Revised University Manual

NAAC for Quality and Excellence in Higher Education
12
Manual for Universities
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 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 Self-Study 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.
December, 2019
Bengaluru
(Dr. S. C. Sharma)
Director, NAAC

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CONTENTS Page No.
Preface 2
SECTION A: Guidelines for Assessment and Accreditation
I. Introduction 5
Vision and Mission 5
Core Values 6
II. Assessment and Accreditation of Higher Education
Institutions 8
Revised Assessment and Accreditation (A&A)
Framework 8
Focus of Assessment 9
III. Quality Indicator Framework (QIF) - Description 9
IV. Eligibility for Assessment and Accreditation by NAAC 22
V. The Assessment Process 23
VI. Procedural Details 26
VII. Assessment Outcome 29
Calculation of Institutional CGPA 29
VIII. Mechanism for Institutional Appeals 30
IX. Re-Assessment 31
X. Subsequent Cycles of Accreditation 31
XI. Fee Structure and other Financial Implications 32
XII. Getting Ready for Submission of Self - Study Report
(SSR) 35
XIII. Mandatory Disclosure on HEI’s Website 36
SECTION B: Data Requirements for Self - Study Report

(SSR)
1. Executive Summary 38
2. Profile of the University 39
3. Extended Profile of the University 45
4. Quality Indicator Framework (QIF) 47
5. Evaluative report of the Departments 99
6. Data Templates/Documents (Quantitative Metrics) 100
SECTION C: Appendices
1. Appendix 1: Glossary and Notes 128
2. Appendix 2: Abbreviations 141

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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 cross-
section of Indian higher education system. The Chairperson of the UGC is the President of the
GC of the NAAC, the Chairperson of the EC is an eminent academician nominated by the
President of GC (NAAC). The Director is the academic and administrative head of NAAC and is
the member-secretary of both the GC and the EC. In addition to the statutory bodies that steer its
policies and core staff to support its activities NAAC is advised by the advisory and consultative
committees constituted from time to time.
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

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Assurance (QA) agencies across the world and consists of self-assessment by the institution
along with external peer assessment organized by NAAC.
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

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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
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 was launched in July 2017. It
represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and
robust. The Shift is:
 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 25% 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. Curricular Aspects
2. Teaching-Learning and Evaluation
3. Research, Innovations and Extension
4. Infrastructure and Learning Resources
5. Student Support and Progression
6. Governance, Leadership and Management
7. 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

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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.
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.

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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
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
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 teaching-
learning; on teacher’s familiarity with Learning Management Systems (LMSs), other e-
resources 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.

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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.
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.

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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
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.

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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
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
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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
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 e-
resources 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

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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
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

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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
them to contribute significantly to the development of the institution through financial and non-
financial 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 Institutional Vision and Leadership

6.2 Strategy Development and Deployment
6.3 Faculty Empowerment Strategies
6.4 Financial Management and Resource Mobilization
6.5 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

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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
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:

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KEY INDICATORS
7.1 Institutional Values and Social Responsibilities

7.2 Best Practices
7.3 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
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

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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

recognized by UGC as an affiliating University)
a) Provided the Colleges are affiliated to a University recognized by UGC for the purposes of
affiliation. Constituent colleges of a Private and Deemed- to-be Universities are considered
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 recognized 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),
during the last six months 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. 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

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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 115 Metrics for Universities, 107 Metrics for
Autonomous, 93 & 96 Metrics for UG & PG Affiliated/Constituent Colleges respectively,
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.
Table 1: Distribution of Metrics and KIs across Criteria
Affiliated/Constituent
Autonomous Colleges
Type of HEIs Universities
Colleges
UG PG
Criteria 7 7 7 7
Key Indicators (KIs) 34 34 31 32
Qualitative Metrics (QlM) 36 35 35 36
Quantitative Metrics
(QnM) 79 72 58 60
Total Metrics (QlM +

QnM) 115 107 93 96
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)
Autonomous Affiliated/
Criteria Key Indicators (KIs) Universitie Colleges Constituent
s Colleges
UG PG
1. 1.1 *(U)Curriculum Design 50 50 NA NA
Curricular and Development
Aspects
1.1. *(A) Curricular Planning NA NA 20 20
and Implementation
1.2 Academic Flexibility 50 40 30 30
1.3 Curriculum Enrichment 30 40 30 30

1.4 Feedback System 20 20 20 20
Total 150 150 100 100
2. Teaching- 2.1 Student Enrolment and 10 20 40 40
Learning Profile
and 2.2 Catering to Student 20 30 50 50
Evaluation Diversity
2.3 Teaching-Learning 20 50 50 50
Process
2.4 Teacher Profile and 50 50 60 60
Quality
2.5 Evaluation Process and 40 50 30 30
Reforms
2.6 Student Performance 30 50 60 60
and Learning Outcomes
2.7 Student satisfaction 30 50 60 60
Survey Total 200 300 350 350
3. 3.1 Promotion of Research 20 20 NA NA
Research, and Facilities
Innovations
3.2 Resource Mobilization 20 10 15 15
and
for Research
Extension
3.3 Innovation Ecosystem 30 10 NA 10
3.4 Research Publications 100 30 15 25
and Awards
3.5 Consultancy 20 10 NA NA
3.6 Extension Activities 40 50 60 50
3.7 Collaboration 20 20 20 20
Total 250 150 110 120

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4. 4.1 Physical Facilities 30 30 30 30

Infrastructur
e and 4.2 Library as a Learning 20 20 20 20
Learning Resource
Resources 4.3 IT Infrastructure 30 30 30 30
4.4 Maintenance of Campus 20 20 20 20

Infrastructure
Total 100 100 100 100
5. Student 5.1 Student Support 30 30 50 50
Support
5.2 Student Progression 40 30 30 25
and
Progression
5.3 Student Participation 20 30 50 45
and Activities
5.4 Alumni Engagement 10 10 10 10
Total 100 100 140 130

6. 6.1 Institutional Vision and 10 10
Governance Leadership 10 10
, Leadership
6.2 Strategy Development 10 10 10 10
and
and Deployment
Management
6.3 Faculty Empowerment 30 30 30 30
Strategies
6.4 Financial Management 20 20 20 20
and Resource Mobilization
6.5 Internal Quality 30 30 30 30
Assurance System
Total 100 100 100 100
7. 7.1 Institutional Values and 50 50 50 50

Institutional Social Responsibilities
Values and
Best 7.2 Best Practices 30 30 30 30
Practices 7.3 Institutional 20 20 20 20
Distinctiveness
Total 100 100 100 100
TOTAL SCORE 1000 * 1000 * 1000 *
* In case of HEIs who exercise to opt for the weightage of ≤3% of Non Applicable
Metrics, the total score will vary accordingly.
(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. Eligible HEIs seeking A&A are required to submit Institutional Information for Quality
Assessment (IIQA) online any time during the year. Duly filled in IIQAs of eligible HEIs will be
accepted by NAAC for further processing and others will be rejected.
2. In case of rejection of IIQA applications specific suggestions would be given to HEIs to facilitate
them to resubmit IIQA. An institution can reapply twice after the first attempt resulted in rejection.
That is, each HEI is permitted three attempts in a year, with a single fee. After this, it will be
considered a fresh application with required fees.
3. After the acceptance of IIQA, the institution will be asked to fill the Self Study Report (SSR) with
the required document to be uploaded in the portal of NAAC website within 45 days. The SSR of
the HEI will then be subjected to further process. As preparation of SSR is a systematic process,
so it is suggested that the HEIs should be ready with soft copy of SSR and related documents well
in advance of submitting IIQA. Those institutions who fail to submit SSR within 45 days will have
to apply afresh starting from IIQA & its fees. It is to be noted that the extension for submission of
SSR will be possible, if the request (by raising the issue in Issues Management System (IMS) with
proper reason & proof) is done by the HEI before the expiry of the stipulated time, only in cases of
natural calamities, floods, payment settlement delay, technical problems for a period upto
maximum of 15 days after seeking approval from the Competent Authority. No further extension
will be given in the portal. In all such cases the A&A process gets terminated and IIQA fees paid
shall be forfeited and the HEIs have to come afresh by submitting IIQA with the requisite fees. In
any case fees for IIQA will not be refundable.
4. 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.
5. 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.
6. HEIs are requested to go through the Standard Operating Procedure (SOP) available in Apply
Online Tab in NAAC website, before preparation of SSR.
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. Optional Metrics (Applicable only for Colleges): In these diversified education system, there
can be few metrics which may not be applicable to the HEI’s. Thus in order to facilitate the HEI’s
NAAC has come out with this concept of Non Applicable Metrics.
Thus the provision is made for the HEI’s to opt out some of the metrics which may not be
applicable to them for various reasons. Following are the rules for opting out non applicable
metrics:
a) Maximum weightage of metrics that can be opted out shouldn’t exceed 30 (up to 3%).
b) Metrics with maximum of total 10 weightage per criteria can only be opted out.

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c) All metrics in Criteria 1, 2 & 7 are essential. None of the metrics in these Criteria can be opted
out.
d) Metrics identified as optional can only be opted out (list of optional metrics are stated in
Appendices 3 of Autonomous and Affiliated College Manual).
e) Qualitative metrics cannot be opted out.
The calculation of Cumulative Grade Point Average (CGPA) of Higher Education Institutions
(HEIs) will be done excluding the metrics as opted out with 30 weightage (up to 3%) by the HEIs.
This decision is aimed at helping HEIs, as they will not be assessed on metrics not applicable to
them. HEIs willing to opt out the non applicable metrics need to exercise the same, prior to final
submission of SSR to NAAC.
9. The data submitted on Quantitative Metrics (Q nM) 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.
10. 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.
11. 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
the basis of the deviation report, the A&A process will proceed further as per the following
conditions:
a) HEI whose Metrics are found to be deviated will be liable for the penalty or legal action. Their
first installment of accreditation fees will also be forfeited, and the name of such HEI will be
sent to statutory authorities for further actions.
b) HEI that clears the DVV process will proceed for Peer Team Visit with a condition of a Pre-
qualifier, that the HEI should score at least 25% in Quantitative Metrics (Q nM) as per the final
score after the DVV Process. If the HEI does not clear the Pre-qualifier stage then they will
have to apply afresh by submitting the IIQA and its fees. Such HEIs are eligible to apply again
only after six months from the day of declaration of Pre-qualification status.
12. After the DVV process, NAAC will intimate the HEI, regarding the status of the pre-qualification.
Only pre-qualified HEIs will enter 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 Qualitative Metrics (Q lM).
13. Student Satisfaction Survey (SSS): It will be conducted as per the following conditions:
a) SSS will be conducted simultaneously with DVV process.
b) Higher Education Institutions (HEIs) have to strictly upload data of at least 50% of currently
enrolled students as per data template format of excel sheet given in portal.
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.

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e) SSS will be completed within one month after its initiation.

14. Peer Team visit of the institution should not exceed three months after clearance of Pre-qualifier
stage.
15. 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.
16. NAAC will disclose the details of the Peer Team members only three days before the scheduled
PTV dates. 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 Peer Team
members.
17. 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 (without password).
18. Guidelines for filling up Self-Study Report (SSR):
 Extended profile contains all the questions which are basically the figures of denominators of
the formulas used for calculation of various Metrics values.
 There are Tool Tips at various places in portal, such as Metrics, sub-metrics, upload, etc. which
are given as guidance regarding the sort of data required to be submitted by the institution. The Tool Tip
is denoted in the form of . Institutions are required to go through the respective Tool Tip thoroughly
before filling the data.
 The data filled should contextualize with the related metrics. There is an upload limit (5 MB)
for the documents for various Metrics, if the size of the document exceeds that limit, Institution may
upload the same in their own website without password protection. The link of the said uploaded
document should be given in the portal.
 The data of the students for Student Satisfaction Survey (SSS) has to be submitted concurrently
during online submission of SSR.
 Where-so-ever ‘Asterisk Red mark’ is indicated in the portal it should be understood as
mandatory requirement.
19. Policy to withdraw Accreditation applications by Higher Education Institutions (HEIs) :
HEIs which have submitted their Self Study Reports (SSRs) for any reason does not complete the
A&A process: -
 Will host the information that it has withdrawn / not completed the process on the HEI website
and the information will be hosted on NAAC website too.
 Will be allowed to apply for A&A only after a period of one year from the date of submission
of SSR.
 The fees submitted by HEI for Assessment and Accreditation process so far will be forfeited.
20. Non-compliance of DVV Process: Institutions are given 15 days time to complete the DVV
process, and are supposed to respond within stipulated time during DVV clarification stage. In
unforeseen situations (such as natural calamities, political disturbances and alike) when the

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institutions fail to comply with the DVV process, a further extension of 7 days shall be granted on
the basis of decision from Competent Authority. HEIs which do not comply to the DVV
clarification process, assessment and accreditation process of such institutions will be terminated at
the level of DVV clarification and the fees paid for IIQA and the SSR 1 st installment will be
forfeited. Such institutions shall reapply for accreditation after one year from the date of
declaration of decision in Standing Committee (SC) meeting, by submission of IIQA and filling
SSR afresh.
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.
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, 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, viz., (0, 1, 2, 3 & 4).

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The Final Grade

On the basis of the CGPA obtained by the institution in maximum possible score of
4.00, the final grade is assigned on a seven point scale as shown in Table 3. The seven point
refers to the seven letter grades each aligned to the seven specific score range.
Table 3 Institutional Grades and Accreditation Status

Range of Institutional Letter
Cumulative Grade Grade Status
Point Average (CGPA)
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,
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:
1. Submit the Intent for Appeal within 15 days and appeal proforma within 45 days from
the date of declaration of result, through HEI portal.

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2. The application for appeal should be submitted along with the requisite non-refundable
fee of Rs. 1,00,000/- + applicable taxes.
3. 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. Generally the recommendations may be Re-DVV, Re-Visit,
No change, etc.
4. The clarification process and time lines for Re-DVV is same as DVV process.
5. The process of Re-Visit is same except for the logistic expenses will be borne by the
NAAC.
Note: HEIs are advised to check their portal & registered email-id frequently for updates
throughout the process.
IX. RE-ASSESSMENT
Institutions, which would like to make an improvement in the accredited status, may
volunteer for re-assessment, after completing at least one year, but not after the completion
of three years. The option can be exercised only once in a cycle. Re-assessed institution
cannot come for another re-assessment in the same cycle. The current procedures and
methodology including the manual for the Assessment and Accreditation is applicable for
all institutions applying for re-assessment. 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. 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 afresh

by submission of A&A application during the last six months of their validity period.
The validity period of NAAC accreditation for third / fourth cycle institutions will be
extended from five years to seven years, with a condition that they have obtained highest
grade for immediate preceding two cycles continuously, in addition provided the institution
again obtains highest grade in the third / fourth cycle also.
With reference to the Highest Grade obtained by HEI’s in various cycle will be as
below: -
‘A++’ with CGPA 3.51 in the Grading system that is effective from 1st March, 2018.

31
‘A++ & A+’ with CGPA 3.51 in the Grading system that was effective, between 1st
July, 2016 to 28th Feb, 2018
‘A’ in the Grading system that was effective, between 1st April, 2007 to 30th June,
2016
‘A++, A+, & A’ with score 85-100 that was effective between 16th March 2002 to
31st March 2007.
In the case of institutions which apply for reaccreditation within the stipulated period
of six months before the end of the cycle of accreditation, as per the guidelines of National
Assessment and Accreditation Council (NAAC), the gap period between two consecutive
accreditation will be condoned. In case of other institutions which have not applied as per
the guidelines mentioned above, the maximum period for condonation would be one year
between the two consecutive accreditation cycles.
XI. THE FEE STRUCTURE AND OTHER FINANCIAL IMPLICATIONS
New Fee Structure

(w.e.f. Nov 27, 2019)
1. IIQA Fee
For Registration – applicable to all institutions i.e., irrespective of their status of
recognition under 12B of UGC Act, 1956( i.e recognised/ not recognized)
Process Total amount of Application fee for Assessment and

Accreditation (A&A) to be paid by the Institution
Institutional Information for Rs. 25,000/- + G S T 18%

Quality Assessment (IIQA) (Non-refundable) *
* 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 a year.
2. Assessment and Accreditation (A&A) Fee

For Universities and Professional Institutions
Type Total amount of Amount to be Paid by the Institution
A&A Fee
Rs.1,87,500/-** + GST18%
Rs. 3,75,000/-**+
1 to 10 departments (50% of Total fee along with the online submission of SSR) (Non-
GST18%
refundable)

32
Rs.3,75,000/-** + GST18%
More than 10 Rs. 7,50,000/-** +
departments GST18% (50% of Total fee along with the online submission of 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 on site visit.
3. Assessment and Accreditation (A&A) Fee

For Colleges (Government, Grant-in-Aid and Private)
Type Total amount of Amount to be paid by
A&A Fee the Institution
a. General College with multi Rs. 1,85,000/-** Rs.92,500/-** + GST18%
faculties + GST18% (50% of Total fee along with the online
submission of SSR) (Non-refundable)
b. General College with mono Rs. 1,25,000/-** Rs.62,500/-** + GST18%
faculty + GST18% (50% of Total fee along with the online
submission of SSR) (Non-refundable)
c. Teacher Education Institutions Rs. 1,25,000/-** Rs.62,500/-** + GST18%
(General TEIs, Physical Education + GST18% (50% of Total fee along with the online
Institutions & Special Education submission of SSR) (Non-refundable)
Institutions)
** Balance 50% of total fees along with 18% GST before 15 days from the date of on site visit.
Note:
i. Professional Institutions - Higher Education Institutions (HEIs) in which all the
programs offered are recognised by Statutory Regulatory Authority(s) (SRA)
(Excluding Teacher Education Institutions) or HEIs in which 50 % or more of the
programmes offered are recognised by the Statutory Regulatory Authority (s).
Similar to Universities the A&A fee for Professional Institutions will be
calculated depending on the number of the departments.
ii. NAAC classified the programs offered leading to specific Degrees awarded as Arts
Faculty, Commerce Faculty and Science Faculty. In case of General Colleges, HEIs
are broadly categorised by NAAC for the purposes of deciding on the applicable
Fee as Mono Faculty and Multi Faculty colleges.
Colleges offering programs leading to Degrees such as BA, MA, BSW, MSW, BRS,
MRS are considered as Arts Faculty, those colleges offering programs leading to
Degrees such as B.Com, M.Com, BBA, BMS and other degrees relating to
programs (not recognised by any SRA) in business
administration/commerce/management are considered as Commerce Faculty.
Science Faculty are those offering programs leading to Degrees such as
B.Sc., M.Sc., B.F.Sc., M.F.Sc., BCA, B. Stat. M. Stat. and other degrees relating to
programs (not recognised by any SRA) in applied and pure sciences.
a. Mono Faculty - The Mono faculty institutions are those Higher education
Institutions (HEIs) offering programs in only one discipline i.e. either in Arts,
Commerce or Science.
b. Multi Faculty - The Multi faculty institutions are those Higher education
Institutions (HEIs) offering programs in more than one discipline i.e. either in a
combination of Arts and Commerce, Science and Commerce, Science and Arts or

33
Arts, Commerce and Science.

c. Teacher Education Institutions are those Higher Education Institutions
(HEIs) in which all the programs offered are recognised by Statutory Regulatory
Authority(s) (SRA) i.e. NCTE or RCI or HEIs in which more than 50% of the
programmes offered are recognized by SRAs i.e. NCTE or RCI.
4. Balance amount 50%

i. 50% of the stipulated fee+ applicable taxes along with on line submission of Self-
study Report (SSR) (Non-refundable).
ii. The pre-qualified HEIs will be asked to pay balance 50% of the stipulated fees+
applicable taxes as shown in column 2 & 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 / afresh with IIQA and its fees.
 Mandatory Taxes/GST will not be refunded.
iii. If the Institution does not take up the accreditation process, the fees will not be
returned to the institution. However, the same will be adjusted when accreditation
process is taken up. (The Maximum time limit up to which it can be carried
forward shall be one year from the date of submission of SSR).
5. Logistics Fee: Institution has to pay an advance, towards logistic expenses

for the arrangement of Peer Team Visit, after clearing Pre-qualifier, which
is as follows:-
a. All General colleges, Professional colleges and Teacher education institutions
will have 2 day visit for which the fee structure will be 1,50,000 + GST.
b. In case of exceptional case of Professional colleges with proper justifications
and approval from the competent authority the Peer Team Visit can be
extended to 3 days & the fee structure will be 3,00,000 + GST.
c. For University the Fee structure of logistics will be 3,00,000 + GST for 3 or
more days of visit.
d. If the University has UGC recognized off-shore campus/centers, then the
University has to pay an additional fees of Rs. 2,00,000/- + GST or actual per
off-shore campus to be visited.
6. Appeals Mechanism and Fee:

Review of Accreditation (grievance) Rs. 1,00,000/- + GST 18% as applicable
from time to time.
7. For subsequent cycles of Accreditation:

The fee structure proposed for Assessment and Accreditation and towards logistics as
above applies for all the cycles of Accreditation and Re-assessment for all
Institutions.

34
8. Provision for Reimbursement of A&A fees and PTV logistics fees to

Government Higher Education Institutions Recognized under 2f &
12B of UGC act 1956
Government Higher Education Institutions which are recognized under section 2(f)
and 12B of UGC Act 1956 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 General
Developmental Grants sanction letter of UGC with an attestation by the Head of the
Institution and other necessary documents. The reimbursement will be done as and
when NAAC receives grants from UGC.
9. Mode of Payment: Online:

The fee can be paid through online using payment option available in the HEI portal.
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 and Standard Operating Procedure
(SOP) carefully and get ready with all 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 stipulated period, 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 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

35
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 6 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 throughout. 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 / Notes and SOP available in
NAAC Website. 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 (1 st
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 last
completed 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) SSR submitted online, to be uploaded after DVV process only (.pdf format).
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.

36
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. Executive Summary
2. Profile of the University
3. Extended Profile of the University
4. Quality Indicator Framework (QIF)
5. Evaluative report of the Departments
6. Data Templates / Documents (Quantitative Metrics)

37
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.

38
2. Profile of the University
Basic Information
Name and Address of the University
Name
Address
City Pin
State Website
Contacts for Communication

Designation Name Telephone Mobile Fax Email
with STD
Code
Nature of Institution Status

University
Type of University Type of University
Establishment Establishment Date
Details of the University
Status Prior to (Autonomous, Constituent, PG Centre, any
Establishment, If other)
applicable
Establishment date
Recognition Details
Date of Recognition as a University by UGC or Any Other National Agency
Under Section Date
2f of UGC
12B of UGC
University with Potential for Excellence

Is the University Recognised as a 'University with Potential for Excellence Yes No
(UPE)' by the UGC?
Location, Area and Activity of Campus

39
Date of
Recognition
Campus Built up by
Campus Area in Area in Programmes Date of UGC/MHR
Type Address Location Acres sq.mts. Offered Establishment D
Urban
Semi
Urban
Rural
Tribal
Hill
Academic Information
Affiliated Institutions to the University (Not applicable for private and deemed to be
Universities)
College Type Number of colleges with Number of colleges with

permanent affiliation temporary affiliation
Type of Colleges Permanent Temporary Total

Education/Teachers Training
Business administration/
Commerce/Management/Finance
Universal/Common to all
Disciplines
Furnish the Details of Colleges under University

Constituent Colleges
Affiliated Colleges
Colleges Under 2(f)
Colleges Under 2(f) and 12B
NAAC Accredited Colleges
Colleges with Potential for Excellence(UGC)
Autonomous Colleges
Colleges with Postgraduate Departments
Colleges with Research Departments

40
University Recognized Research Institutes/Centers
Is the University Offering any Programmes Recognized Yes No

by any Statutory Regulatory authority (SRA)
Details of Teaching & Non-Teaching Staff of University
Teaching Faculty
Professor Associate Professor Assistant Professor
Other Other Other
Male Female Total Male Female Total Male Female Total
s s s
Sanctioned
Recruited
Yet to
Recruit
On
Contract
Non- Teaching Staff

Male Female Others Total
Sanctioned
Recruited
Yet to Recruit
On Contract
Technical Staff

Sanctioned
Recruited
Yet to Recruit
On Contract
Qualification Details of the Teaching Staff

Permanent Teachers
Highest Professor Associate Assistant Total

41
Qualification Professor Professor

Male Female Others Male Female Others Male Female Others
D.sc/D.Litt
Ph.D.
M.Phil.
PG
Temporary Teachers
Highest Total
Qualification Professor Associate Professor Assistant Professor
Mal Mal Other
Male Female Others Female Others Female
e e s
D.sc/D.Litt
Ph.D.
M.Phil.
PG
Part Time Teachers

Highest Total
Qualification Professor Associate Professor Assistant Professor
Mal Other Femal
Female Others Male Female Male Others
e s e
D.sc/D.Litt
Ph.D.
M.Phil.
PG
Distinguished Academicians Appointed

Emeritus Professor
Adjunct Professor
Visiting Professor
Chairs Instituted by the University

Name of the Name of the Name of the Sponsor Organisation/Agency
Department Chair

42
Sl.No Name of the Name of the Name of the Sponsor

Department Chair Organisation/Agency
Provide the Following Details of Students Enrolled in the University during the Current
Academic Year
Programme From the State From Other NRI Foreign Total
Where States of India Students Students
University is
Located
PG Male
Female
Others
UG Male
Female
Others
PG Diploma Male
recognized
by statutory Female
authority
including
university Others
Does the university offer any integrated programmes? Yes/No

Total number of integrated programme
Integrated From the state From other NRI Students Foreign Total
Programme where states of Students
university is Indi0061
located
Male
Female
Others
Details of UGC Human Resource Development Centre, If applicable

Year of Establishment
Number of UGC Orientation Programmes
Number of UGC Refresher Course
Number of University's own Programmes
Total Number of Programmes Conducted

43
(last five years)
EVALUATIVE REPORT OF THE DEPARTMENTS

Department Name Upload Report

44
3. Extended Profile of the University

1 Programme:
1.1 Number of Programmes offered year wise for last five years
Year
Number
1.2 Number of departments offering academic programmes
2 Student:
2.1 Number of students year wise during the last five years
Year
Number
2.2 Number of outgoing / final year students year wise during the last five years
Year
Number
2.3 Number of students appeared in the University examination year wise during the last five
years
Year
Number
2.4 Number of revaluation applications year wise during the last 5 years
Year
Number
3 Academic:
3.1 Number of courses in all Programmes year wise during the last five years
Year
Number
3.2 Number of full time teachers year wise during the last five years
Year
Number
3.3 Number of sanctioned posts year wise during the last five years
Year
Number

45
4 Institution:
4.1 Number of eligible applications received for admissions to all the Programmes year wise
during the last five years
Year
Number
4.2 Number of seats earmarked for reserved category as per GOI/State Govt rule year wise
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 the last five years (INR in Lakhs)
Year
Expenditure

46
4. Quality Indicator Framework (QIF)

Essential Note:
The SSR has to be filled in an online format 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
 File description – for uploading of document where so-ever required.
These will help Institutions in the preparation of their SSR.
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 (QnM) wherever formula is given, it must be noted that these are
given merely to inform the HEIs about the manner in which data submitted will be used. That
is the actual online format seeks only data in specified manner which will be processed
digitally.
Metric wise weightage is also given.
The actual online format may change slightly from the QIF given in this Manual, in order to
bring compatibility with IT design. Observe this carefully while filling up.
Criterion I – Curricular Aspects (150)

47
Key Indicator – 1.1 Curriculum Design and Development (50)

Metric Weightage
No.
1.1.1 Curricula developed and implemented have relevance to the local,
national, regional and global developmental needs which is reflected
Q lM in Programme outcomes (POs), Programme Specific Outcomes(PSOs)
and Course Outcomes(COs) of the Programmes offered by the
University
20
Write description in 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 last five years
1.1.2.2 : Number of all Programmes offered by the institution during the

last five years
Data Requirement for last five years: (As per Data Template)
 Programme Code
 Names of the Programme revised
Formula:
Number of Programmes∈which
syllabus was revised during the last five years
¿ X 100 ¿
Number of Programmes offered by the
institutionduring the last five years
File Description (Upload)

 Minutes of relevant Academic Council/BOS meeting
 Any additional information
 Details of Programme syllabus revision in last 5 years (Data Template)

48
1.1.3 Average percentage of courses having focus on employability/ 10

entrepreneurship/ skill development offered by the University
QnM
1.1.3.1: Number of courses having focus on employability/
entrepreneurship/ skill development year wise during the last five years
 Name of the Course with Code
 Activities with direct bearing on Employability/
Entrepreneurship/ Skill development
 Name of the Programme
Formula:
Number of courses having focus on
employability∨entrepreneurship
¿ skill development
Percentage per year=
Number of courses∈ all Programmes X 100 ¿
¿
∑ Percentage per year
Average percentage =
5
 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 (50)
Metric Weightage
No.
1.2.1 Percentage of new courses introduced of the total number of courses 30
across all programs offered during the last five years
QnM
1.2.1.1: How many new courses were introduced within the last five
years
1.2.1.2 : Number of courses offered by the institution across all
Programmes during the last five years
 Name of the new course introduced
Formula:

49
Number of new courses

introduced during thelast five years
Number of courses offered
during thelast five years X 100¿
¿
 Minutes of relevant Academic Council/BOS meeting
 Institutional data in prescribed format (Data Template as of 1.1.3)
1.2.2 Percentage of Programmes in which Choice Based Credit System 20

(CBCS)/elective course system has been implemented (Data for the
QnM latest completed academic year)
1.2.2.1: Number of Programmes in which CBCS/ Elective course

system implemented.
Data Requirements: (As per Data Template)
 Names of all Programmes adopting CBCS
 Names of all Programmes adopting elective course system
Formula:
Number of Programmes ∈which CBCS
¿ elective course systemimplemented X 100
Total number of Programmes offered
 Minutes of relevant Academic Council/BOS meetings
 Institutional data in prescribed format (Data Template as of 1.1.2)
Key Indicator – 1.3 Curriculum Enrichment (30)
Metric Weightages
No.
1.3.1 Institution integrates crosscutting issues relevant to Professional
Ethics ,Gender, Human Values ,Environment and Sustainability into
Q lM the Curriculum
File Description (Upload) 5
 Upload the list and description of the courses which address the
Gender, Environment and Sustainability, Human Values and
Professional Ethics into the Curriculum
1.3.2 Number of value-added courses for imparting transferable and life
skills offered during last five years 10
QnM
1.3.2.1: How many new value-added courses are added within the last 5
years

50
 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
 Brochure or any other document relating to value added courses
 List of value added courses (Data Template)
1.3.3 Average Percentage of students enrolled in the courses under 1.3.2
above
QnM 1.3.3.1: Number of students enrolled in value-added courses imparting
transferable and life skills offered year wise during the last five years
Year
Number 10
 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:
Number ofstudents enrolled∈¿ the courses during the last five years
X 100
Number of students
¿

5
 List of students enrolled (Data Template as of 1.3.2)
1.3.4 Percentage of students undertaking field projects / research projects /
internships (Data for the latest completed academic year)
QnM 5
1.3.4.1:Number of students undertaking field project or research
projects or internships
 Names of the Programme
 No. of students undertaking field projects /research projects/
internships
Formula:
Number of students undertaking
field projects∨research projects∨interships
Total number of students X 100 ¿
¿
 List of Programmes and number of students undertaking field projects
research projects/ / internships (Data Template)

51
Key Indicator – 1.4 Feedback System (20)
Metric Weightage
No.
Structured feedback for design and review of syllabus – semester 10
1.4.1 wise / year wise is received from
1) Students, 2) Teachers, 3) Employers,
QnM 4) Alumni
Options:
A. All 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

Report of analysis of feedback received from different stakeholders
year wise
File Description
 URL for stakeholder feedback report
 Action taken report of the University on feedback report as stated in
the minutes of the Governing Council, Syndicate, Board of
Management (Upload)
 Any additional information (Upload)
Feedback processes of the institution may be classified as follows: 10

1.4.2
A. Feedback collected, analysed and action taken and feedback
QnM available on website
B. Feedback collected, analysed and action has been taken
C. Feedback collected and analysed
D. Feedback collected
E. Feedback not collected Opt one
Documents:
Upload Stakeholder feedback report, Action taken report of the
university on it as stated in the minutes of the Governing Council,
Syndicate, Board of Management
File Description
 Upload any additional information
 URL for feedback report

52
Criterion II – Teaching-Learning and Evaluation (200)
Key Indicator - 2.1 Student Enrolment and Profile (10)
Metric Weightage
No.
2.1.1 Demand Ratio (Average of last five years) 5
2.1.1.1: Number of seats available year wise during the last five years
QnM Year
Number
 Number of seats available in all the Programmes
 Total number of eligible applications received
 Total number of Seats filled against sanctioned seats
Formula:
Number of eligible applications received
Number of seats available =Ratio Per Year ¿
¿
Average Ratio=
∑ Ratio per Year
5
¿
Demand Ratio (Average of Last five years) based on Data Template upload the
document
2.1.2 Average percentage of seats filled against reserved categories (SC, ST, 5
OBC, Divyangjan, etc.) as per applicable reservation policy during the
QnM last five years
(Excluding Supernumerary Seats)
2.1.2.1: Number of actual students admitted from the reserved
categories year wise during the last five years
Year
Number
 Number of students admitted from the reserved category
 Total number of seats earmarked for reserved category as per
GOI or State Government rule
Formula:
Actual number of students admitted
¿ the reserved categories
Percentage per year= X 100
Number of seats earmarked for
reserved category as per GOI ∨¿ State Government rule

53

5
 Average percentage of seats filled against seats reserved (Data
Template)
Key Indicator - 2.2 Catering to Student Diversity (20)
Metric Weightage
No.
2.2.1 The institution assesses the learning levels of the students and 10
organises special Programmes for advanced learners and slow
Q lM learners.

File Description
 Paste link for additional information
 Upload Any additional information
2.2.2 Student - Full time teacher ratio (Data for the latest completed 10
academic year)
QnM
Data Requirement:
 Total number of students enrolled in the institution
 Total number of full time teachers in the institution
Formula: Students : Teachers
Key Indicator - 2.3 Teaching - Learning Process (20)

Metric Weightage
No.
2.3.1 Student centric methods, such as experiential learning, participative 6
learning and problem solving methodologies are used for enhancing
Q lM learning experiences

File Description
 Link for Additional Information
2.3.2 Teachers use ICT enabled tools including online resources for
effective teaching and learning processes
Q lM Write description in maximum of 500 words 6
File Description
 Provide link for webpage describing the " LMS/ Academic

54
management system"
2.3.3 Ratio of students to mentor for academic and other related issues
(Data for the latest completed academic year data) 8
QnM
2.3.3.1: Number of mentors

Number of students assigned to each Mentor
Formula: Mentor : Mentee
File Description
 Upload year wise, number of students enrolled and full time
teachers on roll.
 Circulars pertaining to assigning mentors to mentees
 mentor/mentee ratio
Key Indicator - 2.4 Teacher Profile and Quality (50)
Metric Weightage
No.
2.4.1 Average percentage of full time teachers against sanctioned posts
during the last five years 15
QnM
 Number of full time teachers
 Number of sanctioned posts
Formula:
Number of full timeteachers
Percentage per year = X 100
N umber of sanctioned posts

5
 Year wise full time teachers and sanctioned posts for 5 years (Data
Template)
 List of the faculty members authenticated by the Head of HEI
2.4.2 Average percentage of full time teachers with Ph.D./D.M/M.Ch./D.N.B
Superspeciality/D.Sc./D’Lit. during the last five years 15
QnM
2.4.2.1: Number of full time teachers with Ph.D./D.M/M.Ch./D.N.B
Superspeciality/D.Sc./D’Lit. year wise during the last five years
Year
Number
 Number of full time teachers with Ph.D./D.M/M.Ch./D.N.B

55
Superspeciality/D.Sc./D’Lit.
 Total number of full time teachers
Formula:
Percentage per year =
Number of full time teachers

with Ph . D ./ D . M /M . Ch./ D . N . B Superspeciality / D. Sc ./ D ’ Lit .
X 100
Number of full time teachers

5
 List of number of full time teachers with Ph.D./D.M/M.Ch./D.N.B
Superspeciality/D.Sc./D’Lit. and number of full time teachers for 5
years (Data Template)
2.4.3 Average teaching experience of full time teachers in the same
institution (Data for the latest completed academic year in number of 10
QnM years)
2.4.3.1: Total experience of full-time teachers

 Name and Number of full time teachers with years of teaching
experiences
Formula:
∑ of total experience of full time teachers∈the same institution
Number of full time teac h ers

 List of Teachers including their PAN, designation, dept and experience
details (Data Template as of 2.4.1)
2.4.4 Average percentage of full time teachers who received awards, 10

recognition, fellowships at State, National, International level from
QnM Government/Govt. recognised bodies during the last five years
2.4.4.1: Number of full time teachers receiving awards from state /national
/international level from Government/Govt. recognized bodies year wise during
the last five years
Year
Number

56
 Number of full time teachers receiving awards from State,
National, International level
 Number of full time teachers
Formula:
Number of full timeteachers
receiving awards
¿ state level , n ational level ,
international level during the last five years
¿ X 100 ¿
Average number of ful ltime teachers duringthe last five years

 Institutional data in prescribed format (Data Template)
 e-copies of award letters (scanned or soft copy)
Key Indicator - 2.5 Evaluation Process and Reforms (40)
Metric Weightage
No.
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
QnM
2.5.1.1: Number of days from the date of last semester-end/ year- end 15
examination till the declaration of results year wise during the last five years
Year
Number
of days
Data Requirements for last five years: (As per Data Template)
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 the results
Average number of days for declaration of results during the last
five years
 List of Programmes and date of last semester and date of declaration of
results (Data Template)
2.5.2 Average percentage of student complaints/grievances about evaluation
against total number appeared in the examinations during the last five 10
QnM years
2.5.2.1: Number of complaints/grievances about evaluation year wise

Year

57
Number
Data Requirement for last five years:

 Number of complaints/grievances about evaluation
 Total number of students appeared in the examinations
Formula:
Number of complaints∨grievances
about evaluation
Percentage per year = X 100
Number of students appeared
¿ the examination

5
 Number of complaints and total number of students appeared year wise
2.5.3 IT integration and reforms in the examination procedures and 10

processes (continuous internal assessment and end-semester
Q lM assessment) have brought in considerable improvement in examination
management system of the institution
 Year wise number of applications, students and revaluation cases
2.5.4 Status of automation of Examination division along with approved

Examination Manual
QnM 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
Data Requirements: (As per Data Template) 5
 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)
Key Indicator - 2.6 Student Performance and Learning Outcomes (30)
Metric Weightage

58
No.
2.6.1 The institution has stated learning outcomes (generic and programme
Q lM specific)/graduate attributes which are integrated into the assessment
process and widely publicized through the website and other documents

File Description
10
 Paste link for Additional Information
 Upload COs for all courses (exemplars from Glossary)
2.6.2 Attainment of Programme outcomes, Programme specific outcomes

and course outcomes are evaluated by the institution
Q lM Describe the method of measuring the level of attainment of POs , PSOs

10
and COs in not more than 500 words.
File Description
 Paste link for Additional Information
2.6.3 Pass percentage of students (Data for the latest completed academic
year) 10
QnM
2.6.3.1: Total number of final year students who passed the university
examination
2.6.3.2: Total number of final year students who appeared for the
examination
Data Requirement: (As per Data Template)
 Programme Code
 Number of students appeared
 Number of students passed
 Pass percentage
Formula:
Total number of final year
students who passed
¿the university examination
¿ X 100 ¿
Total number of final year students
who appeared for
the examination
File Description
 Upload list of Programmes and number of students passed and appeared
in the final year examination (Data Template)
 Paste link for the annual report
Key Indicator - 2.7 Student Satisfaction Survey (30)
Metric
Weightage
No.
2.7.1 Online student satisfaction survey regarding teaching learning 30

59
process.
QnM ( Online survey to be conducted)

 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 database of all currently enrolled students (Data Template)
Criterion III – Research, Innovations and Extension (250)
Key Indicator - 3.1 Promotion of Research and Facilities (20)
Metric Weightage
No.
3.1.1 The institution Research facilities are frequently updated and there is
QlM well defined policy for promotion of research which is uploaded on the
institutional website and implemented 2
Documents: Minutes of the Governing Council/ Syndicate/Board of
Management related to research promotion policy and its adoption
 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
3.1.2 The institution provides seed money to its teachers for research
QnM (average per year INR in Lakhs) 3
3.1.2.1: The amount of seed money provided by institution to its faculty year
wise during the last five years(INR in lakhs)
Year
INR in
lakhs
 Name of the teacher getting seed money
The amount of seed money
Year of receiving grant
Formula:
The amount of seed money provided by
institution its faculty∈the ¿ last 5 years ¿ ¿
5
¿

60

 Minutes of the relevant bodies of the University
 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 Percentage of teachers receiving national/ international
fellowship/financial support by various agencies for advanced studies/ 3
QnM research during the last five years
3.1.3.1: The number of teachers who received national/ international

fellowship/financial support by various agencies for advanced studies /
research year wise during the last five years
Year
Number
of
teachers
 Name of the teacher received national/ international
fellowship/financial support by various agencies for advanced
studies / research
 Name of the award received
 Year received
 Awarding Agency
Total number of teachers who received national /¿ international fellowship/ financial support by va
agencies for advanced studies /research duringthe last five years
¿
Total number of full timeteachers duringthe last five years

 e-copies of the award letters of the teachers
 List of teachers and their international fellowship details (Data
Templates)
3.1.4 Number of JRFs, SRFs, Post Doctoral Fellows, Research Associates
and other research fellows enrolled in the institution during the last five
QnM years
3.1.4.1: The Number of JRFs, SRFs, Post Doctoral Fellows, Research
Associates and other research fellows enrolled in the institution year wise 4
Year
Number

61
 Name of Research fellow

 Year of enrolment
 Duration of fellowship
 Type of the fellowship
 Granting agency
 List of research fellows and their fellowship details (Data Template)
3.1.5 Institution has the following facilities to support research 3

QnM
1. Central Instrumentation Centre
2. Animal House/Green House
3. Museum
4. Media laboratory/Studios
5. Business Lab
6. Research/Statistical Databases
7. Mootcourt
8. Theatre
9. Art Gallery
Options:
A. Any 4 or more of the above
C. Any 2 of the above
Data Requirements:
 Name of the facility
 Year of establishment
 Geotagged pictures
File Description
 Paste link of videos and geotagged photographs
 Upload the list of facilities provided by the university and their year of
establishment
3.1.6 Percentage of departments with UGC-SAP, CAS, DST-FIST, DBT,
QnM ICSSR and other recognitions by national and international agencies 5
(Data for the latest completed academic year)
3.1.6.1: The Number of departments with UGC-SAP, CAS, DST-FIST ,

DBT, ICSSR and other similar recognitions by national and international
agencies
 Name of the Department
 Name of the Scheme
 Name of the funding agency
 Year of Award

62
 Funds provided
 Duration of award
Formula:
Number of departments with
UGC−SAP , CAS , DST −FIST , DBT , ICSSR
¿ other similar recognitions
X 100
Total number of departments
offering academic programmes

 e-version of departmental recognition award letters
 List of departments and award details (Data Template)
Key Indicator - 3.2 Resource Mobilization for Research (20)
Metric Weightage
No.
3.2.1 Extramural funding for Research (Grants sponsored by the non- 5
QnM government sources such as industry, corporate houses, international
bodies for research projects) endowments, Chairs in the University
during the last five years (INR in Lakhs)
3.2.1.1: Total Grants for research projects sponsored by the non-

government sources such as industry, corporate houses, international
bodies, endowments, Chairs in the institution year wise during the last
five years (INR in Lakhs)
Year
INR in
Lakhs
Data requirement for last five years: (As per Data Template)
 Name of the Project/ Endowments, Chairs
 Name of the Principal Investigator
 Department of Principal Investigator
 Year of Award
 Funds provided
 Duration of the project

 e-copies of the grant award letters for research projects sponsored by
non-government
 List of project and grant details (Data Template as of 3.1.6)
3.2.2 Grants for research projects sponsored by the government agencies 10

63
QnM
3.2.2.1: Total Grants for research projects sponsored by the government
agencies year wise during the last five years (INR in Lakhs)
Year
INR in
Lakhs
 Name of the Project
 Name of the Principal Investigator
 Department of Principal Investigator
 Year of Award
 Funds provided
 Duration of the project
 Funding Agency
 Total amount of funds received
 e-copies of the grant award letters for research projects sponsored by
government
 List of project and grant details (Data Template as of 3.1.6)
3.2.3 Number of research projects per teacher funded by government and
non-government agencies during the last five years 5
QnM
3.2.3.1: Number of research projects funded by government and non-
government agencies during the last five years
3.2.3.2 : Number of full time teachers worked in the institution during the
last 5 years
Year
Number
 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:
Total n umber of research projects funded by government
¿ non−government agencies during thelast five years
Average number of full time teachers during the last five years
 List of research projects and funding details (Data Template as of 3.1.6)

64
 Supporting document from Funding Agency

 Paste Link for the funding agency website
Key Indicator - 3.3 Innovation Ecosystem (30)
Metric Weightage
No.
3.3.1 Institution has created an eco system for innovations including
Incubation centre and other initiatives for creation and transfer of
Q lM knowledge
Describe available incubation centre and evidence of its usage (activity) 10

within a maximum of 500 words
File description
3.3.2 Number of workshops/seminars conducted on Research methodology,
Intellectual Property Rights (IPR),entrepreneurship, skill development
QnM during the last five years 10
3.3.2.1: Total number of workshops/seminars conducted on Research

methodology, Intellectual Property Rights (IPR),entrepreneurship, skill
development year wise during the last five years
Year
Number
 Name of the workshops / seminars
 Number of Participants
 Date (From -to)
 Link to the activity report on the website

 Report of the event
 List of workshops/seminars during last 5 years (Data Template)
3.3.3 Number of awards / recognitions received for research/innovations by
the institution/teachers/research scholars/students during the last five 10
QnM years
3.3.3.1: Total number of awards / recognitions received for
research/innovations won by institution/teachers/research
scholars/students year wise during the last five years
Year

65
Number
 Name of the Awardee
 Name of the Awarding Agency with contact details
 Year of Award

 e- copies of award letters
 List of innovation and award details (Data Template)
Key Indicators - 3.4 Research Publications and Awards (100)
Metric Weightage
No.
3.4.1 The institution ensures implementation of its stated Code of
Ethics for research 5
QnM
3.4.1.1 The institution has a stated Code of Ethics for research and the
implementation of which is ensured through the following:
1. Inclusion of research ethics in the research methodology course work
2.[1.] Presence of institutional Ethics committees (Animal, chemical,bio-
ethics etc)
3.[2.] Plagiarism check
4.[3.] Research Advisory Committee
Options:
A. All of the above
 Code of ethics for Research document, Research Advisory committee
and ethics committee constitution and list of members on these
committees, software used for Plagiarism check, link to Website
3.4.2 The institution provides incentives to teachers who receive state, 5

QnM national and international recognitions/awards
1.Commendation and monetary incentive at a University function
2.Commendation and medal at a University function
3. Certificate of honor
4.Announcement in the Newsletter / website
Options:
A. All of the above


66

Data Requirements: (As per Data Template of 2.4.4 )
 Name of the Awardee with contact details
 Name of the Awarding Agency
 Year of Award
 Incentive details

 e- copies of the letters of awards
List of Awardees and Award details (Data Template as of 2.4.4)
3.4.3 Number of Patents published/awarded during the last five years 10
QnM 3.4.3.1: Total number of Patents published/awarded year wise during

the last five years
Year
Number
 Name of the Patent published/awarded
 Patent Number
 Year of Award

 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
10
QnM 3.4.4.1: How many Ph.D’s are awarded within last 5 years
3.4.4.2 : Number of teachers recognized as guides during the last five
years
 Name of the PhD scholar
 Name of the Department
 Name of the guide/s
 Year of registration of the scholar
 Year of award of PhD
Formula:
Number of Ph . D degrees awarded

duringthe last five years
Number of Teachers as arecognised guides
duringthe last five years

 URL to the research page on HEI web site
 List of PhD scholars and their details like name of the guide , title of

67
thesis, year of award etc (Data Template)

3.4.5 Number of research papers per teacher in the Journals notified on
UGC website during the last five years
QnM
3.4.5.1: Number of research papers in the Journals notified on UGC 15
website during the last five years
Year
Number

 Title of paper
 Name of the author/s
 Department of the teacher
 Name of journal
 Year of publication
 ISBN/ISSN number
Formula:
Number of publications ∈¿ UGC notified journals during the last five years
¿ ¿

 List of research papers by title, author, department, name and year of
publication (Data Template)
3.4.6 Number of books and chapters in edited volumes published per
teacher during the last five years 15
QnM
3.4.6.1: Total number of books and chapters in edited volumes / books

published, and papers in national/international conference-proceedings
year wise during the last five years
Year
Number
 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:

68
Total number of books

¿ chapters∈edited volumes , books
published ,∧ papers∈national /international conference
proceedings duringlast five years

 List books and chapters in edited volumes / books published (Data
Template)
3.4.7 E-content is developed by teachers :
10
1. For e-PG-Pathshala
QnM 2. For CEC (Under Graduate)
3. For SWAYAM
4. For other MOOCs platform
5. For NPTEL/NMEICT/any other Government Initiatives
6. For Institutional LMS
Options:
A. Any 5 or all of the above
 Name of the teacher
 Name of the module
 Platform on which module is developed
 Date of launching e-content
 Number of platforms on which e-content has been developed by
teachers
 Give links or upload document of e-content developed
 Details of e-content developed by teachers for e-PG-Pathshala, CEC
(UG) (Data Template)
3.4.8 Bibliometrics of the publications during the last five years based on
average Citation Index in Scopus/ Web of Science/PubMed 15
QnM Data Requirements for last five years:

 Title of the paper
 Name of the author
 Title of the journal
 Citation Index
Formula:

69
0. 50 X Total number of Citation∈ SCOPUS∈ five years+¿ 0. 50 X Total number of Citation∈W

¿
0.50 X Total number of Publication∈SCOPUS ∈five years+ ¿ 0.50 X Total number of Publication
¿

 Bibliometrics of the publications during the last five years
* The Data obtained from inflibnet will be used for the purpose of calculation
of scores.
3.4.9 Bibliometrics of the publications during the last five years based on 15
Scopus/ Web of Science – h-Index of the University
Data Requirements for last five years:
QnM  Title of the paper
 Name of the author
 Title of the journal
 H index
Formula:
h – Index of Scopus +h – index of Web of Science

¿ last five years
2

 Bibiliometrics of publications based on Scopus/ Web of Science - h-
index of the Institution
* The Data obtained from inflibnet will be used for the purpose of calculation
of scores.
Key Indicators - 3.5 Consultancy (20)

Metric Weightage
No.
3.5.1 Institution has a policy on consultancy including revenue sharing
between the institution and the individual and encourages its faculty to 5
Q lM undertake consultancy
File Description
 Upload minutes of the Governing Council/ Syndicate/Board of
Management related to consultancy policy
 Upload soft copy of the Consultancy Policy
 Paste URL of the consultancy policy document
3.5.2 Revenue generated from consultancy and corporate training during the 15
QnM last five years (INR in Lakhs)

70
3.5.2.1: Total amount generated from consultancy and corporate training

year wise during the last five years (INR in lakhs)
Year
INR in
lakhs
 Names of the consultants
 Name of consultancy project
 Consulting/Sponsoring agency with contact details
 Revenue generated (amount in rupees)
 Total revenue generated in rupees
 Details of Corporate training provided (Title of the training,
corporates for which training has been provided, number of
participants.

 Audited statements of accounts indicating the revenue generated
through consultancy
 List of consultants and revenue generated by them (Data Template)
Key Indicators - 3.6 Extension Activities (40)
Metric Weightage
No.
3.6.1 Extension activities in the neighbourhood community in terms of impact
and sensitising students to social issues and holistic development during the
Q lM last five years
Describe the impact of extension activities in sensitising students to

social issues and holistic development within a maximum of 500 words 6
File description
3.6.2 Number of awards received by the Institution, its teachers and students
QnM from Government /Government recognised bodies in recognition of the 10
extension activities carried out during the last five years
3.6.2.1: Total number of awards and recognition received for extension

activities from Government / Government recognised bodies year wise
Year
Number

71
 Name of the activity
 Name of the Award/ recognition
 Name of the Awarding Government/ Government recognized
bodies
 Year of the Award

 Number of awards for extension activities in last 5 year (Data Template)
 e-copy of the award letters
3.6.3 Number of extension and outreach programs conducted by the
institution including those through NSS/NCC/Red cross/YRC during
QnM the last five years ( including Government initiated programs such as
Swachh Bharat, Aids Awareness, Gender Issue, etc. and those
organised in collaboration with industry, community and NGOs) 12
3.6.3.1: Number of extension and outreach programs conducted by the

institution through NSS/NCC/Red cross/YRC etc. during the last five
years ( including Government initiated programs such as Swachh Bharat,
Aids Awareness, Gender Issue, etc. and those organised in collaboration
with industry, community and NGOs) year wise during the last five years
Year
Number
 Name and number of the extension and outreach Programmes
 Name of the collaborating agency: Non- government, industry,
community with contact details
File description (Upload)
 Reports of the event organized
 Number of extension and outreach Programmes conducted with
industry, community etc for the last five years (Data Template)
3.6.4 Average percentage of students participating in extension activities
listed at 3.6.3 above during the last five years 12
QnM
3.6.4.1: Total number of students participating in extension activities

listed at 3.6.3 above year wise during the last five years
Year
Number
 Name of the activity
 Name of the scheme

72
 Year of the activity

 Number of students participating in such activities
Formula:
Total Number of students
Percentage per year = participating ∈¿ such activities
X 100
Number of students

5
File description (Upload)
 Average percentage of students participating in extension activities with
Govt. or NGO etc (Data Template as of 3.6.3)
Key Indicator - 3.7 Collaboration (20)
Metric Weightage
No.
3.7.1 Number of collaborative activities with other institutions/ research
QnM establishment/industry for research and academic development of 10
faculty and students per year
3.7.1.1: Total number of Collaborative activities with other institutions/

research establishment/industry for research and academic development
of faculty and students year wise during the last five years
Year
Number
 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
Total Number of such activities

5
 Copies of collaboration

73

 Number of Collaborative activities for research, faculty etc (Data
Template)
3.7.2 Number of functional MoUs with institutions/ industries in India and
abroad for internship, on-the-job training, project work, student / 10
QnM faculty exchange and collaborative research during the last five years
3.7.2.1: Number of functional MoUs with institutions/ industries in India
and abroad for internship, on-the-job training, project work, student / faculty
exchange and collaborative research during the last five years
Year
Number
 Organisation with which MoU is signed
 Name of the institution/ industry
 Year of signing MoU
 Duration
 List the actual activities under each MoU
 Year wise Number of students/teachers participated under MoUs
 e-copies of the MoUs with institution/ industry
Details of functional MoUs with institutions of national, international
importance, other universities during the last five years (Data Template)
Criterion IV – Infrastructure and Learning Resources

(100)
Key Indicator - 4.1 Physical Facilities (30)
Weightage
Metric No
4.1.1 The institution has adequate facilities for teaching - learning. viz., 10
classrooms, laboratories, computing equipment, etc.
Q lM
Describe the adequacy of facilities for teaching –learning as per the
minimum specified requirement by statutory bodies within a maximum
of 500 words
File Description

74
4.1.2 The institution has adequate facilities for cultural activities, yoga, 5
games (indoor, outdoor) and sports. (gymnasium, yoga centre,
Q lM auditorium, etc.)
Describe the adequacy facilities for cultural activities, yoga, games

(indoor, outdoor) and sports which include specification about
area/size, year of establishment and user rate within minimum of 500
characters and maximum of 500 words
File Description
 Geotagged pictures
Paste link for additional information
4.1.3 Availability of general campus facilities and overall ambience 5
Describe the general campus facilities and its utilization in maximum
Q lM of 500 words
File Description
4.1.4 Average percentage of expenditure excluding salary for 10
infrastructure augmentation during the last five years (INR in
QnM Lakhs)
4.1.4.1: Expenditure for infrastructure augmentation, excluding salary during

the last five years (INR in lakhs)
Year
INR in
lakhs
 Budget allocated for infrastructure augmentation
 Total expenditure for infrastructure augmentation
 Audited statement of accounts
 Total expenditure excluding Salary
Formula:
Expenditure for infrastructure
augmentation excluding salary
Percentage per year = ¿
¿ X 100 ¿
Total expenditure excluding salary

5
File Description
 Upload audited utilization statements
 Upload Details of budget allocation, excluding salary during the last
five years (Data Template)

75
Key Indicator - 4.2 Library as a Learning Resource (20)
Metric Weightage
No.
4.2.1 Library is automated using Integrated Library Management System 4
(ILMS) and has digitisation facility
Q lM Describe the implementation of the automation of the Library and the
digitization facility available and used in maximum of 500 words
File Description
4.2.2 Institution has subscription for e-Library resources 6
QnM Library has regular subscription for the following:

1. e – journals
2. e-books
3. e-ShodhSindhu
4. Shodhganga
5. Databases
Options:
File Description
 Details of subscriptions like e-journals, e-books, e-ShodhSindhu,
Shodhganga Membership etc.. (Data Template)
4.2.3 Average annual expenditure for purchase of books/ e-books and 5
subscription to journals/e-journals during the last five years (INR in
Lakhs)
QnM
4.2.3.1: Annual expenditure for purchase of books and journals year
wise during the last five years (INR in lakhs)
Year
INR in lakhs
 Expenditure on the purchase of books
 Expenditure on the purchase of journals in ith year
 Year of expenditure:
Formula:
5
1
× ∑ Expd i
5 i =1
Where: Expd i = Expenditure in rupees on purchase of books and
journals in ith year

76

 Audited statements of accounts
Details of annual expenditure for purchase of books and journals during the
last five years (Data Template as of 4.2.2)
4.2.4 Percentage per day usage of library by teachers and students ( foot 5
QnM falls and login data for online access) (Data for the latest completed
academic year)
4.2.4.1: Number of teachers and students using library per day over
last one year
Data Requirements:
 Upload last page of accession register details
 per day login/online users of library
 Number of users using library through e-access
 Number of physical users accessing library
Formula:
Number of teachers∧students
using library per day
X 100
Total number of teachers∧students

 Details of library usage by teachers and students (Library accession
register, online accession details to be provided as supporting
documents)
Key Indicator – 4.3 IT Infrastructure (30)
Metric Weightage
No.
4.3.1 Percentage of classrooms and seminar halls with ICT - enabled 5
facilities such as LCD, smart board, Wi-Fi/LAN, audio video
QnM recording facilities .(Data for the latest completed academic year)
4.3.1.1: Number of classrooms and seminar halls with ICT facilities

 Number of classrooms with LCD facilities
 Number of classrooms with Wi-Fi/LAN facilities
 Number of seminar halls with ICT facilities
Formula:
Number of classrooms∧seminar halls with

ICT facilities
×100
Total number of classrooms / seminar halls
¿the institution
File Description

77

 Upload Number of classrooms and seminar halls with ICT enabled
facilities (Data Template)
4.3.2 Institution has an IT policy, makes appropriate budgetary provision 5
and updates its IT facilities including Wi-Fi facility
QlM
Providing the salient features of the IT Policy and describe the process
of implementation and adherence to the policy , budgetary provisions
made and utilized and the expansion plan in maximum of 500 words
File Description
4.3.3 Student - Computer ratio (Data for the latest completed academic 10
year)
QnM Number of students : Number of Computers available to students for
academic purposes
Data Requirements:
 Number of computers for academic purposes in working
condition
 Total Number of students
File Description
 Student – computer ratio
4.3.4 Available bandwidth of internet connection in the Institution 5

(Leased line)
QnM
Options:
A. ≥1 GBPS
B. 500 MBPS - 1 GBPS
C. 250 MBPS - 500 MBPS
D. 50 MBPS - 250 MBPS
E. <50 MBPS
Data Requirements:
 Available internet bandwidth
File Description
 Details of available bandwidth of internet connection in the
Institution
4.3.5 Institution has the following Facilities for e-content development 5
1. Media centre
QnM 2. Audio visual centre
3. Lecture Capturing System(LCS)
4. Mixing equipments and softwares for editing
Options:
A. All of the above

78

 Upload the names of the e-content development facilities
File Description
 Links of photographs
 Facilities for e-content development such as Media Centre,
Recording facility, LCS etc (Data Templates as of 3.4.7)
Key Indicator - 4.4 Maintenance of Campus Infrastructure (20)

Weightage
Metric No.
4.4.1 Average percentage expenditure incurred on maintenance of 10
physical facilities and academic support facilities excluding salary
QnM component during the last five years
4.4.1.1: Expenditure incurred on maintenance of physical facilities
and academic support facilities excluding salary component year wise
during the last five years (INR in lakhs)
Year
INR in
lakhs
Data Requirement for last five years:(As per Data Template)

 Non salary expenditure incurred
 Expenditure incurred on maintenance of campus infrastructure
Formula:
Expenditure on maintenance of
physical∧academic
support facilities
excluding salary component
X 100
Total expenditure excluding salary
component

5
File Description
 Audited statements of accounts.
 Details about assigned budget and expenditure on physical facilities
and academic facilities (Data Templates as of 4.1.4)
4.4.2 There are established s y s t e m s a n d procedures for 10
maintaining and utilizing physical, academic and support facilities -
Q lM laboratory, library, sports complex, computers, classrooms etc.

79
Describe policy details of systems and procedures for maintaining and

utilizing physical, academic and support facilities within a minimum
of 500 word and maximum of 1000 words
File Description
Criterion V - Student Support and Progression (100)
Key Indicator - 5.1 Student Support (30)
Metric No. Weightage

5.1.1 Average percentage of students benefited by scholarships and 10
freeships provided by the institution, Government and non-
government agencies (NGOs) during the last five years (other than
QnM the students receiving scholarships under the government schemes
for reserved categories)
5.1.1.1: Number of students benefited by scholarships and freeships
provided by the institution, Government and non-government agencies
(NGOs) year wise during the last five years (other than the students
receiving scholarships under the government schemes for reserved
categories)
Year
Number

 Number of students benefiting
Formula:
Number of students benefited by scholarships
¿ freeships by institution ,
government∧non−government agencies
¿ X 100
Number of students

5
File Description
 Upload self attested letter with the list of students sanctioned
scholarship

80
 Average percentage of students benefited by scholarships and

freeships provided by the institution, Government and non-
government agencies (NGOs) during the last five years (Data
Template)
5.1.2 Average percentage of students benefited by career counseling and 10

guidance for competitive examinations offered by the Institution
QnM 5.1.2.1: Number of students benefited by guidance for competitive
examinations and career counselling offered by the institution year
wise during the last five years
Year
Number
 Number of students who have passed in the competitive exam
 Number of students benefited by career counseling.
Formula:
Number of students benefited by career counseling
¿ guidance for competitive examinations
¿
¿ X 100 ¿
Number of students

5

 Number of students benefited by guidance for competitive
examinations and career counselling during the last five years (Data
Template)
5.1.3 Following Capacity development and skills enhancement initiatives 5

are taken by the institution
1. Soft skills
QnM 2. Language and communication skills
3. Life skills (Yoga, physical fitness, health and hygiene)
4. Awareness of trends in technology
Options:
A. All of the above
D . Any 1of the above
E . None of the above

81

 Name of the capacity development and skills enhancement
scheme
 Year of implementation
 Number of students enrolled
 Name of the agencies involved with contact details

 Link to Institutional website
 Details of capacity development and skills enhancement schemes (Data
Template)
5.1.4 The Institution adopts the following for redressal of student 5
grievances including sexual harassment and ragging cases
QnM
1. Implementation of guidelines of statutory/regulatory bodies
2. Organisation wide awareness and undertakings on policies
with zero tolerance
3. Mechanisms for submission of online/offline students’
grievances
4. Timely redressal of the grievances through appropriate
committees
Options:
A. All of the above

Data Requirement:
Upload the grievance redressal policy document with reference to
prevention of sexual harassment committee and anti ragging
committee, constitution of various committees for addressing the
issues, minutes of the meetings of the committees, number of cases
received and redressed.
 Minutes of the meetings of student redressal committee, prevention
of sexual harassment committee and Anti Ragging committee
 Details of student grievances including sexual harassment and
ragging cases

82
Key Indicator - 5.2 Student Progression (40)
Metric No. Weightage
5.2.1 Average percentage of students qualifying in state/ national/ 10

international level examinations during the last five years
QnM (eg: NET/SLET/GATE/GMAT/CAT/GRE/TOEFL/Civil Services/State
government examinations)
5.2.1.1: Number of students qualifying in state/ national/ international

level examinations (eg: NET/SLET/GATE/GMAT/CAT/GRE/TOEFL/
Civil services/State government examinations) year wise during the last
five years
Year
Number
5.2.1.2: Number of students appearing in state/ national/ international

level examinations (eg: NET/SLET/GATE/GMAT/CAT/GRE/TOEFL/
Civil Services/State government examinations) year wise during the last
five years
Year
Number
Number of students selected to

 NET
 SLET
 GATE
 GMAT
 CAT
 GRE
 TOEFL
 Civil Services
 State government examinations
Formula:
Number of students
qualifying∈state , national , international level exams
X 100
Number of students appeared
for the state ,national , Internationallevel exams

5

83

 Upload supporting data for the same
 Number of students qualifying in state/ national/ international level
examinations during the last five years (Data Template)
5.2.2 Average percentage of placement of outgoing students during the last 15
five years
QnM
5.2.2.1: Number of outgoing students placed year wise during the last
five years
Year
Number
 Name of the employer with contact details
 Number of students placed
Formula:
Number of outgoing students placed
Percentage per year = ¿ X 100
Number of outgoing students

5

 Self attested list of students placed
 Details of student placement during the last five years (Data Template)
5.2.3 Percentage of recently graduated students who have progressed to 15
higher education (previous graduating batch)
QnM
5.2.3.1: Number of outgoing students progressing to higher education
Data Requirement : (As per Data Template)
Number of students proceeding from
 UG to PG
 PG to MPhil
 PG to PhD
 MPhil to PhD
 PhD to Post doctoral
Formula:
Number of outgoing
¿
students progressing higher education Total number of final year students X 100
¿

 Upload supporting data for student/alumni
 Details of student progression to higher education (Data Template)

84
Key Indicator - 5.3 Student Participation and Activities (20)
Metric Weightage
No.
5.3.1 Number of awards/medals won by students for outstanding performance 10
in sports/cultural activities at inter-university/state/national/international
QnM events (award for a team event should be counted as one) during the last
five years
5.3.1.1: Number of awards/medals won by students for outstanding

performance in sports/cultural activities at inter-university/state/
national/international level (award for a team event should be counted as
one) year wise during the last five years
Year
Number
 Name of the award/ medal
 Inter-university/State/National/ International
 Name of the event
 e-copies of award letters and certificates
 Number of awards/medals for outstanding performance in sports/cultural
activities at inter-university/state/ national/international level during the
last five year (Data Template)
5.3.2 Presence of Student Council and its activities for institutional 5
development and student welfare.
Q1M
Describe the Student Council and its activities for institutional
development and student welfare within a maximum of 500 words
File Description
5.3.3 Average number of sports and cultural events / competitions organised by 5
the institution per year
QnM
5.3.3.1: Number of sports and cultural events / competitions organised by
the institution year wise during the last five years
Year
Number
 Name of the event / competition
Formula:

85
Number of sports∧cultural events∨competitions

organised by the institution during
thelast 5 years
5
File Description
 Number of sports and cultural events / competitions organised per year
(Data Template)
Key Indicator - 5.4 Alumni Engagement (10)

Metric Weightage
No.
5.4.1 The Alumni Association/Chapters (registered and functional) 2
contributes significantly to the development of the institution through
Q lM financial and other support services during the last five years
Describe contribution of alumni association to the institution within a
maximum of 500 words
File Description
5.4.2 Alumni contribution during the last five years (INR in lakhs) 8
QnM Options:
A. ≥ 100 Lakhs
B. 50Lakhs - 100 Lakhs
C. 20 Lakhs - 50 Lakhs
D. 5 Lakhs - 20 Lakhs
E. <5 Lakhs
Data Requirement for last five years (year wise):
 Alumni association / Name of the alumnus
 Quantum of contribution
 Audited Statement of account of the institution reflecting the
receipts.
File Description

86
Criterion VI – Governance, Leadership and Management (100)
Key Indicator - 6.1 Institutional Vision and Leadership (10)
Metric Weightage
No.
6.1.1 The institution has a clearly stated vision and mission which are 5
reflected in its academic and administrative governance
Q lM Write description in maximum of 500 words
File Description
6.1.2 The effective leadership is reflected in various institutional practices 5

such as decentralization and participative management.
Q lM Write description in maximum of 500 words
File Description
Key Indicator - 6.2 Strategy Development and Deployment (10)
Metric Weightage
No.
6.2.1 The institutional Strategic plan is effectively deployed. 3
Q lM Describe one successfully implemented activity based on the strategic plan within
a maximum of 500 words
File Description
 Strategic Plan and deployment documents on the website
6.2.2 The functioning of the institutional bodies is effective and efficient as 2
visible from policies, administrative setup, appointment and service rules,
Q lM procedures, etc.
File Description
 Link to Organogram of the University webpage
6.2.3 Institution Implements e-governance in its areas of operations 5
6.2.3.1 e-governance is implemented covering following areas of operation
1. Administration
2. Finance and Accounts
QnM 3. Student Admission and Support
4. Examination
Options:
A. All of the above

87


 Areas of e-governance
Administration
Finance and Accounts
Student Admission and Support
Examination
 Name of the Vendor with contact details
 Year of implementation

 ERP (Enterprise Resource Planning) Document
 Screen shots of user interfaces
 Details of implementation of e-governance in areas of operation,
Administration etc (Data Template)
Key Indicator - 6.3 Faculty Empowerment Strategies (30)

Metric Weightage
No.
6.3.1 The institution has a performance appraisal system, promotional 4
avenues and effective welfare measures for teaching and non-teaching
Q lM staff
File Description
6.3.2 Average percentage of teachers provided with financial support to 10

attend conferences / workshops and towards membership fee of
QnM 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 the last five years
Year
Number

 Name of teacher
 Name of conference/ workshop attended for which financial
support provided
 Name of the professional body for which membership fee is
provided

88
Formula:
Number of teachers provided with financial
support attend conferences , workshops∧¿ towards membersh
¿

5
File Description
 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 8

Programmes organized by the institution for teaching and non
QnM teaching staff during the last five years
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 the last five years
Year
Number
Data Requirement for last five years:(As per Data Template )

 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:
Total Number of professional development
¿ administrative training Programmes organized for
teaching∧nonteaching staff
5

 Reports of the Human Resource Development Centres (UGC ASC or
other relevant centres).
 Reports of Academic Staff College or similar centers
 Details of professional development / administrative training
Programmes organized by the University for teaching and non teaching
staff (Data Template)
6.3.4 Average percentage of teachers undergoing online/ face-to-face 8
Faculty Development Programmes (FDP)during the last five years
QnM (Professional Development Programmes, Orientation / Induction

89
Programmes, Refresher Course, Short Term Course )
6.3.4.1: Total number of teachers undergoing online/ face-to-face

Faculty Development Programmes (FDP)during the last five years
(Professional Development Programmes, Orientation / Induction
Programmes, Refresher Course, Short Term Course )year wise during
the last five years
Year
Number

 Name of teachers
 Title of the Programme
 Duration (From -to)
Formula:
Total Number of teaching staff
attending such Programmes
Percentage per year = ¿ X 100
Number of
full timeteachers

5
File Description
 IQAC report summary
 Reports of the Human Resource Development Centres (UGC ASC or
other relevant centers).
 Details of teachers attending professional development Programmes
during the last five years (Data Template)
Key Indicator – 6.4 Financial Management and Resource Mobilization (20)

Metric Weightage
No.
6.4.1 Institutional strategies for mobilisation of funds and the optimal utilisation of 4
resources
Q lM
Describe the resource mobilisation policy and procedures of the Institution
within a maximum of 500 words
File Description
6.4.2 Funds / Grants received from government bodies during the last five years for 8
development and maintenance of infrastructure (not covered under Criteria
III and V ) (INR in Lakhs)
QnM 6.4.2.1: Total Grants received from government bodies for development and

90
maintenance of infrastructure (not covered under Criteria III and V) year wise
Year
INR in
Lakhs

 Name of the government funding agencies/ individuals
 Funds/ Grants received

 Annual statements of accounts
 Details of Funds / Grants received from government bodies during the last five
years (Data Template)
6.4.3 Funds / Grants received from non-government bodies, individuals, 6
philanthropists during the last five years for development and maintenance
of infrastructure (not covered under Criteria III and V ) (INR in Lakhs)
QnM
6.4.3.1: Total Grants received from non-government bodies, individuals,
philanthropers year wise during the last five years (INR in Lakhs)
Year
INR in
Lakhs

 Name of the non government funding agencies/ individuals
 Funds/ Grants received

 Annual statements of accounts
 Details of Funds / Grants received from non-government bodies during the last
five years (Data Template as of 6.4.2)
6.4.4 Institution conducts internal and external financial audits regularly 2
Q lM Enumerate the various internal and external financial audits carried out during
the last five years with the mechanism for settling audit objections within a
File Description
Key Indicator - 6.5 Internal Quality Assurance System (30)

Metric Weightage
No.
6.5.1 Internal Quality Assurance Cell (IQAC) has contributed significantly for 10
institutionalizing the quality assurance strategies and processes by constantly

91
Q lM reviewing the teaching learning process, structures & methodologies of

operations and learning outcomes at periodic intervals
Describe two practices institutionalized as a result of IQAC initiatives within a
File Description
6.5.2 Institution has adopted the following for Quality assurance 10
1. Academic Administrative Audit (AAA) and follow up action taken
QnM 2.Confernces, Seminars, Workshops on quality conducted
3. Collaborative quality initiatives with other institution(s)
4.Orientation programme on quality issues for teachers and students
5. Participation in NIRF
6.Any other quality audit recognized by state, national or international
agencies (ISO Certification, NBA)
Options:
E. Any 1of the above

Quality initiatives
 AQARs prepared/ submitted
 Academic Administrative Audit (AAA) and follow up action
 Conferences, Seminars, Workshops on quality conducted
 Collaborative quality initiatives with other institution(s)
 Orientation programme on quality issues for teachers and students
 Participation in NIRF
 ISO Certification
 NBA or any other certification received
File Description
 Paste web link of Annual reports of University
 Upload e-copies of the accreditations and certifications
 Upload details of Quality assurance initiatives of the institution (Data
Template)
6.5.3 Incremental improvements made for the preceding five years with regard to 10
quality (in case of first cycle)
Q lM
Post accreditation quality initiatives (second and subsequent cycles)
Describe quality enhancement initiatives in the academic and administrative
domains successfully implemented during the last five years within a Maximum
of 500 words each
File Description

92
Criterion VII – Institutional Values and Best Practices (100)
Key Indicator - 7.1 Institutional Values and Social Responsibilities (50)
Metric Weightage
No.
Gender Equity
7.1.1 Measures initiated by the Institution for the promotion of gender equity 5
during the last five years.
Q lM
Describe gender equity & sensitization in curricular and co-curricular activities,
facilities for women on campus etc., within 500 words
Provide Web link to:

 Annual gender sensitization action plan
 Specific facilities provided for women in terms of:
a. Safety and security
b. Counselling
c. Common Rooms
d. Day care center for young children
e. Any other relevant information
Environmental Consciousness and Sustainability

7.1.2 The Institution has facilities for alternate sources of energy and energy 5
QnM conservation measures
1. Solar energy
2. Biogas plant
3. Wheeling to the Grid
4. Sensor-based energy conservation
5. Use of LED bulbs/ power efficient equipment
Options:
D. Any 1of the above
Upload:
 Geotagged Photographs
 Any other relevant information

93
7.1.3 Describe the facilities in the Institution for the management of the following 4
Q lM types of degradable and non-degradable waste (within 500 words)
 Solid waste management
 Liquid waste management
 Biomedical waste management
 E-waste management
 Waste recycling system
 Hazardous chemicals and radioactive waste management
Provide web link to

 Relevant documents like agreements/MoUs with Government and other
approved agencies
 Geotagged photographs of the facilities
7.1.4 Water conservation facilities available in the Institution: 4

1. Rain water harvesting
QnM
2. Borewell /Open well recharge
3. Construction of tanks and bunds
4. Waste water recycling
5. Maintenance of water bodies and distribution system in the campus
Options:
Upload :
 Geotagged photographs / videos of the facilities

7.1.5 Green campus initiatives include (4) 4

7.1.5.1. The institutional initiatives for greening the campus are as follows:
QnM
1. Restricted entry of automobiles
2. Use of Bicycles/ Battery powered vehicles
3. Pedestrian Friendly pathways
4. Ban on use of Plastic
5. landscaping with trees and plants
Options:

94
Upload
 Geotagged photos / videos of the facilities
 Various policy documents / decisions circulated for implementation
 Any other relevant documents
7.1.6 Quality audits on environment and energy are regularly undertaken by the 5
institution (5)
QnM 7.1.6.1. The institutional environment and energy initiatives are confirmed
through the following
1.Green audit
2. Energy audit
3.Environment audit
4.Clean and green campus recognitions/awards
5. Beyond the campus environmental promotional activities
Options:
Upload:
 Reports on environment and energy audits submitted by the auditing
agency
 Certification by the auditing agency
 Certificates of the awards received
7.1.7 The Institution has disabled-friendly, barrier free environment 4

1. Built environment with ramps/lifts for easy access to classrooms.
QnM 2. Disabled-friendly washrooms
3. Signage including tactile path, lights, display boards and signposts
4. Assistive technology and facilities for persons with disabilities (
Divyangjan) accessible website, screen-reading software, mechanized
equipment
5. Provision for enquiry and information : Human assistance, reader,
scribe, soft copies of reading material, screen reading
Options:

95
Upload:
 Geotagged photographs / videos of the facilities
 Policy documents and information brochures on the support to be
provided
 Details of the Software procured for providing the assistance
Inclusion and Situatedness

7.1.8 Describe the Institutional efforts/initiatives in providing an inclusive 5
environment i.e., tolerance and harmony towards cultural, regional,
Q lM linguistic, communal socioeconomic and other diversities (within 500 words).
Provide Web link to:

 Supporting documents on the information provided (as reflected in the
administrative and academic activities of the Institution)
 Any other relevant information.
Human Values and Professional Ethics
7.1.9 Sensitization of students and employees of the Institution to the constitutional 4

obligations: values, rights, duties and responsibilities of citizens
Q lM
Describe the various activities in the Institution for inculcating values for being
responsible citizens as reflected in the Constitution of India within 500 words.
Provide weblink to :
 Details of activities that inculcate values; necessary to render students in
to responsible citizens
7.1.10 The Institution has a prescribed code of conduct for students, teachers, 5
QnM administrators and other staff and conducts periodic programmes in this
regard.
1. The Code of Conduct is displayed on the website

2. There is a committee to monitor adherence to the Code of Conduct
3. Institution organizes professional ethics programmes for students,
teachers, administrators and other staff
4. Annual awareness programmes on Code of Conduct are organized
Options:
A. All of the above
Upload:

96
 Code of ethics policy document

 Details of the monitoring committee composition and minutes of the
committee meeting, number of programmes organized, reports on the
various programs etc., in support of the claims.
7.1.11 Institution celebrates / organizes national and international commemorative 5

Q lM days, events and festivals
Describe the efforts of the Institution in celebrating /organizing national and

international commemorative days, events and festivals during the last five
years within 500 words
Provide weblink to :
 Annual report of the celebrations and commemorative events for the
last five years
 Geotagged photographs of some of the events
Key Indicator - 7.2 Best Practices (30)
Metric Weightage
No.
7.2.1 Describe two best practices successfully implemented by the Institution as 30
Q lM per NAAC format provided in the Manual.
Provide web link to:

 Best practices in the Institutional web site
Note:
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)?

97
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 about150 words).
Any other information regarding Institutional Values and Best Practices which
the university would like to include.
Key Indicator - 7.3 Institutional Distinctiveness (20)
Metric Weightage
No.
7.3.1 Portray the performance of the Institution in one area distinctive to its 20
priority and thrust within 1000 words
Q lM
Provide web link to:
 Appropriate web in the Institutional website
5. Evaluative Report of the Departments

Name of the University……………………………… Name of the Department…………
Dist.…………………………. State………………………………..
Total Number of Departments in the institution…...............................
Sl. No. Name of the Department For Ex:

Zoology Bio-Technology
English
1. Year of Establishment
2. Is the Department part of a School/Faculty of
the University
3. Names of programmes offered
4. Number of teaching posts Sanctioned/Filled
5. Number of Research Projects:

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Total grants received

6. Inter –institutional collaborative projects and
Associated grants received
National collaboration
International collaboration
7. Departmental projects funded by DST-FIST,
UGC-SAP/CAS,DPE, DBT, ICSSR, AICTE
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/university
From other institutions/universities
15. Number of Research Scholars/ Post Graduate
students getting financial assistance from the
University/State/ Central
Note: Compile data for the last five years
6. 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.

99
 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.
 The list of documents to be uploaded is only suggestive. If the Institution has any other
relevant documents to substantiate its claims, the same may also be uploaded.

100
Data Templates / Documents - Quantitative Metrics (QnM)

Sl.
NO. Criterion I – Curricular Aspects (150)
Key Indicator - 1.1 Curriculum Design and Development (50)
1. 1.1.2 Percentage of Programmes where syllabus revision was carried out during the last five years (20)
1.2.2 Percentage of Programmes in which Choice Based Credit System (CBCS)/elective course system has been implemented (20)
Program Programm Year of Status of Year of implementation of Year of revision If revision has Link to the
me Code e name Introduc implementati CBCS / elective course (if any) been carried out relevant
tion on of CBCS / system in the syllabus document
elective during last 5
course years, Percentage
system of content added
(Yes/No) or replaced
2. 1.1.3 Average percentage of courses having focus on employability/ entrepreneurship/ skill development during the last five years (10)
1.2.1 Percentage of new courses introduced of the total number of courses across all programmes offered during the last five years (30)
Name of the Course Code Year of Activities/Content with direct bearing on Employability/ Entrepreneurship/ Link to the
Course introduction Skill development relevant
document
Key Indicator - 1.3 Curriculum Enrichment (30)

3.
1.3.2 Number of value-added courses for imparting transferable and life skills offered during last five years (10)
1.3.3 Average Percentage of students enrolled in the courses under 1.3.2 above (10)

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Year 1
Number of
Number of Students
Name of the value added No. of times offered students completing the
courses (with 30 or more Course Code Year of during the same Duration of enrolled in course in the
contact hours)offered (if any) offering year course the year year
Year 2
Number of
Number of Students
Year 3
Number of
Number of Students
Year 4
Name of the value added Course Code Year of No. of times offered Duration of Number of Number of
courses (with 30 or more (if any) offering during the same course students Students
contact hours)offered year enrolled in completing the
the year course in the

102
year
Year 5
Number of
Number of Students
4. 1.3.4 Percentage of students undertaking field projects / research projects / internships (Data for the latest completed academic year)(5)
1.3.4.1:Number of students undertaking field project or research projects or internships
List of students undertaking
field projects /research projects / Link to the relevant
Programme name Program Code internships document
* To check with SOP if the same student can be counted more than once
Key Indicator - 1.4 Feedback System (20)

5. 1.4.1 Structured feedback for design and review of syllabus – semester wise / year wise is received from 1) Students, 2) Teachers, 3)
Employers, 4) Alumni (10)
Options:
A. Any 4 of above
B. Any 3 of above
C. Any 2 of above

103
D. Any 1 of 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
Criterion II -Teaching-Learning and Evaluation (200)

Key Indicator - 2.1 Student Enrolment and Profile (10)
6. 2.1.1 Demand Ratio (Average of Last five years) (5)
2.1.1.1: Number of seats available year wise during the last five years
Year 1
Programme Programme Code Number of seats available/sanctioned Number of Number of
name eligible Students
applications admitted
received
Year 2
received

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Year 3
received
Year 4
received
Year 5
received
7. 2.1.2 Average percentage of seats filled against seats reserved for various categories (SC, ST, OBC, Divyangjan, etc.) as per applicable
reservation policy during the last five years. (Excluding Supernumerary Seats) (5)

105
2.1.2.1: Number of actual students admitted from the reserved categories year wise during the last five years
Number of seats earmarked for reserved category as per Number of students admitted from the reserved
GOI or State Government rule category
Year SC ST OBC Gen Others SC ST OBC Gen Others
* In case of Minority Institutions, the column Others may be used and the status of reservation for minorities specified along with supporting
documents.
Key Indicator - 2.4 Teacher Profile and Quality (50)

8. 2.4.1 Average percentage of full time teachers against sanctioned posts during the last five years (15)
2.4.3 Average teaching experience of full time teachers in the same institution (Data for the latest completed academic year in number of years)
(10)
Nature of
appointment
(Against
Sanctioned Total years of
Name of the post, Experience in Is the teacher still serving the
Full-time Year of temporary, Name of the the same institution/If not last year of the
teacher PAN Designation appointment permanent) Department institution service of Faculty to the Institution
* Also to be used for verification of teacher data for metric 2.2.2 & 2.3.3
9. 2.4.2 Average percentage of full time teachers with Ph.D./D.M/M.Ch./D.N.B Superspeciality/D.Sc./D’Lit. during the last five years (15)

106
Name of full time teacher Qualification Whether recognised as research Guide for Year of Recognition as
with (Ph.D./D.M/M.Ch./D.N.B Ph.D./D.M/M.Ch./D.N.B Research Guide
Ph.D./D.M/M.Ch./D.N.B Superspeciality/D.Sc./D’Lit. Superspeciality/D.Sc./D’Lit.
Superspeciality/D.Sc./D’Lit. ) and Year of obtaining
10 2.4.4 Average percentage of full time teachers who received awards, recognition, fellowships at State, National, International level from
. Government/Govt. recognized bodies during the last five years (10)
3.4.2 The institution provides incentives to teachers who receive state, national and international recognitions/awards (5)
1.Commendation and monetary incentive at a University function
2.Commendation and medal at a University function
3. Certificate of honor
4.Announcement in the Newsletter / website
Name of the Incentives/

award, fellowship, Type of the Link to
Name of full time teachers received from incentive given the
receiving awards from state Government or by the HEI in relevant
level,national level, Year of Government Name of the recognition of document
international level Award PAN Designation recognised bodies Awarding Agency the award s
Key Indicator - 2.5 Evaluation Process and Reforms (40)

11. 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)

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2.5.1.1: Number of days from the date of last semester-end/ year- end examination till the declaration of results year wise during the last five
years
Programm Programme Semester/ Last date of the last semester-end/ Date of declaration of results of semester-end/
e Name Code year year- end examination year- end examination
12. 2.5.4 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
100% automation of entire Follow
division & implementation of Student registration, Hall ticket Student registration and Result processing manual
Examination Management issue & Result Processing are result processing are is only automated methods
System (EMS) (Yes/No) automated (Yes/No) automated (Yes/No) (Yes/No) (Yes/No)
Key Indicator - 2.6 Student Performance and Learning Outcomes (30)

13. 2.6.3 Pass percentage of Students (Data for the latest completed academic year) (10)
Number of students appeared in Number of students passed in
Program Code Program Name the final year examination final year examination
Key Indicator - 2.7 Student Satisfaction Survey (30)

14. 2.7.1 Online student satisfaction survey regarding teaching learning process. (30)
Category State of Nationality Email Programme Student Unique Mobile Number Year of joining

108
if other than
Domicile Indian ID name Enrolment ID
Criterion III – Research, Innovations and Extension (250)

15. 3.1.2 The institution provides seed money to its teachers for research (average per year INR in Lakhs) (3)
Link to the policy document
for Sanction of seed money /
Name of the teacher provided with grants for research from the
seed money The amount of seed money Year of receiving institution
16. 3.1.3 Percentage of teachers receiving national/ international fellowship/financial support by various agencies for advanced studies/ research
during the last five years (3)
Name of the teacher awarded national/ international Name of the
fellowship/financial support award/fellowship Year of Award Awarding Agency
17. 3.1.4 Number of JRFs, SRFs, Post Doctoral Fellows, Research Associates and other research fellows enrolled in the institution during the last
five years (4)
Year of Type of the Qualifying exam if any
Sl.No Name of Research fellow enrolment Duration of fellowship fellowship Granting agency (NET, GATE, etc.)
18. 3.1.6 Percentage of departments with UGC-SAP, CAS, DST-FIST, DBT, ICSSR and other recognitions by national and international agencies
(Data for the latest completed academic year) (5)

109
3.2.1 Extramural funding for Research (Grants sponsored by the non-government sources such as industry, corporate houses, international bodies
for research projects) endowments, Chairs in the University during the last five years (INR in Lakhs) (5)
3.2.2 Grants for research projects sponsored by the government agencies during the last five years (INR in Lakhs) (10)
3.2.3 Number of research projects per teacher funded by government and non-government agencies during the last five years (5)
Name of the
Principal Funds
Name of the Investigator/ Co Type provided Duration
Scheme/Project/ Investigator (if Name of the Funding (Government/Non- Year of (INR in of the
Endowments/ Chairs applicable) agency Government) Department Award lakhs) project
Key Indicator - 3.3 Innovation Ecosystem (30)

19. 3.3.2 Number of workshops/seminars conducted on Research methodology, Intellectual Property Rights (IPR),entrepreneurship, skill
development during the last five years
(10)
3.3.2.1: Total number of workshops/seminars conducted on Research methodology, Intellectual Property Rights (IPR),entrepreneurship, skill
development year wise during the last five years
Link to the Date of
Name of the workshop/ Activity report establishment of
Year seminar Number of Participants Date From – To on the website IPR cell
20. 3.3.3 Number of awards / recognitions received for research/innovations by the institution/teachers/research scholars/students during the last
five years (10)

110
3.3.3.1: Total number of awards / recognitions received for research/ innovations won by institution/teachers/research scholars/students year
wise during the last five years
Category-
Title of the Name of the Awarding Agency with Year of institution/teacher/research
innovation Name of the Awardee contact details Award scholar/student
Key Indicator - 3.4 Research Publications and Awards (100)

21. 3.4.3 Number of Patents published/awarded during the last five years (10)
3.4.3.1: Total number of Patents published/awarded year wise during the last five years
Name of the Patenter Patent Number Title of the patent Year of Award of patent
22. 3.4.4 Number of Ph.D.s awarded per teacher during the last five years (10)
Name of the PhD Year of registration of Year of award
scholar Name of the Department Name of the guide/s Title of the thesis the scholar of PhD
23. 3.4.5 Number of research papers per teacher in the Journals notified on UGC website during the last five years (15)
3.4.5.1: Number of research papers in the Journals notified on UGC website during the last five years
Link to the recognition in
Name of the Department of the Year of ISSN UGC enlistment of the
Title of paper author/s teacher Name of journal publication number Journal

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24. 3.4.6 Number of books and chapters in edited volumes published per teacher during the last five years (15)
3.4.6.1: Total number of books and chapters in edited volumes / books published, and papers in national/international conference-proceedings
year wise during the last five year
Title of
S Name the ISBN/ISSN Affiliating
l. of the book/cha Title of the National / number of Institute at Name of
N teach pters Title of proceedings of Name of the Internation Year of the the time of the
o. er published the paper the conference conference al publication proceeding publication publisher
25. 3.4.7 E-content is developed by teachers : (10)

1. For e-PG-Pathshala, 2. For CEC (Under Graduate), 3. For SWAYAM, 4. For other MOOCs platform, 5. For NPTEL/NMEICT/any other
Government Initiatives 6. For Institutional LMS
4.3.5 Institution has the following Facilities for e-content development 1.Media centre 2. Audio visual centre, 3. Lecture Capturing System
(LCS) 4. Mixing equipments and softwares for editing (5)
Link to the
Name of Platform relevant
Name of the on which Date of document and
the module module is launching facility available List of the e-content Provide link to videos of the media
teacher developed developed e content in the institution development facility available centre and recording facility
Key Indicator - 3.5 Consultancy (20)

26. 3.5.2 Revenue generated from consultancy and corporate training during the last five years (INR in Lakhs) (15)

112
3.5.2.1: Total amount generated from consultancy and corporate training year wise during the last five years (INR in lakhs)
Revenue generated from consultancy during the last five years
Name of the Name of consultancy Consulting/Sponsoring agency with contact Revenue generated (INR in
consultant project details Year Lakhs)
Revenue generated from corporate training during the last five years
Revenue
Names of the generated
teacher-consultants/c Title of the corporate Agency seeking training with contact (amount in Number of
orporate trainers training program details Year rupees) trainees
Key Indicator - 3.6 Extension Activities (40)

27. 3.6.2 Number of awards received by the Institution, its teachers and students from Government /Government recognised bodies in recognition of
the extension activities carried out during the last five years (10)
3.6.2.1: Total number of awards and recognition received for extension activities from Government / Government recognised bodies year wise
Name of the activity Name of the Award/ recognition Name of the Awarding government/ government Year of award
recognised bodies
28. 3.6. 3 Number of extension and outreach programs conducted by the institution through NSS/NCC/Red cross/YRC etc. during the last five
years ( including Government initiated programs such as Swachh Bharat, Aids Awareness, Gender Issue, etc. and those organised in
collaboration with industry, community and NGOs) (12)
3.6.4 Average percentage of students participating in extension activities listed at 3.6.3 above during the last five years (12)
Name of the Organising unit/ agency/ collaborating Name of the scheme Year of the activity Number of students

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participated in such
activity agency activities
Key Indicator - 3.7 Collaboration (20)

29. 3.7.1 Number of collaborative activities with other institutions/ research establishments/industry for research and academic development of
faculty and students per year (10)
3.7.1.1: Total number of Collaborative activities with other institutions/ research establishment/industry for research and academic
development of faculty and students year wise during the last five years
Sl. Title of the Name of the Nature of
No collaborative collaborating agency Name of the Year of the Link to the relevant
. activity with contact details participant collaboration Duration activity document
30. 3.7.2 Number of functional MoUs with institutions/ industries in India and abroad for internship, on-the-job training, project work, student /
faculty exchange and collaborative research during the last five years (10)
3.7.2.1: Number of functional MoUs with institutions/ industries in India and abroad for internship, on-the-job training, project work,
student / faculty exchange and collaborative research during the last five years
Organisatio
n with which List the actual Number of
MoU is Name of the institution/ Year of signing activities under each students/teachers
signed industry MoU Duration MOU year wise participated under MoUs
Criterion IV – Infrastructure and Learning Resources (100)

Key Indicator - 4.1 Physical Facilities (30)
31. 4.1.4 Average percentage of expenditure excluding salary for infrastructure augmentation during the last five years (INR in Lakhs) (10)

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4.4.1 Average percentage expenditure incurred on maintenance of physical facilities and academic support facilities excluding salary
component during the last five years (INR in lakhs) (10)
Year Budget allocated Expenditure for Total expenditure Expenditure on Expenditure on maintenance of
for infrastructure excluding Salary maintenace of academic physical facilities (excluding
infrastructure augmentation facilities (excluding salary for human resources)
augmentation salary for human
resources)
Key Indicator - 4.2 Library as a Learning Resource (20)

32. 4.2.2 Institution has subscription for e-Library resources (6)
Library has regular subscription for the following: 1. e – journals,
2. e-books,
3.e-ShodhSindhu,
4.Shodhganga,
5.Databases
4.2.3 Average annual expenditure for purchase of books/ e-books and subscription to journals/e-journals during the last five years (INR in
Lakhs) (5)
Year 1
Library resources If yes, details of Expenditure on Expenditure on Total Library Link to the
memberships/subscriptions subscription to subscription to Expenditure relevant
e-journals, e- other e- document
books (INR in resources (INR

115
lakhs) in lakhs)
Books
Journals
e – journals
e-books
e-ShodhSindhu
Shodhganga
Databases
Year 2
Expenditure on Expenditure on
subscription to subscription to
e-journals, e- other e- Link to the
If yes, details of books (INR in resources (INR Total Library relevant
Library resources memberships/subscriptions lakhs) in lakhs) Expenditure document
Books
Journals
e – journals
e-books
e-ShodhSindhu
Shodhganga
Databases
Year 3

116
Books
Journals
e – journals
e-books
e-ShodhSindhu
Shodhganga
Databases
Year 4
Books
Journals
e – journals
e-books
e-ShodhSindhu

117
Shodhganga
Databases
Year 5
Books
Journals
e – journals
e-books
e-ShodhSindhu
Shodhganga
Databases
Key Indicator - 4.3 IT Infrastructure

33. 4.3.1 Percentage of classrooms and seminar halls with ICT - enabled facilities such as LCD, smart board, Wi-Fi/LAN, audio video recording
facilities (Data for the latest completed academic year) (5)
Room number or Name of Type of ICT facility Link to geo tagged photos and master
classrooms/Seminar Hall with LCD / time table

118
wifi/LAN facilities with room numbers
** (Data for the latest completed academic year)
Criterion V - Student Support and Progression (100)

Key Indicator - 5.1 Student Support (30)
34 5.1.1 Average percentage of students benefited by scholarships, freeships, etc. provided by the institution, Government and non-government
. agencies (NGOs) during the last five years(other than the students receiving scholarships under the government schemes for reserved categories)
(10)
Year Name Number of students Number of Number of students benefited by the non-
of the benefited by students benefited government agencies (NGOs) and amount
scheme government scheme by the institution's
and amount schemes and
amount Link to relevant document
Number Number
of of Number of Name of the
students Amount students Amount students Amount NGO/agency
35 5.1.2 Average percentage of students benefited by career counseling and guidance for competitive examinations offered by the Institution during
. the last five years (10)
Name of the Activity conducted by the Number of

HEI to offer guidance for competitive Name of the Activity conducted by the HEI to offer students placed Link to the
examinations offered by the institution guidance for career counselling offered by the institution through campus relevant
Year during the last five years during the last five years placement document

119
Number of
students
attended / Details of career Number of students
Name of the Activity participated counselling attended / participated
36. 5.1.3 Following Capacity development and skills enhancement initiatives are taken by the institution (5)
1. Soft skills, 2. Language and communication skills, 3. Life skills (Yoga, physical fitness, health and hygiene), 4. Awareness of trends in
technology
Date of
Name of the capacity development and implementation Number of students Name of the agencies/consultants
skills enhancement scheme (DD-MM-YYYY) enrolled involved with contact details (if any)
Key Indicator - 5.2 Student Progression (40)

37 5.2.1 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) (10)
Names
Registration of
number/roll students
number for selected/
Year the exam qualified

120
Other
examinations
conducted
by the State /
Central
State Government
TOEF Civil government Agencies
NET SLET GATE GMAT CAT GRE JAM IELET L Services examinations (Specify)
Total Grand Total

Note: Please do not include individual university's entrance examination.
38. 5.2.2 Average percentage of placement of outgoing students during the last five years (15)
Name of the
Name of student placed Program graduated employer with Pay package at
Year and contact details from contact details appointment
39 5.2.3 Percentage of recently graduated students who have progressed to higher education (previous graduating batch) (15)
. Name of student enrolling into Name of institution
higher education Program graduated from joined Name of programme admitted to

121
Key Indicator - 5.3 Student Participation and Activities (20)

40. 5.3.1Number of awards/medals won by students for outstanding performance in sports/cultural activities at
inter-university/state/national/international events (award for a team event should be counted as one) during the last five years (10)
Inter-university /
state / National /
Year Name of the award/ medal Team / Individual International Name of the event Name of the student
41. 5.3.3Average number of sports and cultural events / competitions organised by the Institution per year (5)
Date of event/competition(DD-MM-YYYY) Name of the event/competition
Note: Classify the data and provide year wise
Criterion VI – Governance, Leadership and Management (100)

Key Indicator - 6.2 Strategy Development and Deployment (10)
42. 6.2.3 Institution Implements e-governance in its areas of operations (5)
6.2.3.1 e-governance is implemented covering following areas of operation
1. Administration,
2. Finance and Accounts,
3. Student Admission and Support,

122
4. Examination
Name of the Vendor with Link to relevant website/
Areas of e governance Year of implementation contact details document
Administration
Finance and Accounts
Student Admission and Support
Examination
Key Indicator - 6.3 Faculty Empowerment Strategies (30)

43. 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 (10)
Name of Name of conference/ workshop attended for Name of the professional body for
Year teacher which financial support provided which membership fee is provided Amount of support
44. 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 (8)
Title of the
administrative
training program
Dates (from-to) (DD-MM- Title of the professional development organised for non-
YYYY) program organized for teaching staff teaching staff No. of participants

123
45. 6.3.4 Average percentage of teachers undergoing online/ face-to-face Faculty Development Programmes (FDP)during the last five years
(Professional Development Programmes, Orientation / Induction Programmes, Refresher Course, Short Term Course etc.,) (8)
Name of teacher who attended Title of the program Duration (from – to) (DD-MM-YYYY)
Key Indicator - 6.4 Financial Management and Resource Mobilization (20)

46. 6.4.2 Funds / Grants received from government bodies during the last five years for development and maintenance of infrastructure (not
covered under Criteria III and V ) (INR in Lakhs) (8)
6.4.3 Funds / Grants received from non-government bodies, individuals, philanthropists during the last five years for development and
maintenance of infrastructure (not covered under Criteria III and V ) (INR in Lakhs) (6)
Funds/ Grants
Name of the government Name of the non government Purpose of the received (INR in Link to Audited Statement of
Year funding agencies funding agencies/ individuals Grant lakhs) Accounts reflecting the receipts
47. 6.5.2 Institution has adopted the following for Quality assurance (10)
1. Academic Administrative Audit (AAA) and follow up action taken
2.Confernces, Seminars, Workshops on quality conducted
3. Collaborative quality initiatives with other institution(s)
4.Orientation programme on quality issues for teachers and students
5. Participation in NIRF
6.Any other quality audit recognized by state, national or international agencies (ISO Certification, NBA)

124
Collaborativ Orientation
e quality programme on
initiatives quality issues for
Academic NBA or any with other teachers and
Administrative other institution(s) students
Confernces, Audit (AAA) ISO certification (Provide organised by the
Seminars, and initiation Participation in Certification. received with name of the institution, Date
Workshops on of follow up NIRF along with and nature and program institution (From-To) (DD-
Year quality conducted action Status. validity period specifications. and activity MM-YYYY)

125
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:

126
Section C: Appendices
1. Glossary & Notes

2. Abbreviations

127
Appendix 1: Glossary & Notes

GLOSSARY
Academic : An exercise which serves to provide assurance that the delegated

Audit responsibilities for quality and standards of academic provision are
being appropriately discharged.
Academic : The schedule of the institution for the academic year, giving details of
Calendar all academic and administrative events.
Academic : Choice offered to the students in the curriculum offering and the
Flexibility curriculum transactions.
Accreditatio : Certification of quality that is valid for a fixed period, which in the case
n of NAAC is five years
Advanced : Students who perform very much better than the class averages
Learners
Assessment : Performance evaluation of an institution or its units based on certain
established criteria
Assessors : Trained academics or experts who represent NAAC on peer teams.
Attainment : COs are to be attained by all students at the end of a formal course.
of Course While the method of computation of attainment of COs is not unique,
Outcomes
(COs)
each institution has to follow a well-defined 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
Benchmarks : 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.
Bibliometric : is a statistical analysis of written publications, such as books or articles
s
Blended : A mixing of different learning environments such as traditional face-to-
Learning face classroom methods with modern computer-mediated activities.
Bridge : A teaching module which helps to close the gap between two
Course levels of competence.
Carbon : A term used to describe fuels that neither contribute to nor reduce the
Neutral amount of carbon (measured in the release of carbon dioxide) into the
atmosphere.
Catering to : The strategies adopted by institution to fulfill the needs of a
Student heterogeneous group of students.
Diversity
CEC (Under : Career Education Centre
Graduate)
Choice : A mode of learning in higher education which facilitates a student to
Based have some freedom in selecting his/her own choices, across various
Credit
System
disciplines for completing a UG / PG program. All UG and PG programs,
(CBCS) as per UGC, have to implement CBCS
Citation : The number of times a research papers is referred to by other
Index researchers in refereed journals, and is a measure of validity of its
contents.
Co- : Activities, which support the curriculum such as field trips, display of
Curricular academic achievements, quiz, debate, discussion, seminars, role-play,
Activities
etc

128
Collaboratio : Formal agreement/ understanding between any two or more

n institutions for training, research, student/ faculty exchange or
extension support.
Completion : The ratio of the total number of learners successfully completing a
Rates(cours course/ graduating from a programme in a given year to the total
e/)
number of learners who initially enrolled on the course/programme.
Constituenci : All the academic, administrative and support units of the institution.
es
Counseling : Assisting and mentoring students individually or collectively for
academic, career, personal and financial decision-making.
Course : 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
Course : COs are statements that describe what students should be able to do
Outcomes at the end of a course. They can be 6±2 for courses with 2 to 4
(COs)
credits, and 8±2 for courses with 5 to 6 credits. (examples are given in
the “Notes”)
Course : List of the course modules, similar to a table of contents in a book or
Outlines the outline used for writing papers. The outline defines the scope and
content of the course.
Course : Details of classes being offered, its time, location, faculty, and its
Schedule 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.
Credit : A credit system is a systematic way of describing
an educational programme by attaching credits to its components.
University 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
Criteria : 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 : Cross cutting issues refer to the abilities of students to have sufficient
Cutting disciplinary knowledge, to engage in public discussions on related
Issues
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.
Curriculum : Process of defining the contents of units of study and usually obtained
Design and through needs assessment, feedback from stakeholders and expert
Developmen
t
groups. Curriculum design and curriculum development are
procedures which are closely linked to the description of learning
outcomes.
Cycles of : An institution undergoing the accreditation process by NAAC for the
Accreditatio first time is said to be in Cycle 1 and the consecutive five year periods
n
as Cycle 2, 3 and so on.
Dare : Provides access to world wide information on social science, peace,
Database - and human rights research and training institutes, social science

129
Internationa specialists, and social science periodicals.

l Social
Sciences
Directory
Demand : The ratio of the number of seats available in a program/institute to the
Ratio number of valid applications
Dual degree : Pursuing two different university 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.
EBSCO host : 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 : Eco system for innovation comprises of material resources (funds,
for equipment, facilities, etc.) and the human resources (students, faculty,
Innovations
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.
E-learning : Learning resources available on Internet
Resources
e-PG : High quality, curriculum-based, interactive content in different subjects
Pathshala across all 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/
e- : Shodhganga@INFLIBNET provides a platform for research students to
Shodhgang deposit their Ph.D. theses and make it available to the entire scholarly
a
community in open access.
e- : e-Shodh Sindhu (https://www.inflibnet.ac.in/ess) provides current as
ShodhSindh well as archival access to more than 15,000 core and peer-reviewed
u
journals and a number of bibliographic, citation and factual databases
in different disciplines from a large number of publishers and
aggregators to its member institutions including centrally-funded
technical institutions.
Elective : A choice available to students to select from among a large number of
Courses subjects.
Emerging : New areas of study and research deemed important to pursue. These
Areas areas may have been identified by national agencies or international
bodies.
Enrichment : Value added courses offered by institution for student
Courses empowerment. They enhance the curriculum by amplifying,
supplementing and replacing such parts or features as have become
ineffective or obsolete.
Evaluation : Assessment of learning, teaching and evaluation process and reforms
Process and to increase the efficiency and effectiveness of the system.
Reforms
Examination : Examination management system is a well-defined document or a
Managemen software application for the planning, administration, documentation,
t System
tracking, evaluation of students responses, and announcement of
grades/marks obtained by students in all formal learning activities in

130
an educational program
Experiential : Is a process of learning through experience and is more specifically
Learning defined as “learning through reflection on doing”.
Extension : The aspect of education, which emphasizes neighbourhood services.
Activities 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.
Faculty : Programs aimed at updating the knowledge and pedagogical skills of
Developmen faculty.
t Program
Feedback : 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.
Field Project : Formal projects students need to undertake that involve conducting
surveys outside the college/university premises and collection of data
from designated communities or natural places
Financial : Budgeting and optimum utilization of financial resources.
Managemen
t
Flexibility : A mechanism through which students have wider choices of
Programmes to choose from, as well as, multiple entry and exit points
for Programmes /courses.
Functional : Memoranda of Understanding that are currently operational, signed by
MoUs the Institute with national and international agencies
Full Time : A teacher employed for at least 90 per cent of the normal or statutory
Teachers number of hours of work for a full-time teacher over a complete
academic year is classified as a full-time teacher.
Gender : A tool and a process based on a methodology to promote
Audit organizational learning at the individual, work unit and
organizational levels on how to practically and effectively
mainstream gender.
Graduate : The disciplinary expertise or technical knowledge that has traditionally
Attributes formed the core of most university courses. They are qualities that
also prepare graduates as agents for social good in an unknown future.
Green Audit : The process of assessing the environmental impact of an
organization, process, project, product, etc
Grievance : Mechanisms for receiving, processing and addressing dissatisfaction
Redressal expressed, complaints and other formal requests made by learners,
staff and other stakeholders on the institutional provisions promised
and perceived.
H-index : An index that attempts to measure both the productivity and impact of
(Hirsch the published work of a scientist or scholar. The index is based on the
Index)
set of the scientist’s most cited papers and the number of citations
that they have received in other publications.
Human : The process of assessing the human power requirements, recruiting,
Resource monitoring the growth and appraising them periodically and plan the
Management
staff development programs for the professional development and

131
provide the necessary incentives and feedback.

Humanities : A comprehensive database covering journals, books and reference
Internationa sources in the humanities. This database provides citation information
l Complete
for articles, essays and reviews, as well as original creative works
including poems and fiction. Photographs, painting and illustrations are
also referenced
ICT : 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.
Impact : A measure of the citations to science and social sciences journals. The
factor (IF) 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.
Inclusion, : Inclusiveness in educational institutions refers to the educational
Inclusivenes experiences practiced with reference to gender, ethnicity, social class
s
and differently abled.
INFLIBNET
Database : Information and Library Network Centre maintains a database on
books, theses and serials
Infrastructur : Physical facilities like building, play fields, hostels etc. which help run
e an institutional Programme.
Institutional : IIQA is a requirement, which needs to be submitted online by all
Information categories of HEIs
for Quality
Assessment
(IIQA)
Institutional : Institutional distinctiveness is characterized by its reason for coming
Distinctiven to existence, vision, mission, nature of stakeholders, access to
ess
resources, cultural ambience and physical location
Institutional : Focuses on the institution’s responsibilities to the public in terms of
Social protection of public health, safety and the environment, the public
Responsibili
ty (ISR)
ethical behaviour and the need to practice good citizenship.
Interdiscipli : An integrative approach in which information from more than one
nary discipline is used in interpreting the content of a subject, phenomenon,
research
theory or principle.
Internal : Forming Internal Quality Assurance Cell (IQAC) is to be established in
Quality every accredited institution as a post-accreditation quality sustenance
Assurance
Cell (IQAC)
measure. http://www.naac.gov.in/IQAC.asp
Internal : Self regulated responsibilities of the higher education institutions

Quality aimed at continuous improvement of quality for achieving academic
Assurance
System
and administrative excellence.
(IQAS)
Internship : A designated activity that carries some credits involving more than 25
days of working in an organization under the guidance of an identified
mentor
ISO : ISO 9001 certification enhances customer satisfaction by meeting
Certification customer requirements. The institution is able to provide right
services. ISO certification enhances functional efficiency of an

132
organization.
Leadership : 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
Learning : A learning management system (LMS) is a software application for the
Managemen administration, documentation, tracking, reporting and delivery of
t Systems
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
Learning : Specific intentions of a Programme or module, written in clear terms.
Outcomes They describe what a student should know, understand, or be able to
do at the end of that Programme or module
Library as a : The library holdings in terms of titles of books, journals and other
Learning learning materials and technology aided learning mechanism, which
Resource
enable the students to acquire information, knowledge and skills
required for their study.
Levels of :  Programme Outcomes: POs are statements that describe

Outcomes 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 : Digital tools and resources (hardware and software) and their
Technologi application in the field of education.
es
NIRF : 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_2
017.pdf
N-LIST : N-LIST stands for "National Library and Information services
Infrastructure for Scholarly Content". http://nlist.inflibnet.ac.in/faq.php
OBE: : OBE is an educational theory that bases each part of an educational
Outcome system around goals (outcomes). Each student should have achieved
Based
Education
the goal by the end of the educational experience
Open : Educational materials and resources offered freely and openly for
Educational anyone to use and under some licenses to re-mix, improve and
Resources
redistribute.
Optimum : The infrastructure facilities are made available to the student for
Utilization their maximum utilization. e.g. Extended hours for computer
of
center and library, sharing of facilities for interdisciplinary and

133
Infrastructur multidisciplinary Programmes.

e
Organogra : Organogram is the word, a diagram that shows the structure of an
m organization and the relationships between the relative ranks of its
part and position/ job. It is also known as Organisational Structure.
Outcome : An outcome of an educational Programme is what the student should
be able to do at the end of a Programme/ course/ instructional unit.
Outreach : Is the practice of conducting local public awareness activities through
Activities targeted community interaction
Participative : Participatory Learning and Action is a family of approaches, methods,
Learning 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.
Participative : Refers to an open form of management where employees are actively
Managemen involved in the institution’s decision making process.
t
Perspective : Is a blue print regarding the objectives and targets of long term growth
Developmen
t
Physical : Infrastructure facilities of the institution to run the educational
Facilities Programmes efficiently and the growth of the infrastructure to keep
pace with the academic growth of the institution.
Policy for : Processes defined by the institution to facilitate the teachers to write
Promotion research proposals, seek funding, conduct research, publish, and
of Research
evaluate and reward the research done.
Pre- : For the Assessment and Accreditation (A&A) in revised framework the
qualifiers NAAC has 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
stage then they will have to apply afresh by submitting the IIQA and its
fees.
Problem : Is a student-centred pedagogy in which students learn about a subject
Based through the experience of solving an open-ended problem found in
Learning
(PBL)
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.
Programme : 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
Programme : A range of courses offered to students to choose at various levels
Options leading to degrees/ diplomas/ certificates.
Programme : Programme Outcomes (POs) are what knowledge, skills and attitudes a
Outcomes 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.

134
Promotion : The process of promoting research culture faculty and students

among
of Research by facilitating faculty and student participation in research budget
and
Research
allocation, research fellowship and other faculties.
Support
System
Remedial : Courses offered to academically disadvantaged students in order to
Courses help them cope with academic requirements.
Research : Systematic intellectual investigations aimed at discovering,
interpreting and revising human knowledge.
Research : Grant generated/ received from different agencies by the institution
Grant for conducting research projects.
Research : Quality research outcome beneficial for the discipline, society, industry
Output and dissemination of knowledge including theoretical and practical
findings.
Resource : Generation of funds through internal and external sources such as
Mobilization donations, consultancy, self-financing courses and so on.
SCOPUS : The world’s largest abstract and citation database of peer-reviewed
literature and quality web sources.
Seed money : Funds provided to a teacher or a group of teachers by the institution to get
for the research initiated to facilitate the preparation of formal research proposal
Research for funding.
Situatednes : Situatedness refers to involvement within a context. It also refers to
s placement of learning experiences in authentic contexts or settings
SJR : This takes three years of publication data into account to assign
(SCImago relative scores to all the sources (journal articles, conference
Journal
Rank)
proceedings, review articles, etc.) in a citation network (Journals in
SCOPUS database).
Slow : Students who perform very much below the class averages
Learners
SNIP : Is the ratio of the source’s average citation count per paper in a three
(Source year citation window over the “citation potential” of its subject field?
Normalized
Impact per
Person)
Stakeholder : Affiliation and interaction with groups or individuals who have an
Relationship interest in the actions of the institutions and the ability to influence its
actions, decisions, policies, practices or goals of the organization.
Strategic : A specific, action-oriented medium or long-term plan for making

Plan progress towards a set of institutional goals.
Strategy : Formulation of objectives, directives and guidelines with specific plans
Developmen for institutional development.
t
Student : Methods of instruction that focus on products of learning by the
Centric students
Methods
Student : The student community of the institution, their strength and the
Profile diversity in terms of economic and social strata, location and other
demographic aspects such as gender, age, religion, caste, rural/ urban.
Student : Vertical movement of students from one level of education to the next
Progression higher level successfully or towards gainful employment.
Student : Facilitating mechanism for access to information fee structure and

135
Support refund policies and also guidance and placement cell with student
welfare measures to give necessary learning support to the
students.
SWAYAM : 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/
Teacher : A composite term to indicate the qualification of the faculty, the
Quality adequacy meant for recruitment procedures, professional
development, recognition and teachers characteristics.
Twinning : An arrangement between two institutions where a provider in source
Programmes 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.
Value Added : Courses of varying durations which are optional, and offered outside
Courses the curriculum that add value and helping them students in getting
placed.
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
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

136
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 For Every degree Programme broad expectations should be listed
Outcomes
by the University. 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
research-based 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

137
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
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 University/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

138
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.
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 Sample PSOs of BSc Zoology
Outcomes
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

139
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
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

140
Appendix 2: Abbreviations
A&A (A/A) - Assessment and Accreditation

AC - Academic Council
ACM - Associates of Computing Machinery
AMC - Annual Maintenance Contract
AVRC - Audio-Visual Research Centre
AICTE - All India Council for Technical Education
AQAR - Annual Quality Assurance Report
BoS - Board of Studies
BCUD - Board of College and University Development
CAL - Computer Aided Learning
CAS - Center for Advanced Studies
CAT - Common Aptitude Test
CBCS - Choice Based Credit System
CD - Compact Diskette
CDC - College Development Council
CEC - Consortium for Educational Communication
CGPA - Cumulative Grade Point Average
Cr - Criteria
Cr-GPA(s) - Criterion-wise Grade Point Average(s)
COHSSIP - Committee for Humanities and Social Science Improvement
Programme
COSIP - Committee for Science Improvement Programme
COSIST - Committee for Strengthening of Infrastructure Improvement

141
Programme in Science and Technology

CSA - Centre for Social Action
CSIR - Council of Scientific and Industrial Research
CPE - Colleges with Potential for Excellence
DELNET - Developing Library Network
DEP - Distance Education Programmes
DRS - Departmental Research Support of UGC
DSA - Departmental Special Assistance of UGC
DST - Department of Science and Technology
EMRC - Educational Multimedia Research Centre
FIST - Fund for the Improvement of Science and Technology
Infrastructure
GATE - Graduate Aptitude Test in Engineering
GATS - General Agreement on Trade in Services
GMAT - Graduate Management Admission Test
GRE - Graduate Record Examination
IAS - Indian Administrative Services
ICHR - Indian Council of Historical Research
ICPR - Indian Council of Philosophical Research
ICSSR - Indian Council of Social Science Research
ICT - Information and Communication Technology
IEEE - Institute of Electrical and Electronic Engineers
IIQA - Institutional Information for Quality Assessment
IQAC - Internal Quality Assurance Cell
IQAS - Internal Quality Assurance System
INFLIBNET - Information and Library Network
INQAAHE - International Network for Quality Assurance Agencies in Higher
Education
INSA - Indian National Science Academy
IPR - Intellectual Property Rights
ISR - Institutional Social Responsibility
IUC - Inter University Centre
KI - Key Indicator
KI-GP(s) - Key Indicator-wise Grade Point(s)
MHRD - Ministry of Human Resource and Development
MoC - Memorandum of Contract
MoU - Memorandum of Understanding
MIR - Minimum Institutional Requirements
MIS - Management Information System
NCTE - National Council for Teacher Education
NET - National Eligibility Test
NGO - Non Governmental Organization
NME-ICT - National Mission on Education through Information and
Technology
NPE - National Policy Education
NPTEL - National Programmed Teaching Enhanced Learning
OMR - Optical Mark Recognition

142
OPAC - Online Public Access Catalogue

PTR - Peer Team Report
QAA - Quality Assurance Agency
SAP - Special Assistance Programme
SET/SLET - State Level Eligibility Test
SJR - SCImago Journal Rank
SLQACC - State Level Quality Assurance Co-ordination Committee
SNIP - Source Normalized Impact per Paper
SSR - Self-Study Report
SWOC - Strengths, Weaknesses, Opportunities and Challenges
TEI - Teacher Education Institution
TOEFL - Test of English as a Foreign Language
UGC - University Grants Commission
UNESCO - United Nations Educational, Scientific and Cultural Organization
UNO - United Nation Organization
UNICEF - United Nations Children Educational Foundation
UNDP - United Nation Development Programme
USIC - University Science Instrumentation Centre
Wi-Fi - Wireless Fidelity
YRC - Youth Red Cross

143
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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NAAC for Quality and Excellence in Higher Education

It is heartening that National Assessment and Accreditation Council (NAAC)

The revised process is an outcome of the feedback received by NAAC over a

In an effort to enhance the accountability of the accrediting agency as well as

The contribution of the experts and NAAC officials/staff in developing the

NAAC for Quality and Excellence in Higher Education

CONTENTS Page No.

SECTION B: Data Requirements for Self - Study Report

NAAC for Quality and Excellence in Higher Education

SECTION A: GUIDELINES FOR ASSESSMENT AND

NAAC for Quality and Excellence in Higher Education

Vision and Mission

The vision of NAAC is:

NAAC for Quality and Excellence in Higher Education

Throughout the world, Higher Education Institutions (HEIs) function in a dynamic

(i) Contributing to National Development

(ii) Fostering Global Competencies among Students

(iii) Inculcating a Value System among Students

NAAC for Quality and Excellence in Higher Education

(iv) Promoting the Use of Technology

In addition to using technology as a learning resource, managing the activities of the

(v) Quest for Excellence

Contributing to nation-building and skills development of students, HEIs should

NAAC for Quality and Excellence in Higher Education

II. ASSESSMENT AND ACCREDITATION OF HIGHER EDUCATION

Revised Assessment and Accreditation (A&A) Framework

NAAC for Quality and Excellence in Higher Education

III. QUALITY INDICATOR FRAMEWORK (QIF) - DESCRIPTION

NAAC for Quality and Excellence in Higher Education

Criterion I: - Curricular Aspects

Criterion I pertains to the practices of an institution in initiating a wide range of

The focus of Criterion I is captured in the following Key Indicators:

1.1*(U) -Curriculum Design and Development

NAAC for Quality and Excellence in Higher Education

1.1 *(U) Curriculum Design and Development

One of the significant responsibilities of Universities and Autonomous Colleges is

Curriculum evolved by the University/Autonomous College comprises Programme

1.1 *(A) Curricular Planning and Implementation

1.2 Academic Flexibility

NAAC for Quality and Excellence in Higher Education

Holistic development of students is the main purpose of curriculum. While this is

1.4 Feedback System

The process of revision and redesign of curricula is based on recent developments

Criterion II: - Teaching Learning and Evaluation

The focus of Criterion II is captured in the following Key Indicators:

2.1 Student Enrolment and Profile

The process of admitting students to the programmes is through a transparent,

2.2 Catering to Student Diversity

2.3 Teaching-Learning Process

Diversity of learners in respect of their background, abilities and other personal

2.4 Teacher Profile and Quality

“Teacher quality” is a composite term to indicate the quality of teachers in terms of

NAAC for Quality and Excellence in Higher Education

2.5 Evaluation Process and Reforms

2.6 Student Performance and Learning Outcomes

2.7 Student Satisfaction Survey

Criterion III: - Research, Innovations and Extension

NAAC for Quality and Excellence in Higher Education

The focus of Criterion III is captured in the following Key Indicators:

*Not Applicable to Affiliated Colleges