG level are in Social Sciences, Law and Social Work (2018-19). This has increased
by 1 per cent since 2016-17, in line with the increase in total enrollments at UG level.

At the PG level, enrollments in social sciences have increased by 3 per cent CAGR from the year
2014 to 2019. The maximum increase of 11per cent CAGR (1265 enrollments) is in Anthropology.
About 3 lac enrollments (44 per cent) out of 6.8 lac enrollments in PG programmes for social sciences
belong to Political Science and Sociology.

Figure 13: Trends in Social Science research education (PG and PG Diploma) in India
494131
605363
661772
701668 720755 702788
9722 8180 7777 8048 8514 12902
2012 2014 2016 2017 2018 2019
Trends in Social Science Education (PG and PG Diploma) in India
PG PG Diploma
972401
4713301
3852188 4030886
1196758
398584
715743
587592
182187
1085732
159250
24897
23074
52023
41904
18028
7742
2956
0
1000000
2000000
3000000
4000000
5000000
6000000
Social ScienceScience EngineeringCommerce/
Management
Medical ScienceLaw
UG, PG, PhD Enrollments (2018-19)
UG PG Mphil + PhD 31


Figure 14: Enrollments in PG programs (2018-19)

Overall enrollments in PhD has increased at a CAGR of 3.3per cent (2014-2019) and major share of
enrollments are in Economics followed by History, however PhD enrollments in Philosophy has seen
a dip. There has also been a drop in the students enrolling for MPhil programs over the course of
time.
In the case of capacity building programs, we have assessed the programs offered by academic
institutions such as Centre for Women’s Development Studies, Tata Institute of Social Sciences,
Azim Premji University, IIT Kharagpur, IIT Delhi and by online portals such as Coursera and Udemy.
Highest enrollments have been witnessed in courses related to Economics and Philosophy.
116211
111956
129994
91950
37480
30518
19746
10680
1946
157406
140181
130009
91151
48932
39166
20713
10731 3211
0
20000
40000
60000
80000
100000
120000
140000
160000
180000
Political ScienceSociology History Economics Geography Psychology Public
Administration
Philosophy Anthropology
Enrollments in PG programmes (2018-19)
2014-15
2018-19
2357
2015
1586
1497
1377
896
260
843
181
2733
2340
1720
1593
1055
1157
323
1096
219
Enrollments in PhD programmes
2014-152018-19
11753
14152
1366313751
17338
16648
65006160
8207
6826
61516372
201220142016201720182019
Social Science Research in India
PhD M.Phil

Figure 16: Enrollments in PhD and MPhil
courses for Social Science Research in India

Figure 15: Enrollments in PhD programmes in India
32

Table 7: Capacity building programs offered by Academic Institutions and Online Portals
Academic Institutions Duration Courses
Centre for Women’s
Development Studies
2 to 4 days Region, Resources and Gender
Development
Research Methods
With UPenn: Gender and Development
Tata Institute of Social
Science
1 year Rural Development
Health Systems
Disaster Studies
Management and Labour Studies
Azim Premji University 3 to 5-day certificate Designing Effective Learning Experience
Quantum GIS
Rethinking Development
Migration
Public Health
IIT Kharagpur 3 to 5-day certificate HRD and Management
Organization Behavior
Political Economy
IIT Delhi 3 to 5-day certificate Behavioral Sciences
Religion, Democracy and Violence
Psychology and Power
Philosophy of race
Online Portals Courses (Enrollment, Levels)
Coursera • Introduction to Philosophy (300,000, Intermediate)
• Game Theory (210,000, Beginner)
• Introduction to Communication Science (82,000, Intermediate)
• Financial Markets/ Money and Banking (61,000, Intermediate)
• Social and Economic Network Analysis (34,000, Advanced)
• Systems thinking in Public Health (28,000, Intermediate)
• Politics of International Energy (28,000, Beginner)
• Consumer and Producer Behavior (18,000, Intermediate)
• Agriculture Economics (16,000, Beginner)
• Urban Sociology (16,000, Beginner)
• Urban Sociology (16,000, Beginner)
• International migration (6,400, Beginner)
Udemy • Behavioral Economics
• Product Pricing
• Motivation Psychology
2. Positioning of selected institutions
To understand the research themes of leading institutes, the University of Delhi, JNU, TISS, Azim
Premji University, Ashoka University and global institutes such as Harvard, National University of
Singapore, London School of Economics and think tanks such as JPal and Brookings Institute were
studied. The research areas will help in understanding the research opportunities in terms of two
factors. Firstly, to identify research priorities in India and the global landscape and secondly, to
investigate untapped research themes that are aligned with Government priorities but are not 33

addressed by any other institution. For such themes, The Institute can establish themselves as a
pioneer.
The focus with Indian universities has been driven towards development economics, pol itics,
poverty and psychology and global universities, think tanks are aligned towards health,
development and poverty. Health Economics, Public Health, Environmental Economics, Social
Psychology, Development Economics, Population, Human Rights, International Law and Migration
Studies are upcoming areas for education and research.
Table 8: Key research areas/educated areas of selected institutes
Indian Institutes
University of Delhi JNU TISS Azim Premji
University
Ashoka
University
• Development
Economics
• Applied
Econometrics
• Comparative
State Policy
• Social
Psychology
• Clinical
Psychology

• Econometrics
• Rural
Economics
• Language
Politics &
Policies
• Geomorphology
• Historical
Methods

• Teacher
student
education
• Women and
Child welfare
• Public Sector
Regulation
• Urban
Relocation
• SDG
measurement

• Child and
maternal
health
• Political
structure;
grass
-root political
activity
• Land
Administration
&
Management

• Liberal Arts
• Public
governance
• Development
Economics
• Organizational
Behavior
• Political
economy

Global Universities
Harvard NUS LSE J-PAL Brookings
Institute
• International
Affairs
• Global Health
• African &
African
American
Studies
• Anthropology
• Economics
• Family and
population
studies
• Migration and
Border studies
• Urban Studies
• Environment
• Health

• Growth,
inequality,
poverty
• Public goods
institutions
• Human
capital
• Economic
shocks &
labor market
flexibility
• Agriculture
• Crime,
Violence, &
Conflict
• Education
• Environnent &
Energy
• Finance

• Developing
Economies
• Development
Financing
• Global Health
• Global Poverty
• State & Local
Governance

Detailed profiles of key partners and competitors are given in Appendix 2 and 3.
Based on the above analysis to shortlist the subject offerings in social science education and
research, the top subjects ranked in Table 9 are- 1. Economics, 2. Development studies, 3. Politics
and International relations and 4. Psychology and Sociology for the Institute.
34

Table 9: Focus areas for Institute


Disciplines
Global
Funding
Funding
(India)
2

Enrollments (PG and
Doctoral)
3

Research
Outcome
4

Govt
Priorities
5

Average
Score


5- High
3- Medium
1-Low
5-High
3-
Medium
1-Low
5->2,00,000
3- 1,00,000-200,000
2-50,0000-100,000
1-<50,000
5-<15
3- 15-20
1- >20
5-High
3-Medium
1-Low

Science and
technology studies 1 5 5 5 5 84%
√
Development studies,
human geography and
environmental
planning 5 5 1 3 5 76%
√
Economics,
management and
business studies 5 5 2 1 5 72%
√
Politics and
international relations 3 3 2 5 5 72%
√
Psychology and
sociology 3 5 3 3 3 68%

Education, social
anthropology, and
linguistics 1 5 5 1 3 60%

Law, economic and
social history 5 3 1 3 3 60%

Demography and
social statistics,
methods and
computing (Integrated
in other departments) 1 5 1 1 3 44%

Social policy and
social work 1 1 1 1 3 28%
1. Global funding based on Europe (highest spend on SSR), The role of EU funding in UK research and innovation 2017. HESA cost centres that
received most income from EU Government bodies as a proportion of total funding in 2014/15 in GBP thousands
2. Based on Projects under IMPRESS scheme, project areas of Donors and Corporates
3. AISHE 2018-19
4. Rank of India on Scimago based on Citations per discipline
5. Govt priorities based on relative ranking (Strategy for New India, Government Initiatives, Union Budget 2019-20)

The emerging areas for education and research across the shortlisted disciplines are listed in Table
10.
Table 10: Emerging areas of Education and Research in shortlisted disciplines
Discipline 1:
Economics
Discipline 2:
Political Science
and International
Relations
Discipline 3:
Development
studies, human
geography and
environmental
planning
Discipline 4:
Psychology and
Sociology 35

Research Health
Economics,
Green
Economics,
Wages and
employment,
Inequality,
Economic Policy,
Political
Economy of
Public Education

Trade and
Globalization,
International
Politics, Behavioral
Approach to
Parties
Comparison,
Human Rights,
Global Poverty
Causes, Political
Science
Philosophy

Public Health,
Capitalism,
Agrarian Studies,
Religion and
Techno-Politics,
Natural Resource
Policy, Conflicts
and Violence,
Migration and
mobility

Social Controls,
Mental Health, Ethics
and Culture, Child
policy, Child
protection, Impact of
technology on human
development

UG/ PG
programmes
• Econometrics
• Development
Economics
• Labor
Economics
• International
Finance
• Environmental
Economics
• Health
Economics
• Public Finance

• Gender
• Public Policy
• International
Trade and
Foreign Policy
• Human Rights
• Political
Economy

• Social Research
Methods
• Population
studies
• Gender an d
Identity
• Environmental
Economics/
Climate Change
• Political
Economy

• Psychometrics
• Applied Dev.
Psychology
• Organizational
Psychology/
Behavior
• Psychology of
Vulnerability
• Conflict Resolution
and Peace
Psychology

Capacity
Building
Programmes
• Financial
Markets/
Money and
Banking
• Game Theory
• Agriculture
Economics
• Consumer
and Producer
Behavior

• Social and
Economic
Network
Analysis
• Politics of
International
Energy
• Women’s
Health and
Human Rights
• Global
Diplomacy

• Public Health
• International
Criminal law
• Climate change
mitigation

• Positive
Psychology
• Understanding
memory
• Communication
Science
• Urban sociology


3. Focus areas for Institute (Levels of Programmes Offered)
Overall, the enrollments in undergraduate courses in social sciences have had a slow growth and
since The Institute’s vision is to drive education and research excellence, it is recommended that
they offer Post graduate, MPhil and PhD programmes for the students. The Post graduate and PhD
scholar talent pool can be utilized for the research initiatives. With the digital economy in place and
online education garnering traction for capacity building programs, it is also recommended that The
Institute scales its offerings in capacity building programmes.
The Institute’s programmes offering in Social Science research and education is decided based on: 36

1. The Vision of becoming a global institute par excellence
2. Financial sustenance
3. Alignment with NITI Aayog priorities
4. Alignment with its existing capabilities.
Simultaneously the various positioning options are compared with that of existing players to get
more clarity on the programs.
Table 11: Positioning of The Institute in terms of program offering
Positioning of The
Institute

Universities/ Colleges

Govt. Autonomous
and Research
Institutes
Specialized Institutes
/ Think Tanks

Research √√

√√ √√√
UG Education √√√
PG + PhD Education √√√ √√√
Capacity building
courses
√

√√

√√


Example Institutes

London School of
Economics (LSE), Tata
Institute of Social
Sciences

Centre for
Development Studies,
Institute of Social and
Economic Change
(ISEG)

J-PAL, Brookings
Institute

Steady State 2000+ UG; 1000+ PG;
200+PhD
No UG, 500+ PG, 100+
PhD
50-100 Research
Associates
Characteristics

Employability focus,
low alignment with
NITI

Research focus, High
alignment with NITI

Research focu s,
aligned with NITI

Financial
Sustainability
High High Low

√√√
High focus
√√
Medium focus
√
Low focus
Chosen option


Name
Level of Program
Offering
Focus Areas
(Discipline)
Partnerships
Critical Success
Factors
Higher
Education
Institute
London
School of
Economics
and Political
Science
• UG
• PG
• Doctoral
Programmes
• Economics,
Econometrics,
Mathematics
• Development
Economics
• University
of
California,
Berkeley
• Academic rigor
• Interdisciplinary
approach and
access to
faculty 37

• Political
Science
• International
Relations
• University
of Cape
Town
• Columbia
University
• Peking
University
Sciences Po
• National
University
of
Singapore
• Research led
and enquiry
based
Specialized
Institutes /
Think Tanks
Abdul Latif
Jameel
Poverty
Action Lab
• Research
• Capacity
building
(Micro-
masters)
• Economics
• Agriculture
• Crime,
Violence, &
Conflict
• Education
• Environment &
Energy
• Gender, Health
• Labor Markets
• Political
Economy &
Governance
• Policy
assessment
and
measurement
of effectiveness
• University
of
California,
Berkeley
• Crime Lab,
University
of Chicago
• Evidence
for Policy
Design,
Harvard
Department
of
Economics,
MIT
• Rigorous
experience of
social research
methods, RCTs,
evaluation
studies
• Strong network
in developed
and developing
countries
• Strong linkage
and
partnerships
with leading
HEIs globally
Govt.
Autonomous
and
Research
Institutes
Centre for
Development
Studies
• Post
graduate
• Doctoral
(M.Phil./
PhD)
• Capacity
building
• Economics/
Applied
Economics
• Governance
• Gender and
Development
• Labor,
Employment
and Social
Security
• Politics and
Development
• Migration
Partnerships for
workshops-
• Government
Departments-
DST, NITI
Aayog
• ILO
• JNU
• University of
Kerala
• Vast access to
databases and
networks for
research
• Eminent
personalities as
Visiting
Professors

Based on the above stated four parameters, The Institute will offer post graduate and doctoral
programmes and focus on research and innovation. 38


Vision of Global
Institute par
excellence
Financial
Sustenance
Alignment
with NITI
priorities
Alignment with
Existing
Capabilities
Option 1: Specialized Think Tanks -
Research + Short Term Program

Option 2: PG/PhD Programs+
Research* ✓

Option 3: I UG/ PG/ PhD + Short
Term Programs + Research

39

III. Operating Model of The Institute
This section describes the key design features of The Institute that need to be documented and
understood by all stakeholders on the character of the proposed institution. While The Institute itself
might follow a phased approach towards expansion, the strategic aspects of The Institute’ end-state
need to be well articulated so that it becomes the guiding force and direction behind The Institute’
evolution in the long term.
The key design choices for The Institute have been finalized based on requirements of social science
institutes and best practices adopted by leading educational institutions globally and in India. The
requirements of the industry have been captured through a combination of secondary research and
primary research - interviews with leading industry players.

The design choices finalized will help in clearly defining the state of The Institute ten years from the
date of commencement of operations. The different components of the operating model of the
proposed institute and the various options for each component are detailed below:
Table 12: Components of the Operating Model for The Institute
Component
Design Choices Example
Programmes
Single Discipline- Single Program IZA Germany, Pratham India
Inter-disciplinary -Research + Short Term
Program
Takshashila Institution, Center for
Civil Society, Centre for Women’s
Development Studies
Inter-disciplinary- PG/PhD Programs+
Research+ Capacity building
Institute for Social and Economic
Change, Bangalore, Indian Statistical
Institute, Delhi, Centre For
Development Studies, Trivandrum
Inter-disciplinary- Short and Long
Programs + Research
Delhi School of Economics,
Jawaharlal Nehru University, London
School Of Economics
Student Strength
<500 students DSE, ISI
500- 1500 students JNU (only social sciences)
2000+ students TISS
Student Mix
Only PG and above IIMs, ISI
22

UG, PG and Doctoral with greater
proportion of UG
IITs, Delhi University
Student
Recruitment
Admission Exam followed by Personal
Interviews
Azim Premji University, TISS,
University of Delhi
University exam marks
Faculty
> 80per cent Resident Faculty, ~20per
cent Industry Faculty
IITs, IIMs

22
Indian Statistical Institute 40

Greater share of Industry Faculty, <50 per
cent Resident Faculty
NID
Mix of Domestic and International
Faculty including Honorary and Visiting
Faculty (award-winning academicians
and researchers)
DSE, ISI, JNU
Research
Infrastructure
Research Centres in collaboration with
industry
ISB, NID
Academic Research Infrastructure – Labs,
Studios
NIT
Incubation Centre for promoting
entrepreneurship
IIM
Key Partnerships
Academic Alliances with an international
partner
NID
Research alliances with industry JNU
Alliances with leading social sciences
institutes for inter disciplinary research

Campus
Single Campus DSE, IIMs
Multiple Campus TISS
Online/ Virtual Campus IGNOU
Residential
Infrastructure
Fully Residential programme – students
and faculty
IIMs, IITs
Residential facilities on demand TISS
Funding
Self-sustaining with diversified revenue
streams
IIMs
Government funded
Grants and Donations
Ownership
Government/ Public IITs, IIMs, NID
Private
Shiv Nadar University, Ashoka
University
Public Private Partnership IIITs
Governance
Institute of National Importance IITs, NID
Central University Indian Maritime University
Private/Deemed University TISS, Amity, Manipal
Standalone institute National School of Drama
College affiliated to a central or state
public university
Bengaluru Dr. BR Ambedkar school
of economics
Recommended design choices

All design components have been described in the sections below.
1. Programme Offerings
Based on an analysis of the critical inputs for a world class institute, The Institute will adopt a well-
deliberated academic structure and portfolio that will aim to develop technically sound graduates. 41

The Institute will provide a holistic academic and research experience that will help students to
develop into well-rounded individuals who will work for the betterment of society. The disciplines
to be offered by The Institute are chosen based on Government priorities, student demand, funding
for research, and research output.
Based on the priorities of The Institute to establish itself as a global institute in social sciences and
pioneer research excellence in the field, three types of programmes namely- Postgraduate Degree,
PhD programmes, and Certificate programmes (short-term) have been shortlisted. World class
universities/institutes also have a higher proportion of graduate students involved in the research
activities of The Institute than the undergraduate students. The four departments that The Institute
will offer programmes in will include: Economics, Development Studies, Political Science and
International Relations, and Sociology and Psychology.
The programmes will be rolled out in a phased manner as displayed in Figure 1:
• Phase 1 (Year 1): In the first year, The Institute will roll out short term programmes in economics,
research methods, development studies, psychology etc., Masters programme in Economics (2
years course), PG Diploma in Economics (1 year course), MPhil and PhD (2 to 6 years course)
• Phase 2 (Year 3): After two years of running the programs in Economics, The Institute will offer
MA, PG diploma and PhD in Development studies and MA, PG Diploma in Political Sciences and
International relations
• Phase 3 (Year 5 to 7): In year 5, The Institute will start offering PhD programmes in Political
Science and International Relations and venture into Masters and PhD programmes in Sociology
and Psychology.

Certificate
Programmes
Economics
Development
Studies
Political Science
and International
relations
Sociology
and
Psychology
Year 7 • PhD
Year 5
• MPhil
• PhD
• M.A. PG
Dip
Year 3
• M.A., PG Dip
• MPhil
PhD
• M.A, PG Dip.
Year 1
• Short term
certificate
programmes
• M.A., PG Dip
• MPhil
• PhD

Figure 17: Proposed roll out plan for The Institute
— Degrees Awarded
At the postgraduate level, three types of degrees will be awarded, including a Master of Arts/ Science
and Master of Philosophy (M.Phil.) which will be for two years each and the PG diploma which will
be 1-year programs. At the doctoral level, a Doctor of Philosophy (Ph.D.) degree will be awarded.
In the postgraduate programme, choice of various types of courses will be offered to the students
including institute core courses in the chosen discipline and electives including social science
electives, open electives, departmental compulsory courses and departmental electives. Minimum 42

credit requirements for each type of course will be attached which could vary across programmes.
The Institute can expand on the choice of offerings for elective courses in a phased manner.
Short term Certificate programmes will also be offered in subjects such as research methods, game
theory, philosophy etc. These short term programmes will be offered through blended delivery
mode (online and in class).
— Programme Duration and Specialization
The programme duration, intake and specialization for the courses has been mentioned below:
Table 13: Proposed program duration and specialization for The Institute
Programme Duration Total Intake Specialization
Economics
M.A. Economics 4 semesters (2
years)
250 • Econometrics
• Development Economics
• Labour Economics
• International Finance
• Environmental Economics
• Health Economics
• Public Finance
PG Diploma 1 year 80
MPhil 2 years 15 Health Economics, Environment
Economics, Wages and Employment,
Inequality, Economic Policy, Political
Economy of Public Education etc.
Health Economics, Environment
Economics, Wages and Employment,
Inequality, Economic Policy, Political
Economy of Public Education etc.
PhD 2-6 years (Full
time)
2-7 years (Part
time)
35
Certificate
Programmes
3 days to 1month 200 • Financial Markets/ Money and Banking
• Game Theory
• Agriculture Economics
• Consumer and Producer Behavior
Development Studies
MA in Development
Studies
4 semesters (2
years)
150 • Social Research Methods
• Population studies
• Gender and Identity
• Environmental Economics/ Climate
Change
• Political Economy
PG Diploma 1 year 60
MPhil 2 years 12 Public Health, Capitalism, Agrarian
Studies, Religion and Techno-Politics,
Natural Resource Policy, Conflicts and
Violence, Migration and mobility
PhD 2-6 years (Full
time)
2-7 years (Part
time)
25
Certificate
Programmes
3 days to 1month 150 • Public Health
• International Criminal law
• Climate change mitigation 43

Political Science and International Relations
MA in Political
Sciences
4 semesters (2
years)
180 • International Relations, Politics,
Security
• Public Policy
• International Trade and Foreign Policy
• Human Rights
• Political Economy
• Geopolitics
• Peace and Conflict studies
PG Diploma 1 year 70
MPhil 2 years 10 Trade and Globalization, International
Politics, Behavioral Approach to Parties
Comparison, Human Rights, Global
Poverty Causes, Political Science
Philosophy
PhD 2-6 years (Full
time)
2-7 years (Part
time)
35
Certificate
Programmes
3 days to 1month 150 • Social and Economic Network Analysis
• Politics of International Energy
• Women’s Health and Human Rights
• Global Diplomacy
Sociology and Psychology
MA in Sociology 4 semesters (2
years)
150


• Applied Sociology
• Comparative Sociology
• Cultural Sociology
• Collective Behaviour
• Community and Demography
MA in Psychology 4 semesters (2
years)
120 • Social Psychology
• Applied Psychology
• Psychometrics
• Applied Dev. Psychology
• Organizational Psychology/ Behavior
• Psychology of Vulnerability
• Conflict Resolution and Peace
Psychology
PG Diploma 1 year 120 Specializations will be taken from the MA
in Sociology and Psychology
PhD 2-6 years (Full
time)
2-7 years (Part
time)
50 Social Controls, Mental Health, Ethics and
Culture, Child policy, Child protection,
Impact of technology on human
development
Certificate
Programmes
3 days to 1month 200 • Positive Psychology
• Understanding memory
• Communication Science
• Urban sociology


44

— Programme Delivery

• Teaching
The Institute should empower student’s critical thinking ability to enhance the scientific
temperament and knowledge in research, social sciences and interdisciplinary fields to solve
problems that challenge humanity. The Institute will approach teaching in a ‘student-centric’
manner to ensure student engagement during learnings. There will be freedom for the faculty to
experiment in the teaching and assessment methods. The curriculum at The Institute will
encompass theory, practice and adequate research at postgraduate level so as to remain industry
relevant. Approximately 25-30per cent of the programme structure will include assignments,
papers and internal assessments. This will enrich a student’s understanding of the theoretical
foundations and courses.
• Course Delivery Methods
A blend of online and classroom teaching will be adopted so as to ensure appropriate interaction
and self-paced learning for the students. The Institute will ensure the use of technology, in the form
of video lectures, repository of online knowledge sources, access to journals and databases, thereby
increasing the utilization levels of the campus infrastructure. The online courses can be in the form
of video-captured lectures, narrated slide presentations (captured live or not), “Talking head” video
presentations, audio-only recorded presentations, lecture slides with accompanying notes and text-
book style full notes with embedded graphics. The course modules for various programmes will be
developed for online education and will facilitate accessible, customized and more engaged
learning. The Institute shall aim to provide an innovative and technology enabled learning
environment to students and faculty which facilitates global access to high quality content, teachers
and peers.
This methodology will lead to reduced physical time in classrooms per course for students and
faculty thereby helping impact a larger number of students within the campus. Seminars and guest
lectures will also be uploaded online for a larger viewership by students and faculty.

2. Students
Good quality students are critical and one of the key elements for building a world class educational
institute. Moreover, world-class universities have the ability and the privilege to select the most
academically qualified students. Renowned universities like Harvard University, the California
Institute of Technology, the Massachusetts Institute of Technology (MIT), and Yale University are
the most selective universities in the United States, as measured by the average Scholastic
Assessment Test (SAT) scores of their incoming undergraduate students.
To attract top class students, universities offer scholarships and awards. Beijing’s Tsinghua
University mentioned that it would not only increase the awards but also offer scholarships of up to
40,000 Yuan (USD 5,700). These scholarships will be given to students with high scores, such as
champions of each province and winners of international student academic competitions.
23


23
The Challenges of Establishing World-Class Universities, Jamil Salmi 45

World class universities/institutes also have a higher proportion of graduate students involved in
the research activities of The Institute than the undergraduate students. The weightage of graduate
students in selected universities is illustrated below:
Table 14: Share of graduate students in some of the world class universities
University Undergraduate
Students
Graduate
Students
Share of graduate students
(percentage)
Harvard 7002 10094 59
Stanford 6442 11325 64
MIT 4066 6140 60
Oxford 11106 6601 37
Cambridge 12284 6649 35
London School of
Economics and
Political Science
4254 4386 51
This clearly reflects that world class universities emphasize more on graduate intake than the
undergraduates as the focus is more on research and other activities. Further, to ensure diversity in
such top-class institutes it becomes equally important to attract and enroll a significant proportion
of international students. In most of the cases, world class universities have students who are not
exclusively from the country where the university operates. Harvard University, for instance, has a
student population that is 19 percent international; Stanford University has 21 percent; and
Columbia University, 23 percent. At the University of Cambridge, 18 percent of the students are from
outside the U.K. or European Union (EU) countries.
24

— Student strength
It is assumed that The Institute will take ~7 years from the year it launches the programme to ramp
up admissions to full capacity. At steady state, student intake for all PG programmes will be 1130
students, MPhil/PhD programmes will be 190 students and Certificate programmes will be 700
students.
Table 15: 10-year proposed student strength for The Institute
Total Student
Strength
Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10
Students in a
batch (PG)
25 100 225 375 525 700 800 800 800 800
Students in a
batch (PGD)
30 80 120 180 250 330 330 330 330 330
Students in a
batch (MPhil)
4 12 20 32 40 40 40 40 40 40
Students (PhD) 8 23 43 68 98 120 135 145 150 150

24
The Challenges of Establishing World-Class Universities, Jamil Salmi
46

Students
(Certificate)
140 280 420 560 700 700 700 700 700 700

— Student profile
1. Application intake ratio
The student quality is of primary importance for the institution to become a leading example in
Social Science education. The intake should be highly competitive admitting the brightest of minds
from various parts of the world.
Table 16: Application intake ratio for reference institutes
Degree Subject Number of applicants
per student intake
Reference Institutes
Master of Arts Economics 9.5 LSE, Oxford University
Master of Arts Development
studies
8 TISS, LSE, Oxford
University
Master of Arts Political Science 9.4 LSE, Oxford University
Master of Arts Sociology 6 LSE, Oxford University
Master of Arts Psychology 9.9 TISS, LSE, Oxford
University
PhD all subjects 9 JNU, Oxford University
2. Admission process and Scholarships
The candidates interested to apply to The Institute will have to undergo a detailed and rigorous
admission procedure for profiling, filtering and selecting the candidates since it is important to The
Instituteidentifty and admit the best in class students. Reservation of seats by the Government of
India mandate will be followed by the Institute (27per cent for other backward class, 15per cent for
scheduled caste, 7.5per cent for scheduled tribe, 3per cent for differently abled).
Table 17: Proposed admission process for The Institute based on various program offering
Degree Discipline Admission Criteria
Undergradu
ate/ post
graduate
discipline
Compulsory
subjects if degree
not in required
discipline
Entrance
Exam
Interview Previous
work
experience
Research
proposal
Letter of
Recomm
endation
Master
of Arts
Economics Any
discipline
✓ ✓ ✓
Developme
nt studies
Any
discipline
✓ ✓ ✓
Political
Science
Any
discipline
✓ ✓ encourage
d
✓
Sociology Any
discipline
At least 2 papers of
the following:
✓ ✓ ✓ 47

sociology,
anthropology,
Economics, Political
Science,
Psychology, History,
Geography,
Philosophy,
Education, Social
Work, Journalism,
Linguistics
Psychology Any
discipline
✓ ✓ ✓
PhD Economics MA in
Economics
Commerce,
statistics,
mathematics,
Operations research,
History, Engineering
✓ ✓ ✓
Developme
nt studies
MA in
Developmen
t studies
M.A in any social
science discipline
✓ ✓ ✓
Political
Science
MA in
Political
Science
Political studies ✓ ✓ ✓
Sociology MA in
Sociology
✓ ✓ ✓
Psychology MA in
Philosophy
✓ ✓ ✓
Short
course/
certifica
te
progra
m
Open to all candidates unless otherwise stated

Selection Process:






Basic
Eligibility
criteria
Entrance
Exam
Shortlisted
candidates:
Interview
Process
Weightage
30 per cent
Admission
offer letter
50per cent
20 per cent
Figure 18: Proposed Selection process for The Institute 48

The selection criteria will be based on the academic marks, entrance exam scores and interview
performance. Only candidates who are shortlisted after the minimum required academic marks and
entrance exam scores will be selected for the interview. Interview shortlisted candidates will be
assessed based on their entire application and the weightage is as given above. A weighted
approach for selection is followed by institutes such as Azim Premji University, TISS, University of
Delhi.
Entrance Exam:
The entrance exam is an essential component of the admission process. The various options
available to opt for an entrance exam are as follows:









If The Institute opts for providing their own entrance exam it will be conducted online, on campus
or at test centers. It will be designed by the faculty members or outsourced to vendors such as
National Testing Agency, Pearson, Tata consultancy services iON.
Scholarships:
The total amount of scholarships given by the institute will cover on an average 50 per cent of the
academic tuition fees. In Year 1, scholarships will be provided to 5 per cent of the domestic students
and 5 per cent of the international students, enrolled across programmes (PG, Doctoral, or
Certificate). By Year 10, the institute can aim to provide scholarships to 10 per cent domestic
candidates and 17 per cent international candidates. The scholarships can be awarded in two ways:
— Merit Based- Top percentile of students who have received an offer of admission to the course
or research work
— Need Based - Students having an annual income below a certain threshold defined by the
institute will be eligible for a need-based scholarship. Generally, institutes such as TISS follow
the guidelines of Government of India Post Matric Scholarship where tuition fees for Scheduled
Castes students (whose parent’s/guardian’s income is less than 2.5 lakhs INR per annum) will be
paid by the applicable state government
25
. As per this scholarship, hostel fees and living
expenses will be borne by the candidate.

25
Centrally sponsored scheme of post matric scholarships to students belonging to schedule castes for studies in
India - http://socialjustice.nic.in/writereaddata/UploadFile/revised%20PMS%20scheme%20for%20SC-2018.pdf
Options Institutions who have adopted this
Own Entrance Test
GMAT/GRE
Tata Institute of Social Sciences, Azim Premji
University, Delhi University


London School of Economics, Oxford University
University of Chicago, National University of
Singapore

GMAT/GRE + Own Entrance Test
Singapore Management University

Figure 19: Options available for an entrance exam based on peer institutes 49

3. Faculty Recruitment
The presence of an outstanding and a strong faculty base is a prerequisite for a world-class
educational institute. In most of the cases, the teaching faculty are not exclusively from the country
where they operate. For example, the proportion of international faculty at Harvard University,
including medical academic staff, is approximately 30 percent. Similarly, the proportion of foreign
academics at the Universities of Oxford and Cambridge is 36 and 33 percent, respectively
26
. This
option helps the universities to attract most talented people from across the globe who are experts
in their field, encourages cross-culture and exchange of ideas. Mobilizing resources will also enable
The Institute to enhance their knowledge-networking capacity
.
It is equally important to maintain an appropriate student-faculty ratio as prescribed by the UGC
27
at
the minimum. The UGC Norms mentions student faculty ratio of 12:1 for PG programmes. However,
a world-class institute ought to have a student-faculty ratio even lower than this. The Institute must
strive for student faculty ratio which is at par with World Class institutes. Hence the student faculty
ratio will be 10:1. The ratio of faculty for PG: professor, assistant professor to assistant will be 1:2:6.
Student-faculty ratio across world-class universities is enumerated below:

Table 18: Overall Student-Faculty Ratio of World Class Universities
University
Overall Student-faculty ratio
MIT
28

8:1
Stanford
29

4:1
Harvard
30

7:1
In leading social sciences institutes in India, most of the faculty are full time, with a PhD degree.
Many institutes such as DSE have faculty from renowned institutes globally such as Yale, Princeton,
Boston, LSE and Indian institutes such as ISI, JNU, including Honorary Professors such as Amartya
Sen, Jean Dreze and Dr. Manmohan Singh. Several guest lectures are organised by Nobel Laureates
such as Prof. Abhijeet Banerjee.
It is recommended that minimum of 80 per cent of the faculty is recruited with Ph. D Degree.
Lessons to be learnt from some of the renowned institutes
To combat the challenges and emerge as a world-class institute, The Institute could consider the
options explored by various renowned institutes for engaging top-class faculty.
Case study 1: Tapping into foreign faculty base – Indian School of Business

26
The Challenges of Establishing World-Class Universities, Jamil Salmi
27
University Grants Commission
28
http://colleges.usnews.rankingsandreviews.com/best-colleges/mit-2178
29
http://facts.stanford.edu/
30
http://colleges.usnews.rankingsandreviews.com/best-colleges/harvard-university-2155 50

ISB – Learning Outcome
ISB adopted a twin strategy, in its inception phase to deal with the issue of bringing on board
qualified faculty. The dearth of qualified faculty at national level along with variety of problems
in bringing them into The Institute’s fold led to a global search for faculty

A talent pool of internationally reputed faculty of Indian origin teaching in top business schools
outside India was identified and many of the faculty within this pool were interviewed. In
parallel, The Institute went ahead with the visiting faculty strategy sourced from the partner
business schools. The courses were designed in such a manner that the visiting faculty could
take one or two courses each year with the course compressed into a five week period. It was
envisaged that as the formative years of The Institute passes by, more permanent faculty would
be brought on board.

Case study 2: Collaborating with a foreign university - IIMA and Harvard Business School
IIM A – Learning Outcome
Much similar to the IITs model of being setup with mentor institutions, the initial IIMs were also
setup with the help of foreign institutions that collaborated. IIM A was setup with the
mentorship of Harvard Business School, USA. The collaboration was required to build the
institution’s capabilities in management education which was hitherto unknown in India. Hence
the contribution of HBS to IIM A’s development in the initial years was made effective through
the following means:
• Teams of Indian faculty were sent to HBS each year, for first three years to help building a
homogeneity in approach with HBS, imbibe academic values and build confidence in the
Indian faculty
• IIM A absorbing various academic elements like the programme design philosophy and
pedagogy (e.g.: case study method)
• HBS’ demonstration and emphasis on links with the practicing world (industry-relevance).
This was forged through case writing, consultancy and executive development programmes
• The demonstrative impact of HBS faculty teaching and working in India – their handling of
teaching sessions, assessment and their interface with Indian businesses. This also helped
in exercising a great brand pull with the Indian students and executives. From the very
beginning people perceived IIM A as a high-quality school
• Reinforcing the above was the sponsoring of IIM A faculty for higher studies at HBS

Recommendations on Faculty Recruitment for The Institute
To recruit full-time faculty for The Institute, other premier Indian Institutes such as TISS, JNU, DSE
etc. and International institutes such as NUS, could be a potential source of recruitment. Doctoral
students from renowned foreign institutes could also be potential candidates for faculty positions.
Adjunct faculty from the think tanks and industry could also be recruited. The Institute can also
collaborate with a foreign university to get faculty members to teach certain courses terms. These 51

faculty members could also be used to mentor the newly recruited faculty members. Some of the
renowned institutes globally with which the proposed institute can collaborate are mentioned
below:




Table 19: Collaboration with universities for faculty members
Indian International
• Delhi School of Economics
• Jawaharlal Nehru University
• Tata Institute of Social Sciences
• Azim Premji University
• Indian Statistical Institute
• University of Delhi
• Madras School of Economics
• Institute of Rural Management Anand
• National Institute of Rural Development,
Hyderabad
• Public Health Foundation of India
• Ashoka University
• Centre of Policy Research Institute for
Social and Economic Change
• National University Singapore
• University of Chicago
• University of Sussex
• London School of Economics and
Political Science
• National Bureau of Economic
Research
• Abdul Lateef Jameel Poverty Action
Lab
• Brookings Institute

The faculty will be encouraged to pursue research projects and undertake courses for the students
beyond the provided course syllabus. 60 per cent of faculty is expected to do research projects with
income of INR 20 lacs per faculty per annum.
Table 20: Distribution of faculty based on faculty cadre

Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10 Y11
Total Faculty 5 8 25 41 64 85 106 114 122 122 122
Distribution of faculty
Professor 1 1 3 5 8 10 12 13 14 14 14
Associate
Professor 1 2 6 9 15 19 24 26 28 28 28
Assistant
Professor 3 5 16 27 43 57 71 76 82 82 82 52


Visiting Faculty and Honorary Professors:
The Institute will have at least 3 Honorary Professors who are eminent people from academia,
industry, Government in the field and at least 2 Visiting Faculty per department from Premium
National and International Institutes for specific courses such as Development Eco nomics,
International Relations etc.
Strategies to attract good quality faculty
Pay a Premium salary: In order to attract good quality faculty from premier institutes, foreign
institutes, the proposed institute will have to pay a premium compared to what is offered in
comparable Indian institutes. Without paying a higher salary or providing them with facilities like
faculty apartments, it will be difficult to attract and retain good quality faculty.

Sharing of research/ consulting / EDP income with the faculty members: Indian faculty members of
renowned institutes like IIMs earn more from consulting than their fixed remuneration. The faculty
shares 45 percent of the consulting fees with The Institute. This practice has been adopted from the
Universities in western countries. Sharing of research/consulting/EDP income with the faculty
members will help improve their salary structure and retain good quality staff.
31


Startup grants/ seed funding for faculty members to attract young faculty members: In order to
attract top-notch faculty, IITs are offering start-up grants of up to INR 1 crore, incentive schemes
funded by donor money, special young faculty awards and job searching for spouses. Such
initiatives will help in finding the best and good quality teaching staff. To combat the pay scale
constraints, these institutes are now exploring various other possibilities to attract the best faculty
possible.
32


Faculty Chairs to get good quality faculty: In order to attract and retain the finest staff both nationally
and internationally, Indian School of Business has established Faculty Chairs. Faculty Chair honours
outstanding, high performing teachers and scholars who are leaders in their field. They also provide
them with the support and resources needed to achieve their goal as researchers and educators. It
is the highest honour that ISB is bestowing upon a fac ulty who has made extra-ordinary
contributions to research and training.
33


Thus, to attract and retain good quality staff, The Institute could adopt various strategies enumerated
above such as paying a premium salary, reward their teaching faculty on a regular basis, encourage
them to undertake more research and capacity building activities, offer start-up grants and share
consulting income with faculty members.

31
http://articles.economictimes.indiatimes.com/2009-10-14/news/27639349_1_iim-faculty-indian-institutes-
consulting
32
http://articles.economictimes.indiatimes.com/2013-10-11/news/42942432_1_faculty-iits-crore,
http://www.edu-leaders.com/articles/18882/iits-aim-for-top-class-faculty-offer-start-up-grants-upto-rs-1-crore
33
http://www.isb.edu/support-isb/funding-opportunities/faculty-chair 53

4. Research
Given the rise in research focus and the increase in enrollments for PhD programs in Social Sciences,
The Institute’s concentration on Social Science research will be key to achieving the vision of
becoming a global institute par excellence in social sciences. The Institute will leverage on
relationships with the industry, Government and global institutes to build research capabilities that
benefit policy development and decision making. The Institute will also create a platform to promote
the culture of research among the students and other stakeholders by providing the appropriate
resources – infrastructure, mentorship by faculty and financial support.
Research Focus areas, Pattern and Delivery
— Focus area of research
The Institute has identified focus areas of research aligned with the Government’s priorities, industry
requirements and student preferences. These areas have been identified based on the 5 key
disciplines recognized under Social Sciences for The Institute and the research projects undertaken
by other Social Science institutes and Think Tanks all over the world. To ensure the students are not
restricted to one discipline alone, each center will have a faculty representation of two or more
disciplines. This will promote interdisciplinary approach in SSR.
Figure 20: Proposed focus areas of research for The Institute









//



— Types of research projects
Public health, Conflict and Violence, Governance, Power and Participation,
Sustainability, Evidence into policy and practice, Inclusive Economies, Inequalities and
Poverty, Development theories and practice, governance, urban space and politics,
Gender



FOCUS AREAS RESEARCH TOPICS
Focus Area 1: Economics
Development Economics, Quantitative Economics, Health Economics, International
Finance and Macroeconomics, Monetary Economics, Organizational Economics,
Personnel Economics, Political Economy, Environmental Economics



Focus Area 2:
Development studies,
human geography,
environmental planning
Focus Area 3: Political
Science and International
Relations
Public Policy, Environmental Law and Governance, International Relations,
Regulation and state, Urbanization, Public institutes and Public Policy, Political Ideas
in Modern India, Social and legal justice, Geopolitics



Focus Area 4: Psychology
and Sociology
Focus Area 5:
Demography, social
statistics, methods and
computing
Dyslexia, Mental retardation, Hypertension, Schizophrenia, Depression, Drug abuse,
Cognition in disabled children, Belief systems, ageing, organizational process,
Agrarian relations, Comparative sociology, Sociology of migration



Demographic Measurements and methods, environments and population, health of
population and people, wellbeing of families and households, new dynamics of
population diversity, Social Network analysis, Bayesian Statistics for social Science,
causal modelling, multivariate analysis

54

The types of research projects undertaken by The Institute will belong to three categories:
a. The Institute sponsored projects – These projects will be funded by The Institute themselves
through research grants and endowments
b. Sponsored research projects – These are projects are sponsored by the Government,
industry or corporate foundations
c. Consultancy projects – These projects are sponsored by the industry or Government or
corporate foundations with a specific defined outcome at the end of the project


*The projects undertaken by JNU belongs is from the entire university and not the faculty of social
sciences alone. 25per cent of the faculty in JNU belong to the School of Social Sciences. Since the
School of Social Sciences with 13 centers of excellence is a key contributor to this, it is taken into
consideration.

Research Inputs
The following resources will be established by The Institute in order to provide an enabling
environment for research and excellence:
— Research Infrastructure
34
26
20
293
242
25
0 100 200 300 400
TISS
JNU*
ISI
Number of Projects Undertaken by Social Science
Institutes in India for the year 2017 -2018
Sponsored projects Consultancy projects
Case study 3: Consultancy and Sponsored projects at TISS and ISI
For the financial year 2017-2018, Tata Institute of Social Sciences connected with 34 clients to
pursue 40 consultancy projects which generated revenue of 33.26 crores INR. They also received
35.84 crores INR from 181 agencies for 293 sponsored research projects. In the case of Indian
Statistical Institute, for the same year, they undertook 20 externally funded projects and 25
internally funded projects.
Figure 21: Number of projects undertaken by Social Science institutes in India for the year 2017-2018 55

The university will be equipped with centers of excellence specializing in the respective social
science discipline, a special library containing research material with an online repository and labs
with the necessary research equipment.

— Faculty and Research Associates
A research council headed by a Dean will be established to facilitate the research activities of The
Institute. They will be responsible for inviting sponsorships, consultancy projects, identifying the
right talent, facilitating resource requirements, and promoting collaborations for research and
development. The research council will be supported by a 5 -member advisory body each
specialising in the respective Social Science discipline under The Institute’ focus.
Case study 4: Infrastructure for Social Science research at JNU
Centers of Excellence: The JNU School of Social Sciences has 13 centers of excellence to support
inter disciplinary research. The various centers include: Centre for Economics studies and Planning,
Center for Historical Studies, Center for Informal Sector and Labor studies, Center for Media
Studies. Center for Philosophy, Centre for Political Studies, Center for Social Medicine and
Community health, Center for studies in Science Policy, Centre for Study of Social Exclusion and
Inclusive policy, Centre for Regional development, Centre for the Study of Social System, Centre
for Women’s Studies, Zakir Husain Centre for Educational Studies
Labs: JNU School of Social Sciences provides 4 labs for social science research.
A. Lab for remote sensing and geographic information systems
B. Lab for data analysis and housing data base
C. Image analysis and statistical analysis software
D. Geomorphology, cartography and photogrammetry laboratories
Lab equipment at Center of Development for Economics, Delhi School of Economics
The Center for Development for Economics at Delhi School of Economics has a well-equipped
computer lab with 100 Desktop computers from HP, broadband connection and printing services
with access to various databases – National Sample Survey Organisation (NSSO), National Family
Health Survey (NFHS), Census data, Annual Survey of Industries (ASI), National Accounts Statistics
(NAS), State domestic product (SDP).
These labs are also equipped to provide training to students in data analysis and economic
modelling using STATA, e-view, Shazam, Gauss, RATS, MICROFIT, Mathematica.

E. 56

Along with PhD students, students with outstanding achievements will be given an opportunity to
work under the professors for their consultancy-based research projects as research assistants and
will be provided a stipend for the same. In addition to skill sets in data analysis and physical surveys,
the research assistants will be required to have subject understanding for the respective project. To
maintain the quality of research, each professor will take in no more than 2 PhD students under their
wing.
— Key research partnerships
The partnerships for research collaborations will be with the Government and foreign universities.
The Institute with work with the Government bodies of various states with either MoUs or a public
private partnership with a key focus area. The MoU with foreign universities will be taken a step
further to facilitate research cooperation and exchange of staff and students. Thus, along with
focusing on research, these relationships enhance inter organization learning and increase efficiency
of resources.
Case study 5: Research council at Centre of Development for Economics, Delhi School of
Economics
The research council at DSE comprise of an 8-member Council – A head of department, 4 office
bearers and three other members. They are responsible for all major decision making. This team
is also supported by an advisory body of 4 members with key achievem ents in the field of
Economics (Professor of Economics from Cornell University, Ex-Governor Reserve Bank of India,
Professor of Economics and Philosophy Harvard University and Professor of Economics, Colombia
University) 57


— Funding sources
Funding avenues will include research grants, industry sponsored projects, consultancy-based
projects, endowment funds and other funding agencies. A centralized support team under the
research council will manage the funding process and keep a record of all details of donors of
various centers of excellence.
Case study 6: Research Partnerships with Government, civil society and institutes
Key partnerships of TISS with the Government for research initiatives
TISS is working on project Saksham with the GoI in putting a curb on HIV and TB. In addition to
this, they are addressing the skill set gap among young undergraduates by launching National
University Students’ Skills Development (NUSSD) program with the GoI. Furthermore, they are
working with the Government of Maharashtra on a public private partnership initiative focusing
on social development of the state.
NUS with international universities for research collaborations
NUS has signed MoUs with Tokyo University, Rikyo University, London University and Vietnam
University exchange of staff and students in addition to research cooperation. They also provide
joint PhD programs with King’s college, London, University of Edinburg and University of
Manchester.
Partnerships established by Azim PremJi University
As part of publication and research work, Azim Premji University has partnered with Digantar
(School for children in rural areas), Eklavya (NGO for children), Teacher plus (Indian Magazine for
school teachers) and Rishi Valley (School for children)
Partnerships established by University of Tokyo (Graduate School of Social Sciences)
University of Tokyo has facilitated research collaborations with National University of Singapore,
New York University, Peking University, Russia State University for the Humanities, Vietnam state
University, University of Paris for their exchange of staff and graduate students.


58



*The research income for JNU is from the entire university and not the faculty of social sciences
alone. 25per cent of the faculty in JNU belong to the School of Social Sciences. Since the School of
Social Sciences with 13 centers of excellence is a key contributor to this income, it is taken into
consideration.
Research Output
Academic excellence and path breaking research are two key components driving The Institute’s
reputation and ranking. Research output will be measured through number of publications in peer
reviewed journals and citations received.
— Citations, Publications and research impact
The Institute will aim to generate high quality research work for the benefit of the society.
The faculty members taking up a research will be required to clearly define the outcome
in terms of research publication in reputed journals. The minimum number of citations
expected per faculty is between 14 to 17. They will also take part in the NIRF (National
Institute Ranking Framework) to assess their overall performance against the other
institutes.
20.01
29.1
48.51
68.74
0
10
20
30
40
50
60
70
80
Institute for social
and economic
change
Azim PremJi
University
JNU* TISS
Research income obtained in 2017 to 2018 (In INR Cr)
Figure 22: Research income obtained by peers in 2017-2018 (In INR Cr) 59


Figure 23: Research output and quality provided by Social Science Institutes in India for the year 2016
*The projects undertaken by JNU and Delhi University are from the entire university and not the
faculty of social sciences alone. 25per cent of the faculty in JNU belong to the School of Social
Sciences and 15per cent of the faculty in Delhi University Since the School of Social Sciences for
both Universities are at large, it is taken into consideration.
Table 21: Research output at peer institutions
Categories (2017-2018) School of Social Sciences
(JNU)
Delhi School of Economics
Average Number of Citations
per faculty
14 17
Research and professional
practice rank (NIRF)
8 4
Scimago Research Ranking 75 14

5. Key Partnerships
Relationships with the industry, other international institutes and the Government are valuable to
address the gaps encountered in Social Science learning and development. By working proactively
with the industry, The Institute will deliver skilled graduates ready to meet the business
requirements. The students in turn will benefit from the practical exposure received by the relevant
resources from the industry. In addition, the tie ups with other international institutes for exchange
programs and joint degrees will result in resource sharing (infrastructure, faculty) and further
enhance student experience. Research projects with the Government and other Think Tanks will
benefit the society at large and gives an opportunity to young students and members from the
academia to provide meaningful contributions.
— Academic Partnerships
In order to consider itself as a leading institute of Social Sciences, The Institute will have to gain
expertise from various parts of the world. Students will be encouraged to purse overseas studies
and field studies offered by partner institutes. The graduate students will be able to access the
1023
597
1523
802
302
116
0
500
1000
1500
2000
Number of articles published Number of citations
Research output and quality provided by Social Science Institutes in India in the
year 2016
JNU Delhi University TISS 60

resources of a partner university and will have supervisors to monitor the academic progress at the
partner university.
In addition to the exchange of students, partnerships will be created for faculty to be shared by the
universities. Another option to consider by The Institute is a partnership model of operations where
the contribution and expertise of two difference institutes having diverse set of strengths come
together. The Institute
Table 22: Types of academic collaborations established by Indian and global institutes:
Partnership Type Description
Faculty exchange
with other
institutions
• University of Delhi with Tata Institute of Social Sciences, Center for Political
studies (JNU), Center for studies in social sciences (Calcutta), Delhi school of
Economics, Department of sociology (West Bengal) , Faculty of arts and social
sciences (university of new south wales) Development sociology and director of
feminist gender and sexuality studies, Cornell university, department of sociology
faculty of arts Colombo, LSE, Cambridge
• Ashoka University comprises of 34 visiting faculty from prestigious institutes all
over the world such as Carnegie Mellon, Delhi School of Economics, Oxford
University, Indian Statistical Institute
• TISS and Azim Premji University have partnered with faculty of social science,
Antwerp and University of Michigan respectively for the exchange of academic
faculty
Student
exchange
program with
partner institutes
• National University of Singapore has tied up with the Social Science social
science faculty of 16 institutes from various parts of the world which includes
Harvard University, Fudan University, University of Hong Kong, Korea University,
Stockholm School of Economics, University of Manchester for student semester
exchange program. A student may pursue up to 2 of their semesters abroad.
• Similarly, University of Tokyo has partnered with Peking university, Seoul
National University, New York University for the student semester exchange
opportunity.
Management of
Operations
• Yale – NUS college is a liberal arts college (includes social science disciplines)
started in the year 2011 as a partnership between Yale University and National
University of Singapore. It is a 63000 sq. m campus based in Singapore with 1000
students on campus. The school is for undergraduate students pursuing their 4-
year Bachelor of Arts degree in any of the social sciences fields of their choice.
The students get to make the best of both worlds by sharing the resources of Yale
University as well as National University of Singapore.
- Faculty and Governing body: The 134-member faculty are separate from the main
NUS faculty and comprise of visiting faculty from various parts of the world
including Yale University
- Students: The students get to benefit from the partnership established by both
Yale University and National University of Singapore and they also get an option
to pursue 2 years of their degree in each of the universities.
- Admission Process: Yale – NUS follow their own USA based holistic admission
process (submission of SAT scores, statement of purpose and letter of
recommendation followed by interview upon getting shortlisted) separate from
the NUS requirements. An undergraduate student applying to Yale University will 61

be encouraged and given an option to apply to Yale NUS College in addition to
their normal application and likewise for NUS.
Course Delivery • Joint PhD program: King’s College London (School of Arts & Humanities,
School of Social Science and Public Policy), Institute of Psychiatry, Psychology
& Neuroscience and the Faculty of Arts and Social Sciences at National
University of Singapore allow students to leverage on the strengths of all three
institutes for their interdisciplinary PhD in Social Sciences. Each graduate will
receive a joint qualification from both key universities. (NUS and King’s
College)

— Industry Partnerships
The Institute will ensure that the along with faculty members from the academia, there will be
members to provide practical exposure of Social Sciences – they will be a part of the faculty and
academic council. While involving industry players in the curriculum design, research work and
faculty is important, The Institute will also have a career services cell comprising of 3 members to
coordinate activities among the stakeholders (industry players, students, faculty and alumni) and
provide students various career opportunities. This team will ensure continuous feedback from the
stakeholders is incorporated to keep both - the coursework relevant with the on-going trends and be
responsible for the placement calendar and setting the norms for the placements.
Table 23: Types of industry collaborations established by Indian and global institutes:
Partnership
Type
Description
Faculty from the
industry
• Ashoka University has a blend of faculty from the industry and academia.
Some of their visiting faculty members from the industry are Ms. Urvashi
Butalia (publisher and founder of Zubaan Books) Mr. Nayan Chanda (founder
and consulting editor of Yale Global Online) and Dr. Dwight Jaggard
(curriculum chair of UPenn)
Industry as a
part of academic
council
• Ashoka University has an academic council of 12 members from prominent
walks of education and the industry. One of their noteworthy members is Mr.
Kaushik Basu, former Chief Economist of World Bank
Industry
placements and
apprenticeships
• For the academic year 2017-2018, students from TISS pursued internships at
various corporate, Government and non-Government organizations. The
duration of this internship was for 24 weeks.
• Every year Azim Premji university invites NGOs, small organizations at the
grassroots, research institutions, policy bodies, CSRs, quasi-Government
institutions, schools for providing full time job opportunities to their students.
Previously, they were successful in inviting 187 organisations and securing
90per cent placement rate for graduating students. The starting salary range
for students is between INR 25,000 INR to 30,000 per month 62

Consultancy
Projects with
industry
• TISS is collaborating with Giri National Labour institute to conduct a research
project based on labor related issues
• IIT Delhi has been sponsored by Exonn Mobile USA (computer science),
Google USA (computer science), Swiss Federal Institute of Technology Zurich
Switzerland (Humanities and Social Sciences – agro advisory) with funds of
over INR 64 Lakhs.

— Government and think tank Partnerships
About 80per cent of the research projects The Institute undertakes will be funded by the ICSSR for
Social Science research. The Institute will make good use of these funds to improve their expertise
in the research field. The Institute will also partner with think tanks such as NBER, Center of Policy
research, JPal, Institute of Economic and Social Change to organize for research assistant exchange
programs so that the outstanding students can benefit from the other organization’s resources.
Table 24: Types of Government and think tank collaborations established by Indian and global
peers:
Partnership
Type
Description
Research
Projects
for/funded by
the
Government of
India
• TISS is pursuing a research project funded by ICSSR on boundary
spanning and intermediation for Urban regeneration: comparative cases
from Indian cities
• Delhi School of Economics is working on Indian forecasting model –
United Nations Link Project funded by the Reserve Bank of India which
integrates independently developed macro models into a global model for
macroeconomic forecasting. It is in coordination by the UN Department of
Economic and Social Affairs and the University of Toronto.
Consultancy
projects for the
Government of
India
• TISS is working with the Government of Jharkhand to integrate and
implement the NUSSD
34
program as part of the state skilling mission.
They have also signed a knowledge partner MoU with the commissioner’s
office from Chatra district, Jharkhand for the project – Aspirational Chatra
where the school will assess and guide the Government for improving
development indicators.
• Azim Premji University is working with Administrative training institute
which involves designing and delivering a four-week program for senior
officers of the Government of Karnataka
• The OP Jindal School of Government and Public Policy has worked with
the Centre for development and finance to produce the Indian Public
Policy Report 2014. The publication of the Law and Policy brief was
launched by Jindal Global School of Law to address legal issues that are
confronting our society.

34
National University Students’ Skill Development 63

Exchange of
research
assistants with
think tanks
• National Bureau of Economic Research has partnered with Columbia
Business School, University of Chicago, NYU Stern, University of
Southern California, MIT Sloan, University of Pennsylvania for the
exchange of research assistants


6. Infrastructure and Facilities
Quality infrastructure is a prerequisite for providing quality education. Adequate infrastructure
facilities would not only ensure state of the art equipment in the laboratories, but also comfortable
residential facilities for the students, faculty and staff. The following table mentions the various
facilities that would be available in The Institute:
Table 25: List of facilities
S. No. Facilities proposed
1 Faculty wise Academic blocks – Classrooms, Labs, Research Centres, Lecture halls,
staff blocks
2 Central Library
3 Auditorium
4 Residential Infrastructure: Accommodation for students, Accommodation for faculty,
guest houses, accommodation for MDP students
5 Support/ Recreational Infrastructure: Sports block canteen/ cafeteria, retail outlets –
pharmacy, cafes, supermarkets
6 Administrative Blocks – Career support cell, administrative offices
7 IT Infrastructure: Wi-Fi enabled campus, LAN ports in classrooms/ hostels, projectors,
digital learning aids in classrooms, biometric systems for attendance, ERP : Student
Lifecycle Management system, Learning Management system
— Technology Infrastructure
It is proposed that The Institute builds a robust technology infrastructure to establish itself as a
leading global institute. A comprehensive and robust system designed to digitize administrative
operations such as monitoring attendance of students and staff, admission and enrolment
processes, course allotments, fee payment and collection, payroll management, ha ll ticket
generation, time-table creation, accreditation procedures is proposed.
Further, there is scope for improvement in technology infrastructure including better digital
infrastructure in classroom and online Learning Management Systems to facilitate online repository
of knowledge resources, video lectures etc. While digitization of resources in library is currently
underway, there is further scope for improvement with regards to subscriptions to world-class
journals, terminals.
— Social Infrastructure
— Residential Infrastructure
It is proposed that The Institute shall have full residential facilities for students, faculty and non-
teaching staff, with access to all basic amenities, on-campus shops, grocery, chemist etc. Student 64

accommodation on a twin sharing basis adding up to ~600 rooms and staff accommodation on a
single room basis adding up to 200 rooms is proposed.
— Extra-Curricular Infrastructure
Activities will be conducted in The Institute by the students through different clubs and competitions.
Learning at the campus will be further enhanced through interaction with peers, seniors, juniors,
faculty, and professionals by engaging in these non-academic programmes. Some of these have
been discussed in this section.
• Seminars, Workshops and Forums
Adequate visiting faculties, guest lectures, seminars etc. are recognized as an important offering for
all-round development and exposure in leading institutes. Such opportunities provide students a
diverse and holistic learning experience through interactions with stalwarts from the industry and
academia. The Institute will encourage the academic departments to organize relevant workshops
in partnership with the industry, academia and the Government, as per the requirement and
identified focus areas of The Institute. Since The Institute is envisioned to be a leading institute in
social science, it is recognized that The Institute will be instrumental in promoting dialogue and
offering solutions to the pertinent developmental challenges in India and the sub-continent.
Designated seminar and workshop halls will be assigned for the purpose of the same. Academic
departments along with student associations and clubs may be responsible for organizing such
seminars and forums on a regular basis. Besides the same, an annual conference around a well
deliberated and relevant theme can be organized every year and dignitaries from academia, industry
and Government agencies will be invited for the same. The event could also host students and
faculty from other leading institutes in the region. Conferences and seminars will prove to be an
integral part of student and faculty engagement and help in attracting the best talent.

• Clubs, Associations and Societies
The Institute aims at providing exceptional student experience and integration across academic and
non-academic spheres.
Case study 7: Enhancing critical thinking through dialogue at leading institutions
Most of the leading institutes in the field of social sciences are well renowned for their exemplary
and stimulating conferences and seminars which are an amalgamation of industry focus and
academia, including lectures delivered by Nobel laureates.
DSE and JNU organize seminars and guest lecture all through the year in collaboration with
leading global institutes such as School of Oriental and African Studies (SOAS), Tufts Unifersity,
Boston University, Think Tanks such as National Council for Applied Economic Research,
industry stalwarts such as Reserve Bank of India and Nobel Laureates including Dr. Abhijeet
Banerjee, on themes of global relevance.
Globally renowned institutions in technology and engineering such as the Carnegie Mellon
University (CMU) and Nanyang Technological University (NTU) are host to a number of
conferences, seminars and fairs throughout the year in design, technology, economics and more.
These universities are pioneers in research and academic excellence and aim to advance the
same through dialogue and deliberation at these events. Many universities including Harvard
have inspired campus dialogue through seminars organised by alumni, which have witnessed
industry participation and culminated with job and career fairs. 65

The clubs and societies at The Institute will be integrated under one main representative body also
known as a student’s union. This body will seek to promote culture and leadership and nurture talent
and soft skills, besides advancing the cause of students. The students’ union will comprise of a
legislative and an executive body. The legislative body includes a council of students for hostel affairs,
finance committee, steering committee and a committee of festival affairs among others. The
executive body consists of three councils namely academic, non-academic and sports.
These councils will seek to nurture the talent, interests and natural proclivity of students. The
academic council will include clubs/societies to further the interests of the students in a specific
subject outside the classroom such as applied psychology, econometrics, social research methods
etc. A culture of collective and critical thinking through practical knowledge will be fostered through
these clubs.
The non-academic council will include cultural interests, extracurricular activities and hobbies.
Cultural societies under the non-academic council will seek to nurture talent and passion for various
forms of activities. Students from these societies will participate in intra-institute events, inter-institute
and national level competitions. An indicative list of non-academic societies includes debating society,
journalist society, dance society, quiz clubs, language societies etc.
• Sports
In order to promote all round development, it is imperative to focus on physical and mental fitness.
In this context, sports become essential in maintaining a healthy balance, fostering camaraderie and
spirit amongst the students. The Institute will have ample sports infrastructure and facilities for the
students. Individual sports clubs under the sports council will be instrumental in organising
tournaments and competitions on a periodic basis.
The range of sports and activities hosted by The Institute will include both indoor and outdoor sports
such as table tennis, aerobics, athletics, boxing, taekwondo, football, basketball, weightlifting and
more. The Institute will organise an inter-collegiate sports event annually and host students from
other institutions for the same. The event hosts a series of competitions simultaneously or be a
focussed tournament for popular sports such as football.
In order to promote holistic development of students and nurture talent, The Institute will hire the
finest coaches who are able to hone the talent and interest among students for the sports

7. Financials
The financial projections for the institute are given in the Table 26. Key Assumptions for the same
are highlighted below
I. Operating Revenue
Case study 8: Sports is an integral part of all-round development at TISS
The Recreation Centre at TISS includes facilities such as gym, yoga, table tennis, carrom,
badminton, etc.. An aerobics programme is being introduced from this academic year to
encourage physical fitness activities amongst students. The Students’ Union organises sporting
events (both outdoor and indoor), and the Annual Sports day is a much awaited day in the sports
calendar for students, staff and faculty alike. Cultural activities such as celebration of national
holidays, the Spic-Macay music festival, food festivals, and the three-day ‘TISS Cultural Fest —
Quintessence’ (fondly referred to as Quinty) — form some of the cultural highlights of life on the
campus. 66

1. Year on year ramp up of students has been assumed as highlighted in Section 2. It is
assumed that the Institute will take ~7-10 years from the year it launches the programme to
ramp up admissions to full capacity. At steady state, student intake for all PG programmes
will be 1130 students, MPhil/PhD programmes will be 190 students and Certificate
programmes will be 700 students.
2. The share of international students in a year is ramped up from nil in Year 1, to 5% in Year
10 across all types of programmes
3. Fees assumed is highlighted below. Year on year escalation of 10% on Fees has been
assumed.
Programme Domestic Students International Students
Masters 180000 250000
PG Diploma 120000 150000
MPhil 75000 120000
PhD 10000 15000
Certificate 75000 100000

4. Other income:
Research
It is assumed that 60% of faculty will do research, Average
income p.a. per faculty is taken as INR 20 lacs
Hostel
It is assumed that 80% of cumulative students in PG, PG
Diploma, M.Phil. and PhD programmes will opt for hostel
Hostel Fee INR 100,000 per annum per student

II. Operation Expenses
1. Scholarships to the tune of 50% of academic fees has been assumed for a share of
students. The share of students who have been assumed to receive the scholarships is
showcased below:
Scholarships Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10
Domestic 5% 5% 5% 5% 7% 7% 8% 8% 9% 10%
International 5% 7% 10% 12% 15% 15% 16% 16% 17% 17%

2. Student to Faculty ratio is assumed at 10:1 of cumulative number of students in Masters,
PG Diploma and MPhil programmes:
Particulars
Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10
Teaching
Staff 4 7 24 40 64 85 106 114 122 122

3. Number of Head Office and Non-teaching staff:
Particular Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10
HO staff 6 8 10 10 10 10 10 10 10 10
No. of non-
teaching staffs 2 5 10 15 20 25 30 45 50 60
67

4. Salary and other assumptions for operating expenses as below:
Particulars INR
Average Faculty salary per month (escalating at 5% p.a.) 150000
Average Non-teaching salary per month (escalating at
5% p.a.) 40000
HO staff salary per month (escalating at 5% p.a.) 250000
Advertisement 10% of operating revenue
Overheads 12% of operating revenue
PhD stipend per month (escalating at 5% p.a.) 25000
Partnership Fee 5% of operating Revenue
Research Expenses 40% of Research Receipts
Hostel Expenses 40% of Hostel receipts
Content Customization cost 10000/hour
Annual Premium (escalating at 5% p.a.) 10000000

III. Capital Expenses

1. Cost for Hostel space is accounted for 80% of cumulative students enrolled in PG, PG
Diploma, M.Phil. and PhD programmes
a. Existing residential facilities will be used for staff and faculty
b. Hostel Space of 250 sq. ft per student has been accounted for
2. Cost of construction is taken at INR 3000 per sq. ft for hostel and mess. This includes cost
of AC, interiors, furniture and digital infrastructure such as wi-fi.
3. Cost of construction is escalated by 5% after every two years
4. Renovation cost of INR 300 per sq. ft has been assumed to renovate 170,000 sq. ft of
existing constructed area
5. Contingency fund of 5% of all other capital expenses per annum has been accounted for 6
years
6. Straight line depreciation at the rate of 3% 68

Table 26: Financial Projections for the Institute
Particulars (In INR) Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10
Revenue
Academic receipts

19060000 55144870 108154156 181406116 271131555 366342710 436029880 480032355 528255308 581080839
Research Receipts

4800000 9240000 34848000 63888000 112442880 164272020 225342559 266584499 313821402 345203542
Hostel & Mess Receipts

5360000 18060000 35985600 60659550 88780577 121502005 139905985 148026964 156019295 163820260
Total annual revenues

29220000 82444870 178987756 305953666 472355011 652116734 801278424 894643819 998096005 1090104641

Operating Expenses
Total salary of non-teaching
staffs

960000 2520000 5292000 8334900 11668860 15315379 19297377 30393369 35458931 44678253
Total salary of faculty
members

7200000 13230000 47628000 83349000 140026320 195271079 255690248 288737007 324449215 340671676
PhD Stipends

2400000 7245000 14222250 23615550 35735884 45946136 54273873 61208868 66485495 69809770
Scholarships

476500 1386006 2776418 4790387 10211376 13797642 18604579 20482186 25181113 30410805
Content charges

10600000 10600000 10600000 10600000 9600000 9600000 200000 200000 200000 200000
Advertisement (10% of top
line)

2922000 8244487 17898776 30595367 33064851 39127004 40063921 44732191 49904800 54505232
Overheads (maintenance,
electricity, water etc.) (18 of
top line)

3506400 9893384 21478531 36714440 56682601 78254008 96153411 107357258 119771521 130812557
Management Salary

18000000 25200000 33075000 34728750 36465188 38288447 40202869 42213013 44323663 46539846
License Fee (Lease
payment)- 5% of operating
revenue

1461000 4122244 8949388 15297683 23617751 32605837 40063921 44732191 49904800 54505232 69

Research exp- 40% of
research receipts

1920000 3696000 13939200 25555200 44977152 65708808 90137024 106633800 125528561 138081417
Hostel and mess exp- 40% of
hostel receipts

2144000 7224000 14394240 24263820 35512231 48600802 55962394 59210786 62407718 65528104
Annual Premium

10000000 10500000 11025000 11576250 12155063 12762816 13400956 14071004 14774554 15513282
Total Operating Expenses

61589900 103861121 201278802 309421347 449717275 595277957 724050575 819971673 918390371 991256174
Surplus (INR lacs)

(323.70) (214.16) (222.91) (34.68) 226.38 568.39 772.28 746.72 797.06 988.48

Capital Expenditure
Hostel 129,000,000 116,250,000 155,137,500 163,012,500 182,739,375 76,072,500

Mess 30,000,000 0 0 30,000,000 0 0

Refurbishment of existing
infrastructure 51,000,000

IT / Digital infrastructure
(academic/admin) 10,000,000 10,000,000 10,000,000 10,000,000 10,000,000

Contingency Fund (5% of
other capex) 11,000,000 6,312,500 8,256,875 10,150,625 9,636,969 3,803,625
Total capital expenditure
(INR lacs)
2,310 1,326 1,734 2,132 2,024 799


Table 27: Projected Financial Internal Rate of Return
Scenario 1: Discount rate- 10%
IRR (INR CR) Y0 Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10
Initial Investment -22.0 -12.6 -15.8 -19.5 -17.6 -6.9 0.0 0.0 0.0 0.0 0.0
Revenue 0.3 3.1 8.4 18.2 31.4 48.7 67.6 83.6 93.9 105.4 115.4 70

Operating Expenses 0.0 6.2 10.4 20.1 30.9 44.9 59.4 72.3 81.9 91.7 99.0
Depreciation 0.9 1.6 2.0 2.5 3.1 3.7 4.0 4.0 4.0 4.0 4.0
Surplus -0.6 -4.7 -3.9 -4.4 -2.7 0.1 4.2 7.3 8.1 9.7 12.4
Cash Flows -22.6 -17.3 -19.7 -23.9 -20.2 -6.8 4.2 7.3 8.1 9.7 12.4
Terminal Value (INR Cr) 248.3
IRR after 10 years 12.01%
NPV (In Cr) 13.8

Scenario 2: Discount rate- 8.5%
IRR (INR Cr) Y0 Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10
Initial Investment -22.0 -12.6 -15.8 -19.5 -17.6 -6.9 0.0 0.0 0.0 0.0 0.0
Revenue 0.3 3.1 8.4 18.2 31.4 48.7 67.6 83.6 93.9 105.4 115.4
Operating Expenses 0.0 6.2 10.4 20.1 30.9 44.9 59.4 72.3 81.9 91.7 99.0
Depreciation 0.9 1.6 2.0 2.5 3.1 3.7 4.0 4.0 4.0 4.0 4.0
Surplus -0.6 -4.7 -3.9 -4.4 -2.7 0.1 4.2 7.3 8.1 9.7 12.4
Cash Flows -22.6 -17.3 -19.7 -23.9 -20.2 -6.8 4.2 7.3 8.1 9.7 12.4

Terminal Value (INR Cr) 354.7
IRR after 10 years 16%
NPV (In Cr) 47.7
71

The operating expenditure of the Institutes typically does not exceed 90% of the total revenue where
staff payments and benefits will be between 55% to 65% of the revenue. About 20% of cost is
allocated to administrative and general expenses. Remaining 5per cent is split among the other
operating expenses
Table 28: Operating expenses incurred by peer institutes
(IN Cr INR) ISI TISS Azim
PremJi
University
LSE
35
NBER Institute of
Social and
Economic
Change
JNU
Academic
receipts
- 10.42 15.13 1,946.45 - - 10.99
Grants and
Donations
338.29 92.56 - 535.56 243.98 20.01 352.03
Income from
Investment
- 0.27 2.59 40.94 39.26 4.27 7.59
Other
Incomes
- 0.92 0.22 711.33 12.63 1.78 8.98
Deferred
Income from
assets
purchased
out of
restricted
funds
- 1.46 - - - - 4.00
TOTAL
REVENUE
338.29 105.63 17.94 3,234.28 295.87 26.06 383.59
staff
payments
and benefits
230.67 68.55 24.44 1,745.43 221.76 14.83 401.89
academic
expenses
- 1.79 19.35 - - - 38.36
admin and
general
expenses
40.95 7.64 20.83 - 60.56 8.77 82.43
Finance cost - 0.08 0.01 81.39 - - 0.08
Depreciation - 1.46 3.05 119.90 - - 22.92
Other
expense
- 16.69 1.22 1,119.22 0.41 2.43 10.41
Total Opex 271.62 96.21 68.90 3,065.94 282.73 26.03 556.09

35
Conversion rate: 1 INR = 0.011 GBP 72

Earnings
before
interest, tax,
depreciation
and
amortization
66.67 9.42 -50.96 168.34 13.14 0.03 -172.5
EBITDA
margin
19.7% 8.9% -284.1% 5.2% 4.4% 0.1% -45.0%

Azim Premji University’s income is primarily from academic receipts. Their restricted and
unrestricted funds is of INR 52.84 Cr. 63 per cent of grants and donations received by TISS are from
Non-Government institutes and individuals. The Institute will work towards ensuring a similar
income structure where they are less reliant on grants and donations. Income from investments in
endowment funds will be built over time for financial sustainability.

Table 29: Sources of funding for various peer institutes
Income received
(Year: 2017-2018)
ISI TISS Azim
PremJi
University
LSE NBER Institute of
Social and
Economic
Change
JNU
Academic receipts 0 10.4 15.1 1946 0 0 11
Grants and Donations 338.3 92.7 0 535.6 244 20 352
Income from
Investment
0 0.3 2.6 40.94 39.3 4.3 7.6
Other Incomes 0 0.9 0.2 711.3 12.6
36
1.8 8.9
Deferred Income from
assets purchased out
of restricted funds
0 1.5 0 0 0 0 4
TOTAL INCOME 338.3 105.6 17.9 3234 295.9 26.1 383.6

36
Other Income for NBER is from subscriptions and publications

29.14
82
5.25
124
0
20
40
60
80
100
120
140
Azim Premji
University
London School of
Economics
Institute of Social
and Economic
Change
JNU*
Endowment fund available as of year 2017-2018 (in INRCr ) 73

*All values in Cr INR
Income categories (as
a percentage of
respective total
Income)
ISI TISS Azim
PremJi
University
LSE NBER Institute of Social
and Economic
Change
JNU
Academic receipts 0% 10% 84% 60% 0% 0% 3%
Grants and Donations 100% 88% 0% 17% 82% 77% 92%
Income from
Investment
0% 0% 14% 1% 13% 16% 2%
Other Incomes 0% 0.9% 1.2% 22% 4% 7% 2%
Deferred Income from
assets purchased out
of restricted funds
0% 1% 0% 0% 0% 0% 1%


Case study 9: Sources of Funding for JNU and ISEG
— Sources of Funding for JNU: JNU has received over 73 endowments for their organizational
activities. (few endowments: Australian High commission, Chair in classical Greek studies, Joint
Plant Committee – GoI, Kannada Language Chair, Korean Foundation, RBI endowment Chair).
These endowment funds totaling up to INR 24.51 crores are long term funds for specific purposes
received from individual donors, trusts and other organizations. In the case of sponsored projects,
ICSSR contributed INR 70 Lakhs over the last year alone for research initiatives in Social Science.
The University received grants from the UGC (60 Cr INR) upon being recognized as a University
with Potential for excellence.
— Segmentation of Income received by Institute of Social and Economic Change for the year 2017-
2018: 27 per cent of the income received by ISEG is through Non planned grants from ICSSR and
Government of Karnataka, 19 per cent from Interest income, 14 per cent from grants in aid for
projects, workshops and seminars

74

IV. Partnership Strategy
Public Private Partnership involves collaboration between government and private players where
private players assist the government in providing quality services in their field of expertise. Since
its inception, DTNILERD has been a unique institution of its kind that carved out a niche in the field
of human resource planning and development, monitoring and evaluation of public policies and
programmes, dissemination of best practices, devising academic and training programmes in
governance and public policy for developing nations, and such other initiatives. The Institute has
made a marked position, both at the national and international level, in the field of research in labour
and employment, skill development, Monitoring and Evaluation etc. It is a repository of knowledge
and provides research services to the Government, Public/Private sector, international organisations
and other such agencies.
There is a growing appetite for evidence-based policy making and a shift from basic research to
applied/ empirical research. With the emergence of tools and methodology such as big data,
machine learning etc. and increase in data analysis, India is becoming a focal point for social science
researches. It is therefore proposed to transform DTNILERD into a Global Institute of Academic and
Research Excellence in Social Sciences through Public Private Partnership, by leveraging the
experience and expertise of the world-renowned institutes in the field. The objective is to establish
an Institute pioneering in the field of Social Sciences in South and South-East Asia to ensure optimal
utilization of the existing infrastructure.
It is proposed that the Institute will be operated in a DBFOT mode (Design, Build, Finance, Operate
and Transfer) and the scope of work for the bidder will broadly include:
— To establish and manage the academic and research institute of global repute to foster advanced
academic research and informed policy advice with focus on social sciences
— At its own cost and expense, implement the Project, procure finance for and undertake the
design, development, engineering, procurement, construction, equipping, operation,
maintenance and management of the Project
— To construct the institute on the Project Site as per the additional requirements for infrastructure
development (academic and non-academic) as deemed fit by the Concessionaire
— Arrange for and procure at its own cost and risk, applicable permits, and all required equipment,
infrastructure facilities and utilities, including procuring connection for and supply of electricity,
water, and other utilities
— Perform research work/ studies for the NITI Aayog on mutually agreed terms on non-profit basis
— Provide all necessary services including mandatory support to authority and finally transfer the
Project to the Authority at the end of the concession period and fulfil all other obligations of the
Concessionaire in accordance with the provisions of the Concession Agreement.

Models of Public Private Partnership in higher education
Public private partnerships in higher education can be introduced to assist the public partner in the
following areas:
a. Infrastructure – land, building
b. Finance
c. Support – nonacademic operations
d. Academic operations 75

Thus, basis ownership and operations, the various forms of public private partnership models
include:
• Operation and Maintenance: A contract where a private entity operates a public owned asset
for a specific period. The ownership of the asset lies with the public entity
• Lease, develop, operate: As the name suggests, the private entity undertakes and operates
a government owned facility on lease basis. The private entity will be given rights to further
develop the facility during the lease period. Upon completion of the lease period, the facility
is transferred back to the Government
• Build-Own-Operate-Transfer: Private partner will receive ownership of the asset from the
government entity for the duration of the concession. The private partner will be responsible
for construction and operation
• Build-Operate-Transfer: Under this form of partnership, while the ownership of government
facility is retained by the public entity, the private partner is responsible for construction and
operation of the facility. This form of PPP model has two contracts –
Type of contract Duration of partnership Role of private entity
Design-Build-Operate-
Transfer (DBOT)
Short – medium term (5 to
10 years)
Design, construct, manage,
maintain
Design-Build-Finance-Operate
-Transfer (DBFOT)
Long term (20 years+) Design, finance, construct,
manage, maintain

Examples of institutes established under different PPP arrangements is given in Appendix 4.
It is recommended that the new institute be established as a public private partnership under the
DBFOT contract. The rationale for such a partnership is provided below:
Rationale
• Support to government funding –Although government has increased its GDP contribution
towards education over the last 5 years, these are not sufficient to cater to the demands.
Hence private player contribution is must in higher education.

• Expertise – Private players bring in the expertise in their respective fields thus assuring
quality of services. One of the biggest cost factors for any higher education institution is the
student residential facilities. Many private players are into the construction and operation of
student hostels providing affordable and quality services to the students.

• Risk Sharing – Benefit from a PPP model is that there are more partners involved in the whole
process and risks involved in all the processes are lowered with proper risk allocation among
the government and private players.

• Implementation Timelines – As compared to the public sector projects where more time is
invested in the coordination of the projects, projects managed by the private players are
usually on time since the aim for the private players is to reduce the project time to save on
the cost. PPP model ensures that timely execution of various processes is undertaken.

• Cost-Optimization – PPP model also brings in the cost effectiveness in the overall project
execution since private players usually incorporate efficient processes in the various stages
of process execution to remain competitive among other private players.
76

• Accountability – Involvement of private players bring in the performance-based payment
model wherein private players need to deliver their commitments failing which payment
might be stopped.

• Quality Monitoring – Private players have an incentive to improve their quality of services
since the payment is dependent on the quality. Monitoring of the processes being
undertaken by the private players will be done by the Government basis which appropriate
payments will be done to the private players.

• Flexibility – PPP model ensures that processes are rigid and there is sufficient autonomy and
flexibility in the processes. Also new processes can be introduced to strengthen the
operational output of the institute

• Financial gain –The Government will not offer any funding to the private entity. Thus, the
Government benefits from not having to contribute to the sustainability of the public facility
yet receive a high share of the revenue received from operations.
Proposed competencies required to deliver the operating model
To deliver the proposed operating model, five key areas were looked at – Education – PG
Programs/PG Diploma, capacity building certificate programs, PhD/MPhil programs, research and
operation support. For each of these areas, the competencies required, and preferred type of
institutes were analysed. Based on the analysis across all the areas, it is decided that partnering
with a higher education institute will be ideal for the successful functioning of the proposed The
Institute.
Table 30: Proposed competencies of the partner institutes required to deliver the operating model:
Competencies required Preferred type of institution
Education – PG
programs/ PG
Diploma

Student mobilization, faculty
recruitment, academic delivery,
placements, examinations, content
development, curriculum design
✓ Higher education
institutions
Capacity Building,
Certificate
Programmes

Curriculum Design, Partnership
Development, Online and in class
delivery
Online Learning Portals, Training
Institutes, Institute offering
EDP/MDPs
PhD/ M.Phil.

Access to database, Partnerships with
industry, Government, think tanks
Research Centers
✓ Higher Education Institutes
Research

Infrastructure, Labs and Equipment,
Access to database, Partnerships with
industry, Government, think tanks
Research Centers
Think Tanks
✓ Higher Education Institutes 77

Operational
Support

Experience of operation and
maintenance of residential facilities,
mess services, Supply chain
Management, Vendor Support
Companies managing lodging and
F&B services for students,
corporates etc.

Potential Private Players for partnerships
Keeping the new Institute’s vision of being a ‘global institute par excellence’ in focus, they should
opt for partnering with a leading higher education institute – foreign institute or Indian institute of
repute who will not only support academic and nonacademic operations but also act as the
conferring body for provision of degrees to students.
Table 31: Potential Private Players for partnerships for The Institute
Indian Partner for Operations International private partners (non-
lead bidder, only as part of
consortium)
Institute of Eminence –
• BITS Pilani (Selected)
• Manipal Academy of Higher Education
(Selected)
• University of Delhi (Recommended)
• Shiv Nadar University (Recommended)
Institute of National Importance-
• Indian Statistical Institute
• IITs
Social Science Institutes –
• Delhi School of Economics
• Jawaharlal Nehru University
• Tata Institute of Social Sciences
• Azim Premji University
• Madras School of Economics
• Institute of Rural Management Anand
• National Institute of Rural
Development, Hyderabad
Research Institutes and Think Tanks
• Centre of Policy Research Institute for
Social and Economic Change
• Institute for Social Economic Change
National Institute of Rural
Development, Hyderabad
Universities part of QS/Times higher
education world university ranking top
50, such as:
• Harvard University
• Stanford University
• London School of Economics
• National University of
Singapore
• University of Pennsylvania
• University of Chicago


Partnership strategy for The Institute
Both the public and private sector higher education institutes in India have made efforts to promote
internationalization of their institutes with foreign universities by increasing collaborations in course
development and delivery, research and exchange of staff and students. The Government of India
is making an effort through recent schemes such as – IMPRESS (Impactful Policy Research in Social
Sciences) for promotion of such international partnerships. Further, keeping The Institute’ ‘global
institute par excellence’ vision in focus, they should opt for partnering with a foreign university or
Indian university who will not only support academic and nonacademic operations but also act as 78

the conferring body for provision of degrees to students. The partnerships can be explored with an
Indian higher education institute or International higher education institute. Overall, the following
seven options can be considered by The Institute:
Table 32: Partnership options available for The Institute:
Partnerships Degree Granting
Body
Examples Existence
in India
International Partnerships
Option 1:
International branch
campus (IBC) fully
owned by foreign
institute
37
,
38

International

-NYU Abu Dhabi
-INSEAD Singapore, Abu Dhabi,
France

Option 2:
International branch
campus with an
Indian partner as a
joint venture
39

International

-Monash University and Sunway
Education Group in Malaysia
-Texas A&M University and Qatar
Foundation
40


Option 3: Twinning
programs
(Intl. + Indian
Academic Partner)
41

Indian
Along with foreign
university logo and
name on the degree

-Vellore Institute of Technology and
Purdue University


✓

Option 4:
International
knowledge partner –
only academic
operations
Indian

-Wharton Business School, Kellogg
School of Management and Indian
School of Business
-Singapore Institute of Technology
and Design with Massachusetts
Institute of Technology
✓

Option 5: Double
degree program (Intl.
Partner + Indian
academic partner)
Indian +
International
-National University of Singapore
and Indian Institute of Technology
Bombay/Madras/Kanpur
✓

Indian Partnerships
Option 1: Institute of
National Importance/
Central Universities/
Institute of Eminence/
Deemed Universities
who will be able to
operate The Institute
as a separate campus
Indian

-Tata Institute of Social Sciences
-Manipal University
✓

Option 2: Academic
operations knowledge
Indian -Tata Education Development Trust
and Indian Institute of Skills
✓


37
This is pending the passage of HECI Bill in parliament which allows for setting up of IBCs in India
38
Case study 10

40
Case study 11
41
Case study 12 79

partner to The
Institute

- Factors to be considered for the partnership strategy in the case of a foreign partner
Figure 24: Factors to be considered for the partnership strategy in the case of a foreign partner














**Subject to regulatory
guidelines as followed by other Indian higher education institutions
- Benefits to the private partner
• Academic Collaboration: The Institute is expected to be recognized as a global institute par
excellence in social sciences. This gives an opportunity to Institutes such as the IOEs to expand
their offering in this field.

• Research Collaboration: The Institute aims to serve as a policy think tank to the Government and
contribute through research to the sustainable development agenda in India and emerging
economies. This aspect with the best of faulty in research of social sciences will pool in immense
talent from all over the world.

• Brand Image: Association with NITI Aayog will enhance the brand image of the private partner.
They will be able to benefit from the Government recognition received through the association.

• Geographical expansion leveraging NITI Aayog infrastructure: This partnership gives
international players specializing in social science education and research a leeway into the
Enablers for
partnership
Benefits for
The Institute
and Indian
Higher
Education
System
▪ Legislation/ Framework for setting up of IBCs
▪ Autonomy to foreign institute in terms of academic
operations (fees, course content, student admission
policies, faculty matters, granting of degree), finances,
governance**
▪ Ease on repatriation of profits if pending legislations state
otherwise**
▪ Quality based selection for top universities
▪ Relaxing visa rules for mobility of students and
researchers (Internships, job opportunities)

▪ Indian students get exposure to world class education at a
reasonable fee
▪ Paving the path for making India a global education hub
▪ Adoption of best practices from top ranking foreign
university
▪ Act as a competitive benchmark for academic excellence
in India
▪ Provide ecosystem for greater faculty, student and
generate high research outcome in Social Sciences in
India
80

higher education sector in India. It also makes it easier for both Indian and international players
to utilities the vast infrastructure NITI Aayog has to provide for this purpose.
- Case studies for the various options provided in the partnership strategy
Case study 10: International Branch Campuses (IBCs) established by universities in countries with
favorable regulations (Option 1 in Table 31)
Host
country
Noteworthy universities who
have set up operations and
grant degrees to students at
host country
42


Regulations and provisions by host country

Singapore • INSEAD
• ESSEC Business
School
• SP Jain Global
School of
Management
• Economic development board organized a
“World class universities program” in 1998
to invite INSEAD, Wharton Business School,
Carnegie Mellon University to set up
campuses in Singapore
❑ Heavy Government grants and loans were
involved
❑ Council for private education (CPE) is set up
for ease in governance of private institutes

UAE • INSEAD, Abu Dhabi
• New York University,
Abu Dhabi
• BITS Pilani, Dubai
• Manipal University,
Dubai
• SP Jain Global
School of
Management
• London Business
School (Provides E-
MBAs at the Dubai
campus)
• Dubai has established free zones to
facilitate business opportunities and
education tourism is one of them.
Knowledge and Human development
Authority (KHDA) are established to
supervise ties with international branch
campus
❑ Light regulation and compliance
❑ Repatriation of profit
❑ Exemption from taxes and custom duties
❑ Generally, universities tie up with
infrastructure providers licensed by KHDA
and pay rent for the infrastructure

China • New York University,
Shanghai
• Duke Kunshan
University

• Established Sino-foreign cooperative
education to invite foreign universities
❑ Allowed to return profits to home institution
❑ Foreign entities can operate as independent
legal entities
❑ Foreign universities must be established as
a joint venture with a Chinese Institute
❑ Facilitated by regulation of the people’s
Republic of China on Chinese-Foreign
Cooperative Education
Malaysia • Monash University • Regulated by the 1996 Private higher
education institutions Act

42
Source: Respective university and Government websites, newspaper articles, WES article: IBC in China and UAE,
comparative study of IBCs in Malaysia, Singapore, China, South Korea 81

• University of
Nottingham

❑ In 2010, Malaysian Government granted
four international branch campuses self-
accrediting status – right to grant degree
without Malaysian Qualification Agency
(MQA) approval
❑ Given autonomy in compliance by MQA
❑ Direct invitation by Minister of Education
(For University of Nottingham)
Sri Lanka • Manipal University

• In alignment with Sri Lankan Government’s
a vision 2025 where one of the key success
factors is to promote internationalization of
education
❑ Free land and tax Concessioning
❑ 20per cent of places for scholarship
students
❑ Provide Government stake in operations

• Case study 11: Virginia Commonwealth University establishing an agreement with Qatar
Government to establish and operate an institute in Qatar (Option 2 in Table 31)
International Branch campus – Joint venture with Government entity: VCU established and
currently operates a degree granting branch campus of their institute in Doha, Qatar called
Virginia Commonwealth University Qatar (VCQU)
43

Duration: 10 years between 2002 and 2012, Renewed: 2012 to 2022
Entity Virginia Commonwealth University
(VCU)
Qatar Foundation (State of Qatar)
Role -VCUQ will operate under direct
control of VCU for providing
undergraduate and graduate
education in design and fine arts
-University will maintain the same
standards of quality for faculty, staff,
students and curricula that will apply
at the main campus
VCU is responsible for:
➢ Selecting, employing and
supervising academic and
administrative faculty and staff
➢ Establishing and
implementing student
admission policies
➢ Delivering curriculum and
degree programs
-3 board members of QF will be part of
the 9-member advisory board which
provides advice on operational matters
of VCUQ
-Supervise and perform quality
assurance and annual audit for VCUQ
Provide scholarships and need based
financial aid loans to students
-Exercise effort to secure appropriate
visa and work permits for faculty, staff,
students and their family
-Maintenance and improvements to
infrastructure and facilities
Provide tax exemption to VCUQ and
VCU
Financial
Support
provided by
Qatar
Foundation
• Capital cost and operating expenses + Management fee (US$ 3.4
44

Million per year adjusted to higher education price index published by
US department of Education capped at 3per cent) of VCUQ
• Cost of joint advisory board
• Financial audit expenses of VCUQ

43
Source: Agreement document between Qatar Foundation (State of Qatar) and Virginia Commonwealth University
44
Source: Agreement document between Qatar Foundation (State of Qatar) and Virginia Commonwealth University 82

• Provide land to VCUQ without charge (QF will have ownership of
property
• Revenue from research will be segmented as: Inventor(s)-33per cent,
QF-17per cent, VCU-17per cent, reinvested in VCUQ-33per cent

• Case study 12: Joint Degrees and Twinning Programs (Option 3 & 5 in Table 31)
Joint/Dual Degree Twinning programs
Degree
Conferring
University
Indian Institute of Technology and National
University of Singapore
Vellore Institute of
Technology (with Purdue
University logo and name on
the degree)

Partner
Institute and
host country

National University of Singapore, Singapore

Purdue University, USA

Details of
partnership

• NUS and IIT Bombay/Madras/Kanpur
have collaborated to provide joint PhD
degrees
• Faculty members from both
universities will contribute in teaching
• Candidates have to spend at least 2
semesters of their candidature each at
NUS and the respective IIT

• First 2 years of
Bachelor of
Engineering to be
spent at VIT, Vellore,
India
• Next 2 years of the
bachelors degree at
Purdue University,
Indiana, USA

Degree
Conferment
Title will be PhD. (NUS-IIT) or PhD. (IIT-NUS)
with student’s home university mentioned first

VIT to award degree; Purdue’s
name and logo can be put on
degree; no joint degree


- Role of The Institute and the Operating partner
For the PPP partnership to be successful, it is very important to have clearly defined roles of the
public and private player. Holistically, The Institute will be aligned to monitoring and evaluation,
providing strategic guidance. The private player will have complete academic and financial
autonomy in the operations of The Institute. Detailed responsibility of each of the stakeholders is
given below:
Table 33: Role of stakeholders in the partnership
Stakeholder Responsibility
Concessioning Authority ▪ Provide land
▪ Provide existing infrastructure
▪ Review and Monitoring of performance
▪ Governance – Representation in Board, provide strategic
directions
▪ Regulatory support - University affiliation, clearances from
regulatory bodies 83

Private
Partner
Non-
Academic
Operations
▪ Refurbishment and maintenance of hostels and support
infra
▪ Hostel, Mess, Cafeteria, Laundry, Gym operations
Academic
Operations
End to End academic operations
▪ Student admissions
▪ Curriculum Development
▪ Course Delivery (In class/ Online)
▪ Recruit Leadership – Academic and Non-Academic
▪ Faculty Recruitment and development
▪ Undertake research and consultancy
▪ Deliver capacity building programs
▪ Award of Degree
▪ Raise endowments

The role of the concessioning authority and private partner can be defined based on the structure
of the partnership and financial bid parameters as follows:
Particulars Details
Role of
Concessioning
Authority

Land and Infrastructure will be provided by Concessioning Authority
Role of Private
Partner

The private partner will completely take over the academic and nonacademic
operations of The Institute

Structure of
Partnership

• Larger representation by operating partner with 2-3 fixed seats for the
Government representatives
• Revenue will be collected from students by operating partner
• Faculty will be on operating partner’s payroll; all expenses will be borne
by operating partner
Financial Bid
Parameter

• Share a per cent of revenue or provide a fixed fee to Concessioning
Authority (whichever is greater)
Benefits

• Greater autonomy for private partner
• Brand, degree granting powers of operating partner can be leveraged in
this model
Risks

• Regulations require certain roles to be on The Institute payroll
• The Institute operations could be affected if operating partner exits

— Outcomes to be achieved by the private partner at the end of 10 years for The Institute
With the help of deep-rooted partnerships, strong research focus, talented students and
knowledgeable faculty, The Institute will become a regional hub pioneering in Social Sciences
academia and research in South Asia and South East Asia. The Institute will also establish itself as
a leading social science institute in India organizing annual events for social science researchers and
scholars. The Institute will also ensure the partnerships established will be prevalent across
international institutions, Government departments and other think tanks. Collaborations with the
industry will bring in opportunities for the students thus giving them the necessary practical
exposure. The detailed Key Performance Indicators (KPIs) are given in Appendix 1.
Figure 25: Outcome to be achieved by the operating partner at the end of 10 years for The Institute 84















1. Bid Evaluation Parameters
A two-stage selection process for evaluating the Proposals comprising of a complete proposal
including Technical and Financial bids for selection of the Bidder will be adopted. Bidders will be
shortlisted based on the Eligibility Criteria set out below. The eligible bidders will undergo a Quality
and Cost-Based Selection process (the “QCBS”), with 80% weight assigned to Technical proposal
and 20% weight assigned to Financial Proposal. The Request for Proposal (RfP) will include Technical
and Financial Evaluation as specified below. At the Pre-qualification stage, the Technical Bids of the
Bidders would be evaluated and only those Bidders that are pre-qualified shall be eligible for the
second part of the Bidding Process comprising opening and evaluation of their Financial Bids.
-1100 PG students
-150 PhD students
-At least 5 per
cent international
students
-~700 student
base for
continuous
development
program







-30 deep rooted
partnerships with:
a. Renowned departments
of international institutions –
FAS (Harvard), MIT
Economics, LSE ID
b. Think Tanks – NBER,
Brookings, JPAL, Centre of
Policy Research
c. Government
departments-
DPIIT, Ministry of Social
Justice, MoLE, MoHRD,
MORD etc

-4+ research
centres
- 15 citations per
faculty member
- 18% research
collaboration with
international
authors





-120 Faculty
members
- 15+ star faculty
with renowned
publications and
awards
- visiting faculty
from
international,
national
institutions and
industry

-Publish institute
journals of
academia repute
such as ‘LSE
Public Policy
review’
- Organize an
annual event for
social science
researchers and
scholars

>95per cent
placement rate in
research think
tanks, policy,
private sector
and further
studies
• NIRF ranking
top 50
(overall)
• QS ranking
top 500 in
Social
Sciences
— Established as a
renowned
research and
policy think tank
— ~INR 20 lacs p.a.
research income
per faculty
Leading social
sciences institute
in India
Financially self-
sustainable
Become a
regional hub
pioneering Social
Science academia
and research in
South Asia and
South East Asia 85

a. Eligibility Criteria for Partner for Institute
First level screening Reference
Profile of Bidder

Entity Type of Lead Bidder- Society registered under the Societies Registration Act, 1860 / trust registered
under the Indian Trusts Act, 1882/ Section 8 Company registered under Companies Act, 2013
Bidders (Single player or Consortium)
Country of Origin (India or Any Other)
Previous Experience
of operations/
management in
Education/ Research
In case previous experience of the Bidder is in Education
— Developed/Operated & Maintained a Higher Education Institute or a college affiliated to or recognized
by the University Grants Commission (UGC) in India or a recognized authority globally, with a
minimum enrolment of 500 students on an average consistently for the UG/PG/Doctoral programs in
the last 3 years.
In case previous experience of the Bidder is in Research
— Minimum average of 10 publications per annum over the last 3 years in the field of Social sciences/
Economics, Econometrics and Finance/ Psychology in Top 20 Journals as per Scimago Journal and
Country Rank (Filtered by All regions or Country of Origin of Research Institute)
45

AND
— Minimum Average Research and Consultancy income
46
of INR 5 crore per annum from social science
projects over the last three years
Financial Strength

✓ Net worth of Bidder/ Lead Bidder to be >INR 50 Crore as per last applicable fiscal year per the
country of origin
✓ Auditor’s Certificate to confirm the capacity of the concessionaire to invest at least INR 100 Crore in
the proposed institute in a period of 5 years from the date of award



45
https://www.scimagojr.com/journalrank.php?area=3300
46
Including grants 86

b. Technical Scoring Parameters for Partner for Institute


Scoring Parameter
Description Reference
1. Operational Experience: Max 20 marks
1.1 Experience of
developing/operating
and maintaining, a
Higher Education
Institute or Research
Centre recognized by
regulatory body of the
parent country (20
marks)
1.1.1 Years of
Operation
Years of being in operation for the existing Education Institute/ Research Institute. Supporting
Documents such as Certificate of Incorporation to be provided
1.1.2 Offering
Programmes in Key
Social Science
Disciplines in the
Education/ Research
Institute
For Education Institute
Experience of developing/operating/maintaining an institute offering programmes in key disciplines
of the Social Science field: Economics, Political Science, Sociology, Psychology, Development
Studies, Education, Law, Anthropology, Social Policy and Work, Technology Studies, Demography
and Social Statistics
OR
Any other discipline

For Research Institute
Has done past work (research or conducted education programmes) in key disciplines of the Social
Science field: Economics, Political Science, Sociology, Psychology, Development Studies,
Education, Law, Anthropology, Social Policy and Work, Technology Studies, Demography and
Social Statistics
OR
Any other discipline
1.1.3 Enrollment of
students in Institutes
For Education Institute
Total enrollment (as on 31
st
December 2019) across UG, PG, PhD programmes.
In case of multiple campuses run by the Institute/ Consortium of two institutes, the total sum of
enrollments in the institutes across the campuses will be considered

For Research Institute
Enrollment in Short/ Long term programmes in last three years 87

1.1.4 Ranking (2019) For Education Institutes

— For International Institutes- Times Higher Education World University Rankings 2020, QS World
University Rankings 2020 (Overall or Subject Specific in any Social Science Discipline)
— For Indian Institutes- NIRF Ranking + NAAC score will be considered or Times Higher Education
World University Rankings 2020, QS World University Rankings 2020, (Overall or Subject
Specific in any Social Science Discipline)

For Research Institutes
Ranking Web of Research Centers or Think Tank Watch Rankings (US or Non-US) for Research
Institutes/ Think Tanks
1.1.5. Research
Output
Number of Published Research in last 10 years as on Indian Citation Index/ Web of Science/ Scopus
Number of Citations in last 10 years as on Indian Citation Index/ Web of Science/ Scopus
1.1.6. Placements For Education Institutes (last 3 years)
Placement= Graduates placed in Employment or Higher Education in last three years ÷ Total
graduates in UG, PG, PhD programmes in last three years

For Research Institutes
Number of Research Assistants/ Fellows hired in the Research Institute in last 3 years
1.1.7 Faculty/ Team
Profile
Proportion of Faculty with PhD degree
Number of Faculty with publications in Top 50 Journals worldwide or Top 10 Journals in India
(Social Science Discipline specific SCImago Journal Rank)
2. Team Profile (15 marks)
2.1. Profile of Team
Leader and the
Management team
proposed for Institute
2.1.1 Profile of Head
of Institute
Minimum Educational Qualification: PhD in any program from recognized University and minimum
work experience of 15 years
— Cumulative years of work experience (20%)
— Cumulative experience in the field of Education/ Research (20%)
— Minimum of 3 years of experience in holding a position of leadership in the field of Education/
Research (50%) 88

— Awards and Certifications (10%)

2.1.2. Profiles of
management team
[Deans of 2
Academic
Departments,
Director of Research
and Development,
Director of Capacity
Building
Programmes]
Minimum Educational Qualification: PhD in any program from recognized University and minimum
work experience of 10 years; profiles of 4 members to be considered: 2.5 mark for profile of each
member
— Cumulative years of work experience (20%)
— Cumulative experience in the field of Education/ Research (20%)
— Minimum of 3 years of experience in holding a position of leadership in the field of Education/
Research (50%)
— Awards and Certifications (10%)
3. Technical Proposal and Presentation (30 marks)
3.1. Approach and
Methodology
3.1.1 Understanding
of ToR
— Understanding of Conceptual Model
— Vision, Mission and Objectives for the Institute
3.1.2 Approach and
Methodology
Approach and Methodology for administering the Partnership over a long-term period; Components
to be covered:
i. Initial Set up, Recruitment, On-boarding, Marketing etc.
ii. Strategy for becoming a Leader in Social Sciences Education in India and Asia: Student Ramp up,
Quality of Academic Delivery, Strengthening Academic (Long term and Short term programmes)
and research position, Placements, Curriculum etc.
3.1.3 Partnerships Strategy to engage with Industry, Government and Academic Partners- Indicative Names and
Programmes/ Purpose of partnership
3.1.4 Financial
Sustainability Plan Strategy for Financial Sustainability and Financial Plan
3.1.5 Governance
Structure
Team and Governance Structure
3.1.6 Risks and
Mitigation
Key Risks and Mitigants 89



4. Key Partnerships (10 marks)
4.1 Details of MoUs 4.1.1 Details of MoUs
with Indian/
International
institutions, Industry,
Government etc. List
partnerships in the
field of social
sciences or others
Max of 20 MoUs to be considered for:
Academic and Research MoUs (up to 10):
— Academic Programmes (Student Exchange, Curriculum Developm ent, Course Delivery, Joint or
Dual Programmes etc.)
— Faculty Exchange
— Research
— Any other activity relating to advancing academic and research activities of the institute
Employment MoUs (up to 10):
— Employment- Placements/ Internships/ Apprenticeships etc.
5. Financial Strength (5 marks)
5.1 Financials 5.1.1. Certified
Annual Statements
for all members of
the consortium
The Bidder shall attach copies of the balance sheets, financial statements and Annual Reports for 5
(five) years preceding the Bid Due Date of the Single Bidder or all members of the Consortium. The
financial statements shall:
- be audited by a statutory auditor;
- be complete, including all notes to the financial statements
Net Worth
Revenue
Surplus 90

c. Financial Parameters for Partner for Institute

Bid Parameter: Annual Premium quoted by the bidder against the pre specified annual License Fee and quoted annual Revenue Share
There will be a fixed revenue share given by the bidder to The Institute YOY and this will be stated in the RFP
Annual License Fee

The score for the Bidders would be calculated based on the below formula:
[F = (C1/ C High)*20]
Where: C High – Highest upfront premium quoted by all Bidders
C1 – Premium quoted by the Bidder for whom the score is calculated

The Overall Score for each applicant will be calculated as below: [S = T+ F]
*Where S= Score of the applicant T= Technical score of the applicant F = Score of the applicant for financial parameter
The Bidder securing the highest score (s) will be selected In case of a tie of the total score, the bidder with the higher technical score will
be selected.
91


V. Appendix



Appendix 92

1. KPIs for performance of Institute

Parameter Indicator Y1 Y2 Y3 Y4 Y5
At the
end of
Year 10
At the end
of Year 15
At the end of
Year 20
Programmes
Programme
offering
Cumulative number of
Departments
1 1 2 2 4 5 5 5
Students
Student
Enrollment
PG 25 100 225 375 525 800 883 975
PG Diploma 30 80 120 180 250 330 364 402
M. Phil 4 12 20 32 40 40 44 49
PhD 8 23 43 68 98 150 166 183
Certificate 140 280 420 560 700 700 773 853
Scholarships
Proportion of scholarships offered
to meritorious domestic students
(PG, PG Diploma, M.Phil., PhD)
5% 5% 5% 5% 7% 10% 12% 15%
Proportion of scholarships offered
to meritorious International
students (PG, PG Diploma, M.Phil.,
PhD)
5% 7% 10% 12% 15% 17% 20% 25%
Student Placement
% of students placed/ advancing
for further studies
60% 65% 70% 75% 80% 95% 95% 95%
Faculty
Faculty Student
Ratio
Number of Teaching Staff:
Number of Students
1:10 1:10 1:10 1:10 1:10 1:10 1:10 1:10
Proportion of
Faculty with PhD
Degree
Minimum proportion of faculty
with Ph. D Degree
80% 80% 80% 80% 80% 80% 80% 80%
Partnerships
Partnership with
Academic
Institutes,
Research
Institutes, Think
Tanks, Industry,
Government etc,
Number of MoUs for academic,
Extra-curricular, research or
employment purposes
8 12 15 20 25 30 35 40 93

Research
Research Centers Number of Research Centers 1 1 2 2 4 5 5 5
Published Research
and Research
Output
Number of articles published 6 19 73 117 245 468 517 713
Number of citations per faculty 2 3 4 5 6 15 17 20
Research income
per faculty/
Consultancy*
in INR Lacs 20 20 20 20 20 20 30 30
Research
Collaboration
Number of research articles
published with at least one
international co-author
5% 8% 10% 12% 15% 18% 20% 25%
Internationalization
Student
Internationalization
% of international enrollments 0% 1% 2% 3% 5% 5% 10% 15%
International
Faculty**
Number of International Teaching
Staff (Faculty)
2% 3% 5% 10% 15% 20% 25% 30%
Financial
Sustainability
Surplus
(Total Revenue- Total
Expenses)/Total Revenue
NA NA NA NA 5% 10% 12% 15%
Proportion of
Income from
research
Income from Research as % of
Total Income
NA 2% 5% 8% 10% 12% 15% 20%
Amount of Corpus
Fund
In INR Cr 5 6 7 10 15 80 100 150
Ranking Ranking
Indian - NIRF overall NA NA NA Top 200 Top 100 Top 50 Top 15 Top 15
International - QS ranking in Social
Sciences
NA NA NA 0 Top 1000 top 500 Top 200 Top 100

*Research Income will include grants received, income from commercialization, publishing, consultancy work
**Non-Indian Citizen with relevant teaching experience in Higher Education in a foreign country or Indian Citizen with relevant teaching experience of at least 5 years in
Higher Education in a foreign country
94

2. Detailed profiles of potential players for The Institute to partner with
a. Global and Indian Think Tanks
Table 34: Profile of Global and Indian Think tanks
Name Focus Area (Disciplines Partnerships Strengths and
Fitment
Abdul
Latif
Jameel
Poverty
Action
Lab
• Agriculture
• Crime,
Violence, &
Conflict
• Education
• Environment
& Energy
• Finance
• Firms

• Gender
• Health
• Labor Markets
• Political Economy &
Governance
• Policy assessment
and measurement
of effectiveness

• University of
California,
Berkeley
• Crime Lab,
University of
Chicago
• Evidence for
Policy Design,
Harvard
Department of
Economics,
MIT
• On-field
experience
• Government
exposure
• Presence in India

National
Bureau of
economic
research

• Corporate
Finance
• Economics of
Crime
• Development
Economics
• Economic
Fluctuations
and Growth
• Financial Risks
• Health
Economics
• Personnel
Economics
• Household Finance
• Insurance
• International
Finance and
Macroeconomics
• International Trade
and Investment
• Market Design
• Monetary
Economics
• Organizational
Economics
• Public Economics
• Strong statistical
know-how
• Research papers
are produced
quickly, and they
function as
talking points
among
interested
economists

Brookings
Institute

• Economic
Development
• Infrastructure
State & Local
Finance
• State & Local
Fiscal Policy
• State & Local
Governance

• Developing
Economies
• Development
Financing
• Global Health
• Global Poverty
• Multilateral
Development
Organizations
• Sustainable
Development Goals
• Olin Business
School,
Washington
University

• Global Influence
• Focus on wide
range of topics
• Presence in India


b. International Institutes
Table 35: Profile of International Institutes 95

Name Focus Area (Disciplines Partnerships Strengths and
Fitment
London
school of
economics

• Growth,
inequality and
poverty
• Public goods
institutions
• Human capital
• Economic
shocks and
labor market
flexibility

• Credit constraints
and the
composition of
housing sales
• Effects of low
socioeconomic
status on
decision-making
processes:
Power, status
and hierarchy

• University of
California,
Berkeley
• University of
Cape Town
• Columbia
University
• Peking
University
Sciences Po
• National
University of
Singapore
• Strong
academic
connections
• Rigorous work
culture
• Focus on India

Harvard
University

• EdLabs
• Foundations of
• Human
Behavior
Initiative
• German
Administrative
Data Project
• Hutchins Center
for African &
African-
American
Research
• Economic
Applications and
Policy (LEAP)
• Opportunity
Insights
• The Weiss Fund
• Center for Middle
Eastern Studies
• Center for African
Studies
• Center for
American
Political Studies
• Mahindra
Humanities
Center
• London school
of economics
• University of
Cape Town
• Peking
University
• University of
California,
Berkeley
• Sciences Po

• Global
Influence
• Presence in
India
• Strong
academic
know-how

University
of Chicago

• Early Learning
& Public
Health
• Economics of
Human
Development
• Energy Policy
Institute

• Carolina
Approach to
Responsive
Education
• Macroeconomics
• Public finance
• Political economy

• Halle Institute
for Economic
Research
• UCEMA,
Argentina
• University of
Zurich
• University of
Utah School
of
Management
• Strong
academic
know-how
• Presence in
India


c. Private Institutes in India
Table 36: Profile of private institutes in India
Name Focus Area (Disciplines Partnerships Strengths and
Fitment 96

Ashoka
Universit
y

• Liberal Arts
• Theory of
perception,
sensations,
cognitive
penetration,
memory
• Ethnography,
cultural history
• Evolution of
neural and
behavioral
systems
• Public
governance
• Development
Economics
• Public policy,
labor economics
• Political
economy/behavi
or
• Transnational
modernism,
racial theories

• University of
California,
Berkley
• Centre for
South Asia,
Stanford
University
• University of
Pennsylvani
a

• Focus on
liberal arts
• Interdisciplina
ry course
• student
quality

Tata
Institute
of Social
Science

• Teacher,
student
education
• Women and
Child welfare
• Marginal/minori
ty welfare
• urban relocation

• SDG
measurement,
accountability
• Public health care
– entire society
• tobacco industry
• Public sector
regulation

• University of
Chicago,
Chicago,
USA
• University of
South
Carolina,
Columbia,
USA
• London
School of
Economics,
UK
• University of
Sydney,
Australia
• Low fees
• Moral value
infusion
• Real life
exposure
• Infrastructure
• Faculty quality
• Student
quality
• Placement

Azim
Premji
Universit
y

• Effective
imparting of
education from
teacher to
student
• Land
Administration
and
Management

• Political
structure; grass-
root political
activity
• Child and
maternal health

• Michigan
State
University
• Administrati
ve Training
Institute,
Mysore
• Institute of
New
Economic
Thinking
• Low fees,
moral value
infusion, real
life exposure


d. Institutes of National Importance (INI)
Table 37: Profile of Institutes of National Importance
Name Focus Area (Disciplines Partnerships Strengths and
Fitment 97

IIT Delhi

• Philosophy and
Intellectual
History
• Functions of
Satire
• International
Economics
• Econometric
Methods
• Indian
Economic
Problems and
Policies
• Applied Game
Theory
• Public Finance
and Public
Economics
• Organizational
Behaviour
• JNU
• University of British
Columbia

• Rigorous
academics
• Engineering
institute

IIT
Bombay

• Monetary Policy
• Econometrics
• Industrial
Organization
• Competition
• Regulation and
Privatization
• Financial
Economics,
• International
Finance,

• International
Trade,
• WTO and
International
Organizations
• Environment,
• Sustainable
Development
Economics,
• Agriculture
Policies and
Trade
• Creative
Industry
• Corporate Law
• Richard IVEY
School of Business
• Singapore
Management
University
• University of British
Columbia

• Strong focus on
management
studies
• Rigorous
academics

IIM
Kozhikode

• Human
Communication
• Law, Social and
Political aspects
of Indian
Societies,
• Culture, History,
and Ethics

• Human
Behavior

• Leeds University
Business School
• Leipzig Graduate
School of
Management
• Austria Mays
Business School
• Norwegian School
of Economics
• Plymouth
University
• Strong focus on
management
studies
• Rigorous
academics


e. Institutes of Eminence (IoE)
Table 38: Profile of Institutes of Eminence
Name Focus Area (Disciplines Partnerships Strengths and
Fitment
BITS Pilani

• The Arts: Film
Studies, Music,
Theatre
• Media Studies
and
Advertisement
• CSIR
• UGC
• DST
• DRDO
• Increased focus
on social
science to 98

• History and
Politics
• Language,
Communication
and Soft Skills
• Urban and
Landscape
Studies
• Digital
Humanities
• Literature and
Culture
• Ethics and
Indian
Philosophy
• Psychology
/Organizational
Psychology/
Health &
Positive
Psychology
• Public Policy,
Public
Administration
and
Development
Studies
• ICMR
• CDRI
• ICMR
• Uniformed
Services
University of
the Health
Science


increase intl
rankings

Vellore
Institute of
Technology

• Micro Credit
• Awareness on
consumer
protection
• Financial
Inclusion
• Analysis of
Corner Shop
Economy
• Motivation to
learn English as
Second
Language

• Study on
Occupational
Health Hazards
on Leather
Industrial
Workers
• Chinese
Economy Fall
and Its Effects
on World
Economy
• Disparity
Between
Demand and
Supply in
Higher
Education
• Arizona State
University
• Kent State
University
• University of
Maryland
• Oklahoma
State
University
• Clarkson
University
• Clemson
University
• Cornell
University
• Colorado
State
University
• Princeton
University
• The university
has strength in
all areas and
has a massive
research
infrastructure in
place

OP Jindal
Global
University


• Supply chain
management
• Consumer
Vulnerability
• Demystifying
Micro, Small &
Medium
Enterprises

• Identification
of Issues for
Police
Leadership
• Development
and Finance
• Governance of
Urbanization
and
Environment

• Cambridge
University
• Somerville
College
• University of
Birmingham
• Brown
University
• Yale
University
• University of
Ontario
• Increased focus
on social
science to
increase intl
rankings
99

• Deakin
University

3. Competitor Profiles
a. Azim Premji University
Table 39: Competitor profile – Azim Premji University
Category Details
Key highlights • Year of establishment: 2010
• Type of Institution: Private
• Key clients for research: Tata Trusts
• Research revenue: $291 million (2017-18)
1

Focus areas of research • Effective imparting of education from teacher to
student
• Child and maternal health
• Land Administration and Management
• Political structure; grass-root political activity
Infrastructure available Research Centre, national +international journals
(SCOPUS+), online repository, research grant (INR 5-20
Lakh), in-house research conference
Key collaborations • Michigan State University
• Administrative Training Institute, Mysore
• Institute of New Economic Thinking
Strengths • Low fees, moral value infusion, real life exposure
Weaknesses • Infrastructure, faculty quality, student quality,
placement

Type of program Program offered Average Enrollment Average fees
Education program
(M.A.)
Education Around 1300 over the
last 6 years
1.5L
Public policy and
governance
1.5L
Development 1.5L
Economics 1.5L

b. Tata Institute of Social Sciences
Table 40: Competitor profile: Tata Institute of Social Sciences
Category Details
Key highlights • Year of establishment: 1936
• Type of Institution: Private
• Key clients for research: MIT, Tata
Trust
• Research revenue: $13.4 million ++
(One time 2015) 100

Focus areas of research • Teacher, student education
• Women and Child welfare
• Marginal/minority welfare
• Public sector regulation
• SDG measurement, accountability
• Public health care – entire society
• tobacco industry
• urban relocation
Infrastructure available Research development cell, nat+intl journals
(SCOPUS++), online repository, research
grants, workshop, Indian School of Journal
publication
Key collaborations • University of Chicago, Chicago, USA
• University of South Carolina,
Columbia, USA
• London School of Economics, UK
• University of Sydney, Australia
Strengths • Low fees, moral value infusion, real life
exposure, Infrastructure, faculty
quality, student quality, placement
Weaknesses • High impact factor research paper
publishing

Type of program Program offered Average Enrollment Average fees
Education program
(M.A.)
Development studies

2278 (total MA for
2018-19)
88.6K
Education 95.6K
Water hygiene and
sanitation
X
Development Policy
and Planning
96.6K
Natural resources and
Governance
94.6K
Work integrated
training program
B.Voc (Healthcare) 327 (total diploma
and certification for
2018 and 2019)
x
B.Voc (Capital Goods)
Diploma (Healthcare)
Certificate
(Hospitality)

c. Ashoka University
Table 41: Competitor profile – Ashoka University
Category Details
Key highlights • Year of establishment: 2014
• Type of Institution: Private 101

• Key clients for research: Tata Trusts
• Research revenue: $125 million (till 2019)
Focus areas of research • Liberal Arts
• Theory of perception, sensations, cognitive penetration,
memory
• Ethnography, cultural history
• Evolution of neural and behavioral systems
• Public governance
• Development Economics
• Public policy, labor economics
• Political economy/behavior
• Transnational modernism, racial theories
Infrastructure available Several research centers - Trivedi Centre for Political Data, Centre
for Studies in Gender and Sexuality; online repository, national +
international journals, intense international collaborations
Key collaborations • University of California, Berkley
• Centre for South Asia, Stanford University
• University of Pennsylvania
Strengths • Focus on liberal arts, interdisciplinary course; student
quality
Weaknesses • Relatively new, faculty quality, higher fees

Type of program Program offered Average Enrollment Average fees
Education program
(M.A.)
Economics 22 (for 2020 batch) 7,80,000
Liberal Arts

PhD
Economics x 75,000
English
Biology

d. ALJ Poverty Action Lab
Table 42: Competitor Profile: ALJ Poverty Action Lab
Category Details
Key highlights • Year of establishment: 2003
• Type of Institution: Public Private Partnership
• Key clients for research: MIT, Gov org (Center for
Economic Research in Pakistan)
• Research revenue: x
Focus areas of research • Agriculture
• Crime, Violence, & Conflict
• Education
• Environment & Energy
• Finance
• Firms
• Gender
• Health 102

• Labor Markets
• Political Economy & Governance
• Policy assessment and measurement of effectiveness
Infrastructure available Online repository (including MITx), national + intl journals
(SCOPUS++), research grant (around $50K)
Key collaborations • University of California, Berkeley
• Crime Lab, University of Chicago
• Evidence for Policy Design, Harvard Kennedy School
Strengths • High quality research, faculty quality, student quality
Weaknesses • Less physical centers, Cooperation barriers among
researchers


Type of program Program offered Average Enrollment Average fees
Education program
MITx MicroMasters
(Data)



Flexible



$50-$300
MITx MicroMasters
(Economics)
MITx MicroMasters
(Development Policy)

4. PPP Case studies
According to the PPP models given in section 19.1, there are various partnerships being followed
globally and in India to support the public sector:
Case study 13: Indian Institute of Skills and Tata Education Development Trust
Partnership type EQUITY/HYBRID MODEL – Not for Profit PPP
Both players invest in institute, but the private player runs and operates The
Institute
Public Entity Indian Institute of Skills (IIS)
Public Entity
Role
National Skill Development Corporation (NSDC) has provided land through a
license to TEDT to establish state of the art training institutions called Indian
Institute of Skills (IIS)
Private Entity Tata Education Development trust
Private Entity
Role
TEDT is expected to set up and manage operations for Indian Institute of
Skills in 2 locations – Mumbai and Ahmedabad on not for profit PPP basis.
(Partner for third location – Kanpur not yet decided)
TEDT is expected to invest 500 Cr INR and are responsible for managing IIS
for 25 years with 5-year project review intervals
Partnership
outcome
Minimum of 5000 students passing out every 5 years after commencement of
operation with campus placement of at least at least 70per cent of the trainees 103

on a monthly median salary/income level based on the current levels of
wages for comparative positions.

Case study 14: Singapore Management University and Carnegie Mellon University
Partnership type Operation and Maintenance
Private player operates the Institute, public institute provides infrastructure
Public Entity Singapore Management University
Public Entity
Role
• SMU provided fixed capitals – land, campus buildings
• SMU contributed $30MM (INR 210MM) to support 100 scholarships to
strengthen information system undergraduate power from which 40
scholarships were towards the Carnegie – Mellon – SMU fast rack
program
Private Entity Carnegie Mellon University
Private Entity
Role
• Signed 8-year partnership with SMU from 2003 to 2011 to assist the
latter in establishing School of Information Systems
• Set up fast track program for 4.5 undergraduate and graduate degree
in Information systems
• Provided faculty recruitment, selection, monitoring and evaluation
• Established undergraduate program curriculum and design
• Set up research focused PhD and master’s program and
professionally oriented master’s program
• Established appropriate process and feedback for education program,
research and related administration support
Partnership
outcome
• 1493 Undergraduate, 400 Professional Masters, 60 PhD students as of
2019
• Masters of IT in Business – 1
st
in Asia and 14
th
Worldwide (QS World
Rankings)
• $S40 MM+ (2,000MM INR) research grants since 2016
• 9 core and integrative research centers

Case study 15: Singapore Management University and Wharton Business School, UPenn
Partnership type Operation and Maintenance
Private player operates The Institute, public institute provides infrastructure
Public Entity Singapore Management University
Public Entity
Role
• Government provided S$50MM (117.5 Cr INR in 1999) as one-off
endowment establishment grant
• Added a matching scheme: every S$1 (23.5 INR in 1999) donation
received by the university would be matched by S$3 from
Government
• Government provided fixed capitals – land, campus buildings
Private Entity Wharton Business School, University of Penn 104

Private Entity
Role
• Signed contract in 1999 with Singapore Government to set up a US
fashioned business school in Singapore with involvement in
curriculum design and faculty management
• Janice Bellace, the then Deputy Dean, Wharton Business School was
first president of SMU and held the latter responsibility for a period of
2 years
Partnership
outcome
• Over the past 19 years, SMU has 10,000 students, 370 full time faculty
• Created 5 other schools with core disciplines – accountancy,
economics, social sciences, information systems and technology, law
• Still in collaboration with Wharton Business School for research and
student exchange programs
• Incorporated a curriculum with commitment to compulsory
internship, community service and seminar style learning guided by
team discussions, project work, presentations, case studies

Case study 16: Singapore University of Technology and Design and MIT
Partnership type Operation and Maintenance
Private player operates The Institute, public institute provides infrastructure
Public Entity Singapore University of Technology and Design
Public Entity
Role
• Provided infrastructure and nonacademic support to MIT
• Advance payments of S$106.1 MM (559.28 Cr INR) were made by
SUTD to MIT for their services rendered
Private Entity Massachusetts Institute of Technology (MIT)
Private Entity
Role
• 7-year collaboration with SUTD with aim of creating leading
university in design, engineering, technology and architecture
• Education Component: assistance, advise, sharing of its academic
and administrative expertise – MIT managed undergraduate
programs in engineering, architecture and information technology
and helped in recruitment and development of SUTD faculty
• MIT provided endowment fund for which income generated will be
used for education component
• Research component: collaborative effort between MIT and
university to establish and develop SUTD-MIT International design
center (one at SUTD campus and one at MIT campus) for research
initiatives
Partnership
outcome
• 90per cent of undergraduate curriculum designed by MIT
• Two undergraduate cohorts have graduated with more than 90 per
cent of students obtaining employment within 6 months of their final
exam
• Continued research collaboration through SUTD – MIT international
design center (research center based in Singapore and MIT involving
270 faculty, researchers and students
• 30per cent of SUTD faculty attend mentorship and development
sessions at MIT 105

• SUTD and MIT students benefit from exchange programs, 270
students attend programs at MIT, 28 graduated students – from MIT
SUTD dual degree program
• 16per cent y-o-y increase in number of applications since inception
5. Employment Impact of Institute of Social Sciences
The Institute of Social Sciences (The Institute) will be a regional hub pioneering in Social Science
academia and research in South Asia and South East Asia. This will make The Institute a preferred
destination for the students in terms of the exposure they receive from industry, academicians or
global leaders. The Institute’s brand equity, academic and research excellence, as well as
partnerships with the industry and academia will make it an attractive destination for recruitment in
the field of Research, Public Policy, Education, Consultancies, NGOs and International Development,
FMCG, Banking and Finance etc. The Institute will have a dedicated “Career Hub” and experts who
will guide students to get employment opportunities through profile building, mock interviews etc.
The Institute will also host employment fairs where leading employers will be invited to interact with
the student on current opportunities. The Institute will aim to create leaders, and hence will promote
an entrepreneurial culture which will encourage students to be thinkers, creators and doers.
a. Employment
In a span of 10 years, The Institute will see ~6000 students graduating from long term programmes
(PhD, MPhil, Masters and PG Diploma). It is envisaged that at least 90 per cent or ~5400 of the
students graduating in the next 5 years will be placed in employment, entrepreneurship or further
studies.

• Career Potential for graduating students
There will be several opportunities for students graduating from The Institute in large organizations,
NGOs, research institutions, policy making bodies, CSR departments, quasi -Government
institutions, education etc. The students will be encouraged to get professional exposure through
internships and field work experience. Apart from opting for further studies at national and
international institutions, students can opt for working in various sectors who are receptive for the
talent The Institute has to offer as depicted in Figure 1. The key sectors
47
hiring graduates from The
Institute will be Consulting, NGO, charities and development, Banking and finance, and Government
and policy think tanks.

47
Based on Placement reports of LSE and Ashoka University 106


Figure 26: Indicative breakup of sectors for employment



• Employment opportunities provided by The Institute of Social Sciences
As a prominent institute for Social Sciences in India, The Institute will recruit:
➢ Full time faculty from premium Indian institutes and international institutions
➢ Assistant/ Associate Professors from their own doctoral student pool
10.3%
8.2%
9.5%
16.9%
5.0%
2.0%
11.0%
10.9%
5.0%
7.8%
1.5%
13.0%
Sector wise segmentation of graduate student placements
1
Banking and financeGovernment and policy think tanksEducation and training
Consultancyinternet/technologyIT / BPO
start upNGO, Charities, development Research
Media, publishing, journalism Advertising, marketing, PR Other
Indicative Organizations Job roles
Foundations and Organizations
• Azim Premji Foundation
• CENTA
• Central square
foundation
• Dasra
• Dr. Reddys foundation
• Samhita
• Bill and Melinda Gates
foundation
• Technoserve
• William J Clinton
foundation
• Reliance CSFR
foundation
Research/Analytics
• Absolutedata
• Euromonitor
• Fractal Analytics
• Gartner
• Quantum consumer
Solutions
• IMRB

• Research Associates
• Consultants
• Fellows
• Growth Ambassador
• Management trainee
• Project manager
• Strategic client associate
• Strategic Initiatives
Manager

Think Tanks/Policy
• Center for Policy Research
• IDinsights
• J-PAL
• Quality Council of India
• Brookings India
Consulting
• AT Kearney
• BCG
• McKinsey & Co
• Dalberg
• FSG
• Big 4- KPMG, PWC, EY, Deloitte
• Michael Page
• ZS Associates
• Korn Ferry
Government/InterGovernmental departments
• World Bank
• United Nations
• Ministry of Social Justice
• Ministry of Labour and
Employment
• Ministry of Rural Development
• Ministry of Education
Figure 27: Opportunities for Employment 107

➢ Teaching/ Research Assistants from pool of Doctoral students from renowned foreign institutes
➢ Adjunct faculty from the think tanks and industry
➢ Visiting faculty from foreign universities to teach certain courses
Thus, The Institute will provide employment to about 122+ faculty members at steady state
disbursing. Over all, The Institute will cater to a staff of ~400 members including teaching staff, non-
teaching staff, head office staff and PhD research students (as research assistants).
Table 43: Number of Employees at The Institute
No. of faculty
members
4 7 24 40 64 85 106 114 122 122 122
No. of non -
teaching staffs
4 7 24 40 64 85 106 114 122 122 122
No. of HO staffs 6 8 10 10 10 10 10 10 10 10 10
No. of PhD
students
8 23 43 68 98 120 135 145 150 150 150
Total staff 22 45 101 158 236 300 357 383 404 404 404

b. Indirect Impact of employment opportunities from The Institute
Assessing employment multipliers for Universities, we find that in UK, for every full-time
employment (FTE) job inside a university, additional (indirect) 1.23
48
FTE jobs are generated.
Likewise, in USA, for every FTE in educational services 1.93
49
indirect jobs are created. India being a
labor-intensive country with massive supply of affordable labor, has the potential to adapt to similar
or greater employment multipliers. It is estimated that every 1 direct job created by The Institute will
generate between 1.2-2 indirect jobs. Hence, in addition to the 400 people employed by the
University by the 10
th
year of operation, ~500-800 indirect jobs will be created in the community by
The Institute.
c. Pioneering entrepreneurial growth and development
The Institute will promote the spirit of entrepreneurship and build awareness among students
among students through an entrepreneurship club. Moving forward these entrepreneurs will be
nurtured through various avenues:
• Startup visits
• Entrepreneurship annual events
• Business plan competitions
• Startup incubators and accelerators
• TEDx Events


48
https://www.exeter.ac.uk/media/universityofexeter/aboutusresponsive/documents/UoE_Economic_Impact_2
017.pdf
49
https://www.epi.org/publication/updated-employment-multipliers-for-the-u-s-economy/ 108

These events will form as the building blocks for the students to become job creators rather than
job seekers. This club will help students to enhance their lateral thinking skills and follow the path
of innovation.

It is envisaged that at least 5 per cent of the graduating students will take up entrepreneurship as a
career path and build companies which will in turn generate more employment. A modest forecast
of 50 employees per company in ten years, will lead to employment generation for ~15000 more
people.
d. Case studies considered for eligibility criteria for selection of operating partner

Case study 19: Eligibility Criteria (in RFP) For Indian Institute of Skills
Parameter Eligibility Criteria Required Documents
Years of operation of
applicant

At least 10 years

Incorporation certificate

Average annual turnover of
applicant from overall
activities for last 3 financial
years

At least INR 250 Crores Audited financial statements
(balance sheet, Profit and Loss
Account, Cash flow
statements) with auditor’s
report for last 3 financial years
Proposal declaration letter

Declaration: As per format given in the RFP
signed by signatory authority
Case study 17: Entrepreneurship cell at IIT
IIT campuses such as the ones at Bombay, Madras and Kharagpur have a entrepreneurship cell
to cater to start ups and students. To encourage students, they organize speaker sessions, start
up bootcamps, visits to start ups, entrepreneurship summit and business plan competitions.
They also cater to a network of non-IIT students organizing entrepreneurship challenges and
providing them avenues to interact with IIT students and alumni. So far they have observed
6000+ start up ideas, 170,000+ students.
• The annual entrepreneurship summit at IIT Bombay receives a footfall of 20,000 students
• This summit hosts a competition called ten minute million – an on spot funding event for
start ups to receive funding of 16 lakhs INR
• The cell also comprises of start up incubators and accelerators to provide the required
support and resources to students
Case study 18: NUS Overseas college
NUS organizes an overseas college for a duration of 6 months to one year abroad with partner
universities in destinations such as Silicon Valley, New York, Beijing, Israel, Shanghai, Toronto,
Stockholm. During the day students work at start up firms and attend classes about
entrepreneurship and technology in the evening at partnership universities.
NUS also facilitates a center called NUS Enterprise which encompasses a community of students
entrepreneurs and NUS Overseas college alumni. This promotes dialogue and build s an
ecosystem for the students to harness their skills and become future job creators. 109

• Acknowledging the
process
• Agree to furnish
additional information
as required
• Compliant with
applicable law
• Not blacklisted /
involved in fraudulent
practice


Case study 20: Eligibility criteria in RFP for NCOE
Parameter Eligibility Criteria
Entity type

The bidder may be a Single entity or consortium. Bidder
applying individually cannot be part of another bid
Minimum years of operation 10
Technical Capacity

• Have developed, operated and maintained an institute
affiliated to or recognized by UGC in India or recognized
authority globally
• Minimum enrolment of 500 students consistently for
UG/PG/Doctoral programs in the last 3 years
Financial Capacity

• Minimum Net Worth of Rs. 15 Crores at the close of the
preceding financial year in consideration (Net worth
means sum of shall mean the sum of subscribed and
paid up equity and reserves from which shall be
deducted the sum of revaluation reserves,
miscellaneous expenditure not written off and reserves
not available for distribution to equity shareholders)

Case study 21: Eligibility criteria in RFP for Institute of Eminence
Parameter Eligibility Criteria
Entity type Existing
private
deemed to be
university
• Whether university is satisfying all provisions and rules
are aligned as per UGC regulations, 2016
• Any court case, legal punishments, notices issues by
UCG or any regulatory body
Existing state
private
university
• Whether university is satisfying all provisions and rules
are aligned as per UGC regulations, 2003
• Any court case, legal punishments, notices issues by
UCG or any regulatory body
Greenfield
institution

• Whether sponsors have been involved in setting up
other educational institution
• Any court case, legal punishments, notices issues by
UCG or any regulatory body
Sponsoring
Society/Trust/Company (for
existing institutions)
• Names of Members
• Proposed members along with their net worth
Net worth of Sponsoring
Organization

• Have developed, operated and maintained an institute
affiliated to or recognized by UGC in India or recognized
authority globally 110

• Minimum enrolment of 500 students consistently for
UG/PG/Doctoral programs in the last 3 years
Members • Credentials of members relating to higher
education/social entrepreneurship/academia
Core team for setting of
Institute of Eminence

• Name of Chancellor
• Name of vice-chancellor
• Name of other core team members
• (all members – qualification, experience, credentials)
Proposed
corpus fund
Brown field
institutions
• Initial corpus fund
• Final corpus fund to be achieved in ten years
• Guaranteed pipelines
• Additional resources
Green field
institutions
Governance structure

• Composition of apex governing body of IOE
• Governance structure of proposed IOE
• (Credential of members, relationship with sponsoring
organization)
Experience • Evidence of experience in translating plans into real
achievements in any sector especially education


















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G Manigandan
Manager
KPMG Advisory Services Private Limited
T: + 91 99529 40130
E: manigandang1@kpmg.com
Thank You
Narayanan Ramaswamy
Partner and Head, Education and Skill Development
KPMG Advisory Services Private Limited
T: + 91 98400 78242
E: narayananr@kpmg.com
Madhavan Vilvarayanallur
Partner
KPMG Advisory Services Private Limited
T: + 91 97910 39872
E: vmadhavan@kpmg.com
G Manigandan
Manager
KPMG Advisory Services Private Limited
T: + 91 99529 40130
E: manigandang1@kpmg.com
Debabrata Ghosh
Director
KPMG Advisory Services Private Limited
T: +9198919 06053
E: debabrata@kpmg.com