Cultural and Institutional Influences on Faculty Life Satisfaction in Indian Higher Education: A Comparative Case Study of Public and Private Universities

Faculty life satisfaction is crucial for enhancing institutional performance, fostering academic innovation, and enhancing student success. However, in Indian higher education, it remains underexplored, particularly with respect to institutional culture and sector differences. This research investigates how cultural and organisational factors within public and private universities influence faculty life satisfaction from a psychosocial perspective. Using a qualitative, comparative case study approach, in-depth semi-structured interviews were conducted with faculty members from one public and one private university in India. Thematic analysis revealed four key factors affecting faculty satisfaction—autonomy, collegial support, systems for appraisal and recognition, and the alignment of academic identity with the university’s mission. The results indicate that faculty at public universities enjoy greater academic freedom and a clearer sense of purpose, but they also encounter issues such as bureaucratic delays and vague promotion criteria. Conversely, private university faculty benefit from more efficient administration and better infrastructure but often face intense performance pressures, reduced autonomy, and emotional stress from managerial oversight. The study underscores how institutional culture shapes psychosocial outcomes and highlights the importance of active faculty involvement, transparent evaluation mechanisms, and alignment of personal and institutional goals to foster well-being across both sectors. These insights are particularly relevant given India’s NEP 2020, which aims to empower faculty and transform institutions. The study offers recommendations for policies and practices that promote the development of sustainable, inclusive, and fulfilling academic environments.