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Manual for Autonomous Colleges

Institutional Accreditation
MANUAL FOR UNIVERSITY

Manual for
Autonomous Colleges
(Effective from July 2017)

राष्ट्रीय मूलयाांकन एवां प्रत्यायन पररषद
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

ववश्वववद्यालय अनद
ु ान आयोग का स्वायत्त सांस्थान

वप.ओ. बॉक्य नां. 1075, नागरभावी, बेंगलुरु -560 072, भारत
An Autonomous Institution of the University Grants Commission
PB No.1075, Nagarbhavi, Bengaluru - 560 072, India
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PREFACE

It is heartening that National Assessment and Accreditation Council (NAAC)
has brought in new spirit into its process of assessment and accreditation. This has
been attempted as a continuance of the NAAC’s concern for ensuring that its
processes are in tune with local, regional and global changes in higher education
scenario. The revised process is being adopted from July 2017. The main focus of
the revision process has been to enhance the redeeming features of the accreditation
process and make them more robust, objective, transparent and scalable as well as
make it ICT enabled. It also has reduced duration of accreditation process.
The revised process is an outcome of the feedback received by NAAC over a
long period through various Consultative Meetings, Expert Group Meetings, which
comprised of eminent academicians representing the University and College
sectors. In addition, the NAAC also solicited feedback through the web from the
stakeholders and specifically from the academia during the Assessors Interaction
Meetings (AIM). The entire revision exercise has successfully resulted in the
development of an assessment and accreditation framework which is technology
enabled and user friendly. Higher Education Institutions (HEIs) desirous of
seeking accreditation from now on will need to understand the changes made in the
process. Keeping this in mind, the Manuals have been revised separately for
Universities, Autonomous Colleges and Affiliated/Constituent Colleges. The SelfStudy Report (SSR) forms the backbone of the entire process of accreditation.
Special effort has been made to differentiate some of the items to render them more
applicable to different categories of institutions. It is hoped that the Manuals will
help the HEIs to prepare for the revised process of assessment and accreditation. As
always, NAAC welcomes feedback from every corner.
In an effort to enhance the accountability of the accrediting agency as well as
the institutions applying for accreditation, it is advised to look into the latest
developments on the website of NAAC.
The contribution of the experts and NAAC officials/staff in developing the
Manual is gratefully acknowledged.
July, 2017
Bengaluru
Director, NAAC

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CONTENTS
Preface

Page No.

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SECTION A: Guidelines for Assessment and Accreditation
I.

Introduction
Vision and Mission
Core Values
II. Assessment and Accreditation of Higher Education Institutions
Revised Assessment and Accreditation (A&A) Framework
Focus of Assessment
III. Quality Indicator Framework (QIF) - Description
IV. Eligibility for Assessment and Accreditation by NAAC
V. The Assessment Process
VI. Procedural Details
VII. Assessment Outcome
Grading System
Calculation of Institutional CGPA
VIII. Mechanism for Institutional Appeals
IX. Re-Assessment
X. Subsequent Cycles of Accreditation
XI. Fee Structure and other Financial Implications
XII. Getting Ready for Submission of Self - Study Report (SSR)
XIII. Mandatory Disclosure on HEI’s Website

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26
28
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31
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SECTION B: Data Requirements for Self - Study Report (SSR)
1.
2.
3.
4.
5.
6.

Executive Summary
Institutional Information for Quality Assessment (IIQA)
Profile of the Institution
Extended Profile of the Institution
Quality Indicator Framework (QIF)
Evaluative Report of the Departments

7. Data Templates/Documents (Quantitative Metrics)

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37
40
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103

SECTION C: Appendices
1. Appendix 1: Glossary and Notes
2. Appendix 2: Abbreviations

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151

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SECTION A: GUIDELINES FOR ASSESSMENT AND
ACCREDITATION

This Section presents the NAAC framework for Assessment and Accreditation
based on the Core Values and Criteria for assessment and Key Indicators.
Further, it details out the procedures for institutional preparation for filling
the Self Study Report online, Peer Assessment and the final Outcome of
Accreditation. The procedure for re-assessment, mechanism for institutional
appeals and accreditation of subsequent cycles are also presented.

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I. INTRODUCTION
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 crosssection 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.

Vision and Mission
The vision of NAAC is:
To make quality the defining element of higher education in India through a combination of self
and external quality evaluation, promotion and sustenance initiatives.
The mission statements of the NAAC aim at translating the NAAC’s vision into action plans
and define NAAC’s engagement and endeavor as given below:






To arrange for periodic assessment and accreditation of institutions of higher education or units
thereof, or specific academic programmes or projects;
To stimulate the academic environment for promotion of quality in teaching-learning and research in
higher education institutions;
To encourage self-evaluation, accountability, autonomy and innovations in higher education;
To undertake quality-related research studies, consultancy and training programmes, and
To collaborate with other stakeholders of higher education for quality evaluation, promotion and
sustenance.

Striving to achieve its goals as guided by its vision and mission statements, NAAC primarily
focuses on assessment of the quality of higher education institutions in the country. The NAAC
methodology for Assessment and Accreditation is very much similar to that followed by Quality
Assurance (QA) agencies across the world and consists of self-assessment by the institution
along with external peer assessment organized by NAAC.
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Core Values
Throughout the world, Higher Education Institutions (HEIs) function in a dynamic
environment. The need to expand the system of higher education, the impact of technology on the
educational delivery, the increasing private participation in higher education and the impact of
globalization (including liberal cross-border and trans-national educational imperatives), have
necessitated marked changes in the Indian higher education system. These changes and the
consequent shift in values have been taken into cognizance by NAAC while formulating the core
values. Accordingly, in order to ensure external and internal validity and credibility, the QA
process of NAAC is grounded within a value framework which is suitable and appropriate to the
National context.
The accreditation framework of NAAC is thus based on five core values detailed below.
(i) Contributing to National Development
Most of the HEIs have a remarkable capacity to adapt to changes and at the same time,
pursue the goals and objectives that they have set forth for themselves. Contributing to national
development has always been an implicit goal of Indian HEIs. The role of HEIs is significant in
human resource development and capacity building of individuals, to cater to the needs of the
economy, society and the country as a whole, thereby, contributing to the development of the
Nation. Serving the cause of social justice, ensuring equity and increasing access to higher
education are a few ways by which HEIs can contribute to the national development. It is
therefore appropriate that the Assessment and Accreditation (A&A) process of NAAC looks into
the ways HEIs have been responding to and contributing towards national development.
(ii) Fostering Global Competencies among Students
The spiraling developments at the global level also warrant that the NAAC includes in its
scope of assessment skill development of students, on par with their counterparts elsewhere in the
world. With liberalization and globalization of economic activities, the need to develop skilled
human resources of a high caliber is imperative. Consequently, the demand for internationally
acceptable standards in higher education is evident. Therefore, the accreditation process of
NAAC needs to examine the role of HEIs in preparing the students to achieve core competencies,
to face the global challenges successfully. This requires that the HEIs be innovative, creative and
entrepreneurial in their approach. Towards achieving this, HEIs may establish collaborations with
industries, network with the neighborhood agencies/bodies and foster a closer relationship
between the “world of competent-learning” and the “world of skilled work”.
(iii) Inculcating a Value System among Students
Although skill development is crucial to the success of students in the job market, skills
are of less value in the absence of appropriate value systems. The HEIs have to shoulder the
responsibility of inculcating desirable value systems among students. In a country like India, with
cultural pluralities and diversities, it is essential that students imbibe the appropriate values
commensurate with social, cultural, economic and environmental realities, at the local, national
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and universal levels. Whatever be the pluralities and diversities that exist in the country, there is a
persisting concern for inculcating the core universal values like truth and righteousness apart
from other values emphasized in the various policy documents of the country. The seeds of
values such as cooperation and mutual understanding during the early stages of education have to
be reiterated and re-emphasized at the higher education also through appropriate learning
experiences and opportunities. The NAAC assessment therefore examines how these essential
and desirable values are being inculcated in the students, by the HEIs.
(iv) Promoting the Use of Technology
Most of the significant developments that one can observe today can be attributed to the
impact of Science and Technology. While the advantages of using modern tools and
technological innovations in the day-to-day-life are well recognized, the corresponding changes
in the use of new technologies, for teaching learning and governance of HEIs, leaves much to be
desired. Technological advancement and innovations in educational transactions have to be
undertaken by all HEIs, to make a visible impact on academic development as well as
administration. At a time when our educational institutions are expected to perform as good as
their global partners, significant technological innovations have to be adopted. Traditional
methods of delivering higher education have become less motivating to a large number of
students. To keep pace with the developments in other spheres of human endeavor, HEIs have to
enrich the learning experiences of their students by providing them with state-of-the-art
educational technologies. The campus community must be adequately prepared to make use of
Information and Communication Technology (ICT) optimally. Conscious effort is also needed to
invest in hardware and to orient the faculty suitably.
In addition to using technology as a learning resource, managing the activities of the
institution in a technology-enabled way will ensure effective institutional functioning. For
example, documentation and data management in the HEIs are areas where the process of
assessment by NAAC has made a significant impact. Moving towards electronic data
management and having institutional website to provide ready and relevant information to
stakeholders are desirable steps in this direction. In other words, effective use of ICT in HEIs will
be able to provide ICT literacy to the campus community, using ICT for resource sharing and
networking, as well as adopting ICT-enabled administrative processes. Therefore, NAAC
accreditation would look at how the HEIs have put in place their electronic data management
systems and electronic resources and their access to internal and external stakeholders
particularly the student community.
(v) Quest for Excellence
Contributing to nation-building and skills development of students, HEIs should
demonstrate a drive to develop themselves into centres of excellence. Excellence in all that they
will contribute to the overall development of the system of higher education of the country as a
whole. This ‘Quest for Excellence’ could start with the assessment or even earlier, by the
establishment of the Steering Committee for the preparation of the Self - Study Report (SSR) of

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an institution. Another step in this direction could be the identification of the strengths and
weaknesses in the teaching and learning processes as carried out by the institution.
The five core values as outlined above form the foundation for assessment of institutions
that volunteer for accreditation by NAAC. The HEIs may also add their own core values to these
in conformity with the goals and mission.

II. ASSESSMENT AND ACCREDITATION OF HIGHER EDUCATION
INSTITUTIONS
The NAAC has been carrying out the process of quality assessment and accreditation of
HEIs over the past two decades. Several HEIs have gone through this process and a sizeable
number has also undergone subsequent cycles of accreditation. True to its commitment for
promoting quality culture in HEIs in consonance with the overall developments in the field of
education as well as the outside world, NAAC has strived to be sensitive to these and adequately
reflect these in its processes. The A&A process of NAAC continue to be an exercise in
partnership of NAAC with the HEI being assessed. As is known by now, the A&A process of
NAAC is being revised and this revision attempts to enhance such a partnership. Over years the
feedback procured from the HEIs, other stakeholders and the developments in the national scene
– all have contributed in making appropriate revisions in the process so as to accelerate the
process with greater quality rigor.

Revised Assessment and Accreditation (A&A) Framework
The Revised Assessment and Accreditation Framework is launched in July 2017. It
represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and
robust. The Shift is:


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

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from qualitative peer judgement to data based quantitative indicator evaluation with
increased objectivity and transparency
towards extensive use of ICT confirming scalability and robustness
in terms of simplification of the process drastic reduction in number of questions, size
of the report, visit days, and so on
in terms of boosting benchmarking as quality improvement tool. This has been
attempted through comparison of NAAC indicators with other international QA
frameworks
introducing Pre-qualifier for peer team visit, as 30% of system generated score
introducing System Generated Scores (SGS) with combination of online evaluation
(about 70%) and peer judgement (about 30%)
in introducing the element of third party validation of data
in providing appropriate differences in the metrics, weightages and benchmarks to
universities, autonomous colleges and affiliated/constituent colleges
in revising several metrics to bring in enhanced participation of students and alumni in
the assessment process

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Focus of Assessment
The NAAC continues with its focus on quality culture of the institution in terms of
Quality Initiatives, Quality Sustenance and Quality Enhancement, as reflected in its vision,
organization, operations and the processes. Experience has reiterated that these can be ascertained
either by on site observations and/or through the facts and figures about the various aspects of
institutional functioning. The Revised Manual places greater confidence in the latter as reflective
of internal institutional processes.
In line with NAAC’s conviction that quality concerns are institutional, Quality
Assessment (QA) can better be done through self-evaluation. The self-evaluation process and the
subsequent preparation of the Self Study Report (SSR) to be submitted to NAAC involves the
participation of all the stakeholders – management, faculty members, administrative staff,
students, parents, employers, community and alumni. While the participation of internal
stakeholders i.e. management, staff and students provide credibility and ownership to the activity
and could lead to newer initiatives, interaction with the external stakeholders facilitate the
development process of the institution and their educational services. Overall, the QA is expected
to serve as a catalyst for institutional self-improvement, promote innovation and strengthen the
urge to excel.
It is attempted to enlarge the digital coverage of the entire process of A&A. This, it is
believed, will not only accelerate the process but also bring in greater objectivity into the process.
The possible differentiation required in respect of HEIs which are going for subsequent
cycles of A&A, appropriate scope has been provided in the Process. This will allow the HEIs to
appropriately represent the developments they have attempted after the previous A&A cycle.

III.

QUALITY INDICATOR FRAMEWORK (QIF) - DESCRIPTION

The criteria based assessment forms the backbone of A&A process of NAAC. The seven criteria
represent the core functions and activities of a HEI. In the revised framework not only the
academic and administrative aspects of institutional functioning but also the emerging issues have
been included. The seven Criteria to serve as basis for assessment of HEIs are:
1.
2.
3.
4.
5.
6.
7.

Curricular Aspects
Teaching-Learning and Evaluation
Research, Innovations and Extension
Infrastructure and Learning Resources
Student Support and Progression
Governance, Leadership and Management
Institutional Values and Best Practices

Under each Criterion a few Key Indicators are identified. These Key Indicators (KIs) are further
delineated as Metrics which actually elicit responses from the HEIs. These seven criteria along
with their KIs are given below explicating the aspects they represent.

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Criterion I: - Curricular Aspects
The Curricular Aspects are the mainstay of any educational institution. However, the
responsibilities of various HEIs in this regard vary depending on their administrative standing.
That is, an Affiliated College is essentially a teaching unit which depends on a larger body
namely university for legitimizing its academic and administrative processes. Its engagement
with curricular aspects is mainly in their implementation while its participation in curriculum
development, procedural detailing, assessment procedures as well as certification is peripheral
and these are “givens’’. Whereas a University has the mandate to visualize appropriate curricula
for particular programmes, revise/update them periodically, ensure that the outcomes of its
programmes are defined by its bodies. In case of Autonomous Colleges curricular responsibilities
are similar to the Universities.
Criterion I pertains to the practices of an institution in initiating a wide range of
programme options and courses that are in tune with the emerging national and global trends and
relevant to the local needs. Apart from issues of diversity and academic flexibility, aspects on
career orientation, multi-skill development, feedback system and involvement of stakeholders in
curriculum updating are also gauged.
The focus of Criterion I is captured in the following Key Indicators:
KEY INDICATORS

1.1*(U) -Curriculum Design and Development
1.1*(A) - Curriculum Planning and Implementation
1.2 Academic Flexibility
1.3 Curriculum Enrichment
1.4 Feedback System
*(U) - applicable only for Universities and Autonomous Colleges
*(A) - applicable only for the Affiliated/Constituent Colleges

1.1 *(U) Curriculum Design and Development
One of the significant responsibilities of Universities and Autonomous Colleges is
Curriculum Design and Development and thus are expected to have processes, systems
and structures in place to shoulder this responsibility. Curriculum Design and
Development is a complex process of developing appropriate need-based inputs in
consultation with expert groups, based on the feedback from stakeholders. This results in
the development of relevant programmes with flexibility to suit the professional and
personal needs of the students and realization of core values. The Key Indicator (KI) also
considers the good practices of the institution in initiating a range of programme options
and courses that are relevant to the local needs and in tune with the emerging national and
global trends.
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Curriculum evolved by the University/Autonomous College comprises Programme
Outcomes (POs), Programme Specific Outcomes (PSOs) and Course Outcomes (COs),
the substantive outlines of courses in every discipline (syllabus), organizational details of
implementation as well as assessment of student performance and thereby attainment of
PSOs and COs. The quality element is reflected in the efforts to revise, update, include
emerging concerns etc., the University/Autonomous College makes in this regard. The
Curriculum designed by University/Autonomous College may also focus on
employability, entrepreneurship and skill development. The POs, PSOs, COs could be
uploaded on Institutional website.
1.1 *(A) Curricular Planning and Implementation
The Affiliating/Constituent Colleges have rather insignificant role in curriculum
designing and development. They adopt the curriculum overview provided by the
respective universities. Each college operationalize the curriculum within the overall
frame work provided, in one’s own way depending on its resource potential, institutional
goals and concern and so on. That is, each college visualizes the way the curriculum has
to be carried out – activities, who, how, when etc. This process makes each institution
unique and reflects on the concern of the college for quality in the form of values
emphasized, sensitivities focused on, etc.
1.2 Academic Flexibility
Academic flexibility refers to the freedom in the use of the time-frame of the
courses, horizontal mobility, inter-disciplinary options and others facilitated by curricular
transactions. Supplementary enrichment programmes introduced as an initiative of the
college, credit system and choice offered in the curriculum, in terms of programme,
curricular transactions and time-frame options are also considered in this key indicator.
1.3 Curriculum Enrichment
Holistic development of students is the main purpose of curriculum. While this is
attempted through prescribing dynamic and updated curricular inputs, the HEI is expected
to have provision for added courses and activities which may not be directly linked with
one’s discipline of study but contribute to sensitizing students to cross-cutting issues
relevant to the current pressing concerns both nationally and internationally such as
gender, environment and sustainability, human values and professional ethics,
development of creative and divergent competencies. A progressive university would
provide a wide range of such “value-added’’ courses for students to choose from
according to their interests and inclinations.
1.4 Feedback System
The process of revision and redesign of curricula is based on recent developments
and feedback from the stakeholders. The feedback from all stakeholders in terms of its
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relevance and appropriateness in catering to the needs of the society, economy and
environment helps in improving the inputs.
A HEI with the feedback system in place will have an active process of not only
collecting feedback from all stakeholders, but also analysing it and identifying and
drawing pertinent pointers to enhance the learning effectiveness.

Criterion II: - Teaching Learning and Evaluation
Criterion II pertains to the efforts of an institution to serve students of different
backgrounds and abilities, through effective teaching-learning experiences. Interactive
instructional techniques that engage students in higher order ‘thinking’ and investigation,
through the use of interviews, focused group discussions, debates, projects, presentations,
experiments, practicum, internship and application of ICT resources are important
considerations. It also probes into the adequacy, competence as well as the continuous
professional development of the faculty who handle the programmes of study. The
efficiency of the techniques used to continuously evaluate the performance of teachers
and students is also a major concern of this Criterion.
The focus of Criterion II is captured in the following Key Indicators:
KEY INDICATORS
2.1 Student Enrolment and Profile
2.2 Catering to Student Diversity
2.3 Teaching-Learning Process
2.4 Teacher Profile and Quality
2.5 Evaluation Process and Reforms
2.6 Student Performance and Learning Outcomes
2.7 Student Satisfaction Survey

2.1 Student Enrolment and Profile
The process of admitting students to the programmes is through a transparent,
well-administered mechanism, complying with all the norms of the concerned
regulatory/governing agencies including state and central governments. Apart from the
compliance to the various regulations the institution put forth its efforts in ensuring equity
and wide access having representation of student community from different geographical
areas and socio-economic, cultural and educational backgrounds. These will be reflected
in the student profile.
2.2 Catering to Student Diversity
The HEIs are expected to satisfy the needs of the students from diverse
backgrounds including backward community as well as from different locales. They
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would make special efforts to bring in students from special categories, reach out to their
special learning needs by initial assessment of their learning levels, in addition to
understand possible variations over years and how and what is done to deal with such
students. While in uni-gender institutions explicit efforts are to be made to sensitise
students about the other gender; and the like.
2.3 Teaching-Learning Process
Diversity of learners in respect of their background, abilities and other personal
attributes will influence the extent of their learning. The teaching-learning modalities of
the institution are rendered to be relevant for the learner group. The learner-centered
education through appropriate methodologies such as participative learning, experiential
learning and collaborative learning modes, facilitate effective learning. Teachers provide
a variety of learning experiences, including individual and collaborative learning.
Interactive and participatory approaches, if employed, create a feeling of responsibility in
learners and makes learning a process of construction of knowledge. Of late, digital
resources for learning have become available and this makes learning more
individualised, creative and dynamic. Quality of learning provided in the institution
depends largely on teacher readiness to draw upon such recently available technology
supports and also the initiative to develop such learning resources to enrich teachinglearning; on teacher’s familiarity with Learning Management Systems (LMSs), other eresources available and how to meaningfully incorporate them in one’s scheme of
teaching-learning.
2.4 Teacher Profile and Quality
“Teacher quality” is a composite term to indicate the quality of teachers in terms of
their qualification, teacher characteristics, adequacy of recruitment procedures, faculty
availability, professional development and recognition of teaching abilities. Teachers take
initiative to learn and keep abreast with the latest developments, to innovate, continuously
seek improvement in their work and strive for individual and institutional excellence.
2.5 Evaluation Process and Reforms
This Key Indicator looks at issues related to assessment of teaching, learning and
evaluative processes and reforms, to increase the efficiency and effectiveness of the system.
One of the purposes of evaluation is to provide development-inducing feedback. The
qualitative dimension of evaluation is in its use for enhancing the competence of students.
Innovative evaluation process is to gauge the knowledge and skills acquired at various
levels of the programmes.
These specifications are stated as PSOs and COs. The quality of assessment process
in a HEI depends on how well the examination system actually tests the PSOs and COs,
quality of questions, extent of transparency in the system, extent of development inducing
feedback system, regularity in the conduct of examinations and declaration of results as well
as the regulatory mechanisms for prompt action on possible errors.
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2.6 Student Performance and Learning Outcomes
The real test of the extent to which teaching learning has been effective in a HEI is
reflected in the student performance in the examinations. Student performance is seen as the
realization of learning outcomes which are specifications of what a student should be
capable of doing on successful completion of a course and/or a programme.
2.7 Student Satisfaction Survey
All the efforts of teachers and the institution to make learning a meaningful
process can be considered impactful only to the extent students perceive it to be
meaningful. Their satisfaction level is decided by the kinds of experiences they undergo,
the extent of the “comfort” feeling as well as intellectual stimulation the learning
situations provide. Their feedback significantly showcases the actual quality of teaching
learning process enabling identification of the strengths of teaching as well as the possible
improvements. Student satisfaction, thus, is a direct indicator of the effectiveness of
teaching learning in the institution. It may be impractical to capture this aspect from every
student; however, every HEI can resort to a sample survey on a formalized basis to
capture this significant feature. This is the reason the revised assessment framework of
NAAC adopts survey of student satisfaction.

Criterion III: - Research, Innovations and Extension
This Criterion seeks information on the policies, practices and outcomes of the
institution, with reference to research, innovations and extension. It deals with the
facilities provided and efforts made by the institution to promote a ‘research culture’. The
institution has the responsibility to enable faculty to undertake research projects useful to
the society. Serving the community through extension, which is a social responsibility
and a core value to be demonstrated by institutions, is also a major aspect of this
Criterion.
The focus of Criterion III is captured in the following Key Indicators:
KEY INDICATORS
3.1 *Promotion of Research and Facilities
3.2 Resource Mobilization for Research
3.3 Innovation Ecosystem
3.4 Research Publications and Awards
3.5 *Consultancy
3.6 Extension Activities
3.7 Collaboration
*Not Applicable to Affiliated Colleges

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3.1 Promotion of Research and Facilities
The promotion of research is a significant responsibility of the HEIs particularly for
Universities without which a ‘research culture’ on campus cannot be realised. The HEIs have to
be actively engaged in this through evolving appropriate policies and practices, making adequate
resources available, encouraging active research involvement of teachers and scholars in research
as well as recognizing any achievement of teachers through research. It also includes
responsiveness and administrative supportiveness (procedural flexibility) in the institution in
utilizing the supports and resources available at the Government agencies and/or other agencies.
Required infrastructure in terms of space and equipment and support facilities are made available
on the campus for undertaking research. The institution collaborates with other agencies,
institutions, research bodies for sharing research facilities and undertaking collaborative research.
3.2 Resource Mobilisation for Research
The institution provides support in terms of financial, academic and human resources
required and timely administrative decisions to enable faculty to submit project proposals and
approach funding agencies for mobilizing resources for research. The institutional support to its
faculty for submitting research projects and securing external funding through flexibility in
administrative processes and infrastructure and academic support are crucial for any institution to
excel in research. The faculties are empowered to take up research activities utilizing the existing
facilities. The institution encourages its staff to engage in interdisciplinary and interdepartmental
research activities and resource sharing.
3.3 Innovation Ecosystem
The Institution has created an ecosystem for innovation including incubation centre and
other initiatives for creation and transfer of knowledge. The institution conducts
workshop/seminars on Intellectual Property Rights (IPR) and Industry-Academia Innovative
practices. Awards for innovation won by institution/teachers/research scholars/students, start-ups
incubated on-campus are explicitly commended by the institution.
3.4 Research Publications and Awards
Exploration and reflection are crucial for any teacher to be effective in one’s job. Quality
research outcome is beneficial for the discipline, society, industry, region and the nation. Sharing
of knowledge especially theoretical and practical findings of research through various media
enhances quality of teaching and learning. Research acumen in an institution is an evolving
feature reflecting various research output with clear records such as - doctoral, post-doctoral,
projects, inventions and discoveries, number of patents obtained and number of research
publications.
3.5 Consultancy
Activity organized or managed by the faculty for an external agency for which the
expertise and the specific knowledge base of the faculty becomes the major input. The finances
generated through consultancy are fairly utilized by the institution. The faculty taking up
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consultancy is properly rewarded. University is a resource pool with several persons engaged in
research at various levels. Consultancy shows the credibility of the university’s research acumen
in the outside world. While the university personnel extend their expertise to other agencies the
university also generates some revenue along with the research faculty. For this it is necessary
that the university has a formalized policy on consultancy with clear specification of revenue
sharing between the teacher and the institution. This may not be a formalized aspect of a college.
3.6 Extension Activities
Learning activities have a visible element for developing sensitivities towards community
issues, gender disparities, social inequity etc. and in inculcating values and commitment to
society. Affiliation and interaction with groups or individuals who have an interest in the
activities of the institution and the ability to influence the actions, decisions, policies, practices or
goals of the organization leads to mutual benefit to both the parties. The processes and strategies
inherent in such activities relevantly sensitize students to the social issues and contexts.
Sustainable practices of the institution leading to superior performance results in successful
outcomes in terms of generating knowledge useful for the learner as well as the community.
Extension also is the aspect of education which emphasizes community services. These
are often integrated with curricula as extended opportunities, intended to help, serve, reflect and
learn. The curriculum-extension interface has an educational value, especially in rural India.
3.7 Collaboration
Through collaboration the HEIs can maintain a closer contact with the work field. It helps
keep the academic activities in the HEI in a more realistic perspective and also expand the scope
of learning experiences to students. Collaboration can be sought with academic institutions or
industry or other agencies of professional and social relevance. The range of activities could
include training, student exchange, faculty exchange, research and resource sharing, among
others. For making collaborative endeavor impactful it is necessary there is a formal agreement or
understanding between the institution and other HEIs or agencies for such activities.

Criterion IV: - Infrastructure and Learning Resources
The adequacy and optimal use of the facilities available in an institution are essential to
maintain the quality of academic and other programmes on the campus. It also requires
information on how every constituent of the institution - students, teachers and staff - benefit
from these facilities. Expansion of facilities to meet future development is included among other
concerns.
The focus of Criterion IV is captured in the following Key Indicators:

KEY INDICATORS
4.1 Physical Facilities
4.2 Library as a Learning Resource
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4.3 IT Infrastructure
4.4 Maintenance of Campus Infrastructure
4.1 Physical Facilities
Adequate infrastructure facilities are keys for effective and efficient conduct of the
educational programmes. The growth of infrastructure thus has to keep pace with the academic
developments in the institution. The other supportive facilities on the campus are developed to
contribute to the effective ambience for curricular, extra- curricular and administrative activities.
A provision of expenditure in the budget is made annually for maintenance and replenishment of
physical facilities which will ensure their availability on a continual basis.
4.2 Library as a Learning Resource
The library holdings in terms of books, journals and other learning materials and
technology-aided learning mechanisms which enable students to acquire information, knowledge
and skills required for their study programmes. A recent development in the field due to
availability of digital means, the functioning of the library has undergone a drastic change.
Automation of library using the ILMS, use of e-journals and books, providing remote access to eresources in the library have become a matter of necessity. Providing for these and such other
developments as well as utilizing them well are important indicators of the quality of an academic
institution.
4.3 IT Infrastructure
The institution adopts policies and strategies for adequate technology deployment and
maintenance. The ICT facilities and other learning resources are adequately available in the
institution for academic and administrative purposes. The staff and students have access to
technology and information retrieval on current and relevant issues. The institution deploys and
employs ICTs for a range of activities.
4.4 Maintenance of Campus Infrastructure
Having adequate infrastructure is not enough for effective institutional functioning, but
regular maintenance and periodic replenishment of infrastructure is essential. It is necessary that
the institution has sufficient resources allocated for regular upkeep of the infrastructure and there
are effective mechanisms for the upkeep of the infrastructure facilities; and promote the optimum
use of the same.

Criterion V: - Student Support and Progression
The highlights of this Criterion V are the efforts of an institution to provide necessary
assistance to students, to enable them to acquire meaningful experiences for learning at the
campus and to facilitate their holistic development and progression. It also looks into student

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performance and alumni profiles and the progression of students to higher education and gainful
employment.
The focus of Criterion V is captured in the following Key Indicators:
KEY INDICATORS
5.1 Student Support
5.2 Student Progression
5.3 Student Participation and Activities
5.4 Alumni Engagement

5.1 Student Support
Facilitating mechanisms like guidance cell, placement cell, grievance redressal cell and
welfare measures to support students. Specially designed inputs are provided to the needy
students with learning difficulties. Provision is made for bridge and value added courses in
relevant areas. Institution has a well structured, organized guidance and counseling system in
place. Students benefited through scholarships, freeships and other means should be identified by
HEIs.
5.2 Student Progression
The Institution’s concern for student progression to higher studies and/or to employment
is a pertinent issue. Identify the reasons for poor attainment and plan and implement remedial
measures. Sustainable good practices which effectively support the students facilitate optimal
progression. The institutional provisions facilitate vertical movement of students from one level
of education to the next higher level or towards gainful employment. Student qualifying for
state/national/international level exam or competition should be identified by HEIs.
5.3 Student Participation and Activities
The institution promotes inclusive practices for social justice and better stakeholder
relationships. The institution promotes value- based education for inculcating social responsibility
and good citizenry amongst its student community. The institution has the required infrastructure
and promotes active participation of the students in social, cultural and leisure activities.
Encouraging students’ participation in activities facilitates developing various skills and
competencies and foster holistic development.
5.4 Alumni Engagement
The Alumni are a strong support to the institution. An active Alumni Association can
contribute in academic matters, student support as well as mobilization of resources – both
financial and non financial. The institution nurtures the alumni association/chapters to facilitate

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them to contribute significantly to the development of the institution through financial and nonfinancial means.

Criterion VI: - Governance, Leadership and Management
Effective functioning of an institution can be gauged by the policies and practices it has
evolved in the matter of planning human resources, recruitment, training, performance appraisal,
financial management and the overall role of leadership.
The focus of Criterion VI is captured in the following Key Indicators:
KEY INDICATOR
6.1
6.2
6.3
6.4
6.5

Institutional Vision and Leadership
Strategy Development and Deployment
Faculty Empowerment Strategies
Financial Management and Resource Mobilization
Internal Quality Assurance System (IQAS)

6.1 Institutional Vision and Leadership
Effective leadership by setting values and participative decision- making process is key
not only to achieve the vision, mission and goals of the institution but also in building the
organizational culture. The formal and informal arrangements in the institution to co-ordinate the
academic and administrative planning and implementation reflects the institutions efforts in
achieving its vision.
6.2 Strategy Development and Deployment
The leadership provides clear vision and mission to the institution. The functions of the
institution and its academic and administrative units are governed by the principles of
participation and transparency. Formulation of development objectives, directives and guidelines
with specific plans for implementation by aligning the academic and administrative aspects
improves the overall quality of the institutional provisions.
6.3 Faculty Empowerment Strategies
The process of planning human resources including recruitment, performance appraisal
and planning professional development programmes and seeking appropriate feedback, analysis
of responses and ensure that they form the basis for planning. Efforts are made to upgrade the
professional competence of the staff. There are mechanisms evolved for regular performance
appraisal of staff.
6.4 Financial Management and Resource Mobilization
Budgeting and optimum utilization of finance as well as mobilization of resources are the
issues considered under this Key Indicator. There are established procedures and processes for
planning and allocation of financial resources. The institution has developed strategies for

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mobilizing resources and ensures transparency in financial management of the institution. The
income and expenditure of the institution are subjected to regular internal and external audit.
6.5 Internal Quality Assurance System (IQAS)
The internal quality assurance systems of HEIs are Self-regulated responsibilities of the
higher education institutions, aimed at continuous improvement of quality and achieving
academic excellence. The institution has mechanisms for academic and administrative auditing. It
adopts quality management strategies in all academic and administrative aspects. The institution
has an IQAC and adopts a participatory approach in managing its provisions.

Criterion VII: - Institutional Values and Best Practices
An educational institution operates in the context of the larger education system in the
country. In order to be relevant in changing national and global contexts an educational institution
has to be responsive to the emerging challenges and pressing issues. It has a social responsibility
to be proactive in the efforts towards development in the larger contexts. This role of the
institution is reflected in terms of the kinds of programmes, activities and preferences (values)
that it incorporates within its regular functioning. The extent to which an institution is impactful
in this is a sure reflection of its quality.
Every institution has a mandate to be responsive to at least a few pressing issues such as
gender equity, environmental consciousness and sustainability, inclusiveness and professional
ethics, but the way it addresses these and evolves practices will always be unique. Every
institution faces and resolves various kinds of internal pressures and situations while doing this.
Some meaningful practices pertinent to such situations are evolved within the institution and
these help smooth functioning and also lead to enhanced impact. Such practices which are
evolved internally by the institution leading to improvements in any one aspect of its functioning
– academic, administrative or organizational, - are recognized as a “best practices”. Over a period
of time, due to such unique ways of functioning each institution develops distinct characteristic
which becomes its recognizable attribute.
The focus of Criterion VII is captured in the following Key Indicators:
KEY INDICATORS
7.1
7.2
7.3

Institutional Values and Social Responsibilities
Best Practices
Institutional Distinctiveness

7.1 Institutional Values and Social Responsibilities
The institution organizes gender equity promotion programmes. The institution displays
sensitivity to issues like climate change and environmental issues. It adopts environment friendly
practices and takes necessary actions such as – energy conservation, rain water harvesting, waste
recycling (solid/liquid waste management, e-waste management), carbon neutral, green practices
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etc. The institution facilitates the differently abled (Divyangjan friendliness), effective dealing of
location advantages and disadvantages (situatedness), explicit concern for human values and
professional ethics etc. In other words, the concerns for social responsibilities as well as the
values held by the institution are explicit in its regular activities.
7.2 Best Practices
Any practice or practices that the institution has internally evolved and used during the
last few years leading to positive impact on the regular functioning of the institution can be
identified as “best practice/s”. These are not any activity prescribed by some authority. At some
point in time the institution evolves some innovation or a change in some aspect of functioning.
This practice is relevant mainly within the institution at a given point in time. It could be in
respect of teaching learning, office practices, maintenance and up keep of things or dealing with
human beings or money matters. But adopting that practice has resolved the difficulty or has
brought in greater ease in working in that aspect. In brief, these ‘best practices’ are relevant
within the institutional context and may pertain to either academic or administrative or
organizational aspects of institutional functioning.
7.3 Institutional Distinctiveness
Every institution would like to be recognized for certain of its attributes which make it
‘distinct’, or, one of its kinds. Such attributes characterize the institution and are reflected in all
its activities in focus and practice.

IV. ELIGIBILITY FOR ASSESSMENT AND ACCREDITATION BY NAAC
Higher Education Institutions (HEIs), if they have a record of at least two batches of students
graduated or been in existence for six years, whichever is earlier, are eligible to apply for the
process of Assessment and Accreditation (A&A) of NAAC, and fulfil the other conditions or are
covered by the other provisions, if any, mentioned below:
1. Universities (Central/State/Private/Deemed-to-be) and Institutions of National
Importance
a. Provided the Institutions /Deemed –to-be Universities and their off-campuses if any are
approved by MHRD/UGC. NAAC will not consider the unapproved off-campuses for
A&A.
b. Provided that these institutions have regular students enrolled in to the full time
teaching and Research programmes offered on campus.
c. Provided further that the duly established campuses within the country, if any, shall be
treated as part of the Universities / Institutions of National Importance for the A&A
process.
d. NAAC will not undertake the accreditation of off-shore campuses

2. Autonomous colleges/Constituent Colleges/ Affiliated Colleges (affiliated to universities
recognised by UGC as an affiliating University)
a) Provided the Colleges are affiliated to a University recognised by UGC for the purposes of
affiliation. Constituent colleges of a Private and Deemed- to-be Universities are considered
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as the constituent units of the University and thus will not be considered for A&A
independently. Such constituent colleges need to come along with the University
b) Provided the colleges/institutions not affiliated to a University are offering programmes
recognized by Statutory Professional Regulatory Councils and have been recognised by
Association of Indian Universities(AIU) or other such Government agencies concerned, as
equivalent to a degree programme of a University

3. Accredited HEIs applying for Re-assessment or Subsequent Cycles (Cycle 2, Cycle 3,
Cycle 4….) of Accreditation
a) Institutions, which would like to make an improvement in the accredited status, may apply
for Re-assessment, after a minimum of one year and before three years of accreditation
subject to the fulfillment of other conditions specified by NAAC from time to time for the
purpose.
b) Institutions opting for Subsequent Cycles (Cycle 2, Cycle 3, Cycle 4….) of
Accreditation can submit the Institutional Information for Quality Assessment (IIQA),
beginning of the last quarter of the validity period subject to the fulfillment of other
conditions specified by NAAC from time to time for the purpose.

4. Any other HEIs at the discretion of NAAC.
Note:
1. The NAAC accreditation does not cover distance education units of HEIs and off-shore campuses.
2. All the institutions intending to apply for Assessment and Accreditation by NAAC need to mandatorily
upload the information on All India Survey on Higher Education (AISHE) portal. AISHE code
(reference number) is one of the requirements for Registration.

V. THE ASSESSMENT PROCESS
Taking cognizance of the diversity in the kinds of institutions HEIs have been grouped
under three categories namely, Universities, Autonomous Colleges and Affiliated/Constituent
Colleges.
The assessment process will be carried out in three stages. As stated earlier, it will
comprise three main components, viz., Self Study Report (SSR), Student Satisfaction Survey and
the Peer Team Report. The SSR has a total of 137 Metrics for Universities covering the seven
Criteria described earlier. The SSR has two kinds of Metrics: one, those requiring quantifiable
facts and figures as data which have been indicated as ‘quantitative metrics’ (QnM); and two,
those metrics requiring descriptive responses and are accordingly named ‘qualitative metrics’
(QlM). Table 1 depicts the distribution of Key Indicators (KIs) and Metrics across them.

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Table 1: Distribution of Metrics and KIs across Criteria

Type of HEIs

Universities

Autonomous
Colleges

Affiliated/Constituent
Colleges

Criteria

7

7

7

Key Indicators (KIs)

34

34

32

Qualitative Metrics (QlM)

38

38

41

Quantitative Metrics (QnM)

99

98

80

Total Metrics (QlM + QnM)

137

136

121

Table 2 gives the details of weightage given to the various Key Indicators and Criteria. In view
of the variations in the institutional emphasis on the KIs among the three categories of HEIs,
weightages have been appropriately demarcated. Each metric is designated a weightage which is
indicated elsewhere in this Manual.

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Table 2 Distribution of weightages across Key Indicators (KIs)
Universities

Autonomous
Colleges

Affiliated/Consti
tuent
Colleges

1.1 *(U) Curriculum Design and
Development

50

50

NA

1.1. *(A) Curricular Planning and
Implementation
1.2 Academic Flexibility

NA

NA

20

50

40

30

1.3 Curriculum Enrichment

30

40

30

1.4 Feedback System

20

20

20

150

150

100

2.1 Student Enrolment and
Profile

10

20

30

2.2 Catering to Student
Diversity
2.3 Teaching-Learning
Process

20

30

50

20

50

50

2.4 Teacher Pro file and Quality

50

60

80

2.5 Evaluation Process and
Reforms

40

40

50

2.6 Student Performance and
Learning Outcomes

30

50

40

2.7 Student satisfaction Survey

30

50

50

200

300

350

20

20

NA

3.2 Resource Mobilization for
Research

20

10

10

3.3 Innovation Ecosystem

30

20

10

3.4 Research Publications and
Awards

100

20

20

3.5 Consultancy

20

10

NA

3.6 Extension Activities

40

50

60

3.7 Collaboration

20

20

20

250

150

120

Criteria

Key Indicators (KIs)

1. Curricular
Aspects

Total
2. TeachingLearning and
Evaluation

Total
3. Research,
Innovations
and Extension

3.1 Promotion of Research and
Facilities

Total

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4. Infrastructure 4.1 Physical Facilities
and Learning
4.2 Library as a Learning
Resources
Resource
4.3 IT Infrastructure

30

30

30

20

20

20

30

30

30

20

20

20

Total

100

100

100

5.1 Student Support

30

30

50

5.2 Student Progression

40

30

45

5.3 Student Participation and
Activities
5.4 Alumni Engagement

20

30

25

10

10

10

100

100

130

10

10

10

10

10

10

6.3 Faculty Empowerment
Strategies
6.4 Financial Management and
Resource Mobilization

30

30

30

20

20

20

6.5 Internal Quality
Assurance System

30

30

30

Total

100

100

100

50

50

50

30

30

30

20

20

20

Total

100

100

100

TOTAL SCORE

1000

1000

1000

4.4 Maintenance of Campus
Infrastructure
5. Student
Support and
Progression

Total
6. Governance, 6.1 Institutional Vision and
Leadership and Leadership
Management
6.2 Strategy Development and
Deployment

7. Institutional 7.1 Institutional Values and Social
Values and Best Responsibilities
Practices
7.2 Best Practices
7.3 Institutional Distinctiveness

*
(U) - applicable only for Universities and Autonomous Colleges
(A) - applicable only for the Affiliated / Constituent Colleges
NA - Not Applicable

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VI. PROCEDURAL DETAILS
HEIs are expected to read the below given details carefully and note the specifications of the revised
process of A&A.
1. Two Window System
Applications will be accepted from HEIs during two specified periods in an year, i.e.,
May 1st – June 30th
November 1st – December 31st
These two periods are the two “Windows” open for seeking A&A applications following all
procedural details. Any change in the timing of window will be notified on the NAAC website.
2. Eligible HEIs seeking A&A are required to submit Institutional Information for Quality
Assessment (IIQA) online with in the first month of the Window. Duly filled in IIQAs of eligible
HEIs will be accepted by NAAC for further processing and others will be rejected. NAAC will
communicate to the HEIs within 10 days from the date of receipt of IIQA application.
3. In case of rejection of IIQA applications specific suggestions would be given to HEIs to facilitate
them to resubmit IIQA within the same Window or the consecutive window. An institution can
reapply twice after the first attempt resulted in rejection. That is, each HEI is permitted three
attempts within the same Window or the consecutive ones, with a single fee. After this, it will be
considered a fresh application with required fees.

4. After the acceptance of IIQA, the institution will be asked to fill the SSR with the required
document to be uploaded in the portal of NAAC website. The SSR of the HEI will then be
subjected to further process. HEIs should ensure that their IIQAs are submitted in such a way that
there is adequate time available for submission of the SSR within the same Window. In rare cases
HEIs can submit SSR in the consecutive Window.
5. The SSR has to be uploaded as per the format in portal of NAAC. After submission of SSR on
NAAC portal HEI would receive an auto generated link/ID of SSR in their registered email id. The
same SSR in .pdf format should be then uploaded on institutional website.

6. The SSR has to be submitted only online. HEIs should make necessary preparations with the
required data, documents and/or responses before logging on to the NAAC website for submission
of SSR online. Careful study of the Manual will be of great help in this regard.

7. As indicated earlier, the SSR comprises both Qualitative and Quantitative metrics. The
Quantitative Metrics (QnM) add up to about 70% and the remaining about 30% are Qualitative
Metrics (QlM).

8. The data submitted on Quantitative Metrics (QnM) will be subjected to validation exercise with the
help of Data Validation and Verification (DVV) process done by NAAC. The responses to
Qualitative Metrics (QlM) will be reviewed by the Peer Team on site only after the institution
clears the Pre-qualifier stage.

9. Any Institution found to be providing wrong information/data during validation and verification
stage will be asked for clarifications. On the basis of clarifications submitted by the HEIs the data
will be again sent for DVV process. The process of Data Validation and Verification (DVV) by
NAAC will be done in not more than 30 days.
10. Pre-qualifier: The Quantitative Metrics (QnM) of SSR will be sent for Data Validation and
Verification (DVV) Process. After DVV process, a DVV Deviation report will be generated. On

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11.

12.
13.

14.

15.

16.

the basis of the Deviation report, the A&A process will proceed further as per the following
conditions:
a) Institutions whose metrics have deviated by ≤ 10% will proceed for Peer Team Visit with a
condition of a Pre-qualifier, that the institution should score at least 30% in Quantitative
Metrics (QnM) as per the final score after the DVV Process. If the HEI does not clear the Prequalifier score then they may apply in any of the subsequent Windows by submitting the IIQA
afresh and with payment of fees.
b) Institutions whose metrics have deviated by > 10% & ≤ 15% will be issued a cautionary advice.
They will be debarred from the Peer Team Visit till the next window. The first Instalment of
Accreditation fees of such institution will also be forfeited.
c) Institutions whose metrics have deviated by >15% will be debarred from the accreditation
process for one year. There first instalment of accreditation fees will also be forfeited, and the
names of such institution will be sent to statutory authorities.
After the DVV process, NAAC will intimate the result to the HEI within 10 days stating that they
have successfully cleared the Pre-qualifier. This indicates that the institution has entered the next
round of assessment to be done by the Peer Team during their on-site visit. The focus of Peer
Team visit will be on the 30% Qualitative Metrics (QlM).
Peer Team visit shall be organized within 30 days from the date of clearing the Pre-qualifier stage.
Student Satisfaction Survey (SSS): It will be conducted as per the following conditions:
a) SSS will be administered to institutions which qualify for the Peer Team Visit.
b) Institutions will have to submit the entire database of students with e-mail/mobile numbers.
c) The SSS questionnaire (20 objective & 01 subjective) will be e-mailed to all students and the
following rule will be applied for processing the responses.
i. For colleges – (UG/PG and Autonomous) responses should be received from at least 10%
of the student population or 100, whichever is lesser.
ii. For Universities – 10% of the student population or 500, whichever is lesser.
d) If the response rate is lower than the limits mentioned by NAAC, the metric will not be taken
up for evaluation.
e) SSS will be completed before Peer Team Visit.
Based on the size and scope of academic offerings at the HEIs, the number of days and experts for
onsite visit may vary from 2-3 days with 2-5 expert reviewers visiting the institutions. The visiting
teams’ role would be very specific in the revised model limited to Qualitative Metrics (QlM). The
teams would play an important role in reviewing the intangible aspects.
Unlike in the past NAAC will not pre-disclose the details of the visiting teams and HEIs will not
be responsible for Logistics for the Visiting Teams. Hence forth NAAC will directly take care of
all the logistics regarding the Peer Teams visiting the institutions. All payment towards TA, DA,
Honorarium, etc., will be directly paid by NAAC to the nominated members. There would be no
financial transactions between the Institution and the visiting NAAC team.
The institutions need to add a link in home page of their institutional website for NAAC
records/files viz., SSR, Peer Team Report, AQAR, Certificate of NAAC and Accreditation
documents etc., for easy access by its stakeholders. The said link should be clearly visible/
highlighted.

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VII. ASSESSMENT OUTCOME
The final result of the Assessment and Accreditation exercise will be an ICT based score,
which is a combination of evaluation of qualitative and quantitative metrics. This will be
compiled as a document comprising three parts.
PART I - Peer Team Report






Section 1: Gives the General Information of the institution and its context.
Section 2: Gives Criterion wise analysis based on peer evaluation of qualitative
indicators. Instead of reporting with bullet points, this will be a qualitative, descriptive
assessment report based on the Peer Team’s critical analysis presenting strengths and
weaknesses of HEI under each Criterion
Section 3: Presents an Overall Analysis which includes Institutional Strengths,
Weaknesses, Opportunities and Challenges.
Section 4: Records Recommendations for Quality Enhancement of the Institution (not
more than 10 major ones).

PART II - Graphical representation based on Quantitative Metrics (QnM)
This part will be a System Generated Quality Profile of the HEI based on statistical
analysis of quantitative indicators in the NAAC’s QIF (quality indicator framework).
Graphical presentation of institutional features would be reflected through synthesis of
quantifiable indicators.
PART III - Institutional Grade Sheet
Contains the Institutional Grade Sheet which is based on qualitative indicators,
quantitative indicators and student satisfaction survey using existing calculation methods but it
will be generated by a software.
The above three parts will together form “NAAC Accreditation Outcome” document.
It is mandatory for the HEIs to display it on their institutional website apart from NAAC
hosting it on its website.
Grading System
A significant outcome of the assessment is the final institutional grading. After
assessment, the Cumulative Grade Point Average (CGPA) of an institution is computed for
those institutions which clear the grade qualifiers.
Grade Qualifiers for HEI’s
A grade qualifier is prepared for the institution to qualify for valid accreditation. In order to
qualify for any Grade (C to A++) institution needs to score at least 1.51 CGPA aggregated
score (quantitative and qualitative) in each criterion.
The scores of Student Satisfaction Survey will not be counted at Pre-qualifier Stage. However,
the same would be counted at Grade Qualifier Stage.
After clearing the grade qualifier the CGPA of the institution is calculated.
Calculation of Institutional CGPA
The CGPA will be calculated based on the scores obtained from the three sources, viz.,
The System Generated Scores (SGS) of the quantitative metrics which comprise about 70% of
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the total, the scores from the qualitative metrics includes critical appraisal by the Peer Team
through on site visit and the scores obtained on the Student Satisfaction Survey. These will be
collated through an automated procedure based on ‘benchmarks’ and assessed on a five point
scale.
The Final Grade
On the basis of the CGPA obtained by the institution, the final grade is assigned on a
seven point scale as shown in Table 3.
Table 3 Institutional Grades and Accreditation Status
Range of Institutional
Cumulative Grade
Point Average (CGPA)

Letter
Grade

Status

3.51-4.00

A++

Accredited

3.26-3.50

A+

Accredited

3.01-3.25

A

Accredited

2.76-3.00

B++

Accredited

2.51-2.75

B+

Accredited

2.01-2.50

B

Accredited

1.51-2.00

C

Accredited

≤ 1.50

D

Not Accredited

Institutions which secure a CGPA equal to or less than 1.50 are notionally categorized under
the letter grade “D”. Such unqualified institutions will also be intimated and notified by
NAAC as “Assessed and Found not qualified for Accreditation”.

VIII. MECHANISM FOR INSTITUTIONAL APPEALS
The process of assessment and accreditation is viewed as an exercise in partnership
done jointly by the NAAC and the institution being assessed. Every stage of the process is
marked by transparency. The institution is consulted at various stages of the process –
eliminating conflict of interest with the peers, planning the visit schedule, sharing the draft
peer team report before the team leaves the campus etc. In spite of this participatory approach,
there may be institutions that might have grievances to be addressed. Therefore, to provide a
review mechanism for institutions who are aggrieved about the process or its outcome or any
other issues related thereof, the NAAC has evolved Mechanism for Institutional Appeals.
On announcement of the A & A outcome, the institution not satisfied with the accreditation
status may submit:
1. The letter of intent for appeal along with a request to provide the Criterion wise scores so
as to reach NAAC within 30 days from the receipt of the letter intimating the accreditation
status from NAAC.
2. The application for Appeal in the format prescribed by NAAC (refer Grievance Redressal
Guidelines) should reach NAAC within 30 days from the date of receipt of the criterion
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wise scores from NAAC. The application for appeal should be submitted along with the
requisite non-refundable fee of Rs. 1,00,000/- + applicable taxes.
An Appeals Committee constituted for the purpose will consider the appeal and make
recommendations to the Executive Committee (EC). The decision of the EC shall be
binding on the institution. For details, refer to the NAAC website: www.naac.gov.in

IX. RE-ASSESSMENT
Institutions, which would like to make an improvement in the accredited status, may
volunteer for re-assessment, after a minimum of one year or before three years of
accreditation. The current procedures and methodology including the manual for the
Assessment and Accreditation is applicable for all institutions applying for re-assessment.
However, the institution shall make specific responses based on the recommendations made
by the peer team in the previous assessment and accreditation report, as well as the specific
quality improvements made by the institution in the intervening period. The fee structure and
other process would be as per the current procedures of Assessment and Accreditation (more
details can be obtained from NAAC website). Institutions that volunteer for re-assessment
will not be eligible for fee waiver and reimbursement of accreditation expenses.

X. SUBSEQUENT CYCLES OF ACCREDITATION
The methodology for subsequent cycles of accreditation remains the same. However,
due consideration would be given to the post-accreditation activities resulting in quality
improvement, quality sustenance and quality enhancement. In the SSRs institutions opting for
subsequent cycles of accreditation need to highlight the significant quality sustenance and
enhancement measures undertaken during the last four years (narrative not exceeding 10
pages). A functional Internal Quality Assurance Cell (IQAC) and timely submission of Annual
Quality Assurance Reports (AQARs) are the Minimum Institutional Requirements (MIR) to
volunteer for second, third or fourth cycle accreditation.
Institutions intending to be assessed to continue their accreditation need to apply in the
window opened for submission of A&A application during the last six months of their validity
period.
It may be noted that institutions under the third cycle of A&A which have
obtained the highest grade for two consecutive cycles and have retained their grade in the
third cycle also, will have their accreditation valid for 7 years instead of 5 years. Highest
grade would refer to A++ and A+ , that is, CGPA of 3.51 and above out of 4 in the
currently enforced seven point scale or on the earlier used nine point scale a grade of A
and above ( institutional score of 85-100).

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XI. THE FEE STRUCTURE AND OTHER FINANCIAL IMPLICATIONS
New FEE STRUCTURE
(w.e.f. August 15, 2017)
1. For Registration – applicable to all institutions i.e., recognized / not
recognized u/s 12B of UGC Act
Process

Total amount of A&A Fee
Amount to be paid by the Institution
Rs. 25,000/- + G S T 18%
(Non-refundable) *

Institutional Information for
Quality Assessment (IIQA)

* In case of rejection of IIQA application, HEIs may resubmit IIQA applications for
maximum of three attempts without IIQA fees, including the rejection attempt, within the
period of two consecutive windows.

2. For Universities and Professional Institutions
Type

Total amount of A&A Fee

Amount to be paid by the Institution
Rs.1,87,500/-** + GST18%

1 to 10 departments

Rs. 3,75,000/-**+ GST18%

(50% of Total fee along with the SSR)
(Non-refundable)
Rs.3,75,000/-** + GST18%

> 10 departments

Rs. 7,50,000/-** + GST18%

(50% of Total fee along with the SSR)
(Non-refundable)

The accreditation fee will be limited to a maximum amount of Rs. 7,50,000/-+ GST18%, per institution.
** Balance 50% of total fees along with 18% GST before 15 days from the date of visit.

Professional Institutions: Fees will be charged as per the fee structure applicable to
Universities, i.e. Engineering and Technology, Management, Law, Health Sciences
(Allopathy, Homoeopathy, Ayurveda, Dental, Pharmacy, Nursing etc.)
3. For Colleges (Grant-in-Aid, Private and Government)
Type

Total amount of
A&A Fee

Amount to be paid by the Institution

a. General College with multi faculties
i.e., Arts, Commerce and Science

Rs. 1,85,000/-**
+ GST18%

b. General College with mono faculty
viz., Arts/Commerce /Science/or any other

Rs. 1,25,000/-**
+ GST18%

Rs.62,500/-** + GST18%
(50% of Total fee along with the SSR) (Nonrefundable)

c. Teacher Education/Physical Education

Rs. 1,25,000/-**
+ GST18%

Rs.62,500/-** + GST18%
(50% of Total fee along with the SSR)
(Non-refundable)

Rs.92,500/-** + GST18%
(50% of Total fee along with the SSR)
(Non-refundable)

** Balance 50% of total fees along with 18% GST before 15 days from the date of visit.
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4. Appeals Mechanism:
Review of Accreditation (grievance) Rs. 1,00,000/- + GST 18% as applicable from time
to time. Institution shall pay TA/DA and honorarium to Peer Team Members through
NAAC.
5. In view of the changed scenario in the process of Assessment and Accreditation the
following pattern needs to be followed for Peer team visit logistics:
i.
50% of the stipulated fee+ applicable taxes along with Self-study Report (SSR) (Nonrefundable).
ii.
The pre-qualified HEIs will be asked to pay balance 50% of the stipulated fees+ taxes
applicable as shown in column 3 above before 15 days from the visit date. If the
institution does not pay the fee within 15 days, the SSR will not be processed. They
have to apply again in the next window.
 Mandatory Taxes/GST will not be refunded.
iii.
If the Institution does not take up the accreditation process within the stipulated window
the fee (at Sl. No. 2) will not be returned to the institution. However, the same will be
adjusted when accreditation process is taken up.

iv.

(The Maximum time limit up to which it can be carried forward shall be one year
from the date of submission of SSR).
In addition to above, the institution has to pay an advance, towards logistic expenses for
Colleges Rs.1,50,000/- + GST 18% and for Universities & Professional Institution
Rs.3,00,000/- + GST 18% to NAAC prior to the arrangement of Peer Team Visit, after
clearing Pre-qualifier stage for peer team visit.

6. For subsequent cycles of Accreditation:
The fee structure proposed above applies for all cycles of Accreditation and Reassessment.
7. Provision for UGC 2f & 12B Institutions
Institutions which are recognized under section 2(f) and 12B of UGC Act and receiving the
developmental grants from UGC should also pay the assessment and accreditation fees. The
A&A fees and expenses on TA and logistics expenses of peer team would be reimbursed as
per NAAC guidelines on submission of the latest development grant sanction letter of UGC
with an attestation by the Head of the Institution and other necessary documents, as and
when NAAC receives grants from UGC.
8. Mode of Payment:
The fee should be remitted through a Demand Draft (DD) drawn in favour of
“Director, NAAC” payable at Bengaluru.

XII. GETTING READY FOR SUBMISSION OF SELF - STUDY REPORT
(SSR)
HEIs applying for A&A process should take note of the changes in the assessment
process. It must be noted that the SSR has to be submitted online only through portal. The
portal will be made available to the Institution on the NAAC website in ‘Apply Online
Tab’. It would be helpful if the institution read the Manual carefully and get ready with all
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kinds of details required to be filled up in online format. Use this Manual for understanding the
revised process of A&A and preparing for the submission of SSR in the new online format.
Some significant tips are reiterated below.
 While submitting the IIQA, ensure that there is adequate number of days for processing
the SSR within the same Window, after the date of its acceptance by NAAC.
 The SSR has to be filled online; for this NAAC will provide access to the respective
portal on the website for institutions, according to pre-declared Window timeline.
 Read instruction about where to upload the documents and data, in what format data
have to be presented for the various metrics and required verbal explication for the
qualitative metrics.
 Kinds of information to be filled in the SSR are given in the QIF, presented in Section
B.
 The Profile of the Institution given in Section B is self-evident in seeking information
about the institution.
 The QIF given in Section B indicates the kinds of data and documents required for each
of the Metrics while filling up the SSR and also kinds of responses to be given.
 In an initial exercise, the institution can prepare details as sought in the QIF (Section B)
about the various aspects of its functioning and upload them in a protected space on the
institutional website. This will make it easy to upload and/or make them available
through hyperlinks whenever required.
 Some of the documents indicated such as minutes of various committees/bodies,
financial details and similar items for which the institution may not like to provide in
open access could be kept ready and made available through hyperlinks whenever
required.
 Keep all the relevant documents and data indicated in the QIF for each Metric under all
KIs as a template so that when access to online SSR is available, it’s easy to provide
pertinent data.
 Wherever verbal descriptions are required write briefly as indicated (eg. . . in not more
than 500 words…. or…. in not more than 200 words…, etc). Contemplate well and
prepare the write ups explicating the highlights of the sought details about the institution
without wasting space/words on ‘frill’ details.
 The online formats (templates) for submitting data with respect to Quantitative Metrics
(QnM) is given in Sub Section 7 of Section B. The same template in excel format can
be downloaded from NAAC website available in an ‘Apply Online Tab’.
 Ensure authentic, correct data are provided through out. Incorrect data or false details
could lead to disqualification or penalty.
 Strictly adhere to the time specifications given by NAAC.
 Some details may have to be worked out if they are not ready; eg. COs, PSOs, compiled
reports from various minutes and analyses of feedback, etc...
 Keep a brief executive summary for upload as per details given in Section B.
 Do not send any information as hard copy to NAAC unless specified.
 Read the Manual completely including the Glossary and Notes. This will help in clear
understanding of the terms used in the Quality Indicator Framework (QIF).
 For Metric related to finance the preceding financial year (1 st April to 31st March) may
be used to consolidate data, for publication related data preceding calendar year (1st
January to 31st December) data to be entered and for the other metrics the preceding
academic year may be taken for data to be entered in ‘data capturing format’ of portal.
Wherever the requirement of current year data is mentioned, use the data of ongoing
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academic year. If the same is not available, then use the data of preceding academic
year.
XIII. MANDATORY DISCLOSURE ON HEI’s WEBSITE
To ensure the transparency in the process of Assessment and Accreditation, it is necessary for
the Higher Educational Institution’s (HEI’s) to upload the SSR along with other relevant
documents on Institutional website. Thus it is suggested to create a separate NAAC tab/link on
Higher Educational Institution’s (HEI’s) website and upload following documents till the
validity period of Accreditation is over:
1) PDF of SSR submitted online.
2) Data templates which are uploaded along with SSR.
3) Annual Quality Assurance Report (AQAR – Year wise)
4) Accreditation outcome document viz., Certificate, Grade sheet, etc.
The Higher Educational Institution’s (HEI’s) may suitably design their NAAC tab/link to
accommodate all relevant documents.

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SECTION-B
Data Requirements for Self - Study Report (SSR)

This section gives details of various data required for filling
up the online format of the Self - Study Report, viz.,
1.
2.
3.
4.
5.
6.
7.

Executive Summary
Institutional Information for Quality Assessment (IIQA)
Profile of the Institution
Extended Profile of the Institution
Quality Indicator Framework (QIF)
Evaluative Report of the Departments
Data Templates / Documents (Quantitative Metrics)

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1. Executive Summary
Every HEI applying for the A&A process shall prepare an Executive
Summary highlighting the main features of the Institution including
 Introductory Note on the Institution: location, vision mission, type
of the institution etc.
 Criterion-wise Summary on the Institution’s functioning in not
more than 250 words for each criterion.
 Brief note on Strength Weaknesses Opportunities and Challenges
(SWOC) in respect of the Institution.
 Any additional information about the Institution other than ones
already stated.
 Over all conclusive explication about the institution’s functioning.

The Executive summary shall not be more than 5000 words .

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2. Institutional Information for Quality Assessment (IIQA)
(For Autonomous Colleges)
1. BASIC ELIGIBILITY
Accreditation
Cycle of Accreditation
Name of Higher Education Institution
City
State/UT
Date of establishment of the Institution
Years of graduation of the last two batches

Reassessment
Cycle 1

Date or Year
Year 1

Year 2

2. UGC/ MHRD COMPLIANCE
Affiliation Compliance
Whether the College is affiliated

Yes

No

Name of the Affiliating University(ies) and
the State(s) in Which the University(ies) is
Located ?
Is the college offering programmes
Recognised by the Statutory Regulatory
Authorities (SRA) other than UGC? (upload
Document)
3. PROFILE INFORMATION
Name of the Head of the Institution
Designation
Does the Institution function from own campus

Yes

No

Address of the College
Address
State/ UT
City
Pin code
Phone No
Fax No
Registered Mobile No
Registered email
Alt ernate email

Alternate Faculty Contact Details
Name
Designation
Address
State/ UT
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City
Pin code
Phone No
Fax No
Mobile No
email
Alt ernate email
Website (e.g: www.abc.com)

Government
Private
Grant –in – aid
Self- financing

Nature of the college

Constituent

Does the College have duly recognised (Campuses/ Centres/ Institutes)
Is the Institution recognized under section 2(f) of the UGC
Act?
If yes, date of the recognition by
section 2(f) (upload document )

Yes

No

the UGC under

Is the Institution recognized under section 12(B) of the
UGC Act? If yes, date of the recognition by the UGC
Yes
under section 12(B) along with latest Plan General
Development Grant release letter (upload document )
Is the Institution recognized as an Autonomous College by
Yes
the UGC? (if yes, upload document)
Is the Institution recognized as a college with Potential for
Yes
Excellence(CPE) by the UGC? (upload document)
Is the Institution recognized as a college of Excellence
Yes
(CPE) by the UGC? (upload document)
Date of uploading data on MHRD website for All India
Survey on Higher Education (upload document)
Attached Certificate by the Head of the Institution for
having complied with Rules and Regulations of Central
Government, State Government, UGC, Affiliating
Institution and other applicable SRA in the prescribed
format of NAAC
Download prescribed for Certificate
Has the Institution made statutory declaration on the
institution website under section 4(1)(b)of the RTI act 2005 Yes
as issued and amended from time to time

Does the institution have Statutory Cells /
Committees

No

No
No
No

No

Committee for SC/ST
Minority cell
Grievance Redressal Committee
Internal Compliant Committee
Anti- ragging Committee
OBC Cell

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4. ACADEMIC INFORMATION
Number of Programmes offered
UG
PG
Diploma
PG Diploma recognised by statutory
authority including institution
Doctoral (Ph.D)
Pre Doctoral (M.Phil)
Post Doctoral (D.Sc, D.Litt, LLD)
Post master’s (DM, Ayurveda Vachaspathi,
M.Ch)
Certificate
5. PROGRAMMES DETAILS
Department

Program

Details of Staff
Categories
Number of Permanent Teaching staff
Number of Other teaching staff
Number of Non Teaching staff
Details of Students
Categories
Number of Regular Face to Face Students

Specialization

SRA

Male

Female

Transgender Total

Male

Female

Transgender Total

Does the College have an academic MoU with any foreign
Institution? (Upload document)

Yes

No

Upload document
6. QUALITY INFORMATION
Date of Establishment of IQAC

DD/MM/YYYY

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3. Profile of the Institution
Basic Information
Name and Address of the College

Name
Address
City

Pin

State

Website

Contacts for Communication
Designation
Name

Nature of Institution
Type of Institution

Telephone with
STD with Code

Mobile

Fax

e-mail

Institution Status
By Gender
By Shift

Establishment Details

Date of establishment,
prior to the grant of
(Autonomy)
Date of grant of
‘Autonomy’ to the
College by UGC

(Autonomous, Constituent, PG Centre, any other)

Establishment date
Institution to which the college if affiliated
State
Institution Name

View Document

Religious

Recognized Minority Institution
If it is a recognized minority institution

Yes

No

If yes, Specify minority status
Religious
Linguistic
Any Other

Recognition Details
Date of Recognition by UGC or Any Other National Agency
Under Section
Date
2f of UGC
12B of UGC

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Details of Reorganization
Details of Reorganization/ Approval by Statutory/ Regulatory bodies like AICTE, NCTE, MCI,
DCI, PCI,RCI, etc (other than UGC)
Statutory Authority
Regulatory

Reorganization/ Approval
details Institution
/Department Programme

Day, Month,
Validity in
Year
months
(DD/MM/YYY
Y)

Remarks

NCTE
AICTE
DCI
PCI
ICAR
INC
BCI
CCIM
MCI
CCH
VCI
COA
RCI
Institution with Potential for Excellence

Is the college recognition of UGC as a
Yes
College with Potential for Excellence (CPE)?
If yes, date of recognition?
Is the college recognized for its performance Yes
by any other government agency?
If yes name the agency
Date of recognition
Location, Area and Activity of Campus
Campus Type Address
Location

Campus Area in
Acres

No

No

Built up Area in sq.mts.

Urban
Semi Urban
Rural
Tribal
Hill
ACADEMIC INFORMATION
Details of the Programmes Offered by the College (Given Data for Current Academic year)
Level of
Name of
Duration
Entry
Medium of Sanctioned No. Of
Programme Programme/ of Months Qualification Instruction Strength
Students
Course
Admitted

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Details of Teaching & Non-Teaching Staff of Institution
Teaching Faculty
Professor
Male

Female

Associate Professor
Others

Total

Male

Female

Others

Assistant Professor
Total

Male

Female

Others

Total

Sanctioned by
the UGC/
institution/
State
Government
Recruited
Yet to Recruit
On Contract
Sanctioned by
the
Management /
Society/or other
Authorised
Body
Recruited
Yet to Recruit

Non- Teaching Staff
Male

Female

Others

Total

Female

Others

Total

Sanctioned
Recruited
Yet to Recruit
Sanctioned by the
Management /
Society/or other
Authorised Body
Recruited
Yet to Recruit

Technical Staff
Male
Sanctioned by the UGC/
institution/ State
Government
Recruited
Yet to Recruit
Sanctioned by the
Management / Society/or
other Authorised Body
Recruit
Yet to Recruit

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Qualification Details of the Teaching Staff
Permanent Teachers
Highest
Qualification

Professor
Male

Female

Others

Associate Professor

Assistant Professor

Male

Male

Female

Others

Female

Total

Others

D.sc/D.Litt
Ph.D.
M.Phil.
PG
Temporary Teachers
Highest
Qualification

Professor
Male

Female

Others

Associate Professor

Assistant Professor

Male

Male

Female

Others

Female

Total

Others

D.sc/D.Litt
Ph.D.
M.Phil.
PG
Part Time Teachers
Highest
Qualification

Professor
Male

Female

Others

Associate Professor

Assistant Professor

Male

Male

Female

Others

Female

Total

Others

D.sc/D.Litt
Ph.D.
M.Phil.
PG
Details of Visiting/Guest Faculties?

Number of Visiting/ Guest Faculty engaged
With the college

Male

Female

Others

Total

Provide the Following Details of Students Enrolled in the College During the Current Academic Year

Programme

PG

UG

From the State Where
College is Located

From Other
States of
India

NRI
Students

Foreign
Students

Total

Male
Female
Others
Male
Female
Others

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Provide the Following Details of Students Admitted to the College During the last four Academic Year

Programme
SC

ST

OBC

General

Others

Year 1

Year 2

Year 3

Year 4

Male
Female
Others
Male
Female
Others
Male
Female
Others
Male
Female
Others
Male
Female
Others

Total

Department Name

EVALUATIVE REPORT OF THE DEPARTMENTS
Upload Report

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4.Extended Profile of the Institution
1. Programme:
1.1. Number of programs offered year wise for last five years?
Year
Number
1.2. Number of all programs offered by the institution during last five years? :
1.3. How many self-financed Programmes does the institution offer :

_________

_____________

1.4. Number of new programmes introduced during the last five years, if any: __________
1.5. Number of UG programmes offered by the College, which are not covered under the
Autonomous status of UGC: __________
1.6. Number of PG programmes offered by the College, which are not covered under
Autonomous status of UGC: __________
1.7. Whether the College is offering professional programme: __________
2. Student:
2.1. Number of students year wise during last five years
Year
Number
2.2. Number of outgoing / final year students year wise during last five years
Year
Number
2.3. Total number of outgoing / final year students: _____________
2.4. Number of students appeared in the Institution examination year wise during last five
years
Year
Number
2.5 . Number of revaluation applications year wise during last 5 years
Year
Number

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3. Academic
3.1. Number of courses in all programs year wise during last five years
Year
Number
3.2. Number of courses offered by the institution across all programs during last five years
_______
3.3. Number of full time teachers year wise during the last five years
Year
Number
3.4. Number of full time teachers worked in the institution during the last 5 year: ________
3.5. Number of teachers recognized as guides during last five years?: __________
3.6. Number of sanctioned posts year wise during last five years
Year
Number
3.7. Total number of publications during last 5 years, which are included in online databases
such as SCOPUS, web of science or Pub Med/ Indian Citation Index: _________
4. Institution:
4.1. Number of eligible applications received for admissions to all the programs year wise
during last five years
Year
Number
4.2. Number of seats earmarked for reserved category as per GOI/State Govt rule year wise
during last five years
Year
Number
4.3. Total number of classrooms and seminar halls: __________
4.4. Total number of computers in the campus for academic purpose: __________
4.5. Total Expenditure excluding salary year wise during last five years ( INR in Lakhs)
Year
Number
4.6. Annual lighting power requirement: __________( megawatts)
4.7. Annual power requirement of the institution:__________(megawatts)
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5. Quality Indicator Framework (QIF)
Essential Note:
The revised format of the SSR has to be filled up only online and the IT format
will be made available on the NAAC website.
The QIF given below presents the Metrics under each Key Indicator (KI) for all
the seven Criteria.
While going through the QIF, details are given below each Metric in the form of:




data required
formula for calculating the information, wherever required, and
documents needed to be uploaded, from which data could be compiled.

These will help Institutions in the preparation of their SSR, viz., what is the
import of the item given, the kinds of data to be provided and how, kinds of
documents to be made available and the mode of response.
For some Qualitative Metrics (QlM) which seek descriptive data it is specified as
to what kind of information has to be given and how much. It is advisable to keep
data accordingly compiled beforehand.
For the Quantitative Metrics (Q nM) wherever formula is given (around 21), it
must be noted that these are given merely to inform the HEIs about the manner in
which data submitted will be use. That is the actual online formats seek only data
in specified manner which will process digitally. It is necessary to fill in details
for denominator and the numerator, as well as the percentage and/or the value
arrived at.
Metric wise weightage is also given.
The actual online format may change slightly from the QIF given in this Manual
which is because of rendering it to the IT format. Observe this carefully while
filling up.

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Criterion I – Curricular Aspects (150)

Metric
No.

1.1.1
QlM

Key Indicator – 1.1 Curriculum Design and Development (50)
Weightage

Curricula developed /adopted have relevance to the local/ national /
regional/global developmental needs with learning objectives including
Programme outcomes, Programme specific outcomes and course
outcomes of all the Programme offered by the Institution

20

Write description within a minimum of 500 characters and maximum of
500 words
File Description
 Upload Additional information
 Link for Additional information
1.1.2

Percentage of Programmes where syllabus revision was carried out
during the last five years

20

QnM
1.1.2.1: How many Programmes were revised out of total number of
Programmes offered during the same period within last five years?
Data Requirement for last five years: (As per Data Template in Section B)
 Programme Code
 Names of the Programmes revised
Formula:

1.1.3

File Description (Upload)
 Minutes of relevant Academic Council/BOS meeting
 Any additional information
 Details of program syllabus revision in last 5 years(Data
Template)
Average percentage of courses having focus on employability/
entrepreneurship/ skill development

10

QnM
1.1.3.1: Number of courses having focus on employability/
entrepreneurship/ skill development year wise during last five years
Data Requirement for last five years: (As per Data Template in Section
B)
 Name of the Course with Code
 Activities with direct bearing on Employability/ Entrepreneurship/
Skill development
 Name of the Programme
Formula:

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Average percentage =
File Description: (Upload)
 Any additional information
 Programme / Curriculum/ Syllabus of the courses
 Minutes of the Boards of Studies/ Academic Council meetings
with approvals for these courses
 MoU's with relevant organizations for these courses, if any
 Average percentage of courses having focus on employability/
entrepreneurship(Data Template)
Key Indicator – 1.2 Academic Flexibility(40)
Metric
No.
1.2.1
QnM

Weightage
Percentage of new courses introduced of the total number of courses
across all programs offered during the last five years

20

1.2.1.1: How many new courses are introduced within the last five years
Data Requirement for last five years:
 Name of the new course introduced
 Name of the Program
Formula:

File Description (Upload)
 Minutes of relevant Academic Council/BOS meetings
 Any additional information
 Institutional data in prescribed format (Data Template)
1.2.2
QnM

Percentage of Programmes in which Choice Based Credit System
(CBCS)/elective course system has been implemented(current year data)

20

1.2.2.1: Number of Programmes in which CBCS/Elective course system
implemented.
Data Requirements: (As per Data Template in Section B)
 Names of all Programmes adopting CBCS
 Names of all Programmes adopting elective course system
Formula:
X 100
File Description (Upload)
 Any additional information
 Minutes of relevant Academic Council/BOS meetings
 Institutional data in prescribed format(Data Template)

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Key Indicator – 1.3 Curriculum Enrichment (40)
Metric
No.
1.3.1
QlM

1.3.2
QnM

Weightages
Institution integrates cross cutting issues relevant to Gender,
Environment and Sustainability, Human Values and Professional
Ethics into the Curriculum
File Description (Upload)
 Any additional information
 Upload the list and description of the courses which address the
Gender, Environment and Sustainability, Human Values and
Professional Ethics into the Curriculum
Number of value-added courses imparting transferable and life skills
offered during the last five years

10

10

1.3.2.1: How many new value-added courses are added within the last 5
years
Data Requirement for last five years: (As per Data Template in Section B)
 Names of the value added courses with 30 or more contact hours
 No. of times offered during the same year
 Total no. of students completing the course in the year
File Description (Upload)
 Any additional information
 Brochure or any other document relating to value added courses
 List of value added courses(Data Template)

1.3.3
QnM

Average Percentage of students enrolled in the courses under 1.3.2
above

10

1.3.3.1: Number of students enrolled in value-added courses imparting
transferable and life skills offered year wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in Section B)
 Names of the value added courses with 30 or more contact hours
 No. of times offered during the same year
 Total no. of students completing the course in the year
Formula:

Average percentage =
File Description (Upload)
 Any additional information
 List of students enrolled (Data Template)
 Any additional information
List of students enrolled (Data Template)
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1.3.4
QnM

Percentage of students undertaking field projects / internships
(current year data)

10

1.3.4.1: Number of students undertaking field projects or internships
Data Requirements: (As per Data Template in Section B)
 Names of the Programme
 No. of students undertaking field projects / internships
Formula:

File Description(Upload)
 Any additional information
 List of programs and number of students undertaking field projects
/ internships(Data Template)
Key Indicator – 1.4 Feedback System (20)
Metric
No.
1.4.1
QnM

Weightage
Structured feedback received from
1) Students, 2) Teachers, 3) Employers,
4) Alumni 5) Parents,
for design and review of syllabus - Semester wise /year wise
Options:
A. Any 4 of the above
B. Any 3 of the above
C. Any 2 of the above
Opt one
D. Any 1 of the above
E. None of the above

10

Data Requirements: (As per Data Template in Section B)
Report of analysis of feedback received from different stakeholders
year wise
File Description
 URL for stakeholder feedback report
 Action taken report of the Institution on feedback report as
minuted by the Governing Council, Syndicate, Board of
Management(Upload)
 Any additional information(Upload)

1.4.2
QnM

Feedback processes of the institution may be classified as follows:
A. Feedback collected, analysed and action taken and feedback
available on website
B. Feedback collected, analysed and action has been taken
C. Feedback collected and analysed
D. Feedback collected
E. Feedback not collected

10

Opt One
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Documents:
Upload Stakeholder feedback report, Action taken report of the Institution
on it as minuted by the Governing Council, Academic Council, Board of
Management
File Description
 Any additional information
 URL for stakeholder feedback report
Criterion II – Teaching-Learning and Evaluation (300)
Key Indicator - 2.1 Student Enrolment and Profile (20)
Metri
No.
2.1.1
QnM

Weightage
Average percentage of students from other States and Countries during
the last five years

5

2.1.1.1: Number of students from other states and countries year wise
during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in Section B)
 Number of students enrolled from other states and countries
 Total number of students enrolled
Formula:

2.1.2
QnM

File Description (Upload)
 Any additional information
 List of students (other states and countries)
 Institutional data in prescribed format(Data Template)
Demand Ratio (Average of last five years)
2.1.2.1: Number of seats available year wise during last five years
Year
Number

5

Data Requirement for last five years:(As per Data Template in Section B)
 Number of seats available in all the Programmes
 Total number of eligible applications received
Formula:

File Description (Upload)
 Any additional information
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

2.1.3
QnM

Demand Ratio (Average of Last five years) based on Data
Template upload the document
Average percentage of seats filled against seats reserved for various
categories as per applicable reservation policy during the last five years

10

2.1.3.1: Number of actual students admitted from the reserved categories
year wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in Section B)
 Number of students admitted from the reserved category
 Total number of seats earmarked for reserved category as per GOI
or State Government rule
Formula:

File Description(Upload)
 Any additional information
 Average percentage of seats filled against seats reserved (Data
Template)

Key Indicator - 2.2 Catering to Student Diversity (30)
Metric
No.
2.2.1
QlM

Weightage
The institution assesses the learning levels of the students, after
admission and organises special programs for advanced learners
and slow learners
Write description within a minimum of 500 characters and maximum
of 500 words
File Description
 Paste link for additional information
 Upload Any additional information

10

2.2.2
QnM

Student - Full time teacher ratio(current year data)
Data Requirement : (As per Data Template in Section B)
 Total number of students enrolled in the institution
 Total number of full time teachers in the institution
Formula: Students : Teachers
File Description(Upload)
 Institutional data in prescribed format(Data Template)
 Any additional information

15

2.2.3
QnM

Percentage of differently abled students (Divyangjan) on
roll(current year data)

5

2.2.3.1: Number of differently abled students on rolls
Data Requirements: (As per Data Template in Section B)
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


Total number of differently abled students on roll in the
institution
Total number of students on roll in the institution

Formula:
X 100
File Description (Upload)
 List of students(differently abled)
 Any other document submitted by the Institution to a Government
agency giving this information
 Any additional information
 Institutional data in prescribed format (Data Template)
Key Indicator - 2.3 Teaching - Learning Process (50)
Metric
No.
2.3.1
QlM

2.3.2
QnM

Weightage
Student centric methods, such as experiential learning, participative
learning and problem solving methodologies are used for enhancing
learning experiences
Write description within a minimum of 500 characters and maximum
of 500 words
File Description
 Upload Any additional information
 Link for Additional Information
Average percentage of teachers using ICT for effective teaching with
Learning Management Systems (LMS), E-learning resources
etc(current year data)

20

10

2.3.2.1: Number of teachers using ICT
Data Requirements: (As per Data Template in Section B)
 Number of teachers using ICT (LMS, e-Resources)
 Number of teachers on roll
 ICT tools and resources available
Formula:

2.3.3
QnM

File Description
 Upload any additional information
 Provide link for webpage describing the " LMS/ Academic
management system"
 Upload the List of teachers (using ICT for teaching) based on
Data Template
Ratio of students to mentor for academic and stress related issues
(current year data)
2.3.3.1: Number of mentors
Data Requirement: (As per Data Template in Section B)
 Number of students assigned to each Mentor

10

Formula: Mentor : Mentee
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File Description
 Upload year wise list of number of students, full time teachers
and mentor/mentee ratio (Data Template)
2.3.4
QlM

Preparation and adherence to Academic Calendar and Teaching
plans by the institution
Describe the Preparation and adherence to Academic Calendar and
Teaching plans by the institution within the minimum of 500
Characters and maximum of 500 words.

10

Documents:
 Upload Academic Calendar and Teaching plans for five years
Key Indicator - 2.4 Teacher Profile and Quality (60)
Metric
No.
2.4.1
QnM

Weightage
Average percentage of full time teachers against sanctioned posts
during the last five years

10

Data Requirement for last five years: (As per Data Template in Section
B)
 Number of full time teachers
 Number of sanctioned post
Formula:
Percentage per year =

File Description(Upload)
 Year wise full time teachers and sanctioned posts for 5
years(Data Template)
 Any additional information
 List of the faculty members authenticated by the Head of HEI
2.4.2
QnM

Average percentage of full time teachers with Ph.D. during the last
five years

20

2.4.2.1: Number of full time teachers with Ph.D. year wise during last
five years
Year
Number
Data Requirement for last five years: (As per Data Template in Section
B)
 Number of full time teachers with PhD
 Total number of full time teachers
Formula:

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File Description (Upload)
 Any additional information
 List of number of full time teachers with PhD and number of
full time teachers for 5 years (Data Template)
2.4.3
QnM

Teaching experience of full time teachers in number of years(current
year data)

10

2.4.3.1: Total experience of full-time teachers
Data Requirements: (As per Data Template in Section B)
 Name and Number of full time teachers with years of teaching
experiences
Formula:

File Description (Upload)
 Any additional information
 List of Teachers including their PAN, designation, dept and
experience details(Data Template)
2.4.4
QnM

Percentage of full time teachers who received awards, recognition,
fellowships at State, National, International level from Government,
recognised bodies during the last five years

10

2.4.4.1: Number of full time teachers receiving awards from state
/national /international level from Government recognised bodies year
wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in Section
B)
 Number of full time teachers receiving awards from State,
National, International level
 Number of full time teachers
Formula:

File Description(Upload)
 Institutional data in prescribed format(Data Template)
 Any additional information
 e-copies of award letters (scanned or soft copy)
2.4.5
QnM

Average percentage of full time teachers from other States against
sanctioned posts during the last five years

10

2.4.5.1: Number of full time teachers from other states year wise
during last five years
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Year
Number
Data Requirement for last five years: (As per Data Template in Section
B)
 Number of full time teachers from other states
 Total number of sanctioned posts
Formula:
Percentage per year =

File Description(Upload)
 List of full time teachers from other state and state from which
qualifying degree was obtained(Data Template)
 Any additional information
Key Indicator - 2.5 Evaluation Process and Reforms (40)
Metric
No.
2.5.1
QnM

Weightage
Average number of days from the date of last semester-end/ yearend examination till the declaration of results during the last five
years

15

2.5.1.1: Number of days from the date of last semester-end/ yearend examination till the declaration of results year wise during the
last five years
Year

2.5.2
QnM

Number
of days
Data Requirements: (As per Data Template in Section B)
 Semester wise/ year wise
 Last date of the last semester-end/ year- end examination
 Date of declaration of results of semester-end/ year- end
examination
 Number of days taken for declaration of results
 Average number of days for declaration of results during last
five years.
File Description(Upload)
 Any additional information
 List of Programmes and date of last semester and date of
declaration of result(Data Template)
Average percentage of student complaints/grievances about
evaluation against total number appeared in the examinations
during the last five years

5

2.5.2.1: Number of complaints/grievances about evaluation year
wise during last five years
Year
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Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Number of complaints/grievances about evaluation
 Total number of students appeared in the examinations
Formula:

2.5.3
QnM

File Description(Upload)
 Any additional information
 Number of complaints and total number of students appeared
year wise(Data Template)
Average percentage of applications for revaluation leading to
change in marks

5

2.5.3.1: Number of applications for revaluation leading to change in
marks year wise during last five years
Year
Number of
Applications
Data Requirements: (As per Data Template in Section B)
 Year wise/ Semester wise
 Total number of revaluation applications
 Number of students appearing in the final exam
 Number of revaluation case were marks changed
Formula:
Percentage per year =

2.5.4
QlM

File Description(Upload)
 Any additional information
 Year wise number of applications, students and revaluation
cases(Data Template)
Positive impact of reforms on the examination procedures and
processes including IT integration and continuous internal
assessment on the examination management system

10

Describe the examination reforms with reference to the following
within a minimum of 500 words and maximum 1000 words:
 Examination procedures
 Processes integrating IT
 Continuous internal assessment system
File Description
 Upload Any additional information
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2.5.5
QnM

 Paste link for Additional Information
Status of automation of Examination division along with approved
Examination Manual

5

A. 100% automation of entire division & implementation of
Examination Management System (EMS)
B. Only student registration, Hall ticket issue & Result Processing
C. Only student registration and result processing
D. Only result processing
E. Only manual methodology
Opt One
Data Requirements: (As per Data Template in Section B)
File Description (Upload)
 Current Manual of examination automation system
 Annual reports of examination including the present status of
automation
 Current manual of examination automation system and
Annual reports of examination including the present status of
automation (Data Template)
 Any additional information

Metric
No.
2.6.1
QlM

2.6.2
QlM

Key Indicator - 2.6 Student Performance and Learning Outcomes (50)
Weightage
Programme outcomes, Programme specific outcomes and course
outcomes for all Programmes offered by the institution are stated
and displayed on website and communicated to teachers and
students
Describe Course Outcomes (COs) for all courses and mechanism of
communication within a minimum of 500 characters and maximum
of 500 words
File Description
 Upload any additional information
 Link for Additional Information
 Upload COs for all courses (exemplars from Glossary)
Attainment of program outcomes, program specific outcomes and
course outcomes are evaluated by the institution

20

10

Describe the method of measuring attainment of POs , PSOs and COs
in not more than 500 words and the level of attaiment of POs , PSOs
and COs.
File Description
 Upload any additional information
 Paste Link for Additional Information
2.6.3
QnM

Average pass percentage of students(Current year data)

20

2.6.3.1: Total number of final year students who passed the
institution examination
2.6.3.2: Total number of final year students who appeared for the
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examination
Data Requirement for last five years: (As per Data Template in
Section B)
 Programme Code
 Name of the Programme
 Number of students appeared
 Number of students passed
 Pass percentage
Formula:

File Description
 Upload List of Programmes and number of students passed
and appeared in the final year examination(Data Template)
 Upload any additional information
 Paste link for the annual report
Key Indicator - 2.7 Student Satisfaction Survey (50)
Metric
No.
2.7.1

Weightage
Online student satisfaction survey regarding to teaching learning
process.

50

QnM
Data Requirements: (As per Data Template in Section B)
 Name/ Class/ Gender
 Student Id number/ Adhar Id number
 Mobile number
 Email id
 Degree Programme
(Database of all currently enrolled students need to be prepared and
shared with NAAC along with the online submission of QIF)
File Description
 Upload any additional information
 Upload database of all currently enrolled students(Data
Template)
Criterion III – Research, Innovations and Extension (150)
Key Indicator - 3.1 Promotion of Research and Facilities (20)
Metric
No.
3.1.1
QnM

Weightage
The institution has a well defined policy for promotion of research
and the same is uploaded on the institutional website
(Yes / No)
Documents: Minutes of the Governing Council/ Board of
Management/Academic Council related to research promotion policy

1

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3.1.2
QnM

and its adoption
File Description(Upload)
 Any additional information
 Minutes of the Governing Council/ Syndicate/Board of
Management related to research promotion policy adoption
 URL of Policy document on promotion of research uploaded
on website
The institution provides seed money to its teachers for research
(average per year) (INR in Lakhs)

6

3.1.2.1: The amount of seed money provided by institution to its
faculty year wise during last five years(INR in lakhs)
Year
INR in
lakhs
Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the teacher getting seed money
 The amount of seed money
 Year of receiving grant
 Duration of the grant
Formula:

File Description(Upload)
 Any additional information
 Minutes of the relevant bodies of the Institution
 Budget and expenditure statements signed by the Finance
Officer indicating seed money provided and utilized
 List of teachers receiving grant and details of grant
received(Data Template)
3.1.3

Number of teachers awarded international fellowship for advanced
studies/research during the last five years

6

QnM
3.1.3.1: The number of teachers awarded international fellowship for
advanced studies / research year wise during last five years
Year
Number of
teachers
Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the teacher awarded international fellowship
 Name of the award
 Year of Award
 Awarding Agency
File Description(Upload)
 Any additional information
 e-copies of the award letters of the teachers
 List of teachers and their international fellowship details(Data
Templates)
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3.1.4
QnM

Institution has the following facilities
1. Central Instrumentation Centre
2. Animal House/Green House / Museum
3. Central Fabrication facility
4. Media laboratory/Business Lab/Studios
5. Research/Statistical Databases
Options:
A. Any four facilities exist
B. Three of the facilities exist
C. Two of the facilities exist
D. One of the facility exist
E. None of the facilities exist

7

Opt One

Data Requirements: (As per Data Template in Section B)
 Name of the facility
 Year of establishment
 Videos/pictures
File Description
 Paste Link to videos and geotagged photographs
 Upload the list of facilities provided by the Institution and
their year of establishment (Data Template)
 Upload any additional information
Key Indicator - 3.2 Resource Mobilization for Research (10)
Metric
No.

Weightage
Grants for research projects sponsored by the government and nongovernment sources such as industry, corporate houses,
international bodies, endowments, Chairs in the institution during
the last five years (INR in Lakhs)
3.2.1.1: Total Grants for research projects sponsored by the
government and non-government sources such as industry, corporate
houses, international bodies, endowments, Chairs in the institution
year wise during last five years (INR in lakhs)
Year
INR in
Lakhs
Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the Project/ Endowments, Chairs
 Name of the Principal Investigator
 Department of Principal Investigator
 Year of Award
 Funds provided
 Duration of the project
 Name of the Project/ Endowments, Chairs

3.2.1
QnM

File Description(Upload)
 Any additional information
 e-copies of the grant award letters for research projects

3

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3.2.2

sponsored by non-government
List of project and grant details(Data Template)
Number of research Centers recognised by Institution and
National/ International Bodies

2

QnM
3.2.2.1: Number of research centres recognised by Institution and
National/ International Bodies
Data Requirement: Upload names of research centre
File Description
 Names of research centres
 Any additional information
3.2.3

QnM

Percentage of teachers recognised as research guides

2

3.2.3.1: Number of teachers recognised as research guides
Data Requirements:
 Names of teachers
 Year of recognition as guides
 Discipline
Formula:

File Description
 Details of teachers recognized as research guide
 Any additional information
3.2.4

Number of research projects per teacher funded by government and
non-government agencies during the last five years

3

QnM
3.2.4.1: Number of research projects funded by government and nongovernment agencies during last five years
Year
Number

Data requirement for last five years: (As per Data Template in
Section B)
 Name of Principal Investigator
 Duration of project
 Name of the research project
 Amount / Fund received
 Name of funding agency
 Year of sanction
 Department of recipient
Formula:

File Description(Upload)
 List of research projects and funding details(Data Template)
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



Any additional information
Supporting document from Funding Agency
Paste link to funding agency website

Key Indicator - 3.3 Innovation Ecosystem (20)
Metric
No.
3.3.1
QlM

Weightage
Institution has created an eco system for innovations including
Incubation centre and other initiatives for creation and transfer of
knowledge
Describe available incubation centre and evidence of its usage
(activity) within a minimum of 500 characters and maximum of 500
words
File Description
 Upload any additional information
 Paste link for additional information

3.3.2
QnM

4

Number of workshops/seminars conducted on Intellectual Property
Rights (IPR) and Industry-Academia Innovative practices during
the last five years
3.3.2.1: Total number of workshops/seminars conducted on
Intellectual Property Rights (IPR) and Industry-Academia Innovative
practices year wise during last five years
Year
Number
Data Requirements: (As per Data Template in Section B)
 Name of the workshops / seminars
 Number of Participants
 Date (From -to)
 Link to the activity report on the website
File Description(Upload)
 Report of the event
 Any additional information
 List of workshops/seminars during last 5 years (Data
Template)

3.3.3

Number of awards for innovation won by institution/teachers/
research scholars/students during the last five years

6

5

QnM
3.3.3.1: Total number of awards for innovation won by institution/
teachers/research scholars/students year wise during last five years
Year
Number
Data Requirements: (As per Data Template in Section B)
 Name of the Awardee
 Name of the Awarding Agency with contact details
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 Year of Award
File Description(Upload)
 e- copies of award letters
 Any additional information
 List of innovation and award details(Data Template)
3.3.4

Number of start-ups incubated on campus during the last five years

QnM

3.3.4.1: Total number of start-ups incubated on campus year wise
during last five years
Year

5

Number
Data requirements for last five years: (As per Data Template in
Section B)
 Name of the start ups
 Nature of start up
 Year of commencement
 Contact information of the promoters
File Description(Upload)
 Any additional information
 e- sanction order of the Institution for the start ups on campus
 Contact details of the promoters for information
 List of startups details like name of startup, nature, year of
commencement etc(Data Template)
Key Indicators - 3.4 Research Publications and Awards (20)
Metric
No.
3.4.1
QnM

3.4.2

QnM

The institution has a stated Code of Ethics to check malpractices
and plagiarism in Research
(Yes/No)
Data Requirements: (As per Data Template in Section B)
File Description (Upload)
 Institutional data in prescribed format (Data Template)
 Any additional information
The institution provides incentives to teachers who receive state,
national and international recognition/awards
(Yes/No)
Data Requirements: (As per Data Template in Section B)
 Name of the Awardee with contact details
 Name of the Awarding Agency
 Year of Award
 Incentive details
File Description (Upload)
 e- copies of the letters of awards
 Any additional information
 List of Awardees and Award details(Data Template)

Weightage
1

1

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3.4.3

Number of Patents published/awarded during the last five years

QnM

3.4.3.1: Total number of Patents published/awarded year wise during
last five years
Year

4

Number
Data Requirements: (As per Data Template in Section B)
 Name of the Patent published/awarded
 Patent Number
 Year of Award
File Description (Upload)
 Any additional information
 List of patents and year it was awarded (Data Template)

3.4.4

Number of Ph.D.s awarded per teacher during the last five years

QnM

3.4.4.1: How many Ph.Ds are awarded within last 5 years
Data Requirements for last five years: (As per Data Template in
Section B)
 Name of the PhD scholar
 Name of the Department
 Name of the guide/s
 Year of registration of the scholar
 Year of award of Ph.D

4

Formula:

File Description(Upload)
 URL to the research page on HEI web site
 List of PhD scholars and their details like name of the guide ,
title of thesis, year of award etc (Data Template)
 Any additional information
Number of research papers per teacher in the Journals notified on
UGC website during the last five years
3.4.5
QnM

3.4.5.1: Number of research papers in the Journals notified on UGC
website during the last five years
Year
Number

2

Data Requirements: (As per Data Template in Section B)
 Title of paper
 Name of the author/s
 Department of the teacher
 Name of journal
 Year of publication
 ISBN/ISSN number
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Formula:

3.4.6

File Description(Upload)
 Any additional information
 List of research papers by title, author, department, name and
year of publication(Data Template)
Number of books and chapters in edited volumes / books published,
and papers in national/international conference-proceedings per
teacher during the last five years
5

QnM

3.4.6.1: Total number of books and chapters in edited volumes /
books published, and papers in national/international conferenceproceedings year wise during last five years
Year
Number
Data Requirements for last five years: (As per Data Template in
Section B)
 Name of the teacher: Title of the paper
 Title of the book published: Name of the author/s: Title of the
proceedings of the conference
 Name of the publisher: National / International
 National / international : ISBN/ISSN number of the
proceeding
 Year of publication
Formula:

File Description(Upload)
 Any additional information
 List books and chapters in edited volumes / books
published(Data Template)



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Bibliometrics of the publications during the last five years based on
average citation index in Scopus/ Web of Science or PubMed/
Indian Citation Index
3.4.7
QnM

3.4.7.1: Total number of citations received by publications in the last
5 years, which are included in online databases such as SCOPUS,
web of science or PubMed/ Indian Citation Index
Data Requirements for last five years: (As per Data Template in
Section B)
 Title of the paper
 Name of the author
 Title of the journal
 Year of publication
 Citation Index

2

Formula:

File Description(Upload)
 Any additional information
 Bibliometrics of the publications during the last five
years(Data Template)
3.4.8

Bibliometrics of the publications during the last five years based on
Scopus/ Web of Science – h-index of the Institution

1

QnM
3.4.8.1: Number of citations received by individual research
publications in last 5 years
3.4.8.2: Number of publications receiving proportionately maximum
number of citation in last five years
Data Requirements for last five years: (As per Data Template in
Section B)
 Title of the paper
 Name of the author
 Title of the journal
 Year of publication
 H Index
Formula:

File Description (Upload)
 Bibiliometrics of publications based on Scopus/ Web of
Science - h-index of the Institution(Data Template)
 Any additional information

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Key Indicators - 3.5 Consultancy (10)
Metric
No.
3.5.1
QnM

Institution has a policy on consultancy including revenue sharing
between the institution and the individual
(Yes/No)
File Description
 Upload Minutes of the Governing Council/ Syndicate/Board
of Management related to Consultancy policy
 Upload Soft copy of the Consultancy Policy
 Upload any additional information
 Paste URL of the consultancy policy document
Revenue generated from consultancy during the last five years(INR
in Lakhs)

Weightage
1

3.5.2
QnM

3.5.2.1: Total amount generated from consultancy year wise during
last five years (INR in lakhs)
Year
INR in
lakhs
Data Requirement for last five years: (As per Data Template in
Section B)
 Names of the consultants
 Name of consultancy project
 Consulting/Sponsoring agency with contact details
 Revenue generated (amount in rupees)
 Total revenue generated in rupees
File Description(Upload)
 Audited statements of accounts indicating the revenue
generated through consultancy
 Any additional information
 List of consultants and revenue generated by them them (Data
Template)

6

Revenue generated from corporate training by the institution
during the last five years(INR in Lakhs)

3.5.3
QnM

3.5.3.1: Total amount generated from corporate training by the
institution year wise during last five years (INR in lakhs)
Year
INR in
lakhs
Data Requirement for last five years:(As per Data Template in
Section B)
 Names of the teacher-consultants
 Title of the corporate training Programme
 Agency seeking training with contact details
 Revenue generated (INR in lakhs)
 Number of trainees
 Total revenue generated in rupees
File Description (Upload)
 Audited statements of account indicating the revenue

3

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


generated through training
Any additional information
List of teacher consultants and revenue generated by
them(Data Template)

Key Indicators - 3.6 Extension Activities (50)
Metric
No.
3.6.1
QlM

Extension activities in the neighborhood community in terms of
impact and sensitising students to social issues and holistic
development during the last five years

Weightage
10

Describe the impact of extension activities in sensitising students to
social issues and holistic development within a minimum of 500
characters and maximum of 500 words
File Description
 Paste link for additional information
 Upload Any additional information
3.6.2
QnM

Number of awards and recognition received for extension activities
from Government /recognised bodies during the last five years
3.6.2.1: Total number of awards and recognition received for
extension activities from Government /recognised bodies year wise
during last five years
Year

15

Number

3.6.3
QnM

Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the activity
 Name of the Award/ recognition
 Name of the Awarding government/ recognised bodies
 Year of the Award
File Description(Upload)
 Any additional information
 Number of awards for extension activities in last 5 year (Data
Template)
 e-copy of the award letters
Number of extension and outreach programs conducted in
collaboration with industry, community and Non - Government
Organisations through NSS/NCC/Red cross/YRC etc., during the
last five years

15

3.6.3.1: Number of extension and outreach programs conducted in
collaboration with industry, community and Non-Government
Organisations through NSS/NCC/Red cross/YRC etc., year wise
during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
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


Name and number of the extension and outreach programs
Name of the collaborating agency: Non- government,
industry, community with contact details
File Description(Upload)
 Reports of the event organized
 Any additional information
 Number of extension and outreach Programmes conducted
with industry, community etc for the last five years(Data
Template)
Average percentage of students participating in extension activities
with Government Organisations, Non-Government Organisations
and Programmes s such as Swachh Bharat, Aids Awareness,
Gender Issue, etc. during the last five years
3.6.4.1: Total number of students participating in extension activities
with Government Organisations, Non-Government Organisations and
Programmes such as Swachh Bharat, Aids Awareness, Gender Issue,
etc. year wise during last five years
Year

10

Number

3.6.4
QnM

Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the activity
 Name of the scheme
 Year of the activity
 Number of teachers participating in such activities
 Number of students participating in such activities

Formula:
Percentage Per Year =

File Description(Upload)
 Reports of the event
 Any additional information
 Average percentage of students participating in extension
activities with Govt. or NGO etc(Data Template)

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Key Indicator - 3.7 Collaboration (20)
Metric
No.

Weightage
Number of Collaborative activities for research, faculty exchange,
student exchange per year
3.7.1.1: Total number of Collaborative activities for research, faculty
exchange, student exchange year wise during last five years
Year
Number

3.7.1
QnM

5

Data Requirements for last five years: (As per Data Template in
Section B)
 Title of the collaborative activity
 Name of the collaborating agency with contact details
 Source of financial support
 Year of collaboration
 Duration
 Nature of the activity
Formula

File Description (Upload)




Copies of collaboration
Any additional information
Number of Collaborative activities for research, faculty etc
(Data Template)
Number of linkages with institutions/industries for internship, onthe- job training, project work, sharing of research facilities etc.
during the last five years

10

3.7.2.1: Number of linkages for faculty exchange, student exchange,
internship, field trip, on-the-job training, research, etc year-wise
during last five years
Year
Number
3.7.2
QnM

Data Requirements for last five years: (As per Data Template in
Section B)
 Title of the linkage
 Name of the partnering institution/ industry /research lab with
contact details
 Year of commencement
 Duration(From-to)
 Nature of linkage
File Description(Upload)
 e-copies of linkage related Document
 Any additional information
 Details of linkages with institutions/industries for
internship(Data Template)

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3.7.3
QnM

Number of functional MoUs with institutions of national,
international importance, other universities, industries, corporate
houses etc. during the last five years (only functional MoUs with
ongoing activities to be considered)

5

3.7.3.1: Number of functional MoUs with institutions of national,
international importance, other universities, industries, corporate
houses etc. year wise during last five years
Year
Number
Data Requirements for last five years: (As per Data Template in
Section B)
 Organisation with which MoU is signed
 Name of the institution/ industry/ corporate house
 Year of signing MoU
 Duration
 List of the actual activities under each MoU
 Number of students/teachers participated under MoUs
File Description(Upload)
 e-copies of the MoUs with institution/ industry/ corporate
house
 Any additional information
 Details of functional MoUs with institutions of national,
international importance, other Institutions etc. during the last
five years(Data Template)
Criterion IV – Infrastructure and Learning Resources (100)
Key Indicator - 4.1 Physical Facilities (30)
Metric
No.

Weightage
The institution has adequate facilities for teaching – learning, viz.,
classrooms, laboratories, computing equipment, etc.

4.1.1
QlM

4.1.2
QlM

Describe the adequacy of facilities for teaching –learning as per the
minimum specified requirement by statutory bodies within minimum
500 characters and maximum 500 words
File Description
 Upload Any additional information
 Paste link for additional information
The institution has adequate facilities for sports, games (indoor,
outdoor, gymnasium, yoga centre etc.,) and cultural activities

5

5

Describe the of adequacy facilities for sports, games and cultural
activities which include specification about area/size, year of
establishment and user rate within minimum of 500 characters and
maximum of 500 words
File Description
 Upload any additional information
 Paste link for additional information

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4.1.3
QnM

Percentage of classrooms and seminar halls with ICT – enabled
facilities such as smart class, LMS, etc. (current year data)

10

4.1.3.1: Number of classrooms and seminar halls with ICT facilities
Data Requirements: (As per Data Template in Section B)
 Number of classrooms with LCD facilities
 Number of classrooms with Wi-Fi/LAN facilities
 Number of seminar halls with ICT facilities
Formula:

File Description
 Upload any additional information
 Paste link for additional information
 Number of classrooms and seminar halls with ICT enabled
facilities(Data Template)
Average percentage of budget allocation, excluding salary for
infrastructure augmentation during the last five years(INR in
Lakhs)
10

4.1.4
QnM

4.1.4.1: Budget allocation for infrastructure augmentation, excluding
salary year wise during last five years (INR in lakhs)
Year
INR in
lakhs
Data Requirement for last five years: (As per Data Template in
Section B)
 Budget allocated for infrastructure augmentation
 Total expenditure excluding salary
Formula:

File Description
 Upload any additional information
 Upload audited utilization statements
 Upload Details of budget allocation, excluding salary during
the last five years(Data Template)

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Key Indicator - 4.2 Library as a Learning Resource (20)
Metric
No.
4.2.1

Library is automated using Integrated Library Management System
(ILMS)

Weightage
4

Q lM
Data Requirement for last five years: Provide a description of library
with
 Name of the ILMS software
 Nature of automation (fully or partially)
 Version
 Year of automation
File Description
 Upload any additional information
 Paste Link for additional information
4.2.2

Collection of rare books, manuscripts, special reports or any other
knowledge resource for library enrichment

3

Q lM
Data Requirement for last five years:
Provide the description of library enrichment which includes
 Name of the book/ manuscript
 Name of the publisher
 Name of the author
 Number of copies
 Year of publishing
File Description
 Upload any additional information
 Paste Link for additional information
Does the institution have the following:
1. e – journals
2. e-ShodhSindhu
3. Shodhganga membership
4. e-books
5. Databases

4.2.3
QnM

3

Options:
A. Any 4 of the above
B. Any 3 of the above
C. Any 2 of the above
Opt One
D. Any 1 of the above
E. None of the above
Data Requirement for last five years: : (As per Data Template in
Section B)
 Details of memberships:
 Details of subscription:
File Description
 Upload any additional information
 Details of subscriptions like e-journals,e-ShodhSindhu,
Shodhganga Membership etc(Data Template)

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4.2.4
QnM

Average annual expenditure for purchase of books and journals
during the last five years (INR in lakhs)
4.2.4.1: Annual expenditure for purchase of books and journals
year wise during last five years (INR in lakhs)
Year
INR in
lakhs
Data Requirement for last five years: (As per Data Template in
Section B)
 Expenditure on the purchase of books
 Expenditure on the purchase of journals in ith year
 Year of expenditure:
Formula:

7

Where:
Expdi= Expenditure in rupees on purchase of books and journals in ith
year
File Description(Upload)
 Any additional information
 Audited statements of accounts
 Details of annual expenditure for purchase of books and
journals during the last five years (Data Template)
4.2.5
QnM

4.2.6

Availability of remote access to e-resources of the library

1
(Yes/No)

Data Requirements: (As per Data Template in Section B)
 E-resource
 Contact person details
 Connectivity Bandwidth available
File Description(Upload)
 Any additional information
 Details of remote access to e-resources of the library(Data
Template)
Percentage per day usage of library by teachers and students
(current year data)

2

QnM
4.2.6.1: Number of teachers and students using library per day over
last one year
Data Requirements: (As per Data Template in Section B)
 Upload last page of accession register details
 Method of computing per day usage of library
 Number of users using library through e-access
 Number of physical users accessing library
Formula:

File Description(Upload)
 Any additional information
 Details of library usage by teachers and students (Data
Template)
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Key Indicator – 4.3 IT Infrastructure (30)
Metric
No.
4.3.1
QlM

4.3.2
QnM

Institution frequently updates its IT facilities including Wi-Fi
Describe IT facilities including Wi-Fi with date and nature of
updation within a minimum of 500 characters and maximum of 500
word
File Description
 Upload any additional information
 Paste link for additional information
Student - Computer ratio (current year data)

Weightage
10

14

Number of students : Number of Computers
Data Requirements:
 Number of computers in working condition
 Total Number of students
File Description
 Upload any additional information
 Student - computer ratio

4.3.3
QnM

4.3.4
QnM

Available bandwidth of internet connection in the Institution
(Leased line)
Options:
A. ≥50 MBPS
B. 35 MBPS - 50 MBPS
C. 20 MBPS - 35 MBPS
Opt One
D. 5 MBPS - 20 MBPS
E. <5 MBPS

5

Data Requirements:
 Available internet bandwidth
File Description
 Upload any additional information
 Details of available bandwidth of internet connection in the
Institution
Facilities for e-content development such as Media centre,
Recording facility, Lecture Capturing System(LCS)

1
(Yes/No)

Data Requirement: (As per Data Template in Section B)
 Upload the names of the e-content development facilities
File Description
 Upload any additional information
 Links of photographs
 Facilities for e-content development such as Media Centre,
Recording facility, LCS (Data Templates)

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Key Indicator - 4.4 Maintenance of Campus Infrastructure (20)
Metric
No.

Weightage
Average expenditure incurred on maintenance of physical facilities
and academic support facilities excluding salary component, as a
percentage during the last five years(INR in lakhs)
4.4.1.1: Expenditure incurred on maintenance of physical facilities
and academic support facilities excluding salary component year wise
during last five years (INR in lakhs)
Year
INR in
lakhs
Data Requirement for last five years:(As per Data Template in
Section B)
 Non salary expenditure incurred
 Expenditure incurred on maintenance of campus
infrastructure:
Formula:

10

4.4.1
QnM

File Description
 Upload any additional information
 Audited statements of accounts.
 Details about assigned budget and expenditure on physical
facilities and academic facilities (Data Templates)
There are established s y s t e m s a n d procedures for maintaining
and utilizing physical, academic and support facilities – laboratory,
library, sports complex, computers, classrooms etc.
4.4.2
QlM

10

Describe policy details of systems and procedures for maintaining
and utilizing physical, academic and support facilities on the website
within a minimum of 500 word and maximum of 1000 words
File Description
 Upload any additional information
 Paste link for additional information

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Criterion V - Student Support and Progression (100)
Key Indicator - 5.1 Student Support (30)
Metric
No.
Average percentage of students benefited by scholarships and
freeships provided by the Government during the last five years

Weightage
5

5.1.1
Qnm

5.1.1.1: Number of students benefited by scholarships and freeships
provided by the Government year wise during last five years
Year
Number
Data Requirement for last five years:(As per Data Template in
Section B)
 Name of the scheme
 Number of students benefiting
Formula:
Percentage per year =

File Description
 upload self attested letter with the list of students sanctioned
scholarships
 Upload any additional information
 Average percentage of students benefited by scholarships and
freeships provided by the Government during the last five
years (Data Template)

Average percentage of students benefited by scholarships,
freeships, etc. provided by the institution besides government
schemes during the last five years

5.1.2
QnM

5

5.1.2.1: Total number of students benefited by scholarships,
freeships, etc provided by the institution besides government schemes
year wise during last five years
Year
Number
Data Requirement for last five years:(As per Data Template in
Section B)
 Name of the scheme with contact information
 Number of students benefiting
Formula:
Percentage per year =

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Document: Upload sanction letters

5.1.3
QnM

File Description
 Upload any additional information
 Number of students benefited by scholarships and freeships
besides government schemes in last 5 years(Data Template)
Number of capability enhancement and development schemes
1. Guidance for competitive examinations,
2. Career Counselling,
3. Softskill development,
4. Remedial coaching
5. Language lab,
6. Bridge courses
7. Yoga and Meditation
8. Personal Counselling
Options:
A. 7 or more of the above
B. Any 6 of the above
C. Any 5 of the above
Opt one
D. Any 4 of the above
E. ≤ 3 of the above
Data Requirements: (As per Data Template in Section B)
 Name of the capability enhancement scheme
 Year of implementation
 Number of students enrolled
 Name of the agencies involved with contact details
File Description
 Link to Institutional website
 Any additional information
 Details of capability enhancement and development
schemes(Data Template)

9

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5.1.4
QnM

Average percentage of students benefited by guidance for
competitive examinations and career counselling offered by the
institution during the last five years

8

5.1.4.1: Number of students benefited by guidance for competitive
examinations and career counselling offered by the institution year
wise during last five years
Year
Number
Data Requirement for last five years:(As per Data Template in
Section B)
 Name of the scheme
 Number of students who have passed in the competitive exam
 Number of students placed
Formula:
Percentage per year =

File Description (Upload)
 Any additional information
 Number of students benefited by guidance for competitive
examinations and career counselling during the last five
years(Data Template)

Average percentage of students benefitted by Vocational Education
and Training (VET) during the last five years
5.1.5.1: Number of students attending VET year wise during last five
years
Year

2

Number

5.1.5

Data Requirements:
 Number of students enrolled for VET
 Number of students successfully completed VET
Formula:

QnM

File Description
 Details of students benefited by Vocational Education and
Training (VET)
 Any additional information

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5.1.6

QnM

The institution has a t r a n s p a r e n t mechanism for timely
redressal of student grievances including sexual harassment and
ragging cases
(Yes/No)
Data Requirement: (As per Data Template in Section B)
Upload the minutes of the meetings of student redressal committee,
prevention of sexual harassment committee and anti-ragging
committee

1

File Description (Upload)
 Minutes of the meetings of student redressal committee,
prevention of sexual harassment committee and Anti Ragging
committee
 Upload any additional information
 Details of student grievances including sexual harassment and
ragging cases(Data Template)
Key Indicator - 5.2 Student Progression (30)
Weightage

Metric
No.
Average percentage of placement of outgoing students during the
last five years

10
5.2.1.1: Number of outgoing students placed year wise during last
five years
Year
Number

5.2.1
QnM

Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the employer with contact details
 Number of students placed
Formula:
Percentage per year =

File Description (Upload)
 Self attested list of students placed
 Upload any additional information
 Details of student placement during the last five years(Data
Template)

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5.2.2
QnM

Percentage of student progression to higher education (previous
graduating batch) (current year data)

10

5.2.2.1: Number of outgoing students progressing to higher education
Data Requirements: (As per Data Template in Section B)
Number of students proceeding from
UG to PG:.
PG to MPhil:
PG to PhD:
MPhil to PhD:
PhD to Post doctoral:
Formula:

File Description (Upload)
 Upload supporting data for student/alumni
 Any additional information
 Details of student progression to higher education(Data
Template)
Average percentage of students qualifying in state/ national/
international level examinations during the last five years
(eg: NET/SLET/GATE/GMAT/CAT/ GRE/TOEFL/Civil
Services/State government examinations)

5.2.3
QnM

10

5.2.3.1: Number of students qualifying in state/ national/ international
level examinations (eg:
NET/SLET/GATE/GMAT/CAT, GRE/TOFEL/Civil Services/State
government examinations) year wise during last five years
Year
Number
5.2.3.2: Number of students appearing in state/ national/ international
level examinations (eg: NET/SLET/GATE/GMAT/CAT,
GRE/TOFEL/Civil Services/State government examinations) year
wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
Number of students selected to
 NET
 SLET
 GATE
 GMAT
 CAT
 GRE
 TOEFL
 Civil Services
 State government examinations

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Formula:

File Description(Upload)
 Upload supporting data for student/alumni
 Any additional information
 Number of students qualifying in state/ national/ international
level examinations during the last five years(Data Template)

Key Indicator - 5.3 Student Participation and Activities (30)
Metric
No.

Weightage
Number of awards/medals for outstanding performance in
sports/cultural activities at national/international level (award for a
team event should be counted as one) during the last five years
5.3.1.1: Number of awards/medals for outstanding performance in
sports/cultural activities at national/international level (award for a
team event should be counted as one) year wise during last five years
Year

15

Number
5.3.1
QnM

5.3.2
Q1 M

5.3.3

Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the award/ medal
 National/ International
 Sports/ Cultural
File Description(Upload)
 e-copies of award letters and certificates
 Any additional information
 Number of awards/medals for outstanding performance in
sports/ cultural activities at national/ international level during
the last five years(Data Template)
Presence of an active Student Council & representation of students
on academic & administrative bodies/committees of the institution
Describe the Student Council activity and students role in academic
& administrative bodies within a minimum of 500 characters and
maximum of 500 words
File Description
 Paste link for Additional Information
 Upload any additional information
Average number of sports and cultural activities / competitions
organised at the institution level per year

10

5

QnM
5.3.3.1: Number of sports and cultural activities / competitions
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organised at the institution level year wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the activity
Formula:

File Description
 Report of the event
 Upload any additional information
 Number of sports and cultural activities / competitions
organised per year(Data Template)
Key Indicator - 5.4 Alumni Engagement (10)
Metric
N

Weightage
The Alumni Association/Chapters (registered and
functional)contributes significantly to the development of the
institution through financial and non financial means during the
last five years

5.4.1
QlM

5.4.2
QnM

Describe contribution of alumni association to the institution within a
minimum of 500 characters and maximum of 500 words
File Description
 Paste link for additional Information
 Upload any additional information
Alumni contribution during the last five years (Amount in Rupees)

4

4

Options:
A. . ≥ 15 Lakhs
B. 10Lakhs - 15 Lakhs
C. 5 Lakhs - 10 Lakhs
Opt One
D. 2 Lakhs - 5 Lakhs
E. <2 Lakhs
Data Requirement for last five years (year wise): (As per Data
Template in Section B)
 Name of the alumnus/ alumni association:
 Quantum of contribution:
File Description
 Upload any additional information
 Alumni association audited statements(Data Template)

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5.4.3
QnM

Number of Alumni Association /Chapters meetings held during the
last five years

2

5.4.3.1: Number of Alumni Association /Chapters meetings held year
wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Number of alumni association meetings
 Dates of meetings
File Description (upload)
 Report of the event
 Upload any additional information
 Number of Alumni Association / Chapters meetings
conducted during the last five years(Data Template)
Criterion VI – Governance, Leadership and Management (100)

Metric
No.

Key Indicator - 6.1 Institutional Vision and Leadership (10)
Weightage
The governance of the institution is reflective of an effective
leadership in tune with the vision and mission of the Institution

6.1.1
QlM

6.1.2
QlM

Describe the vision and mission statement of the institution on the
nature of governance, perspective plans and participation of the
teachers in the decision making bodies of the institution within a
minimum of 500 characters and maximum of 500 words .
File Description
 Paste link for additional Information
 Upload any additional information
The institution practices decentralization and participative
management

5

5

Upload a case study showing practicing decentralisation and
participative management in the institution in not more than 500
words
File Description
 Strategic plan and deployment documents on the website
 Paste link for additional Information
 Upload any additional information

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Metric
No
6.2.1

Key Indicator - 6.2 Strategy Development and Deployment (10)
Weightage
Perspective/Strategic plan and deployment documents are available
in the institution

2

QlM
Describe one activity successfully implemented based on the strategic
plan within a minimum of 500 characters and maximum of 500 words
File Description
 Strategic Plan and deployment documents on the website
 Paste link for additional information
 Upload any additional information

6.2.2
QlM

Organizational structure of the Institution including governing
body, administrative setup, and functions of various bodies, service
rules, procedures, recruitment, promotional policies as well as
grievance redressal mechanism
Describe the Organogram of the Institution within a minimum of 500
characters and maximum 500 words
File Description
 Paste link for additional Information
 Link to Organogram of the Institution webpage
 Upload any additional information
Implementation of e-governance in areas of operation
1.
2.
3.
4.
5.

6.2.3
QnM

2

Planning and Development
Administration
Finance and Accounts
Student Admission and Support
Examination

Options:
A. All 5 of the above
B. Any 4 of the above
C. Any 3 of the above
D. Any 2 of the above
E. ≤ 1 of the above

4
Opt one

Data Requirements: (As per Data Template in Section B)
 Areas of e-governance
Planning and Development
Administration
Finance and Accounts
Student Admission and Support
Examination
 Name of the Vendor with contact details
 Year of implementation
File Description (Upload)
 ERP (Enterprise Resource Planning) Document
 Screen shots of user interfaces
 Any additional information
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

6.2.4
QlM

Details of implementation of e-governance in areas of
operation Planning and Development, Administration
etc(Data Template)
Effectiveness of various bodies/cells/committees is evident through
minutes of meetings and implementation of their resolutions

2

Describe one activity successfully implemented based on the Minutes
of the meetings of various Bodies/ Cells and Committees within a
minimum of 500 characters and maximum of 500 words
File Description
 Paste link for additional information
 Upload any additional information
Key Indicator - 6.3 Faculty Empowerment Strategies (30)

Metric
No.

Weightage
The institution has effective welfare measures for teaching and
non-teaching staff

6.3.1

QlM

Provide the list of existing welfare measures for teaching and nonteaching staff minimum of 500 characters and maximum of 500
words

9

File Description
 Paste link for additional information
 Upload any additional information

6.3.2
QnM

Average percentage of teachers provided with financial support to
attend conferences / workshops and towards membership fee of
professional bodies during the last five years
6.3.2.1: Number of teachers provided with financial support to attend
conferences / workshops and towards membership fee of professional
bodies year wise during last five years
Year

6

Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Name of teacher
 Name of conference/ workshop attended for which financial
support provided
 Name of the professional body for which membership fee is
provided
Formula:

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File Description
 Upload any additional information
 Details of teachers provided with financial support to attend
conferences, workshops etc. during the last five years(Data
Template)
6.3.3

Average number of professional development / administrative
training programs organized by the Institution for teaching and
non teaching staff during the last five years

QnM

6.3.3.1: Total number of professional development / administrative
training Programmes organized by the Institution for teaching and
non teaching staff year wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Title of the professional development Programme organised
for teaching staff
 Title of the administrative training Programme organised for
non-teaching staff
 Dates (from-to)
Formula:

5

File Description (Upload)
 Reports of the Human Resource Development Centres (UGC
ASC or other relevant centres).
 Reports of Academic Staff College or similar centers
 Upload any additional information
 Details of professional development / administrative training
Programmes organized by the Institution for teaching and non
teaching staff (Data Template)

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6.3.4

Average percentage of teachers attending professional development
Programmes viz., Orientation Programmes, Refresher Course,
Short Term Course, Faculty Development Programmes during the
last five years

QnM
6.3.4.1: Total number of teachers attending professional
development Programmes, viz., Orientation Programme, Refresher
Course, Short Term Course, Faculty Development Programmes year
wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Number of teachers
 Title of the Programme
 Duration (from – to)
Formula:

5

Percentage per year =

File Description
 IQAC report summary
 Reports of the Human Resource Development Centres (UGC
ASC or other relevant centers).
 Upload any additional information
 Details of teachers attending professional development
programs during the last five years(Data Template)

Institution has Performance Appraisal System for teaching and
non-teaching staff
6.3.5
QlM

5
Describe the functioning status of the Performance Appraisal System
for teaching and non-teaching staff within minimum of 500
characters and maximum of 500 words
File Description
 Paste link for additional Information
 Upload any additional information

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Key Indicator – 6.4 Financial Management and Resource Mobilization (20)
Metric
No.

Weightage
Institution conducts internal and external financial audits regularly

6.4.1
QlM

6.4.2
QnM

4
Enumerate the various internal and external financial audits carried
out during the last five years with the mechanism for settling audit
objections within a minimum of 500 characters and maximum of 500
words
File Description
 Paste link for additional Information
 Upload any additional information
Funds / Grants received from non-government bodies, individuals,
philanthropers during the last five years (not covered in Criterion
III) (INR in Crores)

8

6.4.2.1: Total Grants received from non-government bodies,
individuals, philanthropers year wise during last five years (INR in
crores)
Year
INR in
crores
Data Requirement for last five years: (As per Data Template in
Section B)
 Name of the non government funding agencies/ individuals
 Funds/ Grants received
File Description (Upload)
 Annual statements of accounts
 Any additional information
 Details of Funds / Grants received from non-government
bodies during the last five years (Data Template)
6.4.3

Institutional strategies for mobilisation of funds and the optimal
utilisation of resources
8

QlM

Describe the resource mobilisation policy and procedures of the
Institution within a minimum of 500 characters and maximum of 500
words
File Description
 Paste link for Additional Information
 Upload any additional information
Key Indicator - 6.5 Internal Quality Assurance System (30)

Metric
No.
6.5.1
QlM

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

Weightage
8

Describe two practices institutionalized as a result of IQAC initiatives
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within a minimum of 500 characters and maximum of 500 words
File Description
 Paste link for additional Information
 Upload any additional information
The institution reviews its teaching learning process, structures &
methodologies of operations and learning outcomes at periodic
intervals through IQAC set up as per norms
6.5.2
QlM

6.5.3

8
Describe any two examples of institutional reviews and
implementation of teaching learning reforms facilitated by the IQAC
within a minimum of 500 characters and maximum of 500 words
each
File Description
 Paste link for additional Information
 Upload any additional information
Average number of quality initiatives by IQAC for promoting
quality culture per year

3

QnM
6.5.3.1: Number of quality initiatives by IQAC for promoting quality
year-wise for the last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Name of quality initiative by IQAC
 Duration (from – to)
 Number of participants
File Description
 Upload any additional information
 IQAC link
 Number of quality initiatives by IQAC per year for promoting
quality culture(Data Template)
6.5.4
QnM

Quality assurance initiatives of the institution include:
1. Regular meeting of Internal Quality Assurance Cell (IQAC);
timely submission of Annual Quality Assurance Report
(AQAR) to NAAC; Feedback collected, analysed and used for
improvements
2. Academic Administrative Audit (AAA) and initiation of
follow up action
3. Participation in NIRF
4. ISO Certification
5. NBA or any other quality audit
Options:
A. Any 4 of the above
B. Any 3 of the above
C. Any 2 of the above
Opt one
D. Any 1 of the above
E. None of the above
Data Requirement for last five years: (As per Data Template in
Section B
Quality initiatives

6

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


AQARs prepared/ submitted
Academic Administrative Audit (AAA) and initiation of
follow up action
 Participation in NIRF
 ISO Certification
 NBA or any other certification received
File Description
 Paste web link of Annual reports of Institution
 Upload e-copies of the accreditations and certifications
 Upload any additional information
 Upload details of Quality assurance initiatives of the
institution(Data Template)

6.5.5
QlM

Incremental improvements made during the preceding five years (in
case of first cycle)
Post accreditation quality initiatives (second and subsequent cycles)

5

Describe quality enhancement initiatives in the academic and
administrative domains successfully implemented during the last five
years within a minimum of 500 characters and Maximum of 500
words each
File Description
 Paste link for additional Information
 Upload any additional information
Criterion VII – Institutional Values and Best Practices (100)

Metric
No.
7.1.1

Key Indicator - 7.1 Institutional Values and Social Responsibilities(50)
Weightage
Gender Equity (10)
Number of gender equity promotion Programmes organized by the
institution during the last five years

5

QnM
7.1.1.1: Number of gender equity promotion Programmes organized
by the institution year wise during last five years
Year
Number
Data Requirement: (As per Data Template in Section B)
 Title of the programme
 Duration (from-to)
 Number of participants
File Description
 Report of the event
 Upload any additional information
 List of gender equity promotion Programmes organized by the
institution(Data Template)


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7.1.2
QlM

Institution shows gender sensitivity in providing facilities such as:
a) Safety and Security
b) Counselling
c) Common Room
Describe gender equity initiatives undertaken by the Institution on the
specified areas within a minimum of 500 characters and maximum of
500 words each

5

File Description
 Upload any additional information
 Paste link for Additional Information

Environmental
Consciousness and Sustainability (10)
Alternate Energy initiatives such as:
Percentage of power requirement of the Institution met by the
renewable energy sources(current year data)
7.1.3
QnM

7.1.3.1: Annual power requirement met by megawatts renewable
energy sources(in KWH)
Data Requirements: (As per Data Template in Section B)
 Power requirement met by renewable energy sources
 Total power requirement
Formula:

1

File Description
 Upload any additional information
 Upload details of power requirement of the Institution met by
renewable energy sources(Data Template)

7.1.4

Percentage of annual lighting power requirements met through
LED bulbs
(current year data)
1

QnM

7.1.4.1: Annual lighting power requirement met through LED
bulbs______ (in KWH)
Data Requirements: (As per Data Template in Section B)
 Lighting power requirement met through LED bulbs
 Total lighting power requirements
Formula:

File Description
 Upload any additional information
 Upload details of lighting power requirements met through
LED bulbs(Data Template)
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7.1.5.
Ql M

7.1.6

Waste Management steps including:
 Solid waste management
 Liquid waste management
 E-waste management
Describe efforts towards waste management on campus within a
minimum of 500 characters and maximum of 500 words each
File Description
 Upload any additional information
 Paste link for additional Information

3

Rain water harvesting structures and utilization in the campus
1

QlM

7.1.7
QlM

Describe efforts towards rain water harvesting on the campus within
a minimum 500 characters and Maximum 500 words
File Description
 Upload any additional information
 Paste link for additional Information
Green Practices`
 Students, staff using
a) Bicycles
b) Public Transport
c) Pedestrian Friendly Roads
 Plastic free campus
 Paperless office
 Green landscaping with trees and plants
Describe efforts towards green practices on the campus within a
minimum of 500 characters and maximum of 500 words
File Description
 Upload any additional information
 Paste link for additional information

7.1.8
QnM

2

2
Average percentage expenditure on green initiatives and waste
management excluding salary component during the last five
years(INR in lakhs)
7.1.8.1: Total expenditure on green initiatives and waste management
excluding salary component year wise during last five years(INR in
lakhs)
Year
INR in lakhs
Data Requirements for last five years: (As per Data Template in
Section B)
 Expenditure on green initiatives and waste management excluding
salary component
 Annual expenditure excluding salary component of
the institution
Formula:

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File Description (Upload)
 Any additional information
 Green audit report
 Details of expenditure on green initiatives and waste
management during the last five years (Data Template)
7.1.9

QnM

Differently abled (Divyangjan) friendliness
Resources available in the institution
1. Physical facilities
2. Provision for lift
3. Ramp / Rails
4. Braille Software/facilities
5. Rest Rooms
6. Scribes for examination
7. Special skill development for differently abled students
8. Any other similar facility (Specify)
Options:
A. 7 and more of the above
B. At least 6 of the above
C. At least 4 of the above
Opt one
D. At least 2 of the above
E. None of the above
Data Requirements: (As per Data Template in Section B)

Physical facilities

Provision for lift

Ramp/ Rails

Braille Software/

Facilities

Rest Rooms

Scribes for examination

Special skill development for differently abled
students

Any other similar facility

10

File Description
 Upload any additional information
 Link to photos and videos of facilities for divyangjan
 Upload resources available in the institution for
Divyangjan(Data Template)
Inclusion
and Situatedness (10)

7.1.10

Number of specific initiatives to address locational advantages and
disadvantages during the last five years

5

QnM
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7.1.10.1: Number of specific initiatives to address locational
advantages and disadvantages year wise during last five years
Year
Number

7.1.11

Data Requirement for last five years: (As per Data Template in
Section B)
 Number of initiatives to address locational advantages and
disadvantages
File Description
 Upload any additional information
 Number of Specific initiatives to address locational
advantages and disadvantages (Data Template)
Number of initiatives taken to engage with and contribute to local
community during the last five years(Not addressed elsewhere)

5

QnM
7.1.11.1: Number of initiatives taken to engage with and contribute
to local community during year wise during last five years
Year
Number
Data Requirement for last five years: (As per Data Template in
Section B)
 Number of initiatives taken to engage with and contribute to local
community
File Description
 Upload any additional information
 Upload the report of the event
 Details of initiatives taken to engage with local community
during the last five years(Data Template)
Human Values and Professional Ethics (10)
Code of conduct handbook exists for students, teachers, governing
body, administration including Principal /Officials and support
staff
7.1.12

1
(Yes/No)

QnM

File Description
 Upload any additional information
 URL to Handbook on code of conduct for students and
teachers ,manuals and brochures on human values and
professional ethics
Display of core values in the institution and on its website

7.1.13
QnM

7.1.14

1

(Yes/No)
File Description
 Upload any additional information
 Provide URL of website that displays core values
The institution plans and organizes appropriate activities to
increase consciousness about national identities and symbols;

1

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QnM

Fundamental Duties and Rights of Indian citizens and other
constitutional obligations
(Yes/No)
File Description
 Upload any additional information
 Details of activities organized to increase consciousness about
national identities and symbols (Data Template)
The institution offers a course on Human Values and professional
ethics.

7.1.15
QnM

7.1.16
QnM

(Yes/No)

1

File Description
 Upload any additional information
 Provide link to Courses on Human Values and professional
ethics on Institutional website
The institutional functioning is as per professional code of
prescribed / suggested by statutory bodies / regulatory authorities
for different professions.
(Yes/No)

1

File Description
 Upload any additional information
 Provide URL of supporting documents to prove institution
functions as per professional code

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7.1.17
QnM

Number of activities conducted for promotion of universal
values(Truth, Righteous conduct, Love, Non-Violence and peace);
national values, human values, national integration, communal
harmony and social cohesion as well as for observance of
fundamental duties during the last five years

2

7.1.17.1: Number activities conducted for promotion of universal
values (Truth, Righteous conduct, Love, Non-Violence and peace);
national values, human values, national integration, communal
harmony and social cohesion as well as for observance of
fundamental duties year wise during last five years
Year
Number
Data Requirements: (As per Data Template in Section B)
 Title of the Programme /Activity
 Duration (from-to)
 Number of participants
Documents: Upload the following documents.
 Institutional code of conduct for students
 Institutional code of conduct for teachers
 Handbooks, manuals and brochures on human values and
professional ethics.
 Report on the student attributes facilitated by the Institution
File Description
 Upload any additional information
 List of activities conducted for promotion of universal
values(Data Template)
7.1.18

Institution organizes national festivals and birth / death
anniversaries of the great Indian personalities.

1

QlM
Describe efforts of the Institution in organizing national festivals and
birth / death anniversaries of the great Indian personalities within a
minimum of 500 characters and maximum of 500 words

7.1.19
QlM

The institution maintains complete transparency in its financial,
academic, administrative and auxiliary functions

2

Describe efforts of the Institution towards maintenance of complete
transparency in its financial, academic, administrative and auxiliary
functions within a minimum of 500 characters and maximum of 500
words
Key Indicator - 7.2 Best Practices (30)

Metric
No.
7.2.1

Weightage

Describe at least two institutional best practices (as per NAAC
format)

30

QlM
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Describe two best practices successfully implemented by the
institution as per NAAC format
File Description
 Link for any additional Information
 Upload any additional information
Key Indicator - 7.3 Institutional Distinctiveness (20)
Metric
No.
7.3.1
QlM

Weightage

Describe/Explain the performance of the institution in one area
distinctive to its vision, priority and thrust

20

Describe the institutional performance in one area distinctive to its
vision, priority and thrust within a minimum of 500 characters and
maximum of 1000 words
File Description
 Link for additional Information
 Upload any additional information

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Format for Presentation of Best Practices
1. Title of the Practice
This title should capture the keywords that describe the practice.
2. Objectives of the Practice
What are the objectives / intended outcomes of this “best practice” and what are
the underlying principles or concepts of this practice (in about 100 words)?
3. The Context
What were the contextual features or challenging issues that needed to be
addressed in designing and implementing this practice (in about 150 words)?
4. The Practice
Describe the practice and its uniqueness in the context of India higher education.
What were the constraints / limitations, if any, faced (in about 400 words)?
5. Evidence of Success
Provide evidence of success such as performance against targets and benchmarks,
review results. What do these results indicate? Describe in about 200 words.
6. Problems Encountered and Resources Required
Please identify the problems encountered and resources required to implement
the practice (in about 150 words).
7. Notes (Optional)
Please add any other information that may be relevant for adopting/
implementing the Best Practice in other institutions (in about 150 words).
Any other information regarding Institutional Values and Best Practices which
the Autonomous College would like to include.

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4.

Evaluative Report of the Department

Name of the Autonomous College………………………………
Name of the Department…………
Dist.………………………….

State………………………………..

Total Number of Departments in the institution…...............................
Sl. No.

Name of the Department

For Ex: English

Zoology

Bio-Technology

1.
2.
3.
4.
5.

Year of Establishment
Names of programmes offered
Number of teaching posts Sanctioned/Filled
Number of students enrolled
Number of Research Projects:
Total grants received
6. Inter –institutional collaborative projects and
Associated grants received
National collaboration
International collaboration
7. Departmental projects funded by DST-FIST,
DBT, ICSSR, etc., : Total grants received
8. Special research laboratories sponsored by /
created by industry or corporate bodies
9. Publications:
Number of Papers published
Number of Books with ISBN
Number of Citation Index – range / average
Number of Impact Factor – range / average
Number of h-index
10. Details of patents and income generated

11. Areas of consultancy and income generated
12. Awards/Recognitions received at the National
and International level by :
Faculty
Doctoral/Post doctoral fellows
Students
13. How many students have cleared Civil Services
and Defense Services examinations, NET, SET
(SLET), GATE and other competitive
examinations
14. List of doctoral, post-doctoral students
and research associates
From the host institution/institution
From other institutions/universities

15. Number of Research Scholars/ Post Graduate
students getting financial assistance from the
Institution/State/ Central
Note: Compile data for the last five years

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7. Data Templates / Documents
(Quantitative Metrics)
The online formats (Templates) for submitting data with respect to Quantitative Metrics
(QnM) are given in consecutive pages.
Kindly Note:
For each Quantitative Metric the kinds of data to be uploaded are indicated in tabular form
and/ or documents required are listed.


Documents such as minutes of meeting, decisions, statements of accounts, award
letters, letters of appointments, etc., need to be uploaded as required; wherever these
are in bulk, hyperlinks to the appropriate website be given.



There could be some variation in the metrics from the QIF; this is due to rendering it to
the IT format for online submission.

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Data Templates/Documents - Quantitative Metrics (QnM)
Criterion I - Curricular Aspects (150)
Key Indicator -1.1 Curriculum Design and Development (50)
1.1.2 Percentage of Programmes where syllabus revision was carried out during the last five years (20)
Programme Code of revised syllabus Programme name of revised
Year of revision
syllabus

Percentage of Syllabus
content added or replaced

Document: Academic council meeting minutes
1.1.3 Average percentage of courses having focus on employability/ entrepreneurship/ skill development (10)
Year of introduction
Name of the
Course
Name of the
Activities with direct bearing on Employability/
Course
Code
Programme
Entrepreneurship/ Skill development
Documents: Programme/ Curriculum/ Syllabus of the courses/ Minutes of the Boards of Studies/ Academic Council with
course approvals for these courses. MoUs with relevant organizations for these courses, if any.
Key Indicator -1.2 Academic Flexibility (40)
1.2.1 Percentage of new courses introduced of the total number of courses across all Programmes offered during the last five years
Programme code Programme name Course code Name of the new course introduced in last 5 years

(20)

Year of introduction

1.2.2 Percentage of Programmes in which Choice Based Credit System (CBCS)/elective course system has been implemented (20)
Name of all Programmes
adopting CBCS course system

Name of all Programmes adopting
elective course system

Programme Year of implementation of CBCS /
Code
elective course system

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Key Indicator -1.3 Curriculum Enrichment (40)
1.3.2 Number of value-added courses imparting transferable and life skills offered during the last five years (10)
1.3.3Avarage Percentage of students enrolled in the courses under 1.3.2 above
(10)
Year -1
Name of the value added
Course
Year of
No. of times
Year of
Number of
courses (with 30 or more
Code
offering
offered
discontinuation students
contact hours)offered
during the
enrolled in the
during last five years
same year
year

Name of the value added
courses (with 30 or more
contact hours)offered
during last five years

Course
Code

Year of
offering

Name of the value added
courses (with 30 or more
contact hours)offered
during last five years

Course
Code

Year of
offering

Name of the value added
courses (with 30 or more
contact hours)offered
during last five years

Course
Code

Year of
offering

Name of the value added
courses (with 30 or more
contact hours)offered
during last five years

Course
Code

Year of
offering

Year -2
No. of times
offered
during the
same year
Year -3
No. of times
offered
during the
same year
Year -4
No. of times
offered
during the
same year
Year -5
No. of times
offered
during the
same year

Number of
students
completing the
course in the year

Year of
discontinuation

Number of
students
enrolled in the
year

Number of
students
completing the
course in the year

Year of
discontinuation

Number of
students
enrolled in the
year

Number of
students
completing the
course in the year

Year of
discontinuation

Number of
students
enrolled in the
year

Number of
students
completing the
course in the year

Year of
discontinuation

Number of
students
enrolled in the
year

Number of
students
completing the
course in the year

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1.3.4 Percentage of students undertaking field projects / internships
(10)
Programme
Year
No. of students undertaking field projects / internships
Programme
Code
name
Key Indicator -1.4 Feedback System (20)
1.4.1 Structured feedback received from 1) Students, 2) Teachers, 3) Employers, 4) Alumni 5) Parents, for design and review
of syllabus - Semester wise /year wise (10)
Options:
A. Any 4 of the above
B. Any 3 of the above
C. Any 2 of the above
D. Any 1 of the above
E. None of the above
1.4.2 Feedback processes of the institution may be classified as follows: (10)
A. Feedback collected, analysed and action taken and feedback available on website
B. Feedback collected, analysed and action has been taken
C. Feedback collected and analysed
D. Feedback collected
E. Feedback not collected
URL for feedback collection and analysis reports
Documents: Stakeholder feedback report, Action taken report of the Institution on it as minted by the Governing Council,
Syndicate, Board of Management
Criterion II-Teaching-Learning and Evaluation (300)
Key Indicator -2.1 Student Enrolment and Profile (20)
2.1.1 Average percentage of students from other States and Countries during the last five years (5)
Year of enrolment Number of students enrolled from other states
Number of students enrolled from other countries
Documents: List of students from other states and countries
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2.1.2 Demand Ratio (Average of Last five years) (5)
Year
Programme
Programme
Number of seats
name
Code
available

Number of eligible applications received

2.1.3 Average percentage of seats filled against seats reserved for various categories as per applicable reservation policy during
the last five years (10)
Year
Number of students admitted from the reserved category
Number of seats earmarked for reserved
category as per GOI or State Government rule
SC
ST
OBC
Gen
Others
SC
ST
OBC
Gen
Others
Documents: List of Students
Key Indicator-2.2 Category to Student Diversity
2.2.2 Student - Full time teacher ratio (10)
Year Number of
Number of students
students
enrolled
enrolled in the
in the institution
institution
(PG)
(UG)

(30)
Number of full
time teachers
available in the
institution teaching
only UG courses

Number of full
time teachers
available in the
institution teaching
only PG courses

Number of teachers
teaching both UG
and PG courses

Documents: List of teachers having details of
1. Name of the teacher
2. PAN
3. Highest qualification
4. Designation
5. Number of years of experience
6. Date of birth Date of joining

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2.2.3 Percentage of differently abled students (Divyangjan) on rolls (5)

Name of the student enrolled
under Differently abled
Category

Name of the student enrolled
under Differently abled
Category

Name of the student enrolled
under Differently abled
Category

Name of the student enrolled
under Differently abled
Category

Name of the student enrolled
under Differently abled
Category

Gender

Gender

Gender

Gender

Gender

UDID Card
Number

Year - 1
Type of
Percentage of
Disability
Disability

Course
enrolled

Year of
Enrolment

Year of
Completion

UDID Card
Number

Year- 2
Type of
Disability

Percentage of
Disability

Course
enrolled

Year of
Enrolment

Year of
Completion

UDID Card
Number

Year - 3
Type of
Percentage of
Disability
Disability

Course
enrolled

Year of
Enrolment

Year of
Completion

UDID Card
Number

Year - 4
Type of
Percentage of
Disability
Disability

Course
enrolled

Year of
Enrolment

Year of
Completion

UDID Card
Number

Year - 5
Type 0f
Percentage of
Disability
Disability

Course
enrolled

Year of
Enrolment

Year of
Completion

Documents: List of differently abled students
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Key Indicator-2.3 Teaching –learning Process (50)
2.3.2 Percentage of teachers using ICT for effective teaching with Learning Management Systems (LMS), E-learning
resources etc. (10)
Number of teachers using ICT Number of
ICT tools and Number of
Number of
E-resources and techniques
(LMS, e-Resources)
teachers on roll resources
ICT enabled smart
used
available
classrooms
classrooms
Documents: List of teachers

2.3.3 Ratio of Students to mentor for academic and stress related issues (10)
Number of students enrolled in the
Number of fulltime
Year
institution
teachers

Mentor: Mentee Ratio

Key Indicator-2.4 Teacher Profile and Quality (60)
2.4.1 Average percentage of full time teachers against sanctioned posts during the last five years (10)
Name of the teacher

PAN Designation

No. of sanctioned posts

Year of appointment

Documents:
Position sanction letters, competent authority.
Upload appointment letters of faculty during last five years.

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2.4.2 Average percentage of full time teachers with Ph.D. during the last five years (20)
Year
Number of full time teachers
Number of full time teachers
with PhD

2.4.3 Average teaching experience of full time teachers in number of years (10)
PAN
Designation Name of the
Name of the full time
Number of years of teaching experience
teacher
department
(years and months)
2.4.4 Average percentage of full time teachers who received awards, recognition, fellowships at State, National, International
level from Government, recognized bodies during the last five years (10)
PAN
Designation Name of the award, fellowship,
Year of Name of full time teachers receiving awards
award
from state level, national level, international level
received from Government or
recognized bodies
Documents:
Upload the e-copies of award letters (Scanned or Soft copy)
2.4.5 Average percentage of full time teachers from other States against sanctioned posts during the last five years (10)
Year

Name of full time teacher from other Number of sanctioned State from which qualifying degree
state
post
was obtained

Documents:
Upload the relevant supporting document

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Key Indicator-2.5 Evaluation Process and Reforms (40)
2.5.1 Average number of days from the date of last semester-end/ year- end examination till the declaration of results during the
last five years (15)
Program
Programme
Semester/
Last date of the last semesterDate of declaration of results of
me Name Code
year
end/ year- end examination
semester-end/ year- end examination

2.5.2 Average percentage of student complaints/grievances about evaluation against total number appeared in the examinations
during the last five years (5)
Year Number of complaints or grievances about evaluation
Total number of students appeared in the examination
2.5.3 Average percentage of applications for revaluation leading to change in marks (5)
Year wise / Semester Number of applications
Number of students
Number of revaluation cases
wise details
received for revaluation
appeared in final exam
where marks changed
2.5.5 Status of automation of Examination division along with approved examination Manual (5)
A. 100% automation of entire division & implementation of Examination Management System (EMS)
B. Only student registration, Hall ticket issue & Result Processing
C. Only student registration and result processing
D. Only result processing
E. Only manual methodology
Opt One

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100% automation of entire
division & implementation of
Examination Management
System (EMS) (Yes/No)

Student registration,
Hall ticket issue &
Result Processing are
automated (Yes/No)

Student registration
and result
processing are
automated (Yes/No)

Result
processing is
only automated
(Yes/No)

Follow
manual
methods
(Yes/No)

Documents: Current manual of examination automation system.
Annual reports of examination including the present status of automation.

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Key Indicator-2.6 Student Performance and Learning Outcomes (50)
2.6.3 Average pass percentage of students (20)
Program
Program
Number of students appeared in the final year Number of students passed in final year
me code
me name
examination
examination
Key Indicator-2.7 Student Satisfaction Survey (50)
2.7.1 Online student satisfaction survey regarding teaching learning process (all currently enrolled students).
(Online survey to be conducted and details of the students in the format mentioned below should be uploaded) (50)
Name of the Gender Category State of Nationality if Email ID Program
Unique
Mobile
Year of
student
Domiclie other than
name
Enrolment Number
joining
Indian
ID
Criterion III – Research, Extension and Innovations (150)
Key Indicator-3.1 Promotion of Research and Facilities (20)
3.1.1 The institution has a well defined policy for promotion of research and the same is uploaded on the institutional website (1)
Provide URL of Policy document on promotion of research uploaded on website
Documents:
Minutes of the Governing Council/ Syndicate/Board of Management related to research promotion policy adoption.
Research promotion policy.
3.1.2 The institution provides seed money to its teachers for research (average per year) (6)
Year of receiving grant
Name of the teacher getting seed The amount of seed money
money

Duration of the
grant

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Documents:
Minutes of the relevant bodies of the Autonomous College available on the website.
Budget and expenditure statements signed by the finance officer indicating seed money provided and utilized.
3.1.3 Number of teachers awarded international fellowship for advanced studies/ research during the last five years
Name of the teacher awarded international
fellowship

Name of the award

Year of Award

(6)

Awarding Agency

Documents: E-Copies of the award letters of the teachers
3.1.4 Institution has the following facilities:
(7)
1. Central Instrumentation Centre
2. Animal House/Green House / Museum
3. Central Fabrication facility
4. Media laboratory/Business Lab/Studios
5. Research/Statistical Databases
Options:
A. Any four facilities exist
B. Three of the facilities exist
C. Two of the facilities exist
D. One of the facilities exist
E. None of the facilities exist
Name of the facility
Year of establishment

Provide link of videos/pictures

Documents:
Videos and photographs geotagged

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Key Indicator-3.2 Resource Mobilization for Research (10)
3.2.1 Grants for research projects sponsored by the government, non-government sources such as industry, corporate houses,
international bodies, endowments, Chairs in the institution during the last five years (3)
Name of the Project/
Name of the Principal
Department of Principal Year of Funds
Duration of the
Endowments, Chairs
Investigator
Investigator
Award provided
project
Documents: E-Copies of the grant award letters for research projects sponsored by government /non-government.
3.2.2 Number of research centers recognized by University and National/International Bodies (2)
Name of the
Name of the research centre
Name of the recognizing body
Department
Documents:
Upload the relevant supporting document.
3.2.3 Percentage of teachers recognized as research guides (2)
Name of teachers recognized as research guides

Total number of teachers

Documents:
Upload the relevant supporting document.
3.2.4 Average number of research projects per teacher funded by government and non-government agencies during the last five
years (3)
Name of Principal Designation and Dept. Duration of Name of the Amount sanctioned Name of
Year of
Investigator & Coproject research project
funding
sanction
Investigator
agency

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Key Indicator-3.3 Innovation Ecosystem (20)
3.3.2 Number of workshops/seminars conducted on Intellectual Property Rights (IPR) and Industry-Academia Innovative
practices during the last five years (6)
Year
Name of the workshop/
Date From –To Link to the Activity report on the Date of establishment of
seminar
website
IPR cell
3.3.3 Number of awards for innovation won by institution/teachers/research scholars/students during the last five years (5)
Name of the Name of the Awarding
Title of the
Year of
Category- institution/teacher/research
Awardee
innovation
Agency with contact details Award
scholar/student
Documents:
E- copies of award letters
3.3.4 Number of start-ups incubated on campus during the last five years
(5)
Name of the start up
Nature of start up
Year of commencement

Contact information of the promoters

Documents:
E- sanction order of the University/ Autonomous College for the start ups on campus
Key Indicator -3.4 Research Publication and Awards (20)
3.4.1 The institution has a stated Code of Ethics to check malpractices and plagiarism in Research (1)
Provide upload the URL having
Whether Colleges have been provided access Mechanism for detecting
code of ethics
to plagiarism detecting software (Yes/No)
plagiarism

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3.4.2 The institution provides incentives to teachers who receive state, national and international recognition/awards (1)
Name of the Awardee with
Name of the
Name of the Awarding Agency
Year of Award Incentive details
contact details
Award
Documents: E- copies of the letters of awards
3.4.3 Number of Patents published/awarded during the last five years (4)
Name of the Patent published/awarded
Patent Number

Year of Award

Documents:E- copies of the letters of awards
3.4.4 Number of Ph.D.s awarded per teacher during the last five years (4)
Name of the PhD
Name of the
Name of the
Title of the
scholar
Department
guide/s
thesis

Year of registration of
the scholar

Year of
award of PhD

3.4.5 Number of research papers per teacher in the Journals notified on UGC website during the last five years (2)
ISSN
Name of the
Department of the
Name of
Title of paper
Year of publication
number
author/s
teacher
journal

3.4.6 Number of books and chapters in edited volumes / books published, and papers in national/international conference proceedings per teacher during the last five years (5)
ISBN
Title of the
Title of the
Title of the Name of the National /
Year of
Affiliating Name
book/chapters paper
proceedings conference international publication number of Institute at of the
published
of the
the
the time of publis
conference
proceeding publication her

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3.4.7 Bibliometrics of the publications during the last five years based on average citation index in Scopus/ Web of Science or
PubMed/ Indian Citation Index (2)
Title of Name of the
Title of the Year of
Citation Institutional
Number of citations
author
journal
publication
Index
affiliation as
excluding self citations
the
paper
mentioned in the
publication

3.4.8 Bibliometrics of the publications during the last five years based on Scopus/ Web of Science – h-index of the Institution (1)
h-index
Title of the Name of the
Title of the
Year of
Number of
Institutional affiliation
paper
author
journal
publication
citations
as mentioned in the
excluding self
publication
citations

Key Indicator -3.5 Consultancy (10)
3.5.1 Institution has a policy on consultancy including revenue sharing between the institution and the individual (1)
Provide URL of the consultancy policy document.
Documents:
Minutes of the Governing Council/ Syndicate/Board of Management related to Consultancy policy.
Copy of the Consultancy Policy.
3.5.2 Revenue generated from consultancy during the last five years (6)
Name of the
Name of consultancy Consulting/Sponsoring agency with
consultant
project
contact details

Revenue generated
Year (amount in rupees)

Documents: Audited statements of account indicating the revenue generated through consultancy.
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3.5.3 Revenue generated from corporate training by the institution during the last five years (3)
Names of the teacher- Title of the corporate Agency seeking training Year Revenue generated
consultants
training Programme with contact details
(amount in rupees)

Number of trainees

Documents: Audited statements of account indicating the revenue generated through training.
Key Indicator -3.6 Extension Activities (50)
3.6.2 Number of awards and recognition received for extension activities from Government /recognized bodies during the last
five years (15)
Year of award
Name of the
Name of the Award/
Name of the Awarding government/ recognized
activity
recognition
bodies
Documents:E-copy of the award letters
3.6.3 Number of extension and outreach Programmes conducted in collaboration with industry, community and NonGovernment Organizations through NSS/NCC/Red cross/YRC etc., during the last five years (15)
Year of the Number of teachers
Name of
Organizing unit/ agency/
Number of students
activity
collaborating agency
the activity
participated in such
participated in such
activities
activities

3.6.4 Average percentage of students participating in extension activities with Government Organizations, Non-Government
Organizations and Programmes such as Swachh Bharat, Aids Awareness, Gender Issue, etc. during the last five years (10)
Name of the
Organizing unit/
Name of the
Year of the
Number of teachers Number of students
activity
scheme
activity
participated in such participated in such
agency/
activities
activities
collaborating
agency
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Key Indicator -3.7 Collaboration (20)
3.7.1 Number of Collaborative activities for research, faculty exchange, student exchange per year. (5)
Duration Nature of the
Sl. Title of the
Name of the collaborating Name of the Source of
Year of
No. collaborative activity agency with contact details participant financial support collaboration
activity

3.7.2 Number of linkages with institutions/industries for internship, on-the-job training, project work, sharing of research
facilities etc. during the last five years (10)
Title of the linkage
Name of the partnering
Year of
Duration Nature of Name of the
institution/ industry
commencement (From-To) linkage participant
/research lab with contact details
Documents: e-Copies of linkage related documents.
3.7.3 Number of functional MoUs with institutions of national, international importance, other universities, industries, corporate
houses etc. during the last five years (only functional MoUs with ongoing activities to be considered) (5)
Organization
Name of the
Year of
List the actual
with which MoU institution/ industry/ signing
activities under each
Number of students/teachers
Duration
is signed
corporate houses
MoU
MoU year wise
participated under MoUs
Documents:
e-Copies of the MoUs with institution/ industry/ corporate houses
Criterion IV – Infrastructure and Learning Resources (100)
Key Indicator -4.1 Physical Facilities (30)
4.1.3 Percentage of classrooms and seminar halls with ICT - enabled facilities such as smart class, LMS, etc.

(10)

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Number of classrooms with LCD
facilities

Number of classrooms with
wifi/LAN facilities

Number of seminar halls with ICT facilities

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4.1.4 Average percentage of budget allocation, excluding salary for infrastructure augmentation during the last five years (10)
Budget allocated for infrastructure
Budget utilized for
Year of allocation
augmentation
infrastructure development
Documents:
Budget estimates
Audited utilization statements

Key Indicator -4.2 Library as a Learning Resources (20)
4.2.3 Does the institution have the following: (3)
1. e – journals
2. e-ShodhSindhu
3. Shodhganga membership
4. e-books
5. Databases
Options:
A. Any 4 of the above
B. Any 3 of the above
C. Any 2 of the above
D. Any 1 of the above
E. None of the above

Details of
memberships

Details of
subscriptions

Name of service
subscribed to

No of eresources
with full text
access

Validity
period

Usage report
from the
service
provider

Whether remote
access provided?
(Yes / No)

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4.2.4 Average annual expenditure for purchase of books and journals during the last five years (7)
Expenditure on subscription
Expenditure on the
Expenditure on the purchase Year of
Budget
to e-journals and other epurchase of books
of journals
expenditure allocated
resources
Documents: Audited statements of accounts
4.2.5 Availability of remote access to e-resources of the library (1)
E-resource
Contact person details
Whether remote access provided? (Yes / No)

4.2.6 Percentage per day usage of library by teachers and students (2)
Method of computing Number of users
No of teachers
Provide/ upload last page of per day usage of
using library through accessing library per
accession register details
library
e-access per day
day

Key Indicator -4.3 IT Infrastructure (30)
4.3.2 Student - Computer ratio (14)
Number of computers for students in working
condition

No. of students
accessing library
per day

Total Number of students

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4.3.3 Available bandwidth of internet connection in the Institution (Leased line)
Options:

(5)

A. ≥50 MBPS
B. 35 MBPS - 50 MBPS
C. 20 MBPS - 35 MBPS
D. 5 MBPS - 20 MBPS
E. <5 MBPS

Number of computers with access to internet

Bandwidth of leased line connection

LAN configuration and speed

4.3.4 Facilities for e-content development such as Media centre, Recording facility, Lecture Capturing System(LCS) (1)
Provide link to videos of the media centre and recording facility
Name of the e-content development facilities

Key Indicator -4.4 Maintenance of Campus Infrastructure
(20)
4.4.1 Average expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary
component, as a percentage during the last five years (10)
Year Assigned budget on academic
Expenditure on
Assigned budget on
Expenditure on physical
academic facilities
physical facilities
facilities (excluding salary for
facilities (excluding salary for
(excluding salary for (excluding salary for
human resources)
human resources)
human resources)
human resources)

Documents: Audited statements of accounts
Criterion V - Student Support and Progression (100)
Key Indicator-5.1 Student Support (30)
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5.1.1 Average percentage of students benefited by scholarships and freeships provided by the Government during the last five
years (5)
5.1.2 Average percentage of students benefited by scholarships, freeships, etc. provided by the institution besides government
schemes during the last five years (5)
Name of the
Number of students benefited by
Number of students benefited by non-government
Year scheme
government scheme
schemes
Documents: Upload sanction letter
5.1.3 Number of capability enhancement and development schemes – (9)
1. Guidance for competitive examinations,
2. Career Counselling,
3. Soft skill development,
4. Remedial coaching,
5. Language lab,
6. Bridge courses
7. Yoga and Meditation
8. Personal Counselling
Options:
A. 7 or more of the above
B. Any 6 of the above
C. Any 5 of the above
D. Any 4 of the above
E. Any 3 of the above
Name of the capability
Number of students
Year of implementation
enhancement scheme
enrolled

Name of the agencies
involved with contact details

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5.1.4 Average percentage of students benefited by guidance for competitive examinations and career counseling offered by the
institution during the last five years (8)
Name of the
Number of benefited
Number of benefited
Number of students who
Number of
Year scheme
students by Guidance
students by Career
have passed in the
students
for Competitive
Counseling
competitive exam
placed
activities
examination

5.1.5 Average percentage of students benefited by Vocational Education and Training (VET) during the last five years (2)
Year
Number of benefited students by VET

5.1.6 The institution has a transparent mechanism for timely redressal of student grievances including sexual harassment and
ragging cases
(1)
No. of grievances
No. of grievances
Year appealed
Average time for grievance redressal in number of days
redressed
Documents: Minutes of the meetings of student redressal committee, prevention of sexual harassment committee and anti
ragging committee
Key Indicator -5.2 Student Progression (30)
5.2.1 Average percentage of placement of outgoing students during the last five years (10)
Number of students Name of the employer with
Year placed
Package received
contact details

Programme graduated
from

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Documents: Annual reports of Placement Cell

5.2.2 Percentage of student progression to higher education (previous graduating batch) (15)
Number of students enrolling
Programme
Department
Name of
Year into higher education
graduated from
institution joined
graduated
from

Name of
Programme
admitted to

Documents: Upload supporting data for alumni

5.2.3 Average percentage of students qualifying in state/ national/ international level examinations during the last five years (eg:
NET/SLET/GATE/GMAT/CAT, GRE/TOFEL/Civil Services/State government examinations)
(10)
Year Registration number/roll
Number of students selected/ qualifying
number for the exam
State
NET
SLET GATE GMAT
CAT RGE TOEFL Civil
government
Services examinations

Documents: Upload supporting data/documents for the same.
Key Indicator -5.3 Student Participation and Activities (30)
5.3.1 Number of awards/medals for outstanding performance in sports/cultural activities at national/international level (award
for a team event should be counted as one) during the last five years (15)
Name of the award/
National/
Sports/
AADHAR / Student ID
Year medal
Name of the student
International
Cultural
number
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Documents: e-Copies of award letters and certificates.
5.3.3 Average number of sports and cultural activities / competitions organised at the institution level per year
Year
Name of the activity
Key Indicator -5.4 Alumni Engagement (10)
5.4.2 Alumni contribution during the last five years (Amount in rupees)

(5)

(4)

Options:
A. ≥ 15 Lakhs
B. 10Lakhs - 15 Lakhs
C. 5 Lakhs - 10 Lakhs
D. 2 Lakhs - 5 Lakhs
E. <2 Lakhs

Name of the alumnus/
alumni association

AADHAR / PAN

Year of graduation

Year of
contribution

Quantum of
contribution

Documents:
Annual audited statements of accounts.
Alumni association audited statements.
5.4.3 Number of Alumni Association /Chapters meetings held during the last five years (2)
Year Number of alumni association Dates of meetings
No of members attended
meetings

Total no of alumni enrolled

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Criterion VI – Governance, Leadership and Management (100)
Key Indicator - 6.2 Strategy Development and Deployment (10)
6.2.3 Implementation of e-governance in areas of operation (4)
1. Planning and Development
2. Administration
3. Finance and Accounts
4. Student Admission and Support
5. Examination
Options:
A. All 5 of the above
B. Any 4 of the above
C. Any 3 of the above
D. Any 2 of the above
E. Any 1 of the above
Areas of e governance
Year of implementation
Name of the Vendor with
contact details
Planning and Development
Administration
Finance and Accounts
Student Admission and Support
Examination
Documents:
ERP (Enterprise Resource Planning) Documents.
Screen shots of user interfaces
Annual e governance report approved by Governing Council/ Board of Management/ Syndicate

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Key Indicator - 6.3 Faculty Empowerment Strategies (30)
6.3.2 Average percentage of teachers provided with financial support to attend conferences / workshops and towards
membership fee of professional bodies during the last five years (6)
Name of conference/ workshop
Name of
attended for which financial support
Name of the professional body for Amount of
Year teacher
PAN provided
which membership fee is provided support

6.3.3 Average number of professional development / administrative training Programmes organized by the Institution for
teaching and non teaching staff during the last five years (5)
Title of the professional
Title of the
Dates
No of
No of participants (NonYear Sl. No development
administrative training (from-to) participants teaching staff)
Programme organized
Programme organized
(Teaching
for teaching staff
for non-teaching staff
staff)

Documents:
Reports of the Human Resource Development Centers (UGC ASC or other relevant centers)
6.3.4 Average percentage of teachers attending professional development Programmes, viz., Orientation Programme, Refresher
Course, Short Term Course, Faculty Development Programmes during the last five years (5)
Number of teachers who
Date and Duration
Year attended
Title of the professional development Programme
(from – to)
Documents: Annual reports of the IQAC and the Autonomous College

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Key Indicator - 6.4 Financial Management and Resource Mobilization (20)
6.4.2 Funds / Grants received from Government, non-government bodies, individuals, philanthropers during the last five years
(not covered in Criterion III) (8)
Name of the Government/ non government
Funds/ Grants received in
Year funding agencies/ individuals
Initiative
Rs.
Documents: Annual statements of accounts
Key Indicator - 6.5 Internal Quality Assurance System (30)
6.5.3 Average number of quality initiatives by IQAC per year for promoting quality culture (3)
Name of quality initiative by
Date of conducting
Year IQAC
Duration (from – to)
activity

Number of participants

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6.5.4 Quality assurance initiatives of the institution include: (6)
1. Regular meeting of Internal Quality Assurance Cell (IQAC); timely submission of Annual Quality Assurance Report
(AQAR) to NAAC; Feedback collected, analysed and used for improvements
2. Academic Administrative Audit (AAA) and initiation of follow up action
3. Participation in NIRF
4. ISO Certification
5. NBA or any other quality audit
Options:
A. Any 4 of the above
B. Any 3 of the above
C. Any 2 of the above
D. Any 1 of the above
E. None of the above
Year AQARs prepared/
Academic Administrative Audit Participation in ISO
NBA or any other
submitted. (Yes /No) (AAA) and initiation of follow NIRF. (Yes
Certification.
certification received.
/No)
up action
(Yes /No)
(Yes /No)
Documents: Annual reports of AQARs and IQAC of Autonomous college e-Copies of the accreditations and certifications
Criterion VII – Institutional Values and Best Practices (100)
Key Indicator 7.1 - Institutional Values and Social Responsibilities (50)
7.1.1 Number of gender equity promotion Programmes organized by the institution during the last five years (5)
Year

Title of the
Programme

Date and Duration
(from-to)

Number of participants by Gender
Female

Male

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7.1.3 Environmental Consciousness and Sustainability (10)
Alternate Energy initiatives such as:
Percentage of annual power requirement of the Institution met by the renewable energy sources
Power requirement met by
Total power
Renewable energy Renewable
renewable energy sources
requirement
source
energy
generated and
used
7.1.4 Percentage of lighting power requirements met through LED bulbs
Percentage Lighting through
Total Lighting requirements
LED bulbs

(1)
Energy supplied to the
grid

(1)
Percentage Lighting through other sources

7.1.8 Average percentage expenditure on green initiatives and waste management excluding salary component during the last
five years (2)
Budget allocated for
Expenditure on green initiatives and waste Annual expenditure excluding salary
Year green initiatives
management excluding salary component
component of the institution

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7.1.9 Differently abled (Divyangjan) friendliness (10)
Resources available in the institution
1) Physical facilities
2) Provision for lift
3) Ramp / Rails
4) Braille Software/facilities
5) Rest Rooms designated
6) Scribes for examination
7) Special skill development for differently abled students
8) Any other similar facility (Specify)
Options:
A. 7 and more of the above
B. At least 6 of the above
C. At least 4 of the above
D. At least 2 of the above
E. None of the above
Physical
facilities (Yes/
No)

Provision
for lift
(Yes/ No)

Ramp/ Rails
(Yes/ No)

Rest
Braille
Rooms
Software/facilities (Yes/
(Yes/ No)
No)

Special skill
Scribes for development for
examination differently abled
(Yes/ No)
students (Yes/ No)

Any
other
similar
facility

Documents: Photos and videos

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Inclusion and Situatedness
(10)
7.1.10 Number of specific initiatives to address locational advantages and disadvantages during the last five years (5)
7.1.11Number of initiatives taken to engage with and contribute to local community during the last five years (Not addressed
elsewhere) (5)
Year Number of initiatives to Number of initiatives taken Date and
Name of the
Issues
Number of
address locational
to engage with and
duration of
initiative
addressed participating
advantages and
contribute to local
the initiative
students and
disadvantages
community
staff

Human Values and Professional Ethics
(10)
7.1.12 Code of conduct handbook exists for students, teachers, governing body, administration including Vice Chancellor /
Director / Principal /Officials and support staff
(1)
Provide/ Upload URL stating code of conduct
7.1.13
Display of core values in the institution and on its website (1)
Provide/Upload URL
7.1.14 The institution plans and organizes appropriate activities to increase consciousness about national identities and symbols;
Fundamental Duties and Rights of Indian citizens and other constitutional obligations
(1)
Title of the
Duration (fromNumber of
Provide/upload supporting
Year Sl. No Programme/Acti
to)
participants
documents
vity
7.1.15 The institution offers a course on Human Values and professional ethics (1)
Provide/upload supporting documents
7.1.16 The institutional functioning is as per professional code of prescribed / suggested by statutory bodies / regulatory authorities
for different professions (1)
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Provide/upload supporting documents
7.1.17 Number of activities conducted for promotion of universal values (Truth, Righteous conduct, Love, NonViolence and peace); national values, human values, national integration, communal harmony and social cohesion as
well as for observance of fundamental duties during the last five years
(2)
Year
Title of the Programme/Activity Duration (from-to)
Number of participants
Documents:
Provide year-wise list of activities and upload videos/photographs

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Declaration by the Head of the Institution

I certify that the data included in this Self-Study Report (SSR) are true to the best of
my knowledge.
This SSR is prepared by the institution after internal discussions, and no part thereof has
been outsourced.
I am aware that the Peer Team will validate the information provided in this SSR
during the peer team visit.

Signature of the Head of the institution
with seal:

Place:
Date:

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Section C: Appendices

1. Glossary & Notes
2. Abbreviations

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Appendix 1: Glossary & Notes
Academic Audit

: An exercise which serves to provide assurance that the delegated responsibilities for quality

Academic
Calendar

:

Academic
Flexibility

:

Accreditation

:

Advanced Learners:
Assessment
Assessors
Attainment of
Course Outcomes
(COs)

:
:
:

Benchmarks

:

Bibliometrics

:
:

Blended Learning
Bridge Course
Carbon Neutral

:
:

Catering to
Student Diversity

:

CEC (Under
Graduate)
Choice Based
Credit System
(CBCS)

:

Citation Index

:

Co-Curricular
Activities

:

Collaboration

:

Completion
Rates(course/)

:

Constituencies
Counseling

:
:

Course

:

and standards of academic provision are being appropriately discharged.
The schedule of the institution for the academic year, giving details of all academic and
administrative events.
Choice offered to the students in the curriculum offering and the curriculum
transactions.
Certification of quality that is valid for a fixed period, which in the case of NAAC is five
years
Students who perform very much better than the class averages
Performance evaluation of an institution or its units based on certain established criteria
Trained academics or experts who represent NAAC on peer teams.
COs are to be attained by all students at the end of a formal course. While the method of
computation of attainment of COs is not unique, each institution has to follow a welldefined direct method of computing CO attainment based on the student performance in all
assessment instruments, and indirect method of computing COs through course exit survey
of students
An example of good performance that serves as a standard for comparison of one’s own
performance. It is a technique in which an institution measures its performance against that
of the best of others.
is a statistical analysis of written publications, such as books or articles
A mixing of different learning environments such as traditional face-to-face classroom
methods with modern computer-mediated activities.
A teaching module which helps to close the gap between two levels of competence.
A term used to describe fuels that neither contribute to nor reduce the amount of carbon
(measured in the release of carbon dioxide) into the atmosphere.
The strategies adopted by institution to fulfill the needs of a heterogeneous group of
students.
Career Education Centre

: A mode of learning in higher education which facilitates a student to have some freedom in
selecting his/her own choices, across various disciplines for completing a UG / PG
program. All UG and PG programs, as per UGC, have to implement CBCS
The number of times a research papers is referred to by other researchers in refereed
journals, and is a measure of validity of its contents.
Activities, which support the curriculum such as field trips, display of academic
achievements, quiz, debate, discussion, seminars, role-play, etc
Formal agreement/ understanding between any two or more institutions for training,
research, student/ faculty exchange or extension support.
The ratio of the total number of learners successfully completing a course/ graduating from
a programme in a given year to the total number of learners who initially enrolled on the
course/programme.
All the academic, administrative and support units of the institution.
Assisting and mentoring students individually or collectively for academic, career, personal
and financial decision-making.
A course is a unit of 2 to 6 credits in a formal program. A 3-credit course will have three
classroom sessions of one-hour duration during each week for the entire semester.
Example: Program: BA Economics; Course: Kerala Economy; Credits: 3:0:1

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Course Outcomes
(COs)

: COs are statements that describe what students should be able to do at the end of a course.

Course Outlines

:

Course Schedule

:

Credit

:

Criteria

:

Cross Cutting
Issues

:

Curriculum
Design and
Development

:

Cycles of
Accreditation

:

Dare Database International
Social Sciences
Directory
Demand Ratio

:

They can be 6±2 for courses with 2 to 4 credits, and 8±2 for courses with 5 to 6 credits.
(examples are given in the “Notes”)
List of the course modules, similar to a table of contents in a book or the outline used for
writing papers. The outline defines the scope and content of the course.
Details of classes being offered, its time, location, faculty, and its unique number which
students must know in order to register. The course schedule is published prior to the
commencement of registration for each semester / session.
A credit system is a systematic way of describing an educational programme by attaching
credits to its components. Institution Grants Commission defines one credit as
1 Theory period of one hour per week over a semester
1 Tutorial period of one hour per week over a semester
1 Practical period of two hour per week over a semester
Pre-determined standards of functioning of an institution of higher education that
form the basis of assessment and accreditation as identified / defined by NAAC.
Cross cutting issues refer to the abilities of students to have sufficient disciplinary
knowledge, to engage in public discussions on related issues; are careful consumers of
scientific and technological information related to their everyday lives; are able to continue
to learn outside school; and have the skills to enter careers of their choice.
Process of defining the contents of units of study and usually obtained through needs
assessment, feedback from stakeholders and expert groups. Curriculum design and
curriculum development are procedures which are closely linked to the description of
learning outcomes.
An institution undergoing the accreditation process by NAAC for the first time is said to be
in Cycle 1 and the consecutive five year periods as Cycle 2, 3 and so on.
Provides access to world wide information on social science, peace, and human rights
research and training institutes, social science specialists, and social science periodicals.

: The ratio of the number of seats available in a program/institute to the number of valid
applications
Pursuing two different institution degrees in parallel, either at the same institution or at
different institutions (sometimes in different countries), completing them in less time than
it would take to earn them separately.
Is an online reference resource with designed to cater to user needs and preferences at
every level of research, with over 350 full text and secondary databases available.
Eco system for innovation comprises of material resources (funds, equipment, facilities,
etc.) and the human resources (students, faculty, staff, industry representatives, etc.) and
linkages among them that make up the institutional entities to promote the development of
products and systems that are likely to have significant economic value.
Learning resources available on Internet

Dual degree

:

EBSCO host

:

Eco system for
Innovations

:

E-learning
Resources

:

e-PG Pathshala

: High quality, curriculum-based, interactive content in different subjects across all

e-Shodhganga
e-ShodhSindhu

disciplines of social sciences, arts, fine arts & humanities, natural & mathematical sciences,
linguistics and languages developed under the initiative of MHRD, under its National
Mission on Education through ICT (NMEICT) Mission. http://epgp.inflibnet.ac.in/
: Shodhganga@INFLIBNET provides a platform for research students to deposit their Ph.D.
theses and make it available to the entire scholarly community in open access.
: e-Shodh Sindhu (https://www.inflibnet.ac.in/ess) provides current as well as archival
access to more than 15,000 core and peer-reviewed journals and a number of bibliographic,
citation and factual databases in different disciplines from a large number of publishers and

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Elective Courses
Emerging Areas
Enrichment
Courses

:
:
:

Evaluation Process :
and Reforms
Examination
Management
System

:

Experiential
Learning

:

Extension
Activities

:

Faculty
Development
Program
Feedback

:

Field Project

Financial
Management
Flexibility

aggregators to its member institutions including centrally-funded technical institutions.
A choice available to students to select from among a large number of subjects.
New areas of study and research deemed important to pursue. These areas may have been
identified by national agencies or international bodies.
Value added courses offered by institution for student empowerment. They enhance
the curriculum by amplifying, supplementing and replacing such parts or features as have
become ineffective or obsolete.
Assessment of learning, teaching and evaluation process and reforms to increase the
efficiency and effectiveness of the system.
Examination management system is a well-defined document or a software application for
the planning, administration, documentation, tracking, evaluation of students responses,
and announcement of grades/marks obtained by students in all formal learning activities in
an educational program
Is a process of learning through experience and is more specifically defined as “learning
through reflection on doing”.
The aspect of education, which emphasizes neighbourhood services. These are often
integrated with curricula as extended opportunities intended to help, serve reflect and learn.
The curriculum- extension interface has educational values, especially in rural India.
Programs aimed at updating the knowledge and pedagogical skills of faculty.

: Formative and evaluative comments given by tutors on the performance of individual
learners.
Evaluative comments made by stakeholders to the institution on the quality and
effectiveness of a defined process.
Response from students, academic peers and employers for review and design of
curriculum.
: Formal projects students need to undertake that involve conducting surveys outside the
college/institution premises and collection of data from designated communities or natural
places
: Budgeting and optimum utilization of financial resources.

: A mechanism through which students have wider choices of Programmes to choose from,

Functional MoUs

:

Full Time
Teachers

:

Gender Audit

:

Graduate
Attributes

:

Green Audit

:

Grievance
Redressal

:

H-index (Hirsch

:

as well as, multiple entry and exit points for Programmes /courses.
Memoranda of Understanding that are currently operational, signed by the Institute with
national and international agencies
A teacher employed for at least 90 per cent of the normal or statutory number of hours of
work for a full-time teacher over a complete academic year is classified as a full-time
teacher.
A tool and a process based on a methodology to promote organizational learning at
the individual, work unit and organizational levels on how to practically and effectively
mainstream gender.
The disciplinary expertise or technical knowledge that has traditionally formed the core of
most institution courses. They are qualities that also prepare graduates as agents for social
good in an unknown future.
The process of assessing the environmental impact of an organization, process, project,
product, etc
Mechanisms for receiving, processing and addressing dissatisfaction expressed, complaints
and other formal requests made by learners, staff and other stakeholders on the institutional
provisions promised and perceived.
An index that attempts to measure both the productivity and impact of the published work

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Index)

of a scientist or scholar. The index is based on the set of the scientist’s most cited papers
and the number of citations that they have received in other publications.
The process of assessing the human power requirements, recruiting, monitoring the growth
and appraising them periodically and plan the staff development programs for the
professional development and provide the necessary incentives and feedback.
A comprehensive database covering journals, books and reference sources in the
humanities. This database provides citation information for articles, essays and reviews, as
well as original creative works including poems and fiction. Photographs, painting and
illustrations are also referenced
Information and Communication Technology Consists of the hardware, software, networks
and media for the collection, storage, processing, transmission and presentation of
information (voice, data, text, images) as well as related services.
A measure of the citations to science and social sciences journals. The impact factor for a
journal is calculated based on a three-year period and can be considered to be the average
number of times published papers are cited up to 2 years after publication.
Inclusiveness in educational institutions refers to the educational experiences practiced with
reference to gender, ethnicity, social class and differently abled.

Human Resource
Management

:

Humanities
International
Complete

:

ICT

:

Impact factor (IF)

:

Inclusion,
Inclusiveness

:

INFLIBNET
Database
Infrastructure

: Information and Library Network Centre maintains a database on books, theses and serials
: Physical facilities like building, play fields, hostels etc. which help run an institutional

Institutional
Information for
Quality
Assessment
(IIQA)
Institutional
Distinctiveness

Programme.
: IIQA is a requirement, which needs to be submitted online by all categories of HEIs

: Institutional distinctiveness is characterized by its reason for coming to existence, vision,

mission, nature of stakeholders, access to resources, cultural ambience and physical
location
Institutional Social : Focuses on the institution’s responsibilities to the public in terms of protection of public
Responsibility
health, safety and the environment, the public ethical behaviour and the need to practice
(ISR)
good citizenship.
Interdisciplinary : An integrative approach in which information from more than one discipline is used in
research
interpreting the content of a subject, phenomenon, theory or principle.
Internal Quality : Forming Internal Quality Assurance Cell (IQAC) is to be established in every accredited
Assurance Cell
institution
as
a
post-accreditation
quality
sustenance
measure.
(IQAC)
http://www.naac.gov.in/IQAC.asp
Internal Quality : Self regulated responsibilities of the higher education institutions aimed at continuous
Assurance System
improvement of quality for achieving academic and administrative excellence.
(IQAS)
Internship
: A designated activity that carries some credits involving more than 25 days of working in
ISO Certification

Leadership

Learning

an organization under the guidance of an identified mentor
: ISO 9001 certification enhances customer satisfaction by meeting customer requirements.
The institution is able to provide right services. ISO certification enhances functional
efficiency of an organization.
: Term used for setting direction and create a student- focused, learning oriented climate,
clear and visible values and high expectation by ensuring the creation of strategies, system
and methods for achieving excellence, stimulating innovation and building knowledge and
capabilities
: A learning management system (LMS) is a software application for the administration,

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Management
Systems

Learning
Outcomes
Library as a
Learning
Resource
Levels of
Outcomes

documentation, tracking, reporting and delivery of educational courses or training
Programmes. They help the instructor deliver material to the students, administer tests and
other assignments, track student progress, and manage record-keeping. MOODLE is an
example of open source LMS
: Specific intentions of a Programme or module, written in clear terms. They describe what a
student should know, understand, or be able to do at the end of that Programme or module
: The library holdings in terms of titles of books, journals and other learning materials and
technology aided learning mechanism, which enable the students to acquire information,
knowledge and skills required for their study.
:  Programme Outcomes: POs are statements that describe what the students
graduating from any of the educational Programmes should be able to do.
 Programme Specific Outcomes: PSOs are statements that describe what the
graduates of a specific educational Programme should be able to do.

 Course Outcomes: COs are statements that describe what students should be
able to do at the end of a course
New Technologies : Digital tools and resources (hardware and software) and their application in the field
of education.
NIRF

:

N-LIST

: N-LIST stands for "National Library and Information services Infrastructure for Scholarly

OBE: Outcome
Based Education

:

Open Educational
Resources

:

Optimum
Utilization of
Infrastructure

:

Organogram

:

Outcome

:

Outreach Activities:

National Institutional Ranking Framework (NIRF), approved by the MHRD, outlines a
methodology to rank institutions across the country. The parameters and sub -parameters
associated
with
this
mechanism
are
evolving
from
year
to
year.
https://www.nirfindia.org/Docs/Ranking_Methodology_And_Metrics_2017.pdf

Content". http://nlist.inflibnet.ac.in/faq.php
OBE is an educational theory that bases each part of an educational system around goals
(outcomes). Each student should have achieved the goal by the end of the educational
experience
Educational materials and resources offered freely and openly for anyone to use and
under some licenses to re-mix, improve and redistribute.
The infrastructure facilities are made available to the student for their maximum
utilization. e.g. Extended hours for computer center and library, sharing of facilities
for interdisciplinary and multidisciplinary Programmes.
Organogram is the word, a diagram that shows the structure of an organization and the
relationships between the relative ranks of its part and position/ job. It is also known as
Organisational Structure.
An outcome of an educational Programme is what the student should be able to do at the
end of a Programme/ course/ instructional unit.
Is the practice of conducting local public awareness activities through targeted community
interaction
Participatory Learning and Action is a family of approaches, methods, attitudes, behaviours
and relationships, which enable and empower people to share, analyze and enhance their
knowledge of their life and conditions, and to plan, act, monitor, evaluate and reflect.
Refers to an open form of management where employees are actively involved in the
institution’s decision making process.
Is a blue print regarding the objectives and targets of long term growth

Participative
Learning

:

Participative
Management

:

Perspective
Development

:

Physical Facilities

: Infrastructure facilities of the institution to run the educational Programmes efficiently and
the growth of the infrastructure to keep pace with the academic growth of the institution.

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Policy for
Promotion of
Research
Pre-qualifiers

: Processes defined by the institution to facilitate the teachers to write research proposals,
seek funding, conduct research, publish, and evaluate and reward the research done.

: For the Assessment and Accreditation (A&A) in revised framework the NAAC has

Problem Based
Learning (PBL)

:

Programme

:

Programme
Options

:

Programme
Outcomes

:

Promotion of
Research and
Research Support
System
Remedial Courses

:

: Courses offered to academically disadvantaged students in order to help them cope with

Research

:

Research Grant

:

Research Output

:

Resource
Mobilization

:

SCOPUS

:

Seed money for
Research
Situatedness

:

SJR (SCImago
Journal Rank)
Slow Learners
SNIP (Source
Normalized
Impact per

proposed a pre-qualifier test. It is a condition for peer team visit and will be based on
Institutional system generated score (SGS) in all QnM after undergoing DVV process. As a
Pre-qualifier, the institution should score at least 30% in Quantitative Metrics (Q nM) as per
the final score after the DVV Process. If the HEI does not clear the Pre-qualifier score then
they may apply in any of the subsequent Windows by submitting the IIQA afresh and with
payment of fees.
Is a student-centred pedagogy in which students learn about a subject through the
experience of solving an open-ended problem found in trigger material. The PBL process
does not focus on problem solving with a defined solution, but it allows for the
development of other desirable skills and attributes. This includes knowledge acquisition,
enhanced group collaboration and communication.
A range of learning experiences offered to students in a formal manner over a period of
one-to-four years leading to certificates/ diplomas/ degrees. Examples: BA (Economics)
BSc (Physics). All possible formal degree Programmes are identified by UGC
A range of courses offered to students to choose at various levels leading to degrees/
diplomas/ certificates.
Programme Outcomes (POs) are what knowledge, skills and attitudes a graduate should
have at the time of graduation. While no agency has formally defined the POs of General
Higher Education 3-year degree Programmes in India, POs of all professional Programmes
in engineering and other areas are identified at national level by the concerned accrediting
agency. POs are not specific to a discipline.
The process of promoting research culture among faculty and students by facilitating faculty
and student participation in research budget allocation, research fellowship and other
faculties.
academic requirements.
Systematic intellectual investigations aimed at discovering, interpreting and revising human
knowledge.
Grant generated/ received from different agencies by the institution for conducting
research projects.
Quality research outcome beneficial for the discipline, society, industry and dissemination
of knowledge including theoretical and practical findings.
Generation of funds through internal and external sources such as donations, consultancy,
self-financing courses and so on.
The world’s largest abstract and citation database of peer-reviewed literature and quality
web sources.
Funds provided to a teacher or a group of teachers by the institution to get the research initiated to facilitate
the preparation of formal research proposal for funding.

: Situatedness refers to involvement within a context. It also refers to placement of learning
experiences in authentic contexts or settings
: This takes three years of publication data into account to assign relative scores to all the
sources (journal articles, conference proceedings, review articles, etc.) in a citation network
(Journals in SCOPUS database).
: Students who perform very much below the class averages
: Is the ratio of the source’s average citation count per paper in a three year citation window
over the “citation potential” of its subject field?

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Person)
Stakeholder
Relationship

: Affiliation and interaction with groups or individuals who have an interest in the actions of

Strategic Plan

: A specific, action-oriented medium or long-term plan for making progress towards a set of

Strategy
Development

institutional goals.
: Formulation of objectives, directives and guidelines with specific plans for institutional
development.
: Methods of instruction that focus on products of learning by the students

Student Centric
Methods
Student Profile

the institutions and the ability to influence its actions, decisions, policies, practices or goals
of the organization.

: The student community of the institution, their strength and the diversity in terms of
economic and social strata, location and other demographic aspects such as gender, age,
religion, caste, rural/ urban.
Vertical movement of students from one level of education to the next higher level
successfully or towards gainful employment.
Facilitating mechanism for access to information fee structure and refund policies and also
guidance and placement cell with student welfare measures to give necessary learning
support to the students.
SWAYAM is a Programme initiated by Government of India and designed to achieve the
three cardinal principles of Education Policy viz., access, equity and quality.
https://swayam.gov.in/
A composite term to indicate the qualification of the facult y, the adequacy meant for
recruit ment procedures, professional development, recognition and teachers
characteristics.
An arrangement between two institutions where a provider in source country A collaborates
with a provider in Country B to allow students to take course credits in Country B and/or in
source Country A. Only one qualification is awarded by the provider in source Country A.
Arrangements for twinning Programmes and awarding of degrees usually comply with
national regulations of the provider in source Country A.

Student
Progression

:

Student Support

:

SWAYAM

:

Teacher Quality

:

Twinning
Programmes

:

Value Added
Courses

: Courses of varying durations which are optional, and offered outside the curriculum that
add value and helping them students in getting placed.

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NOTES
It is considered necessary to provide some exemplars for the different levels of learning outcomes at
higher education level. While no agency has defined the POs of General Higher Education three year
programme in India, POs of all professional Programes in engineering and other areas are identified at the
national level by the concerned accrediting agency. Given below is set of POs of an engineering Programme
identified by National Board of Accreditation (NBA). In respect of PSOs and COs, examples from science and
social science disciplines are given. These are not comprehensive or exhaustive. But, they point out the manner
in which these outcomes can be stated for any educational Programme/course. In case the HEI has these already
stated, they may be submitted; however, if at any of these three levels outcomes are not listed, they may be
developed and uploaded in Institutional website.
Sample for Course
Outcomes

Sample COs of the course “Animal Diversity – Non Chordata”
Describe general taxonomic rules on animal classification
CO1 Classify Protista up to phylum using examples from parasitic
adaptation
CO2 Classify Phylum Porifera with taxonomic keys
CO3 Describe the phylum Coelenterata and its polymorphism
CO4 Write down the life history of Fasciola and its classification
CO5 Describe Phylum Nematoda and give examples of pathogenic
Nematodes
CO6 Identify the characters of Phylum Annelida with its
classification
CO7 Write down the classification and characteristics of Phylum
Arthropoda
CO8 Identify the given Mollusca with respect to economic
importance
CO9 Write down the classification and characteristics of Phylum
Echinodermata, Phylum Hemichordata and minor phylas

Credits

1 Theory period of one hour per week over a semester
1 Tutorial period of one hour per week over a semester
1 Practical period of two hour per week over a semester

ISO Certification

ISO 9001:2015 implementations help to manage the resources
effectively, as you will be able to utilise all your resources to its
maximum extent. Once the institution obtains ISO 9001 certificate it
creates path to improve the processes continually.

Programme Outcomes For Every degree Programme broad expectations should be listed by

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the Institution. Examples are given below from NBA for an
Engineering Degree Programme.
PO1.

Engineering

knowledge:

Apply

the

knowledge

of

mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex
engineering problems.
PO2.

Problem analysis: Identify, formulate, research literature, and
analyze complex engineering problems reaching substantiated
conclusions using first principles of mathematics, natural
sciences, and engineering sciences.

PO3.

Design/development of solutions: Design solutions for
complex

engineering

problems

and

design

system

components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and
the cultural, societal, and environmental considerations.
PO4.

Conduct investigations of complex problems: Use researchbased knowledge and research methods including design of
experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.

PO5.

Modern tool usage: Create, select, and apply appropriate
techniques, resources, and modern engineering and IT tools
including prediction and modeling to complex engineering
activities with an understanding of the limitations.

PO6.

The engineer and society: Apply reasoning informed by the
contextual knowledge to assess societal, health, safety, legal
and cultural issues and the consequent responsibilities
relevant to the professional engineering practice.

PO7.

Environment and sustainability: Understand the impact of
the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of,
and need for sustainable development.

PO8.

Ethics: Apply ethical principles and commit to professional
ethics and responsibilities and norms of the engineering

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practice.
PO9.

Individual and team work: Function effectively as an
individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.

PO10.

Communication: Communicate effectively on complex
engineering activities with the engineering community and
with society at large, such as, being able to comprehend and
write effective reports and design documentation, make
effective

presentations,

and

give

and

receive

clear

instructions.
PO11.

Project management and finance: Demonstrate knowledge
and understanding of the engineering and management
principles

and apply these to one’s own work, as a member

and leader in a team, to manage projects and in
multidisciplinary environments.
PO12.

Life-long learning: Recognize the need for, and have the
preparation and ability to engage in independent and life-long
learning in the broadest context of technological change.

POs of General Higher Education Programmes should be
identified by the Institution/Autonomous College offering the
three year Programmes
Sample POs of General Higher Education Programmes: Students of
all undergraduate general degree Programmes at the time of
graduation will be able to
PO1.Critical Thinking: Take informed actions after identifying
the assumptions that frame our thinking and actions, checking
out the degree to which these assumptions are accurate and
valid, and looking at our ideas and decisions (intellectual,
organizational, and personal) from different perspectives.
PO2.Effective Communication: Speak, read, write and listen
clearly in person and through electronic media in English and
in one Indian language, and make meaning of the world by
connecting people, ideas, books, media and technology.

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PO3. Social Interaction: Elicit views of others, mediate
disagreements and help reach conclusions in group settings.
PO4. Effective Citizenship: Demonstrate empathetic social
concern and equity centred national development, and the
ability to act with an informed awareness of issues and
participate in civic life through volunteering.
PO5. Ethics: Recognize different value systems including your
own, understand the moral dimensions of your decisions, and
accept responsibility for them.
PO6. Environment and Sustainability: Understand the issues of
environmental contexts and sustainable development.
PO7. Self-directed and Life-long Learning: Acquire the ability to
engage in independent and life-long learning in the broadest
context socio-technological changes
Programme Specific
Outcomes

Sample PSOs of BSc Zoology
PSO1. Understand the nature and basic concepts of cell biology,
Biochemistry, Taxonomy and ecology.
PSO2. Analyse the relationships among animals, plants and
microbes
PSO3. Perform procedures as per laboratory standards in the areas
of Biochemistry, Bioinformatics, Taxonomy, Economic
Zoology and Ecology
PSO4. Understand the applications of biological sciences in
Apiculture, Aquaculture, Agriculture and Medicine
Sample PSOs of BA Economics
PSO1: Understand the behaviour of Indian and World economy,
PSO2: Analyse macroeconomic policies including fiscal and
monetary policies of India
PSO3:Determine

economic

variables

including

inflation,

unemployment, poverty, GDP, Balance of Payments using
statistical methods
PSO4: Understand the behaviour of financial and money markets
and perform cost-benefit analysis for making investment

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decisions
Course Outcomes

Sample COs of the course “Animal Diversity – Non Chordata”
CO1

Describe general taxonomic rules on animal classification

CO2

Classify Protista up to phylum using examples from parasitic

adaptation
CO3

Classify Phylum Porifera with taxonomic keys

CO4

Describe the phylum Coelenterata and its polymorphism

CO5

Write down the life history of Fasciola and its classification

CO6

Describe Phylum Nematoda and give examples of

pathogenic Nematodes
CO7 Identify the characters of Phylum Annelida with its
classification
CO8 Write down the classification and characteristics of Phylum
Arthropoda
CO9 Identify the given Mollusca with respect to economic
importance
CO10 Write down the classification and characteristics of Phylum
Echinodermata, Phylum Hemichordata and minor phylas

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Appendix 2: Abbreviations
A&A (A/A)
AC
ACM
AMC
AVRC
AICTE
AQAR
BoS
BCUD
CAL
CAS
CAT
CBCS
CD
CDC
CEC
CGPA
Cr
Cr-GPA(s)
COHSSIP
COSIP
COSIST

-

CSA
CSIR
CPE
DELNET
DEP
DRS
DSA
DST
EMRC
FIST
GATE
GATS
GMAT
GRE
IAS
ICHR
ICPR
ICSSR
ICT
IEEE
IIQA
IQAC

-

Assessment and Accreditation
Academic Council
Associates of Computing Machinery
Annual Maintenance Contract
Audio-Visual Research Centre
All India Council for Technical Education
Annual Quality Assurance Report
Board of Studies
Board of College and Institution Development
Computer Aided Learning
Center for Advanced Studies
Common Aptitude Test
Choice Based Credit System
Compact Diskette
College Development Council
Consortium for Educational Communication
Cumulative Grade Point Average
Criteria
Criterion-wise Grade Point Average(s)
Committee for Humanities and Social Science Improvement Programme
Committee for Science Improvement Programme
Committee for Strengthening of Infrastructure Improvement Programme in Science
and Technology
Centre for Social Action
Council of Scientific and Industrial Research
Colleges with Potential for Excellence
Developing Library Network
Distance Education Programmes
Departmental Research Support of UGC
Departmental Special Assistance of UGC
Department of Science and Technology
Educational Multimedia Research Centre
Fund for the Improvement of Science and Technology Infrastructure
Graduate Aptitude Test in Engineering
General Agreement on Trade in Services
Graduate Management Admission Test
Graduate Record Examination
Indian Administrative Services
Indian Council of Historical Research
Indian Council of Philosophical Research
Indian Council of Social Science Research
Information and Communication Technology
Institute of Electrical and Electronic Engineers
Institutional Information for Quality Assessment
Internal Quality Assurance Cell

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IQAS
INFLIBNET
INQAAHE
INSA
IPR
ISR
IUC
KI
KI-GP(s)
MHRD
MoC
MoU
MIR
MIS
NCTE
NET
NGO
NME-ICT
NPE
NPTEL
OMR
OPAC
PTR
QAA
SAP
SET/SLET
SJR
SLQACC
SNIP
SSR
SWOC
TEI
TOEFL
UGC
UNESCO
UNO
UNICEF
UNDP
USIC
Wi-Fi
YRC

-

Internal Quality Assurance System
Information and Library Network
International Network for Quality Assurance Agencies in Higher Education
Indian National Science Academy
Intellectual Property Rights
Institutional Social Responsibility
Inter Institution Centre
Key Indicator
Key Indicator-wise Grade Point(s)
Ministry of Human Resource and Development
Memorandum of Contract
Memorandum of Understanding
Minimum Institutional Requirements
Management Information System
National Council for Teacher Education
National Eligibility Test
Non Governmental Organization
National Mission on Education through Information and Technology
National Policy Education
National Programmed Teaching Enhanced Learning
Optical Mark Recognition
Online Public Access Catalogue
Peer Team Report
Quality Assurance Agency
Special Assistance Programme
State Level Eligibility Test
SCImago Journal Rank
State Level Quality Assurance Co-ordination Committee
Source Normalized Impact per Paper
Self-Study Report
Strengths, Weaknesses, Opportunities and Challenges
Teacher Education Institution
Test of English as a Foreign Language
Institution Grants Commission
United Nations Educational, Scientific and Cultural Organization
United Nation Organization
United Nations Children Educational Foundation
United Nation Development Programme
Institution Science Instrumentation Centre
Wireless Fidelity
Youth Red Cross

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For Communication with NAAC

The Director
National Assessment and Accreditation Council (NAAC)
(An Autonomous Institution of the University Grants Commission)

P.O. Box No. 1075, Nagarbhavi, Bengaluru- 560 072
Phone: + 91-08-2321 0261/62/63/64/65
Fax: + 91-08-2321 0268, 2321 0270
Email: director.naac@gmail.com
Website: www.naac.gov.in

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