NAAC

India has one of the largest and diverse education systems in the world. Privatization, widespread expansion, increased autonomy and introduction of Programmes in new and emerging areas have improved access to higher education. At the same time, it has also led to widespread concern on the quality and relevance of the higher education. To address these concerns, the National Policy on Education (NPE, 1986) and the Programme of Action (PoA, 1992) spelt out strategic plans for the policies, advocated the establishment of an independent National accreditation agency. Consequently, the National Assessment and Accreditation Council (NAAC) was established in 1994 as an autonomous institution of the University Grants Commission (UGC) with its Head Quarter in Bengaluru. The mandate of NAAC as reflected in its vision statement is in making quality assurance an integral part of the functioning of Higher Education Institutions (HEIs).

The NAAC functions through its General Council (GC) and Executive Committee (EC) comprising educational administrators, policy makers and senior academicians from a cross-section of Indian higher education system. The Chairperson of the UGC is the President of the GC of the NAAC, the Chairperson of the EC is an eminent academician nominated by the President of GC (NAAC). The Director is the academic and administrative head of NAAC and is the member-secretary of both the GC and the EC. In addition to the statutory bodies that steer its policies and core staff to support its activities NAAC is advised by the advisory and consultative committees constituted from time to time.

Criterion 1 – Curricular Aspects

Key Indicator – 1.1 Curricular Planning and Implementation

1.1.1. The Institution ensures effective curriculum planning and delivery through a well-planned and documented process including Academic calendar and conduct of continuous internal Assessment

Key Indicator- 1.2 Academic Flexibility

1.2.1. Number of Certificate/Value added courses offered and online courses of MOOCs, SWAYAM, NPTEL etc. where the students of the institution have enrolled and successfully completed during the last five years

1.2.2. Percentage of students enrolled in Certificate/ Value added courses and also completed online courses of MOOCs, SWAYAM, NPTEL etc. as against the total number of students during the last five years

Key Indicator- 1.3 Curriculum Enrichment

1.3.1. Institution integrates crosscutting issues relevant to Professional Ethics, Gender, Human Values, Environment and Sustainability in transacting the Curriculum

1.3.2. Percentage of students undertaking project work/field work/ internships

Key Indicator- 1.4 Feedback System

1.4.1. Institution obtains feedback on the academic performance and ambience of the institution from various stakeholders, such as Students, Teachers,Employers, Alumni etc. and action taken report on the feedback is made available on institutional website

Criteria 2- Teaching- Learning and Evaluation

Key Indicator- 2.1. Student Enrolment and Profile

2.1.1. Enrolment percentage

2.1.2. Percentage of seats filled against reserved categories (SC, ST, OBC etc.) as per applicable reservation policy for the first year admission during the last five years

Key Indicator- 2.2. Student Teacher Ratio

2.2.1. Student – Full time Teacher Ratio

Key Indicator- 2.3. Teaching- Learning Process

2.3.1. Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences and teachers use ICT- enabled tools including online resources for effective teaching and learning process

Key Indicator- 2.4 Teacher Profile and Quality

2.4.1. Percentage of full-time teachers against sanctioned posts during the last five years

2.4.2. Percentage of full time teachers with NET/SET/SLET/ Ph. D./D.Sc. / D.Litt./L.L.D. during the last five years

Key Indicator- 2.5. Evaluation Process and Reforms

2.5.1. Mechanism of internal/ external assessment is transparent and the grievance redressal system is time- bound and efficient

Key Indicator- 2.6 Student Performance and Learning Outcome

2.6.1. Programme Outcomes (POs) and Course Outcomes (COs) for all Programmes offered by the institution are stated and displayed on website

2.6.2. Attainment of POs and COs are evaluated

2.6.3. Pass percentage of Students during last five years (excluding backlog students)

Criteria 3- Research, Innovations and Extension

Key Indicator 3.1- Resource Mobilization for Research

3.1.1. Grants received from Government and non-governmental agencies for research projects / endowments in the institution during the last five years

Key Indicator 3.2- Innovation Ecosystem

3.2.1. Institution has created an ecosystem for innovations, Indian Knowledge System (IKS),including awareness about IPR, establishment of IPR cell, Incubation centre and other initiatives for the creation and transfer of knowledge/technology and the outcomes of the same are evident

3.2.2. Number of workshops/seminars/conferences including programs conducted on Research Methodology, Intellectual Property Rights (IPR) and entrepreneurship during the last five years

Key Indicator 3.3- Research Publication and Awards

3.3.1. Number of research papers published per teacher in the Journals as notified on UGC CARE list during the last five years

3.3.2. Number of books and chapters in edited volumes/books published and papers published in national/ international conference proceedings per teacher during last five years

Key Indicator 3.4- Extension Activities

3.4.1. Outcomes of Extension activities in the neighborhood community in terms of impact and sensitizing the students to social issues for their holistic development during the last five years.

3.4.2. Awards and recognitions received for extension activities from government / government recognised bodies

3.4.3. Number of extension and outreach programs conducted by the institution through organized forums including NSS/NCC with involvement of community during the last five years

Key Indicators 3.5 – Collaboration

3.5.1. Number of functional MoUs/linkages with institutions/ industries in India and abroad for internship, on-the-job training, project work, student / faculty exchange and collaborative research during the last five years

Criterion 4 – Infrastructure and Learning Resources

Key Indicator – 4.1 Physical Facilities

4.1.1. The Institution has adequate infrastructure and other facilities for teaching – learning, viz., classrooms, laboratories, computing equipment, ICT facilities, Cultural and sports activities, yoga centre, games, Gymnasium, auditorium etc

4.1.2. Percentage of expenditure for infrastructure development and augmentation excluding salary during the last five years

Key Indicator – 4.2 Library as a learning Resource

4.2.1. Library is automated with digital facilities using Integrated Library Management System (ILMS), adequate subscriptions to e-resources and journals are made. The library is optimally used by the faculty and students

Key Indicator- 4.3 IT Infrastructure

4.3.1. Institution frequently updates its IT facilities and provides sufficient bandwidth for internet connection

4.3.2. Student – Computer ratio

Key Indicator – 4.4 Maintenance of Campus Infrastructure

4.4.1. Percentage expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary component, during the last five years

Criterion 5 – Student Support and Progression

Key Indicator-5.1 Student Support

5.1.1. Percentage of students benefited by scholarships and freeships provided by the institution, government and non-government bodies, industries, individuals, philanthropists during the last five years

5.1.2. Following capacity development and skills enhancement activities are organised for improving students’ capability 1. Soft skills 2. Language and communication skills 3. Life skills 4. Awareness of trends in technology

5.1.3. Percentage of students benefitted by guidance for competitive examinations and career counseling offered by the Institution during the last five years

5.1.4. The institution adopts the following for redressal of student grievances including sexual harassment and ragging cases 1. Implementation of guidelines of statutory/regulatory bodies 2. Organisation wide awareness and undertakings on policies with zero tolerance 3. Mechanisms for submission of online/offline students’ grievances 4. Timely redressal of the grievances through appropriate committees

Key Indicator- 5.2 Student Progression

5.2.1. Percentage of placement of outgoing students and students progressing to higher education during the last five years

5.2.2. Percentage of students qualifying in state/national/ international level examinations during the last five years

Key Indicator – 5.3 Student Participation and Activities

5.3.1. Number of awards/medals for outstanding performance in sports/ cultural activities at University / state/ national / international level during the last five years

5.3.2. Average number of sports and cultural programs in which students of the Institution participated during last five years

Key Indicator – 5.4 Alumni Engagement

5.4.1. There is a registered Alumni Association that contributes significantly to the development of the institution through financial and/or other support services

Criterion 6 – Governance, Leadership and Management

Key Indicator – 6.1 Institutional Vision and Leadership

6.1.1. The institutional governance and leadership are in accordance with the vision and mission of the Institution and it is visible in various institutional practices such as NEP implementation, sustained institutional growth, decentralization, participation in the institutional governance and in their short term and long term Institutional Perspective Plan.

Key Indicator- 6.2 Strategy Development and Deployment

6.2.1. The institutional perspective plan is effectively deployed and functioning of the institutional bodies is effective and efficient as visible from policies, administrative setup, appointment, service rules, and procedures, etc.

6.2.2. Institution implements e-governance in its operations 1. Administration including complaint management 2. Finance and Accounts 3. Student Admission and Support 4. Examinations

Key Indicator- 6.3 Faculty Empowerment Strategies

6.3.1. The institution has performance appraisal system, effective welfare measures for teaching and non-teaching staff and avenues for career development/progression

6.3.2. Percentage of teachers provided with financial support to attend conferences/workshops and towards membership fee of professional bodies during the last five years

6.3.3. Percentage of teaching and non-teaching staff participating in Faculty development Programmes (FDP), Management Development Programmes (MDPs) professional development /administrative training programs during the last five years

Key Indicator – 6.4 Financial Management and Resource Mobilization

6.4.1. Institution has strategies for mobilization and optimal utilization of resources and funds from various sources (government/ non-government organizations) and it conducts financial audits regularly (internal and external)

Key Indicator- 6.5 Internal Quality Assurance System

6.5.1. Internal Quality Assurance Cell (IQAC) has contributed significantly for institutionalizing the quality assurance strategies and processes.

6.5.2. Quality assurance initiatives of the institution include: 1. Regular meeting of Internal Quality Assurance Cell (IQAC); quality improvement initiatives identified and implemented 2. Academic and Administrative Audit (AAA) and follow-up action taken 3. Collaborative quality initiatives with other institution(s) 4. Participation in NIRF and other recognized rankings 5. Any other quality audit/accreditation recognized by state, national or international agencies such as NAAC, NBA etc.

Criterion 7 – Institutional Values and Best Practices

Key Indicator – 7.1 Institutional Values and Social Responsibilities

7.1.1. Institution has initiated the Gender Audit and measures for the promotion of gender equity during the last five years.

7.1.2. The Institution has facilities and initiatives for: 1. Alternate sources of energy and energy conservation measures 2. Management of the various types of degradable and non-degradable waste 3. Water conservation 4. Green campus initiatives 5. Disabled-friendly, barrier free environment

7.1.3. Quality audits on environment and energy regularly undertaken by the Institution. The institutional environment and energy initiatives are confirmed through the following: 1. Green audit / Environment audit 2. Energy audit 3. Clean and green campus initiatives 4. Beyond the campus environmental promotion and sustainability activities

7.1.4. Describe the Institutional efforts/initiatives in providing an inclusive environment i.e., tolerance and harmony towards cultural, regional, linguistic, communal socioeconomic diversity and Sensitization of students and employees to the constitutional obligations: values, rights, duties and responsibilities of citizens

Key Indicator – 7.2 Best Practices

7.2.1. Describe two best practices successfully implemented by the Institution

Key Indicator – 7.3 Institutional Distinctiveness

7.3.1. Portray the performance of the Institution in one area distinctive to its priority and thrust

Extended Profile

IIQA – VIEW

VIMS Best Practices

1. Empirical Micro Learning – View
2. One day Entrepreneur- View

Institutional Distinctiveness

View

Stake Holder Feedback

CAPACITY BUILDING AND SKILLS ENHANCEMENT

1. Soft Skills

A soft skills program for students enhances essential interpersonal abilities such as communication, teamwork, problem-solving, and emotional intelligence. These skills boost employability, foster effective collaboration, and prepare students for real-world challenges. The program combines workshops, role-playing, and mentorship to cultivate well-rounded, adaptable, and confident individuals ready for diverse professional environments.

2. Language and communication skills

A language and communication skills program for students focuses on improving verbal and written expression, active listening, and presentation abilities. Through interactive workshops, practice sessions, and feedback, students enhance their clarity, confidence, and effectiveness in conveying ideas, preparing them for academic success and professional excellence in various fields.

(Book Review)

(Japanese Coaching Class)

3. Life skills (Yoga, physical fitness, health and hygiene)

A life skills program for MBA students equips them with essential abilities beyond academic knowledge, fostering personal and professional growth. The program covers time management, leadership, financial literacy, stress management, and effective communication. Through interactive workshops, real-world simulations, and mentorship, students develop critical thinking, adaptability, and emotional intelligence. Emphasizing practical application, the program prepares MBA students to navigate complex business environments, make informed decisions, and maintain work-life balance. By integrating these life skills, graduates are better prepared to lead, innovate, and thrive in dynamic, competitive industries, enhancing their overall career prospects and personal well-being.

Yoga Classes

Life Style Changes & Health Management

4. ICT/computing skills

An ICT/computing skills program for students enhances their digital literacy, programming, and problem-solving abilities. It covers essential topics like coding, cyber security, data analysis, and software applications. Through hands-on projects and interactive learning, students gain practical experience, preparing them for technology-driven careers and fostering innovation and efficiency in various fields.