From journal validation to quality governance: a policy analysis of India's transition from UGC-CARE to quality-oriented research assessment and its implications for medical and dental education.
Saved in:
| Title: | From journal validation to quality governance: a policy analysis of India's transition from UGC-CARE to quality-oriented research assessment and its implications for medical and dental education. |
|---|---|
| Authors: | Kashinath, Marde Shraddha1 (AUTHOR) smarde50@gmail.com, Mandavilli, Geeta2 (AUTHOR) |
| Source: | Frontiers in Education. 2026, p1-17. 17p. |
| Subject Terms: | *Medical education, *Scholarly publishing, *Professional peer review, Research integrity, Research ethics, Organizational accountability |
| Geographic Terms: | India |
| Company/Entity: | India. University Grants Commission |
| Abstract: | Background: The University Grants Commission (UGC) announced the discontinuation of the UGC-CARE Reference List through a Public Notice dated 11 February 2025, following the Commission's decision taken at its 584th meeting on 3 October 2024, marking a major shift in India's approach to research quality governance. Introduced in 2019 to address predatory publishing, the UGC-CARE framework provided a centralized mechanism for identifying credible publication venues. The transition to quality-oriented research assessment emphasizing publication ethics, peer review integrity, editorial transparency, and institutional accountability has generated considerable debate, yet its implications for research integrity and health professions education remain insufficiently explored. Methods: A narrative policy analysis was conducted using publicly available UGC policy documents, regulatory reports, international responsible research assessment frameworks, and peer reviewed literature. Guided by Walt and Gilson's Policy Analysis Triangle, the analysis examined the policy context, content, process, and key actors associated with India's transition from the UGC-CARE framework to quality-oriented research assessment. Evidence was synthesized into four thematic domains: journal quality governance, research integrity, stakeholder implications, and educational implications. Results: The findings were organized into four thematic domains. First, the post-CARE framework reflects a transition from centralized journal vetting to decentralized quality governance. Second, greater emphasis is placed on researcher responsibility, institutional accountability, and publication literacy. Third, the reform has important implications for researchers, institutions, and research assessment practices. Fourth, it creates opportunities to strengthen publication ethics, journal evaluation, and responsible scholarly communication within medical and dental education. Based on these findings, publication literacy is proposed as a competency supporting competency-based medical education (CBME). Conclusions: India's post-CARE reforms represent an evolution toward responsible research assessment and institutional accountability rather than a return to the pre-CARE era. Strengthening publication literacy, research integrity culture, and faculty development may support successful implementation of the emerging quality-oriented research assessment framework. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | Background: The University Grants Commission (UGC) announced the discontinuation of the UGC-CARE Reference List through a Public Notice dated 11 February 2025, following the Commission's decision taken at its 584th meeting on 3 October 2024, marking a major shift in India's approach to research quality governance. Introduced in 2019 to address predatory publishing, the UGC-CARE framework provided a centralized mechanism for identifying credible publication venues. The transition to quality-oriented research assessment emphasizing publication ethics, peer review integrity, editorial transparency, and institutional accountability has generated considerable debate, yet its implications for research integrity and health professions education remain insufficiently explored. Methods: A narrative policy analysis was conducted using publicly available UGC policy documents, regulatory reports, international responsible research assessment frameworks, and peer reviewed literature. Guided by Walt and Gilson's Policy Analysis Triangle, the analysis examined the policy context, content, process, and key actors associated with India's transition from the UGC-CARE framework to quality-oriented research assessment. Evidence was synthesized into four thematic domains: journal quality governance, research integrity, stakeholder implications, and educational implications. Results: The findings were organized into four thematic domains. First, the post-CARE framework reflects a transition from centralized journal vetting to decentralized quality governance. Second, greater emphasis is placed on researcher responsibility, institutional accountability, and publication literacy. Third, the reform has important implications for researchers, institutions, and research assessment practices. Fourth, it creates opportunities to strengthen publication ethics, journal evaluation, and responsible scholarly communication within medical and dental education. Based on these findings, publication literacy is proposed as a competency supporting competency-based medical education (CBME). Conclusions: India's post-CARE reforms represent an evolution toward responsible research assessment and institutional accountability rather than a return to the pre-CARE era. Strengthening publication literacy, research integrity culture, and faculty development may support successful implementation of the emerging quality-oriented research assessment framework. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 2504284X |
| DOI: | 10.3389/feduc.2026.1907455 |
