Education in general and higher education in particular plays an extremely important role in the development of knowledge based society. The 21st century has been widely acclaimed as ‘knowledge century era’. It has been well recognised that creation of knowledge primarily depends on some activities i.e. research and innovation which command more interest, enthusiasm, devotion and commitment from the human beings than others. When human beings immerse in these rigorous exercises, they devote very large portions of their thoughts, energies, and emotions at their end. The development of any nation depends to a large extent on the quality of researches conducted time to time. Quality of research further depends on human potential and availability of resources in the work place. In a country like India, researches are mostly conducted in the institutions of higher education, particularly at Universities and Research Institutes. Although higher education in India has expanded several times in terms of number of institutions and e nrolme nt of students since independence, but the issue of quality of research is a matter of serious concern. Research is an essential component of higher education. Research imparts excitement and dynamism to the educational process. There is a symbiotic relationship between the two. Quality and excellence should be the vision of every higher education institution and these must be reflected in the doctoral programme. The crucial beginning to a serious research pursuit is the doctoral programme. It is the programme in which young and inquisitive minds are trained to take up serious and exhaustive research. But, unfortunately, this ideal process exists more on paper than in practice in most of the universities. Quality manageme nt in doctoral re se arch programme means improving quality of courses, input, instructional processes, resources, management processes and structures, student support services, output and linkages with world of work.