Redefining Talent Strategy: Aligning People and Purpose in a Digital Age

Debjani Dasgupta, Director of D Y Patil University, in an insightful discussion with Higher Education Review, shared how academic institutions are approach talent strategically and how to keep pace with the rapid digital transformation occurring in higher education. She indicated that universities need to rethink traditional pedagogy and create an ecosystem that integrates smart classrooms, LMS platforms and virtual labs.

An internationally recognized scientist and academic administrator, Debjani Dasgupta is a proponent of digital transformation in Higher Education. She has expertise in biotechnology, bioinformatics, and interdisciplinary innovation. Under her leadership, the institution has received national recognition for academic excellence and alignment with industry.

In what ways are academic institutions evolving their talent strategies to better align with the digital transformation of higher education?

The shift of higher education toward digital transformation is about redesigning the entire teaching–learning process to reshape students' access to education and the overall educational experience. Since the COVID-19 pandemic caused global disruptions, the education sector has undergone substantial changes. A progressive university would use Learning Management Systems (LMS), smart classrooms, and virtual laboratories that allowed it to get back into the flow of academic endeavors.

These traits can help improve access to education, make education more engaging, and create transformational opportunities for students beyond traditional forms of education. This requires a redesign of many traditional pedagogies and the inclusion of professionals with multi-disciplinary skillsets to the forefront - those who can demonstrate technical skills, strategic thinking, and experience or ability in instructional design and learner engagement. These professionals are not merely delivering content; they are transforming the educational experience through powerful digital strategies. Such a comprehensive digital upgrade is fundamental to achieving meaningful transformation in academic institutions.

How can universities ensure that their recruitment and faculty development practices align with both institutional purpose and emerging digital competencies?

To promote digital transformation at the institution, the institution needs to recruit staff with strong digital competencies and improve the existing staff's digital competencies. Recruitment must consider these specifications as part of job descriptions.

Candidates would have to present and demonstrate their digital and technical competencies as part of the recruitment process, especially during the mandatory demonstration lecture, which is assessed by peers and senior staff members. This lecture should clearly state the candidate’s digital fluency as well as demonstrate how the candidate is leveraging technology in their teaching. Institutional policies must be updated to support these initiatives and a clear vision for digital transformation is critical for success over the long term.

How are faculty performance metrics being redefined to reflect purpose-driven outcomes in addition to traditional academic achievements?

Historically, faculty performance metrics have been quantity-focused. Metrics such as higher h-indices, larger citation counts, and more publications were the focus. The national and global academic environment has become tainted by this focus, turning scholarly publishing into a commercial exercise. There is a need to shift to value-focused metrics, considering the value of a publication over its quantity.

The idea of "publish or perish" spread, pushing institutions and faculty members to prioritize publication numbers out of fear of being left behind. Instead, focus should be on the impact of a publication. It is necessary to create a structure where the inspirational and meaningful contributions of faculty are recognized and measured, rather than focusing solely on numbers.

How should curriculum design and pedagogical strategies evolve to reflect talent strategies that prioritize adaptability, collaboration, and lifelong learning?

The learning ecosystem needs a total overhaul, from conventional, content-driven teaching to purpose-driven learning. Teaching should be related to specific missions and learning outcomes. The curriculum should consist of interdisciplinary modules that characterize real-world issues, specifically addressing the transition from a list of standard topics to a problem-based learning approach and its emphasis on critical thinking and practical application.

The role of educators is to find a real-world problem and establish the relevant knowledge, skills, and abilities that would be needed to solve the problem. This method goes beyond traditional content delivery and requires the re-conceptualization of curriculum design. In this context, an innovation mindset would be critical. Relying solely on traditional practices is highly unlikely to succeed; therefore, educators should explore and adopt new teaching methods.

Providing personalized learning pathways for large student population, such as in India, is a huge undertaking. Successful models can be found in countries such as those in Scandinavia, that provide a path for education to follow the learner's pace, capacities, interests, and learning styles for deeper engagement and improved outcomes. In order to make such a learning ecosystem sustainable and lifelong, a personalized learning approach requires partnership with academia and industry. Thus, Institutions must collaborate with industry stakeholders to provide continual upskilling and reskilling of learners, so they remain relevant and dynamic in a rapidly evolving world.