Induction Program based on accreditation and Ranking system

NAAC Accreditation

1. Internal Quality Assurance Cell (IQAC)
Dr. Moiz Akhtar
Associate Professor & Assistant Director-IQAC
Department of Business Management
Integral University

2. Topic Covered
•Ranking & Accreditation
•AQAR Portal –Structure and Utilization
•Outcome Based Education

3. Internal Quality Assurance Cell(IQAC)
TheinternalqualityassurancemechanismoftheUniversityiscalled
“InternalQualityAssuranceCell(IQAC)”.TheIQACismeantfor
planning,guidingandmonitoringQualityAssurance(QA)and
QualityEnhancement(QE)activitiesoftheUniversity.

4. Ranking & Accreditation
RankingsandAccreditationareausefultooltodifferentiateandcompareinstitutions,
usingdatabasedonavarietyofparameters,suchasteachingquality,researchquality,
inclusivity,studentsatisfaction,andmanymore.
Ranking Accreditation
Agencies Magazines, website, Private or
Government Organizations
NBA, NAAC, ABET
AssessmentdurationYearly 3-5 years comprehensive assessment
Grading Type Relative Absolute
Example QS university rankings, Forbes rankings,
and Times Higher Education, ARIA,
NIRF,IIRF, Schimago, Career360, The
Week (HansaResearch) ,India Today-
MDRA etc.
NAACInstitutional,NBAProgram Specific,
ABET Program Specific

5. National Institutional Ranking Framework
(NIRF)
TheNationalInstitutionalRankingFramework(NIRF)hasbeenacceptedbytheMoEand
launchedon29thSeptember2015.Thisframeworkoutlinesamethodologytorank
institutionsacrossthecountrybasedonbroadparameters.
NIRF
Categories
Weightage (%)
Teaching,
Learning &
Resources (TLR)
Research & Professional
Practice (RP)
Graduation
Outcomes (GO)
Outreach and
Inclusivity (OI)
Perception
(PR)
Overall
(University)
30 30 20 10 10
Pharmacy 30 30 20 10 10
Engineering 30 30 20 10 10
Management 30 30 20 10 10
Medical 30 30 20 10 10
Architecture 40 20 20 10 10
Law 40 15 25 10 10

6. NIRF
Component
of NIRF
Pharmacy /
Engg. (%)
Teaching, Learning & Resources
SS Student Strength
FSR Faculty-student ratio
FQE Faculty qualification
& Experience
FRU Financial Resources
& Utilization
Graduation Outcomes
GPH Placement &
Higher Studies
GUE University Examinations
GMS Median Salary
GPHDPh.D. Students Graduated
Research & Professional Practice
PU Publications
QP Quality of Publications
IPR IPR and Patents
FPPPProjects &Professional
Outreach and Inclusivity
RD Region Diversity
WD Women Diversity
ESCSEconomically & Socially
Challenged Students
PCS Facilities for Physically
Challenged Students
PR Perception

7. NAAC Revised Accreditation Framework
NationalAssessmentandAccreditationCouncil(NAAC)wasestablishedin1994asan
autonomousinstitutionoftheUGC.NAACaccreditationcoversinstitutions.
NAACA&Aprocessisbasedonfollowingcriteria's
Criterion1:CurricularAspects 150
Criterion2:Teaching-LearningandEvaluation 200
Criterion3:Research,InnovationsandExtension 250
Criterion4:InfrastructureandLearningResources 100
Criterion5:StudentSupportandProgression 100
Criterion6:Governance,LeadershipandManagement 100
Criterion7:InstitutionalValuesandBestPractices 100

8. NAAC Revised Accreditation Framework
Count& Type of Metrics
in NAAC SSR
Universities
CriteriaQLMQnMTotal
I 347
II41115
III31720
IV 459
V 3912
VI 7512
VII8412
Total325587
Weight & Type of Metrics
in NAAC SSR
Universities
CriteriaQLMQnMTotal
I 6585150
II 40160200
III 27223250
IV 6040100
V 1585100
VI 5248100
VII 6040100
Total3196811000

9. Accreditation Process

10. NAAC Revised Accreditation Framework
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

11. Responsibilities
Disseminationof information on the various quality parameters.
Data Collection / Documentation of the various programmes/activities.
Arrangement for feedback responses from stakeholders.
Development and application of benchmarks for the various activities of the University.
Preparation of Annual Quality Assurance Report (AQAR) of NAAC & submission of
NIRF
Acting as a nodal agency for coordinating quality-related activities, including adoption and
dissemination of good practices.
Creation of a learner-centric environment conducive for quality education.
Development and maintenance of Institutional database through MIS.
Interaction with DQACs.
IQAC: Internal Quality Assurance Cell

12. Data Collection Portal: AQAR
http://sdc/aqar/

13. Data Collection Portal: AQAR

14. Background: Outcome Based Education
(OBE)
7 C’s
•Critical Thinking and Problem Solving
•Creativity and Innovation
•Collaboration, Teamwork and leadership
•Cross cultural Understanding
•Communication and Media Fluency
•Computing and ICT Fluency
•Career and Learning Self Reliance
3 R’s
•Reading
•WRiting
•ARithmatic
Ref: Book by Trilling and Fadel (2009)
21 Century Education: Skills

15. Background: Outcome Based Education
(OBE)
In last 250 years; 4 industrial revolutions
changing workforce skill requirement
1.01780: Invention of Steam Engine
2.01900: Production line
3.01970: Computers and Automation
4.02000: Internet and networks
To align with Industry 4.0, Education has
to transform termed as Education 4.0
Source: https://commons.wikimedia.org/
Education 4.0 Trends(Fisk, 2017)
•Any where any time learning (24x7)
•Self paced learning
•Flexible pedagogy
•Collaborative learning
•Hands on learning
•Data interpretation skills as Data analysis
is done by computers
•Formative assessment
•Flexible curriculum
•Teachers role change to facilitator

16. Outcome based Education
It is not what is being taught (input)
It is what is being learnt (output)
Outcome based education is student centered instructional approach that
focuses on measuring student performance or outcomes.
Outcomes: Knowledge, skills, and attributes
•OBE necessitates defining outcome and measuring attainment.
•Outcome should be suitable for industry/ higher education institution/ research
organization requirement which expect Higher order skills (HOS)
•Therefore employing Bloom’s taxonomy (cognitive learning levels) in academic
delivery and assessments is essential and beneficial.

17. Outcome based Education: Process

18. Outcome based Education: Process
1.OBEprocessstartswithclearstatementofwhatknowledge,skillsandattribute
Graduateswillbeabletodemonstrateatthecompletionofprogram.Thesestatement
shouldbemeasurableandalignedwithProgramEducationalObjectives(PEO)and
Vision/Missionstatementsoftheinstitution.ThesearecalledProgramOutcome(PO)or
GraduateAttributes(GA).
2.Thenoutcomebasedcurriculumisdesigned/modifiedfortheprogramtoachievePO
Curriculumthroughasetofcourses.WitheachcoursehavingasetofCourseOutcome
(CO)whichcontributetoPOattainmentaswellasProgramspecificoutcome(PSO)
attainment
3.Asuitable,plannedteachinglearningprocess(withappropriateassessmenttools)areput
inplacetoachieveCO-PO-PSO.
https://www.bits-pilani.ac.in/tlc/Pilani/Resources/Talks/Talk_Dr_A_Roy.pdf

19. PEO, PSO, PO, CO definitions
Objective
Program Educational Objectives (PEO): Program educational objectives are broad
statements that describe the career and professional accomplishments that the program is
preparing graduates to achieve.PEO’s are influenced and guided by local and global factors,
stakeholders (industries/ alumni/ society)
Outcomes
ProgramSpecificOutcomes(PSO):ProgramSpecificOutcomesarestatementsthat
describewhatthegraduatesofaspecificengineering/professionalprogramshouldbeableto
do.PSOsaredefinedbythedepartments.
Program Outcome (PO): Program outcomes describe what students are expected to know
and would be able to do by the time of graduation. These relate to the skills, knowledge, and
behaviors that students acquire as they progress through the program.
PO’s are guided by accreditation agencies (NBA/NAAC) and vary for discipline and level
CourseOutcome(CO):describewhatstudentsareexpectedtoknow,andbeabletodoat
theendofeachcourse/subject.

20. Correlation of PEO, PSO, PO, CO
Vision Mission
PEO-1
PEO-2
PEO-3 …
PO-1
PO-2
PO-3
PO-4
PO-5
……
CO-1
CO-2
CO-3
……
CO-1
CO-2
CO-3
……
CO-1
CO-2
CO-3
……
……
Teaching
Learning
Process
Assessment/
evaluation
PSO-1
PSO-2
PSO-3
……
Feedback

21. PEO, PSO, PO
PEOareOBJECTIVESofstartingaprograms:definedbyinstitute/department
PSOareSPECIFICOUTCOMES that‘graduates’shouldbeabletodoafter
completion.Itisspecificallyrelatedtotheprogramanddefinedbydepartment
POalsoreferredasGraduateattributesareoutcomesthatgraduateswillbeableto
demonstrateaftercompletion,givenbyaccreditationagencies
Graduation
PO (GA)
Demonstration
of PSO
Demonstration
of PEO
(Alumni Profile)
Early phase
of career
Peak of
of career

22. Bloom’s Taxonomy
Higher order Skills (HOS)
Lower
order Skills
(LOS)
BT1
BT2
BT3
BT4
BT5
BT6
•Most recognized taxonomyof learning objectives developed in 1956 and revised in 2001
used to create LO’s that targets depth of learning & assessments to measures outcomes

23. Bloom’s Taxonomy
Lower order Skills (LOS)
•BT3 Apply
•BT2 Understand
•BT1 Remember
LOS require less cognitive processing
but makes important base for learning
Higher order Skills (HOS)
•BT6 Create
•BT5 Evaluate
•BT4 Analyze
HOS require more cognitive processing and
can be achieved only after LOS achieved
•In 21 century, industry demand HOS.
•LOS may lead to entry level jobs but career progression is very slow.
•HOS leads to rapid career progression
•Top level skill leads to entrepreneurship

24. Dale’s Cone of Learning Experience
Read
Hear
ViewImages
Watch Videos
VisitExhibit/Sites
Watch a Demonstration
Design Collaborative Lesson
Participate in Hands-on Activity
Simulate, Model or Experience
Design/perform a Presentation, Do “the real thing”
People Generally Remember
People are able to:
(Learning Outcomes)
10% of what they read
20% of what they hear
30% of what they see
50% of what they
hear and see
70% of what
they say and write
90% of what
They say as
They do a thing
*Define
*Describe
*List
*Explain
•Demonstrate
•Apply
•Practice
•Analyze
•Design
•Create
•Evaluate
Traditional
Lectures
E content/
Online resources/
Labs/ animations
writings/
simulations/Group
assign / design/
Presentations
https://en.wikipedia.org/wiki/Edgar_Dale

25. Involving BT and Dale’s cone of learning in
Course activity design
CO should target HOS
Teaching learning process should foster HOS
Assessment tools should also measure HOS with LOS
Course activities should be designed to foster HOS with consideration of Dale’s cone of
learning experience.

26. Education system
Programs
•Infra structure
•Faculty
•Learning Processes\Assessments
Infrastructure support
Technological support
Student support
Desired Outcomes
•On and Off campus placements
•Higher education
•Competitive exams (IES/IAS/Gate etc.)
•Entrepreneurship /startups
(Input) students
Sport/ extra &
Co curricular
support
Learning resources
Library / Internet/
Courseware
Placement / PDP
training support
feedback
(finished product)
students
Administration
students ParentsIndustry/ InstitutionsAlumni SocietyStakeholders

27. PO For Engineering
PO For Engineering (UG) by NBA
1.Engineering knowledge
2.Problem analysis
3.Design/development of solutions:
4.Conduct investigations of complex
problems
5.Modern tool usage
6.The engineer and society
7.Environment and sustainability
8.Ethics
9.Individual and team work
10.Communication
11.Project management and finance
12.Life-long learning
Reference: http://www.nbaind.org/Files/ug-sar-tier-i-final-ver-1.0.pdf
PO For General Higher Education Programmes
(NAAC)
1.Critical Thinking
2.Effective Communication
3.Social Interaction
4.Effective Citizenship
5.Ethics
6.Environment and Sustainability
7.Self-directed and Life-long Learning
Reference http://www.naac.gov.in/images/docs/Manuals/University%20Manual%20Amended-
%2020th%20June%202018n.docx

28. CO
4-6 CO should be defined for each course (Preferably one distinct CO for each
unit)
CO should focus on higher order skills (HOS), i.e. Analyze, Evaluate and Create
Each CO may take few lectures (7-10) on an average.
CO’s are written using action verbs, which are specific, measurableand can be
demonstratedby students after successful completion of the course
Attainment of each CO leads to one or more PO attainment.
For professional programs PO are guided by accreditation agency/ governing
bodies.

29. CO-PO Mapping Process

30. CO –PO mapping (Example)
CO –PO mapping for a course “Signals and Systems” (B. Tech EE II year)
SNo.CO Description Mapped
Unit
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1Given the integrable real continuous time input signals,
would be able to perform Fourier transformationand analyze
the spectral characteristics.
I32231
CO2Givena system description, would be able to explore
alternate description and implement using basic building
blocks of the system
II33332 1
CO3Given the real discrete time systemdescription, would be
able to perform discrete time Fourier transformation/ Z -
transformationand analyze the characteristics of the system
III32231
CO4For a system with input output relationship described in
standard form, would be able to characterize the time/
frequency characteristicsand demonstrate in graphical form
IV33231 1
3 Strongcontribution, 2 average contribution, 1 Low contribution