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«A REPORT ON POST ACCREDITATION INITIATIVES (During the period 2009-2014) For the purpose of 3rd Cycle of Re-accreditation by NAAC Presented by Panjab ...»

-- [ Page 1 ] --

A

REPORT

ON

POST ACCREDITATION INITIATIVES

(During the period 2009-2014)

For the purpose of 3rd Cycle of

Re-accreditation by NAAC

Presented by

Panjab University, Chandigarh

Submitted to

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

P.O. BOX NO. 1075, NAGARBHAVI, BANGALORE

Report on Post Accreditation Initiatives during the period 2009-2014

for Panjab University, Chandigarh.

Present day Panjab University traces its origin to the Punjab University established in 1882 at Lahore (now in Pakistan Punjab). After the partition of India, in 1947, university was split into two for Indian Punjab and Pakistani Punjab. To distinguish the two, name of university on the Indian side was changed from Punjab to Panjab. After 1947 the university had no campus of its own for nearly a decade.

The administrative office was located at Solan, Himachal Pradesh and the teaching departments functioned from Hoshiarpur, Jalandhar, Delhi and Amritsar. In 1956 the university was relocated to Chandigarh, on a red sandstone campus designed by Pierre Jeanneret under the guidance of the legendary Le Corbusier. Till the re-organization of Punjab in 1966, the university had its regional centres at Rohtak, Shimla, Jalandhar and its affiliated colleges were located in the states of Punjab, Haryana, Himachal Pradesh and Union Territory of Chandigarh. With the re-organization of Punjab, the university became an Inter-State Body Corporate catering to the newly organized states of Haryana, Himachal Pradesh, Punjab and U.T. of Chandigarh The main campus at Chandigarh is residential and is spread over 550 acres (2.2 km2) in Sectors 14 and 25, the teaching area is in the north-east, with the Central Library, Fine Arts Museum, and three-winged structure of the Gandhi Bhawan forming its core; the sports complex, the health centre, and the shopping centre in the middle; 18 university hostel and residential area in the south-east, stretching into the adjacent Sector 25 which also houses the University Institute of Engineering and Technology (UIET) and Dr. Harvansh Singh Judge Institute of Dental Sciences and Hospital, University Institute of Applied Management Sciences (UIAMS), Institute of Biological Sciences etc.

As a self-sustaining township, the campus has amenities like a State bank of India branch, Post and Telegraph Office, public transport system, open air theatre, guest and faculty houses, seminar complexes, staff club, several spacious lawns, botanical and medicinal herbs gardens, a newly laid rose garden, a school and a day-care centre for the employees' children. The campus is adjacent to a medical institution known as the Post Graduate Institute of Medical Education and Research. The teaching departments, students' hostels, facultyresidences and other amenities are all within walking distance of one another.

The university has 78 teaching/research departments under the faculties of Arts, Science, Languages, Law, Education, Fine Arts, Business Management & Commerce, Engineering & Technology, Medical Sciences, and Pharmaceutical Sciences. It has 181 affiliated colleges, 4 constituent colleges, 1 rural centre at Kauni, 1 Regional Centre each at Muktsar, Ludhiana and Hoshiarpur, spread over Punjab & Chandigarh.

The total number of students at PU campus and colleges is approximately 3 lacs.

The professional courses offered by the departments of Law, Business Administration and Management Sciences, UIET, the Dental Institute, the Institute of Hotel Management, University Institute of Pharmaceutical Sciences (UIPS), Computer Science, and Fashion Designing etc. are heavily subscribed today. Many of the professional courses run by the university rank among the best in the country at present.

The University has been accredited by the NAAC with the celebrated “Five Star” accreditation status in September 2004 and reaccredited by the NAAC with “A” Grade in January 2009. NAAC, in its last visit, has succinctly opined the strength of the university: “As an institution which has gone through the vicissitudes of time, the Panjab University has demonstrated its resilience, durability, utility and acceptability as a unique institution of higher education. Retaining the time honored and valued subjects of study, it has simultaneously started programmes in emerging areas and provided infrastructure of a substantial nature to provide quality education”.

The University calendar of Panjab University, Chandigarh defines the mandate of the

University as:

"The University has been incorporated for the purpose, among others, of making provision for imparting education in Arts, Letters, Science and the learned professions and of furthering advancement of learning, the prosecution of original research, with power to appoint University Professors, Readers and Lecturers, to hold and manage educational endowments, to erect, equip and maintain University colleges, libraries, laboratories and museums, to making regulations relating to the residence and conduct of students and to do all such acts as tend to promote study and research”.

Post Accreditation Initiatives

The NAAC peer team visited the University on 22-25 of October, 2008 and examined the infrastructural facility available in the University and other relevant records to make their assessment, recommendations as well as suggestions for further enhancement of quality in curricular and co-curricular programmes including various aspects of the functioning of the University.





Based on the recommendations of the NAAC peer team for the second cycle of Accreditation process in 2008-2009, the University has taken the following initiatives for quality sustenance and quality enhancement in the last 5 years (Post NAAC accreditation period 2009-2014) which are highlighted through action taken by the University on specific recommendation by the NAAC peer team as well as through

the seven criteria of NAAC:

 Recommendation #1:

Steps be taken to confer autonomous status to the select Departments/Centres (such as Pharmacy, Chemical Engineering, Physical Sciences, Life Sciences) with better viability and proven track record of academic achievements. Academic autonomy (framing syllabi, conduct & evaluation of examinations etc.) be extended to all the Departments.

 Post Accreditation Initiatives on Recommendation #1:

All the teaching departments are autonomous and function independently except in case of certain policy matters like Annual Academic Calendar, Course Structures, Course Fees, Recruitments, and Financial Matters etc. The University directs all the departments to submit Annual Reports, Annual Confidential Performance Reports and Annual Quality Assurance Reports (AQAR) which are reviewed to ensure accountability.

Each department in the University has a freedom to:

 determine their own courses, curricula, methods of education and training in pursuit of excellence;

 prescribe rules for admission on merit, subject to the reservation policy in pursuit of excellence;

 evolve methods of evaluation, conduct examinations and finalize results for declaration;

 enter into collaborative arrangements for purposes of teaching, research and extension education with other institutions of higher learning and industries / Organization wherever need be.

 Recommendation #2:

Curricular reforms be pursued in tune with the contemporaneous global trends. Choice-based credit system, internalization of evaluation, enhanced weightage for continuous internal assessment, student evaluation of teachers and such other reforms be introduced as a package, for better interfacing with the global Universities.

 Post Accreditation Initiatives on Recommendation #2:

Each department performs periodic review of curricula within their disciplines or related disciplines. Curricula in each discipline have been made flexible enough to allow for the incorporation of new technologies and modes of delivery while maintaining a constant focus on quality. Other Curricular reforms such as use of ICT for interactive learning and Project learning have also been introduced.

All the UG and PG courses on the campus follow a semester pattern, including B.Sc./ M.Sc. (Honours School), B.Pharmacy/ M.Pharmacy which follow Semester Based Credit System.

The Choice Based Credit System(CBCS) has been introduced in UIET and ‘School of Communication Studies’ on a pilot basis from the academic session 2014-15 and is running successful to impart student-centric education and to provide enhanced learning opportunities to match the students' scholastic needs and also their aspirations. Efforts are being made to adopt Choice Based Credit System (CBCS) in the Faculty Pharmaceutical Sciences, and Sciences etc.

Continuous internal evaluation through 2-3 mid-term tests has been introduced and it includes (a) Quizzes (Scheduled/Unscheduled) (b) Written and Oral Tests: (Objective, Short Answer, Long Answer, and Problem Solving).

For Honours School and Engineering courses, under which, the answer books after examination are retained in the Department concerned for evaluation by the internal teachers and the answer books are shown to the students after evaluation.

The awards are finalized after sorting out/removing the query/doubt of students, if any, regarding evaluation. With this system, the checking of answer-books and reevaluation of answer books are no longer required resulting into saving the time and providing much required transparency in evaluation. The university adopts the method of spot evaluation (Central) and dispatch answer books for evaluation at the residence of examiners (door). Double evaluation is adopted in case of such students who wish their scripts to be re-evaluated.

Many of the university teaching departments seek feedback (informally) from the students on a proforma after the last examination of each semester of the course. This serves as an evaluation tool of the teachers by the students. The students are encouraged to respond without any fear and exercise all fairness in their evaluation of each teacher of the course. The evaluation parameters relate to the quality of the course, teacher’s effectiveness, clarity of the objectives, relevance of material provided, fairness of grading procedure, helping attitude, regularity, punctuality, discipline, extent of encouraging and provoking to ask questions and non-scholastic attributes etc. The identity of the students is concealed on the form. The teachers see the feedback forms collected from the students so that there is self growth.

 Recommendation #3:

Information and Communication Technology (ICT) thrust in teachinglearning be enhanced. At least one Lecture Hall/Seminar Hall in every Department be equipped to be a e-class room, motivating/facilitating the faculty for intensive application of I.C.T. Internet reference facility in the Library deserves substantial expansion.

 Post Accreditation Initiatives on Recommendation #3:

The ICT thrust in Teaching and Learning has been strengthened by extending the facilities of LCD projectors, laptops/desktops, Computing Software, Internet connection, Wi-Fi in all academic areas including hostels/guest houses, e-Resources in A.C. Joshi Library etc to promote ICT learning. One smart class room has been set up in each of the professional departments such as University Business School, Department of Chemical Engineering & Technology, University Institute of Engineering & Technology, Department of Computer Science & Applications. Video Conferencing facility has been set up in Computer centre.

Moreover, NPTEL and, other Open Source Study materials are used for the purpose of teaching and learning. ICT & Other tools such as Web Online Public Access System (Web OPAC), Digital Library, Computer Based Retrieval of information, Institutional Repository, Reprography, Scanning, Laser Printing etc have been deployed for maximum access to the library collection. Moreover, the use of the SLIM21 Software and INFLIBNET by the faculty members and students is praiseworthy.

 Recommendation #4:

Faculty shortage in some of the Departments, particularly in the newly started Centres of emerging areas, be remedied expeditiously.

Programmes started with a lecturer as the nucleus generally fail to take off on account of lack of academic leadership.

 Post Accreditation Initiatives on Recommendation #4:

Faculty shortage in the University has been looked into very seriously by the authorities for the last five years and the number of teaching staff recruited

during the last five years is given below:

–  –  –

2008-09 2 3 43 2009-10 4 - 17 2010-11 3 11 28 2011-12 1 0 52 2012-13 2 2 29

–  –  –

In the month of August-2014, the University has made an advertisement to recruit 150 vacant positions for the posts of Professors, Associate Professor and Assistant Professors in various teaching departments and these posts are likely to fill up in 5-6 months.

 Recommendation #5:

Consolidation of all the newly started programmes (as many as 42) deserves top priority, before going on for further expansion/diversification.

 Post Accreditation Initiatives on Recommendation #5:

All the programmes offered in University Institute of Emerging Areas in Science & Technology (UIEAST) and University Institute of Emerging Areas in Social Sciences (UIEASS) have been given top priority in all academic activities and have been provided with spacious building (in Sector-25 and Sector-14 respectively), reasonably good infrastructure, Internet Access, WiFi and manned by well experienced senior faculty members and making fresh recruitment of teaching staff.

 Recommendation #6:

The nomenclature of some programmes (MA/M.Sc.[Hons School), BA/B.Sc.[Hons.School]) historically conditioned and peculiar to Punjab State (quite different from the national practice) may need to be relooked at the State level, for ensuring parity with the rest of the Country.

 Post Accreditation Initiatives on Recommendation #6:



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