VSSUT_NBA_Session_MBA-ncr ghaziabaduttar
- 1. NBA Tips Session1 for VSSUT Prof.Shyam Sundar Pattnaik (Professor HAG) Vice Chancellor Odisha State Open University, Sambalpur, Odisha Former Director NITTTR (MOE, Govt. of India), Chandigarh And Former Vice Chancellor BPUT ( A Technical University of Govt. of Odisha) [email protected]
- 2. NBA Experts of Visiting Team •S= Speak what you do: Presentation by HODs •S = Show what you presented: Visit to various facilities •P= Present what you spoke and Showed: Files and Records
- 3. Criterion 1: Vision, Mission and Program Educational Objectives (50) • A. Availability of the Vision & Mission statements of the Department (1) • B. Appropriateness/Relevance of the Statements (2) • C. Consistency of the Department statements with the Institute statements (2) • A. Listing of the Program Educational Objectives (3 to 5) of the program under consideration (5) • A. Adequacy in respect of publication & dissemination (3) • B. Process of dissemination among stakeholders (3) • C. Extent of awareness of Vision, Mission & PEOs among the stakeholder (9)
- 4. Criterion 1: Vision, Mission and Program Educational Objectives(50) • A. Description of process involved in defining the Vision, Mission of the Department (7) • B. Description of process involved in defining the PEOs of the program (8) • A. Preparation of a matrix of PEOs and elements of Mission statement (5) • B. Consistency/justification of co-relation parameters of the above matrix (5) • Common Questions: When was developed? Last revision date? Who approved? Who were involved in developing? Process of development? What is strategy followed for awareness? Is there any timeline and responsibility fixed? Gaps and action plan ?
- 5. Matrix: Mapping of PEOs with Missions Missions/ PEOs M1 M2 M3 M4 M5 Remarks PEO1 2 1 3 3 3 Write why do you assign 3/2/1 PEO2 1 2 1 2 3 PEO3 3 1 1 2 2 PEO4 2 3 2 3 2 Average Attainment of Mapping 11/4=2.75 M1 7/4= 1.75 M3 Since M3 and PEOs mapping is weak so you need to explain your initiatives
- 6. Criterion2 :Program Curriculum and Teaching–Learning Processes (100): Curriculum:30 • Process used to demonstrate how the program curriculum is evolved and periodically reviewed (10): Process of designing curriculum • considering the POs and PSOs. Also consider the involvement of the Industry. • Refer to SAR: Expectation in 2.1.2 & 2.1.3 is that the curriculum is well balanced structure &appropriate for a degree program. (5): Structure • Refer to SAR: Expectation in 2.1.2 & 2.1.3 is that the curriculum is well balanced structure & appropriate for a degree program(5): Components • Process used to identify extent of compliance of curriculum for attaining POs and PSOs(10): Extent of compliance curriculum for attaining the Program Outcomes(POs) &Program Specific Outcomes(PSOs)
- 7. Criterion2 :Program Curriculum and Teaching–Learning Processes (100) • Common Questions: Curriculum (30) • When was last revised or designed? • % industry experts involved in BOS? List to be kept ready with attendance sheet having signatures. If any specific suggestions that have been incorporated then highlight that. • % of Outside academician involved • Process of gap analysis and action plan to integrate in curriculum • Mapping matrix with POs and PSOs? • Distributions: Cognitive Domain, Psychomotor Domain and Affective Domain? (We will discuss this under Taxonomy) • Novelty?
- 8. Criterion2 :Program Curriculum and Teaching–Learning Processes (100): Teaching-Learning (70) • A. Adherence to Academic Calendar (2) • B. Pedagogical initiatives (2) • C. Methodologies to support weak students and encourage bright students(2) • D. Quality of classroom teaching (Observation in a Class) (2) • E. Conduct of experiments (Observation in Lab) (2) • F. Continuous Assessment in the laboratory (3) • G. Student feedback of teaching learning process and actions taken (2)
- 9. Criterion2 :Program Curriculum and Teaching–Learning Processes (100): Teaching-Learning (70) • A. Identification of projects and allocation methodology to Faculty Members (2) • B. Types and relevance of the projects and their contribution towards attainment of POs and PSOs (2) • C. Project related to Industry (3) • D. Process for monitoring and evaluation (2) • E. Process to assess individual and team performance (3) • F. Quality of completed projects/working prototypes (5) • G. Evidences of papers published /Awards received by projects etc. (3)
- 10. Criterion2 :Program Curriculum and Teaching–Learning Processes (100): Teaching-Learning (70) • A. Industrial training/tours for students (2) • B. Industrial /internship /summer training of more than two weeks and post training Assessment(3) • C. Impact analysis of industrial training (2) • D. Student feedback on initiative (3) • A. Process for internal semester question paper setting and evaluation and effective process implementation (3) • B. Process to ensure questions from outcomes/learning levels perspective (2) • C. Evidence of COs coverage in class test / mid-term tests (5) • D. Quality of Assignment and its relevance to COs (5)
- 11. Criterion2 :Program Curriculum and Teaching–Learning Processes (100): Teaching-Learning (70) • A. Industry supported laboratories (2) • B. Industry involvement in the program design and Curriculum. (3) • C. Industry involvement in partial delivery of any regular courses for students (3) • D. Impact analysis of industry institute interaction and actions taken thereof (2) • Common Questions: % of industry relevant exercise, industry attached activities and industry delivered components? Process followed to maintain standard of questions? Assignments and mapping with Cos? Integration with society? Monitoring mechanism? Novelty? Rubrics for evaluation? Indirect and Direct methods?
- 12. Taxonomy for Cognitive (Intellectual) Domain, Psychomotor (Skill and Coordination) Domain & Affective (Attitude) Domain
- 13. Why Taxonomy in Teaching-Learning • Help the curriculum development team to plan and place the subjects based on the cognitive, psychomotor and attitude level to be attained by the learner ( Remembering to Create) and content of each unit is planned accordingly • It characterize how the brain learns and matures as the student progress in different semesters or years of study • Help instructional design and delivery for effective learning experience • Instrumental in assessment and evaluation ( for setting question paper)
- 14. •Cognitive: Remembering, Reasoning ,Thinking, Perceiving, Sensing, Solving and Decision taking • Psychomotor: Motor action proceeding from mental activity •Affective: Influencing feelings arise from emotions, Attitude, Personal feelings
- 15. Bloom’s Taxonomy for Cognitive (Intellectual), Domain
- 16. Task to be Performed at Each Level Describe, Relate, Tell, Find, State Discuss, Explain, Outline, Predict Solve, Illustrate, Use Identify, Compare, Categorize Decide, Justify, Prioritize, Rate Design, Create, Plan, Imagine
- 17. 1st year (R and U almost 50% each 3rd and 2nd year U and Ap more and R less 4th and 3rd Year (Ap and An more U is low Master Degree more Ap and An and less Ev Ph.D. Suggestive Level for Curriculum Design and Preparation of Question Paper
- 18. Knowledge/ Remembering • Knowledge is defined as the remembering of previously learned material. • This may involve the recall of a wide range of material, from specific facts to complete theories, • But all that is required is the bringing to mind of the appropriate information. • Knowledge represents the lowest level of learning outcomes in the cognitive domain.
- 19. Comprehension/ Understanding • Comprehension is defined as the ability to grasp the meaning of material. • This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). • Learning outcomes go one step beyond the simple remembering and represent the lower level.
- 20. Application/ Applying • Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning • Learning outcomes in this require a higher level of understanding than those under comprehension hence, represent cognitive mid-level • This level is very important in UG programmes as the students act on given problem using the understanding of the subject and also recollecting the past learning materials.
- 21. Analysis/Analysing • Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. • This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. • Learning outcomes here represent a high intellectual level than comprehension and application • They require an understanding of both the content and the structural form of the material.
- 22. Synthesis/ Evaluating • Synthesis refers to the ability to put parts together to form a new whole thing. • This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). • Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structure. Hence, represent higher cognitive level
- 23. Evaluation/ Creating • Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. • The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) • Student may determine the criteria or be given them. • Learning outcomes are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
- 24. 24 Bloom Verbs
- 26. Internalize/ Characterize Ability to articulate one’s own values and belief systems and operate within consistently with them Organize Ability to structure, prioritize, reconcile personal and other value systems Value Ability to associate personal and collective values with experience and express value judgements Respond Ability to participate responsibly, respectfully & actively Receive/Attend Ability to learn from others Bloom’s Affective (Attitude) Domain
- 27. Internalize/ Characterize Master and Ph.D. Degree Ability to articulate one’s own values and belief systems and operate within consistently with them Organize 3rd and 4th Year and Master Degree Ability to structure, prioritize, reconcile personal and other value systems Value 2nd and 3rd Year Ability to associate personal and collective values with experience and express value judgements Respond 1st Year and 2nd Year Ability to participate responsibly, respectfully & actively Receive/ Attend 1st Year and 2nd Year Ability to learn from others Bloom’s Affective (Attitude) Domain
- 28. Psychomotor (Skill) Domain Physical action- Hands and Mind On
- 29. Harrow’s Taxonomy (1972) Reflex movement Reaction that are not learned Fundamental movements Basic movements like walking, grasping etc. Perpetual abilities Response to stimuli: Visual and auditory Physical abilities/ Fitness Stamina, Strength, Agility Skilled movements Acting, Advanced learned movements on the spot Non-Discursive Communication Use Effective body language: gestures, expressions
- 30. Dave’s Taxonomy (1975) Naturalization Perform the skill from memory without much thought Articulation Coordinate, adapt, action for consistency and novelty Precision Perform with precision and without assistant Manipulations Perform actions from memory or set of directions Imitation Copy the action shown during Demo.
- 31. Origination Ability to create new movements or patterns of movement. Adaptation Involves modifying motor skills to fit changing situations Complex Overt Response (Expert) Ability to perform a motor skill in a proficient and well-coordinated manner Mechanism( Basic Proficiency) Ability to perform complex movements with precision Guided Response Involves the imitation of demonstrated skills Set Refers to the readiness to act and involves mental, physical, and emotional aspects Perception (Awareness) Ability to use sensory cues to guide motor activity. Simpson’s Taxonomy
- 32. Simpson’s Psychomotor Bloom’s Cognitive Origination (arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates) Create Adaptation (adapts, alters, changes, rearranges, reorganizes, revises, varies) Complex Overt Response (Expert) (assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches). Analyze Mechanism( Basic Proficiency) (assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches). Apply Guided Response (copies, traces, follows, react, reproduce, responds) Understand Set (begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.) Understand Perception (Awareness) (chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects) Remember Simpson’s Taxonomy
- 33. Simpson’s Taxonomy Dave’s Taxonomy Degree (Suggestive) Origination Naturalization Master Degree and Ph.D. Adaptation Articulation 4th year and Master Complex Overt Response Precision 4th year and Master Mechanism Manipulation and Precision 3rd Year and 4th Year Guided Response Imitation 1st and 2nd Year Set Perception Simpson’s and Dave’s Taxonomy
- 34. Category Explanation Perception/ Awareness The ability to use sensory cues to guide motor activity. Detects non-verbal communication and also capable to estimate. Set: Readiness to act. Mental, physical and emotional sets Knows and acts upon a sequence of steps. Recognize abilities and limitation Shows desire to learn ( Motivation) Similar to responding of affective domain
- 35. Guided Response: Initial stage of learning a complex skill. Includes imitation, trial and error and adequacy of performance is achieved by practicing Follows instructions listed in Blender to build a 3D model. Mechanism ( basic proficiency): Intermediate stage in learning complex skill Become habitual and perform with some confidence and proficiency Driving a car. Manipulates, measures, mends, mixes, assembles, calibrates constructs, displays are some of the verbs used here
- 36. Complex Overt Response ( Expert): Skillful performance of motor acts involving complex movement patterns Proficiency is indicated by quick, accurate and coordinated action. Maneuvers a car in tight parking to park the car Operating a Robot to climb complex terrain Adaptation: Skillful to modify movement patterns to fit special requirements Respond effectively to unexpected experiences. Modify the instructions Origination: Creating new movement patterns Highly developed skill Construct new product Develop new algorithm
- 37. Structure of Observed Learning Outcome (SOLO) Taxonomy (1982)
- 38. SOLO Taxonomy Extended abstract The learner is now able to create new ideas based on her mastery of the subject. The previous integrated whole may be conceptualized at a higher level of abstraction and generalized to a new topic or area. Create Relational The learner has mastered the complexity of the subject by being able to join all the parts together. The different aspects have become integrated into a coherent whole. An adequate understanding of a subject. Analyzing and Evaluating: Assessment qualitative Multi-structural The learner has several concepts about the subject but they are disconnected. Response focuses on several relevant aspects but treated independently/unable to integrate. Assessment primarily quantitative. Applying Uni-structural The learner has only a basic concept about the subject. Response only focuses on one relevant aspect. Understanding Pre-structural The learner is unsure about the lesson or subject. Try to understand using too simple means: Does not understand ( Remembering)
- 39. Instructional Strategy and Mapping with Taxonomy
- 42. M-Media, M-Method and S-Strategy: MMS Media Method Strategy Class room, Distance learning, e-learning, m- learning, On the job training(OJT), Social learning and Social media, Performance aids, Video Action learning, Boot camp, Coaching, Fishbowl, Lockstep, Mentoring, Programmed learning, 70-20-10 Learning(2011) and Training Model, Personalized system of instruction 70%- Challenging assignments and on job experience 20%- Relationship, network and feedback 10%- Formal training Active, Blended, Just in Time, Learners’ Framework, Formal and Informal
- 43. 3-33: Pervasive Learning: 2013 • Continuous • Collaborative • Connected • Community based
- 44. Strengthening Assessment and Accreditation of Higher Education Institutions in India Abstract of Overarching Committee Report
- 45. Transformative Reforms Overarching Committee Chairman: Dr.K.Radhakrishnan Chairman BOG, IIT Kanpur and Standing Committee of IIT Council Purpose: • To propose actionable recommendations to strengthen the accreditation processes by NAAC, NBA and NIRF • To recommend how more institutions come into the fold of accreditation • To prepare a roadmap for aligning NAAC, NBA and NIRF to the proposed of NAC in HECI
- 46. Backdrop of the Recommendations • Recommendations have been with strategic intent to be consistent with the Vision of NEP 2020 • Adopt right away, a simple, trust based, credible, objective and rationalized system for approval, accreditation and ranking • A variable and secured centralized database • Technology-driven modern system that could replace/ minimize manual involvement • Mentoring and incentivizing schemes for raising the participation as well as accreditation level, towards eminence, significance and global acclaim
- 47. Recommendations • 1. Transition from 8-Point Grading System of NAAC to Binary Accreditation System • Accredited • Awaiting Accreditation • Not Accredited 2. Encourage Accredited Institutions to Raise their Bar Gradually Level 1 to Level 4: Institutions of National Excellence ( In-depth in disciplines or in-breadth in disciplines) Level 5: Institutions of Global Excellence for Multi-Disciplinary Research and Education
- 48. Recommendations 3. Enable Choice-based Ranking System for Diverse Users • Potential users; students, funding agencies, industries etc could be enabled to make more informed choice for studies, research and consultancy • In-built tools need to be provided to process and refine the vectored scores that are based on gross parameters with user-specifiable weightages and selectable parameters
- 49. Recommendations 4.Amalgate Programme Accreditation and Institution-Accreditation, considering their inter-dependency and evolve a Composite Assessment System with compliance to accepted conditions of Washington Accord • Parameters and threshold levels for the scores on institutional assessment and each of programmatic domain assessment may be specified • The composite assessment may be provided as a composite table for each HEI or in Infographics e.g. ‘star Plots’ with central core circle scaled to the institutional base
- 50. • Star plot: a sequence of equiangular spokes representing major programmatic domains and their length proportional to the rating of each domain . They assist in identifying the dominant variable, similar observations and detecting outliers. Each of the variable measure some property of the observations and such plots assist in assessing the relative values of a single data point. This in turn facilitates finding and locating the comparable and dissimilar points. The length of the equiangular spokes, which reflect an observation’s value on the variables is proportional to the magnitude of the variable at that point in relation to the variable’s maximum data point. All data points are connected by a line to represent the plot. • Accreditation scores are paramount than the rankings • When data is collected on more than one variable, star chart are used to illustrate and represent the multivariate data.
- 51. Recommendations 5. Mentor the Institutions falling far below the standards for accreditation • Accredited HEIs may be encouraged to become mentor, with suitable credit given during the re-accreditation of the mentoring HEIs. 6. Simplify the Accreditation Process, especially for the first cycle and Periodicity for Re-accreditation may be brought down ( from present five years as followed now) • Six shall be the mandatory periodicity for institution accreditation cycle • Flexibility can opt for re-accreditation at any point of time based upon their specific levels of preparedness • Once the HEI gets accredited in the first cycle, the existing annual re- approval of AICTE may be eliminated provided the scope of the programme (content, Seat etc., are within allowable band for alternation)
- 52. Recommendations 7. Include all HEIs and every programme in the newly proposed assessment and accreditation system with due regard for their statutory dispensations (e.g.IITs) 8. Considering the heterogeneity of HEIs in the country, categorize them based on their orientation/vision and heritage/legacy and then seek information from the HEIs that are appropriate for their category Criteria Suggested Category of HEIs Orientation and Vision Multi-Disciplinary Education and Research-Intensive Research-Intensive Teaching-Intensive Specialized Streams Vocational and Skill-Intensive Community Engagement & Service Rural & Remote Location Heritage and Legacy Old and Established New and Upcoming
- 53. Recommendations 9.Accredit with due consideration for Inputs, Processes, Outcomes and Impact across different attributes of HEIs, encompassing (i) Curriculum (ii) Faculty Resources (iii) Learning and Teaching (iv) Research and Innovation (v) Co-curricular and extra-curricular activities (vi) Community Engagement (vii) Green Initiatives (viii) Governance and Administration ( ix) Infrastructure Development (x) Financial Resources and Management • The parameters and related variables of AICTE, NAAC, NBA and to a large extent NIRF are largely input-centric. • Framework for addressing Input-Process-Outcomes-Impact of each attributes is address
- 54. Contd. • Linking Applicable Parameters and Essential Variables Involves: • Evolving a harmonized set of parameters linked explicitly with Inputs, Processes, Outcomes and Impact pertaining to each of the 8 or more attributes for each category of HEIs • Identifying a simplified superset of the essential variables that would be truly indicative of such parameters • Assigning weightages ( business logics) for varied purposes of approval, accreditation and ranking
- 55. Recommendations 10. Develop a Unified Elicitation Tool’to collect the superset of data from HEIs for varied purposes with in-built design for collateral cross- checking to ensure authenticity of data and in conjunction with it, introduce maximally the technology-driven modern systems, to replace the existing manual/hybrid systems of assessment and accreditation there by minimizing subjectivity and enghancing transparency and credibility 11. Óne Nation One Data’platform to be upgraded to a robust architecture to provide Adequate access control and security features
- 56. Contd. • Ingestion of harmonized data into a single format • Single point data entry by HEIs with provision for yearly updates • Flexible and robust data management scheme with business logics for the varied purposes of approval, accreditation and ramking • Handling of collateral data and stakeholder crowdsourcing for verification of input data and trust enhancement measures • Application programming interfaces for pushing data from varied sources into the centralized data base • Compatibility with the national digital framework for good governance
- 57. Recommendations 12. Trust the institutions and ensure public disclosure of relevant data by HEIs to enhance the overall process-credibility • Micro-mangaement of assessment and accreditation may be avoided • There is a need to start with a paradigm that HEIs are responsible and capable agencies who display their data/ outcomes claims in their portals for viewing • Humility and pride should be form the basis for regulatory excellence
- 58. Recommendations 13. Initiate a robust outreach mechanism in tandem with effective methods of handholding the potential entrants, where the aim should be to facilitate all HEIs in the count towards joining the process of accreditation and ranking at the earliest
- 59. Framework for Addressing Parameters Input Process Outcomes Impact Source of the content which is open for public viewing in their portals • Students Feedback • Teachers Feedback • Stakeholders involvement • Method of periodic upgradation • Review mechanism • Successful completion of the course • Updated Knowledge • Time Management catering to the needs of the semester system Progression towards higher level of education, educated-ness in the society Increased possibilities skilled work-force leading to placement or self-generated job Curriculum
- 60. Framework for Addressing Parameters Input Process Outcomes Impact Source of the content which is open for public viewing in their portals • Transparent, responsible and inclusive methods of functioning • Expanding access to high-quality Technical and Vocational Education and Training • Innovative Ideas/ways of exercising policies/patents/ high impact publications, books • Teaching content contextualized leading to real- world skilling in the learners • Rise of / involvement in entrepreneurship/ innovation • Awards/ recognitions/ Invention/Wealth generation • Prepare students for more meaningful and satisfying lives and work roles and enable economic independence Curriculum
- 61. Framework for Addressing Parameters Input Process Outcomes Impact Source of the content which is open for public viewing in their portals • Emphasizing the importance of enabling life-long learning focused on skilling, reskilling and upskilling especially for vulnerable groups • Encourage mobility of students, scholars, across higher education institutions • Enable personal accomplishment and enlightenment, constructive public engagement, and productive contribution to society • Multidisciplinary and holistic education • Rise of / involvement in entrepreneurship/ innovation • Awards/ recognitions/ Invention/Wealth generation • Prepare students for more meaningful and satisfying lives and work roles and enable economic independence Curriculum
- 62. Framework for Addressing Parameters Input Process Outcomes Impact Application received • Shortlisting procedure • Personality aspects • Pedagogy • R & D aptitude • Constitution of selection committee • Integrated score with appropriate weightages • Continuous professional development • Appropriate consideration of faculty selection parameters • Consideration of parameters for ensuring social inclusivity • Merit based selection • Student progression towards higher level of education in good institutions/ professional life/social acceptance Faculty Resources
- 63. Framework for Addressing Parameters Input Process Outcomes Impact Diversity of content & contempor ary issues in content delivery • Normal classroom practice • Interactive method/ collaborative/ contextual learning • Field work and evaluation • Critical, ab-initio thinking and problem solving methods • Inculcating research oriented study • Cultivating deeper interest in the subject to spur learning by self- efforts • Harnessing digital technologies to overcome the digital divides for all learners • Promoting open, equitable and secure scientific collaboration • Holistic and contextual understanding of the subject and impact of learning in life • Need to have a benchmark of learning outcome • Promotion of research activity and new areas of thoughts • Developing the aptitude of connecting insights across domains • Attainment of learning outcomes, progression in studies and profession • Contribution towards different areas of learning/research through new and innovative critical ideas and thoughts • Promotion of sel- sufficiency • Creating confident citizen Learning and Teaching
- 64. Framework for Addressing Parameters Input Process Outcomes Impact • New Imagination • New problem in research • Proper policy for promotion of research and research facilitation • Interdisciplinary approach • Collaborative approach • Research addressing local and regional issues of societal concern & global issues like climate change and world economy • Out of the box and fearless thinking that reduces the ‘fear-of-failure’ barrier to develop sensitivity towards diversity in the society • Promoting open, equitable and secure scientific collaboration and encouraging mobility of researchers and scientists across research and HEIs. • Publications • Patents • Participation of collaborative institutions in research • Translational work • Increase in citation • Peer group recognition • Stake-holder impact • Better funding of research by industry and other agencies Research and Innovation
- 65. Framework for Addressing Parameters Input Process Outcomes Impact • Credits for EC and CC activities • Incentivization and special focus to marginal sections • Logistic, connecting to the syllabus • Holistic concepts Of institutional learning More complete realization of human potential • Representation of students in national /larger bodies • Creates an ec- system that uncovers innate talents in the society Extracurricular(EC) and Co-Curricular(CC) Activities
- 66. Framework for Addressing Parameters Input Process Outcomes Impact • Curriculum & engagement with society • Outreach activities • Projects/ internships executed on real-world problems • Social outreach and community engagement • Involvement of students in connect with society in the context of curriculum • Social research in collaboration with concerned bodies • Adoption of nearby institutions, bodies or village • Exchange programmes • Understanding the relevance of curriculum for effective social and community engagement • Increased involvement of the students in the societal level and realizing their sense of responsibility as a social being. • Representation of students in national /larger bodies • Creates an ec- system that uncovers innate talents in the society Community Engagement
- 67. Framework for Addressing Parameters Input Process Outcomes Impact • Credit for Green Initiatives • Use of renewable energy • Waste Management • Environment friendly initiatives e.g. Green building, Eco restoration • Spreading awareness among stakeholders • Rain water harvesting and water recycling • Appreciation towards the importance of achieving SDGs rapidly • Orientation towards environmental friendly actions • Shift towards renewable energy • Reduction of carbon footprint Green Initiatives
- 68. Framework for Addressing Parameters Input Process Outcomes Impact • Act, Statutes, Regulations, Policies • Mission to achieve the vision • Implementation conforming to Act, Statutes, Regulations, Policies • Amendment procedures • Innovation in Governance to be evaluated based on implementation of eGovernance, Decentralization, participative management strategies • Better conflict resolution • Level of Implementation with examples in different area • Increased GER • Transparency in Governance • Timeline of execution of administrative tasks • Helps in better management of the institutions and its admin Governance and Administration
- 69. Framework for Addressing Parameters Input Process Outcomes Impact • Act, Statutes, Regulations, Policies • Mission to achieve the vision • Implementation of the G20 High-Level Principles of Lifestyles for sustainable development (LIFE) with appropriate weightage • Appropriate weightage for availability of an effective Grievance Redressal Mechanism and resolution of complaints • Appropriate weightages for performance related statistics like increase in enrolment, gender parity ration, SC/ST/OBC/EWS/Student enrolment • Better conflict resolution • Level of Implementation with examples in different area • Increased GER • Restoration of India’s role as Vishwaguru Governance and Administration
- 70. Framework for Addressing Parameters Input Process Outcomes Impact • Act, Statutes, Regulations, Policies • Mission to achieve the vision • Appropriate weightage for strategies adopted for promotion of internationalization of education (Twinning, Joint Degree and Dual Degree Programmes) • Better conflict resolution • Level of Implementation with examples in different area • Increased GER • Restoration of India’s role as Vishwaguru Governance and Administration
- 71. Framework for Addressing Parameters Input Process Outcomes Impact • Infrastructure Development • Details of land, classroom, research laboratory, computer centre, workshops, restaurant, theatre, library, dinning hall, administrative office, faculty rooms, central stores, security, housekeeping, examination control office, placement office, common room, first aid cum sick room, guest house, sports club/Gymnasium, auditorium, hostel • Logistic for infrastructure for connecting to the students, faculty and staff • Holistic view of the existing capabilities of the institution • Judgement of capabilities for expansion • Better outcomes from students and their academic courses • Create an eco- system that ensure a healthy development of courses, students, faculty and staff takes place Infrastructure Development
- 72. Framework for Addressing Parameters Input Process Outcomes Impact • Financial Resourc es & Manage ment • Amount spent on seminars/workshops/conferences • Expenditure on infrastructure augmentation • Amount received in donation and CSR funds • Revenue generated from outreach activities • Total amount spent on developing facilities, training teachers and staff for undertaking outreach activities • Utilized amount on library, labs, workshops, maintenance etc. each value given separately for last 3 financial years • Detailed overview of the financial health and existing capabilities of the institution • Judgment for expansion of the institutes • Better judgement about the outcomes from student, faculty and researchers • Creates an eco- system that ensures that a healthy development of student, and faculty can be correlated Financial Resources and Management
- 73. Framework for Addressing Parameters Input Process Outcomes Impact • Financial Resources & Management • Seed money for teachers, students and researchers • Support for conferences, workshops, equipment and research etc. to students, teachers, and researchers • Amount spent on developing facilities, library, e-resources, labs, training teachers and staff for undertaking outreach activities • Amount spent on salary of teaching and non-teaching staff • Detailed overview of the financial health and existing capabilities of the institution • Judgment for expansion of the institutes • Better judgement about the outcomes from student, faculty and researchers • Creates an eco- system that ensures that a healthy development of student, and faculty can be correlated Financial Resources and Management
- 74. THANK YOU 74