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Prof. K. K. Aggarwal is a distinguished educationist, engineer and higher education administrator. He is the former Chairman of the National Board of Accreditation and the founding Vice-Chancellor of Guru Gobind Singh Indraprastha University. In an exclusive conversation with Entrepreneur India Senior Editor Sanjeev Jha, he discussed AI, global collaboration in higher education, research and the importance of employability-focused education.
Question: South Asian University was established through the collaboration of eight countries. How far has it achieved its original objectives over the past 15–16 years? What is its vision for the next 10–12 years?
Prof. K. K. Aggarwal: It is not easy to express the achievement of this objective in terms of a percentage or a specific figure. However, it is a unique project in itself, through which eight countries are contributing collectively, particularly in the field of education.
The original idea was that certain subjects require a very high level of investment to develop expertise, while the need for specialists in these areas may be limited in each individual country. For example, a small country may need only a few experts in fields such as nanotechnology, but developing the necessary infrastructure can be very expensive. Establishing a shared institution for education and research in such subjects can benefit all participating countries.
The second objective was to promote mutual understanding and cooperation among South Asian countries. Students from neighbouring countries should study together, understand one another’s cultures and work on shared challenges. India played a major role in this initiative by providing land, buildings and financial support.
Today, the university has a campus developed on 100 acres of land provided by the Government of India. According to Aggarwal, approximately ₹1,200 crore has been invested in the construction of its buildings.
Question: How has the university’s campus development and expansion progressed?
Prof. K. K. Aggarwal: The university initially operated from the Jawaharlal Nehru University (JNU) campus. During the early stages, former Vice-Chancellor G. K. Chadha was entrusted with the responsibility of establishing the project. The university operated from JNU for approximately one to two years.
Subsequently, the Ministry of External Affairs rented premises at Akbar Hotel, which was renamed Akbar House. Alongside some government offices, space was also provided to South Asian University. Delays in the construction of the new campus meant that the university continued operating under this arrangement for several years.
The completion of the permanent campus created opportunities for expansion. Initially, the university was largely limited to postgraduate and PhD programmes. Over approximately a decade, it enrolled around 600 students, including about 300 postgraduate students and 300 PhD scholars.
With the new campus, we realised that undergraduate programmes should also be introduced to expand the university’s expertise and academic diversity. Subsequently, programmes were expanded at the undergraduate, postgraduate and PhD levels. Over the past approximately two-and-a-half years, the student population has nearly quadrupled to more than 2,400.
Question: Which new subjects has the university introduced?
Prof. K. K. Aggarwal: We have introduced programmes in several new areas. At the BTech level, the focus includes subjects such as AI, quantum technology, cybersecurity, data science and mathematics and computing.
In the field of law, we previously offered only an LLM programme. We have now introduced an LLB programme as well. Since the legal systems of the eight member countries share certain similarities but also have important differences, a group of experts studied the subject. Based on this work, electives were designed to address the requirements of individual countries.
Similarly, a programme related to journalism was introduced this year. The university is also focusing on areas such as climate change, the green transition and sustainability, as these are important subjects linked to regional cooperation and future needs.
Our objective is not simply to increase the number of programmes, but to provide education in fields that require advanced academic facilities and research to develop specialised expertise.
Question: What proportion of students at the university come from outside India?
Prof. K. K. Aggarwal: Our model initially set a target of having approximately 40% of students come from outside India. In the beginning, the number of international students was around 30-40. Today, according to my estimate, international students account for approximately 15% of the total student population.
There are several reasons for this. Visa and security-related procedures play an important role in applications from some countries, including Pakistan. Student participation from Bangladesh and Afghanistan is also affected by prevailing circumstances.
India contributes approximately 60% of the university’s funding, while the remaining contribution is divided among the other member countries. However, contributions from all countries are not always consistent. As a result, India’s financial role and the proportion of Indian students in the university increase.
Increasing international student participation is important to fulfilling the university’s original regional objectives. This will require stronger academic cooperation among member countries and improved student mobility.
Question: The university’s visibility appears limited compared with institutions such as JNU and Delhi University. Is placing less emphasis on branding part of its strategy?
Prof. K. K. Aggarwal: The university was designed to be a small, specialised institution. The current campus has a maximum capacity of approximately 4,500 students. In contrast, several large universities in Delhi have student populations running into lakhs. Therefore, our need for mass branding and our approach to it are different.
We believe a university’s identity should be built on academic quality, research and students’ experiences. Our model also differs from that of traditional universities because it operates through the collaboration of eight countries.
Our governing board includes the heads of higher education regulatory institutions from the member countries. According to my understanding, the intergovernmental agreement between the eight countries was approved by the respective national parliaments. It includes provisions for the recognition of the university’s degrees and diplomas across the member countries.
Because of this arrangement, the university’s academic decision-making and recognition framework differs from that of conventional national universities. Quality should remain the primary foundation of our brand.
Question: Could South Asian University establish campuses in other member countries as well?
Prof. K. K. Aggarwal: This possibility is being explored. Opportunities have been considered in countries such as Sri Lanka and Nepal, but the plans have not yet been finalised.
Establishing a campus requires land, buildings and financial resources in the respective country. The level of investment possible for a large country such as India may be difficult for smaller countries to undertake. Therefore, options such as using part of an existing university or institution’s campus could be considered.
It will also be necessary to determine the contributions of India and the other member countries towards establishing and operating new campuses. In my view, programmes can be introduced according to the subjects or courses most needed in each country.
Question: To what extent are South Asian University’s courses comparable with programmes offered by other Indian universities?
Prof. K. K. Aggarwal: Approximately 80% of our students are from India, and a large number of them will seek opportunities in the Indian job market. Therefore, we have tried to ensure that our courses remain broadly aligned with the National Education Policy (NEP) and the Indian higher education system.
Although our university operates under a distinct intergovernmental framework, students should not face unnecessary difficulties when seeking employment or pursuing further education. For this reason, our curricula are designed with the Indian academic system and the requirements of the employment market in mind.
Question: There is growing discussion about the skills gap between industry and academia. How is South Asian University addressing this challenge?
Prof. K. K. Aggarwal: When the university had approximately 600 students and around 200 graduated each year, our graduates already had a good employment record. Our alumni have secured opportunities in the United States, Australia and other parts of the world.
However, as the student population grows, placement challenges also increase. We have therefore started making dedicated efforts to improve placements, particularly for undergraduate programmes. Employment preparation and industry engagement at this level require a different strategy.
We have good faculty, infrastructure and the necessary facilities. What we now need are dedicated efforts to connect students with employment opportunities. Placements are important for the university, but this responsibility cannot be limited to securing jobs alone.
Question: How is the university introducing AI-related courses and using AI in its day-to-day operations?
Prof. K. K. Aggarwal: There are two aspects to this. The first is educating students about AI and the second is using it in administrative and academic operations. AI has expanded rapidly over the past few years. As a result, there is still some confusion about its impact, applications and limitations.
Historically, no technology has brought only benefits or only disadvantages. For example, nuclear energy has been used both in destructive weapons and for electricity generation. We must similarly strike a balance between the positive and negative aspects of AI.
In my view, it is important to take AI seriously. Institutions that completely ignore it may fall behind. However, this does not mean that AI should be used for every task. We need to understand the actual benefits it offers for a particular purpose.
Question: Can both excessive adoption of AI and ignoring it lead to disadvantages?
Prof. K. K. Aggarwal: Ignoring AI may cause institutions to fall behind, but using it without a genuine need is also inappropriate. Today, enormous amounts of data are being collected. For example, a health application may provide daily information about the distance a person walks and the time spent walking, but it can also generate more detailed data than may actually be necessary.
The question is whether collecting so much information is necessary in every situation. Data centres require energy to store and process data. Therefore, we must understand which data is genuinely useful and how much information needs to be collected.
As AI continues to develop, it is also essential to assess the usefulness of data, energy consumption and the practical benefits of the technology. I believe decisions about adopting AI should be based on actual needs and its impact, rather than simply on the fact that it has become a popular technology.
Question: Are universities’ core objectives, such as research and knowledge creation, being sidelined because expectations around employment outcomes are increasing?
Prof. K. K. Aggarwal: I agree that pressure on universities to deliver employability outcomes has increased. Particularly after the expansion of private education, the marketing aspect of education became more prominent, and placements started being presented as a measure of institutional achievement.
However, education is not merely a means of securing short-term employment. It helps people develop the ability to learn throughout their lives, think critically and progress. A university’s success should not be measured only by whether a student secures their first job, but also by where they stand in their profession 15–20 years later and whether they can create new opportunities for themselves. Working on placements and employability is necessary, but these should not become the sole or supreme objectives of a university.
Question: Could excessive focus on employment harm higher education in the future?
Prof. K. K. Aggarwal: The risk increases when institutions focus only on achievements that can be easily displayed or promoted. Student enrolment and placement figures may be important for a university, but understanding the long-term impact of education is equally essential.
I believe universities must strike a balance between knowledge creation, research and employability. If the quality of education is strong, industry should also benefit from its outcomes.
Ultimately, the purpose of a university is not merely to prepare students for jobs, but to equip them with the knowledge, capabilities and understanding they need to continue learning, solve problems and contribute to their fields over the long term as circumstances change. This should be the true measure of education’s impact.
