This document on Institutional Accreditation of Health Science Institutions is presented in two sections.

Section A is Guidelines for Assessment and Accreditation. Section B is Preparation of Self- study Report to be written in three parts. Part-I is Profile of the Institution Part-II is !riteria-wise Inputs and Part-III is "#aluati#e Report of the $epartment.

CONTENTS
Preface SECTION A:

GUIDELINES FOR ASSESSMENT AND ACCREDITATION

I. II. III. I%. %. %I. %II. %III. I+. +. +I. Introduction %ision and &ission !ore %alues Assessment and Accreditation of Hi'her "ducation Institutions Accreditation of Health Science Institutions "li'ibility for Assessment and Accreditation of Health Science Institutions (HSIs) The Assessment *utcome The Assessment Process &echanism for Institutional Appeals Re-assessment Subse,uent !ycles of Accreditation The -ee Structure and other -inancial Implications

SECTION B: .. Preparation of the Self-study Report /. !riteria-wise Inputs 0. "#aluati#e Report of the $epartment 1. $eclaration by the Head of the Institution SECTION C: APPENDICES .. Appendi2 . 3 /. Appendi2 / 3 0. Appendi2 0 3 1. Appendi2 1 3

Glossary Abbre#iations Assessment Indicators &embers of the 4ational !onsultati#e !ommittee 5 Health Sciences

PREFACE
4ational Assessment and Accreditation !ouncil (4AA!) has been continuously fine-tunin' its assessment and accreditation methodolo'ies in tune with local re'ional and 'lobal chan'es in hi'her education scenario. This helps in reachin' out to H"Is and a wider acceptance of the methodolo'y. The methodolo'y of 4AA! has stood the test of time for last .6 years mainly because it has remained dynamic and responsi#e to the sta7eholder feedbac7. The Re#ised &anual which comes into effect from . st 4o#ember /8.0 is an outcome of the efforts of the 4ational !onsultati#e !ommittee (4!!) on Health Sciences represented by eminent practitioners and academics from the fields of Allopathy Ayur#eda $entistry Homoeopathy 4ursin' Pharmacy Physiotherapy and 9o'a. Re#ision of the &anual commenced in /8./ under the initiati#e of Prof. H. A. Ran'anath -ormer $irector 4AA!. The deliberations of the 4!! and its #arious sub 'roups were conducted under the chairmanship of Prof. !handrashe7har Shetty -ormer %! Ra:i# Gandhi ;ni#ersity of Health Sciences who was ably supported by Prof. S. Ran'aswami -ormer %! Sri Ramachandra ;ni#ersity. In addition 4AA! also solicited feedbac7 from the 'eneral public by ma7in' the draft documents a#ailable in the public domain. The final drafts were pilot tested with two Health Sciences ;ni#ersities to whom 4AA! is 'rateful for the inputs. The entire e2ercise was done with a spirit of openness reali<in' that the 4AA! needs to set hi'her benchmar7s in consonance with the chan'es ta7in' place in hi'her education. The approach adopted is inte'rati#e of inputs process outputs outcome and impact in an appropriately balanced manner suited to the health education sector. In an effort to enhance the accountability of the accreditin' a'ency as well as the institutions applyin' for accreditation the 4AA! has articulated =$uties and Responsibilities of 4AA! and H"Is> which is a#ailable on the 4AA! website. This &anual is or'ani<ed into three sections3 Section 5 (a) Guidelines for Assessment and Accreditation (b) Preparation of Self-study Report (c) Appendices. The Institutions are encoura'ed to become familiar with the 'lossary and abbre#iations of terms 'i#en as Appendices.

(Prof. A. N. Rai) Director

Section A: G i!e"ine# for A##e##$ent an! Accre!itation

This section presents the 4AA! framewor7 of Assessment and Accreditation of all cycles essentially based on the core #alues !riteria for assessment and ?ey Aspects. It also deals with the procedures for institutional preparation in compilin' the Self-study Report Peer Assessment and final outcome of Accreditation. The procedure for Re-Assessment and the mechanism for institutional appeals are also included in this section.

SECTION A GUIDELINES FOR ASSESSMENT AND ACCREDITATION

I. INTRODUCTION India has one of the lar'est and di#erse education systems in the world. Pri#ati<ation widespread e2pansion increased autonomy and introduction of pro'rams in new and emer'in' areas has impro#ed access to hi'her education. At the same time it also led to widespread concern on the ,uality and rele#ance of the hi'her education. To address these concerns the 4ational Policy on "ducation (4P" .6@A) and the Pro'ramme of Action (PoA .66/) that spelt out strate'ic plans for the policies ad#ocated the establishment of an independent 4ational accreditation a'ency. !onse,uently the 4ATI*4AB ASS"SS&"4T A4$ A!!R"$ITATI*4 !*;4!IB (4AA!) was established in .661 as an autonomous institution of the ;ni#ersity Grants !ommission (;G!). The mandate of 4AA! as reflected in its #ision statement is in ma7in' ,uality assurance an inte'ral part of the functionin' of Hi'her "ducation Institutions (H"Is). The 4AA! functions throu'h its General !ouncil (G!) and "2ecuti#e !ommittee ("!) where educational administrators policy ma7ers and senior academicians from a cross-section of Indian hi'her education system are represented. The !hairperson of the ;G! is the President of the G! of the 4AA! the !hairperson of the "! is an eminent academician nominated by the President of G! (4AA!). The $irector is the academic and administrati#e head of 4AA! and is the member-secretary of both the G! and the "!. In addition to the statutory bodies that steer its policies and core staff to support its acti#ities 4AA! is ad#ised by the ad#isory and consultati#e committees constituted from time to time. %i#ion an! Mi##ion The #ision of 4AA! is3 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 4AA! aim at translatin' the 4AA!Cs #ision into action plans and define specific tas7s of 4AA! en'a'ement and endea#or as 'i#en below3 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 ith other stakeholders of higher education for quality evaluation, promotion and sustenance. Stri#in' to achie#e its 'oals as 'uided by its #ision and mission statements 4AA! primarily focuses on assessment of the ,uality of hi'her education institutions in the country. The 4AA! methodolo'y for Assessment and Accreditation is #ery much similar to that followed by Duality Assurance (DA) a'encies across the world and consists of self-assessment by the institution and e2ternal peer assessment by 4AA!.

II. CORE %ALUES Throu'hout the world Hi'her "ducation Institutions (H"Is) function in a dynamic en#ironment. The need to e2pand the system of hi'her education the impact of technolo'y on the educational deli#ery the increasin' pri#ate participation in hi'her education and the impact of 'lobali<ation (includin' liberal cross-border and trans-national educational imperati#es) ha#e necessitated mar7ed chan'es in the Indian hi'her education system. These chan'es and the conse,uent shift in #alues ha#e been ta7en into co'ni<ance by 4AA! while formulatin' the core #alues. -urther to ensure e2ternal and internal #alidity and credibility it is important to 'round the DA process within a #alue framewor7 which is suitable and appropriate to the 4ational conte2t.

The accreditation framewor7 of 4AA! is thus based on fi#e core #alues detailed below3 (i) Contri& tin' to Nationa" De(e"o)$ent &ost of the H"Is ha#e a remar7able capacity to adapt to chan'es and at the same time pursue the 'oals and ob:ecti#es that they ha#e set forth for themsel#es. !ontributin' to 4ational $e#elopment has always been an implicit 'oal of Indian H"Is. The H"Is ha#e a si'nificant role in human resource de#elopment and capacity buildin' of indi#iduals to cater to the needs of the economy society and the country as a whole thereby contributin' to the de#elopment of the 4ation. Ser#in' the cause of social :ustice ensurin' e,uity and increasin' access to hi'her education are a few ways by which H"Is can contribute to the 4ational $e#elopment. It is therefore appropriate that the Assessment and Accreditation (AEA) process of the 4AA! loo7s into the ways H"Is ha#e been respondin' to and contributin' towards 4ational $e#elopment. 1

(ii) Fo#terin' G"o&a" Co$)etencie# a$on' St !ent# The spiralin' de#elopments at the 'lobal le#el also warrant that the 4AA! includes in its scope of assessment s7ill de#elopment of students on par with their counterparts elsewhere. Fith liberali<ation and 'lobali<ation of economic acti#ities the need to de#elop s7illed human resources of a hi'h caliber is imperati#e. !onse,uently the demand for internationally acceptable standards in hi'her education is e#ident. Therefore the accreditation process of 4AA! needs to e2amine the role of H"Is in preparin' the students to achie#e core competencies to face the 'lobal re,uirements successfully. This re,uires that the H"Is be inno#ati#e creati#e and entrepreneurial in their approach to ensure s7ill de#elopment amon'st the students. Towards achie#in' this H"Is may establish collaborations with industries networ7 with the nei'hborhood a'enciesGbodies and foster a closer relationship between the =world of s7illed wor7> and the =world of competentlearnin'>. (iii) Inc "catin' a %a" e S*#te$ a$on' St !ent# Althou'h s7ill de#elopment is crucial to the success of students in the :ob mar7et s7ills are of less #alue in the absence of appropriate #alue systems. H"Is ha#e to shoulder the responsibility of inculcatin' the desirable #alue systems amon'st the students. In a country li7e India with cultural pluralities and di#ersities it is essential that students imbibe the appropriate #alues commensurate with social cultural economic and en#ironmental realities at the local national and uni#ersal le#els. Fhate#er be the pluralities and di#ersities that e2ist in the country there is ample scope for debate about inculcatin' the core uni#ersal #alues li7e truth and ri'hteousness apart from other #alues emphasi<ed in the #arious policy documents of the country. The seeds of #alues sown in the early sta'es of education mostly aimed at cooperation and mutual understandin' ha#e to be reiterated and re-emphasi<ed at the hi'her educational institutions throu'h appropriate learnin' e2periences and opportunities. The 4AA! assessment therefore e2amines how these essential and desirable #alues are bein' inculcated in the students by the H"Is. (i() Pro$otin' t+e U#e of Tec+no"o'* &ost of the si'nificant de#elopments that one can obser#e today can be attributed to the impact of Science and Technolo'y. Fhile the ad#anta'es of usin' modern tools and technolo'ical inno#ations in the day-to-day-life are well reco'ni<ed the correspondin' chan'es in the use of new technolo'ies for teachin'-learnin' and 'o#ernance of H"Is lea#es much to be desired. Technolo'ical ad#ancement and inno#ations in educational transactions ha#e to be underta7en by all H"Is to ma7e a #isible impact on academic

de#elopment as well as administration. At a time when our educational institutions are e2pected to perform as 'ood as their 'lobal partners si'nificant technolo'ical inno#ations ha#e to be adopted. Traditional methods of deli#erin' hi'her education ha#e become less moti#atin' to the lar'e number of students. To 7eep pace with the de#elopments in other spheres of human endea#or H"Is ha#e to enrich the learnin' e2periences of their students by pro#idin' them with State- of- the- Art educational technolo'ies. The campus community must be ade,uately prepared to ma7e use of Information and !ommunication Technolo'y (I!T) optimally. !onscious effort is also needed to in#est in hardware and to orient the faculty suitably. In addition to usin' technolo'y as learnin' resources mana'in' the acti#ities of the institution in a technolo'y-enabled way will ensure effecti#e institutional functionin'. -or e2ample documentation and data mana'ement in the H"Is are areas where the process of assessment by 4AA! has made a si'nificant impact. &o#in' towards electronic data mana'ement and ha#in' institutional website to pro#ide ready and rele#ant information to sta7eholders are desirable steps in this direction. In other words effecti#e use of I!T in H"Is will be able to pro#ide I!T literacy to the campus community usin' I!T for resource sharin' and networ7in' as well as adoptin' I!Tenabled administrati#e processes. Therefore 4AA! accreditation would loo7 at how the H"Is ha#e put in place their electronic data mana'ement systems and electronic resources and their access to internal and e2ternal sta7eholders particularly the student community. (() , e#t for E-ce""ence !ontributin' to nation-buildin' and s7ills de#elopment of students institutions should demonstrate a dri#e to de#elop themsel#es into centreCs of e2cellence. "2cellence in all that they do will contribute to the o#erall de#elopment of the system of hi'her education of the country as a whole. This IDuest for "2cellenceC could start with the assessment or e#en earlier by the establishment of the Steerin' !ommittee for the preparation of the Self-study Report (SSR) of an institution. Another step in this direction could be the identification of the stren'ths and wea7nesses in the teachin' and learnin' processes as carried out by the institution.

The fi#e core #alues as outlined abo#e form the foundation for assessment of institutions that #olunteer for accreditation by 4AA!. In conformity with the 'oals and mission of the institution the H"Is may also add to these their own core #alues. III. ASSESSMENT AND ACCREDITATION OF .IG.ER EDUCATION INSTITUTIONS The forces of 'lobali<ation and liberali<ation influenced the Indian Hi'her education in a bi' way. In a situation where Hi'her education similar to the 'oods and other ser#ices has to compete internationally ,uality assurance becomes ine#itable. -urther Indian H"Is operate within a lar'er framewor7 comprisin' of se#eral a'encies national conte2ts and societal e2pectations and each of these ha#e a uni,ue rendition of the 'oals. At the functional le#el the effecti#eness of the H"I is reflected in the e2tent to which all these layers of 'oals mutually concur. In such conte2ts the AEA process is a be'innin' to brin' in uniform ,uality and position H"Is in such a way that they address more directly the ,uality pro#ision and the e2pressed needs of the sta7eholders. (i) Foc # of A##e##$ent 4AA!Cs assessment lays focus on the institutional de#elopments with reference to three aspects3 !uality initiative, !uality sustenance and !uality enhancement. The o#erall ,uality assurance framewor7 of 4AA! thus focuses on the #alues and desirable practices of H"Is and incorporates the core elements of ,uality assurance i.e. internal and e2ternal assessment for continuous impro#ement. The #alue framewor7 of 4AA! starts with its choice of unit of e#aluation i.e. the Institution as a whole. The AEA process of 4AA! which in#ol#es a combination of self e#aluation and e2ternal peer e#aluation implicitly or e2plicitly is concerned with loo7in' at the de#elopmental aspects of the H"Is in the conte2t of ,uality. Self-evaluation is crucial in the process of AEA and has a tremendous contribution in promotin' ob:ecti#ity self-analysis reflection and professionalism on the part of H"Is. The self-e#aluation proforma of 4AA! pro#ided as =manuals for self study> maps out different inputs processes and o t) t# an! faci"itate# .EI# to e(a" ate t+eir #tren't+#/ 0ea1ne##e# an! area# for impro#ement. The self-e#aluation process and the subse,uent preparation of the Self-Study Report (SSR) to be submitted to 4AA! in#ol#es the participation of all the sta7eholders 5 mana'ement faculty members administrati#e staff students parents employers community and alumni. Fhile the participation of internal sta7eholders i.e. mana'ement staff and students pro#ide credibility and ownership to the acti#ity and could lead to newer initiati#es interaction with the e2ternal sta7eholders facilitate the de#elopment process of the institution and their educational ser#ices. *#erall it

is e2pected to ser#e as a catalyst for institutional self-impro#ement promote inno#ation and strengthen the urge to excel. 4AA!Cs role in steerin' assessment does not stop with the coordinatin' function but e2tends to the post-accreditation activities especially in facilitatin' establishment of strate'ic ,uality mana'ement systems for ensurin' continuous impro#ement. *ne of the ma:or contributions of 4AA! towards this is the promotion of Internal Quality Assurance Cell (IQAC) resultin' in buildin' a ,uality culture. The IDA!s are not only e2pected to facilitate the internali<ation and institutionali<ation of ,uality but also to acti#ate the system and raise the institutional capabilities to hi'her le#els ensurin' continuous ,uality impro#ement. (ii) Criteria an! 2e* A#)ect# for A##e##$ent The criteria-based assessment of 4AA! forms the bac7bone of the AEA. The se#en criteria represent the core functions and acti#ities of an institution and broadly focus on the issues which ha#e a direct impact on teachin'-learnin' research community de#elopment and the holistic de#elopment of the students. The 4AA! has identified the followin' se#en criteria to ser#e as the basis for assessment of H"Is3 .. !urricular Aspects /. Teachin'-Bearnin' and "#aluation 0. Research !onsultancy and "2tension 1. Infrastructure and Bearnin' Resources H. Student Support and Pro'ression A. Go#ernance Beadership and &ana'ement J. Inno#ations and Best Practices The !riteria-based assessment promotes :ud'ment based on #alues. -or e2ample the !riterion on =Go#ernance Beadership and &ana'ement> promotes the #alues such as participation transparency team wor7 systems #iew :ustice self-reliance and probity in public finance. The ?ey Aspects identified under each of the se#en criteria reflect the processes and #alues of the H"I on which assessment is made. The ,uestions under each of the ?ey Aspects focus in particular on the outcomes the institutional pro#isions which contribute to these and their impact on student learnin' and de#elopment.

The stren'ths or wea7nesses in one area may ha#e an effect on ,uality in another area. Thus the issues addressed within the !riteria and ?ey Aspects are closely inter-related and may appear to be o#erlappin'. The criteria and the ?ey Aspects are not a set of standards or measurement tools by themsel#es and do not co#er e#erythin' which happens in e#ery H"I. They are the le#ers for transformational chan'e and pro#ide an e2ternal point of reference for e#aluatin' the ,uality of the institution under assessment. 4AA! uses the same framewor7 across the country. ;sin' the same framewor7 across the country pro#ides a common lan'ua'e about ,uality and ma7es it much easier for e#eryone to 'o in one direction and in e#idence based policy ma7in'. 3. Criterion I 4 C rric "ar A#)ect#: $ependin' on the responsibilities of #arious Institutions this criterion deals with curriculum de#elopment and implementation process. The criterion loo7s into how the curriculum either assi'ned by a ;ni#ersity or mar'inally supplemented or enriched by an institution or totally remade dependin' on the freedom allowed in curricular desi'n ali'ns with the institutional mission. It also considers the practices of an institution in initiatin' a wide ran'e of pro'ramme options and courses that are in tune with the emer'in' national and 'lobal trends and rele#ant to the local needs. Apart from issues of di#ersity and academic fle2ibility aspects on career orientation multi-s7ill de#elopment and in#ol#ement of sta7eholders in curriculum updation are also 'au'ed under this criterion. The focus of this criterion is captured in the followin' ?ey Aspects3 2E8 ASPECTS 3.3 C rric " $ De#i'n/ P"annin' an! De(e"o)$ent 3.5 Aca!e$ic f"e-i&i"it* 3.6 C rric " $ Enric+$ent 3.7 Fee!&ac1 S*#te$

3.3 C rric " $ De#i'n/ P"annin' an! De(e"o)$ent ;ni#ersities and colle'es play a ma:or role in the !urriculum $esi'n Plannin' and $e#elopment and thus are e2pected to ha#e processes systems and structures in place to shoulder this responsibility. !urriculum $esi'n Plannin' and $e#elopment is a comple2 process in#ol#in' se#eral steps and e2perts. It is a process of de#elopin' appropriate needbased curricula in consultation with e2pert 'roups based on the feedbac7 from sta7eholders resultin' in the de#elopment of rele#ant pro'rammes with fle2ibility to suit the professional and personal needs of the students and reali<ation of core #alues. The 6

process in#ol#es orientation of the teachers who would handle the curriculum and proper plannin' of the transaction. The 7ey aspect also considers the 'ood practices of the institution in initiatin' a ran'e of pro'ramme options and courses that are rele#ant to the local needs and in tune with the emer'in' national and 'lobal trends. 3.5 Aca!e$ic F"e-i&i"it* Academic fle2ibility refers to freedom in the use of the time-frame of the courses hori<ontal mobility inter-disciplinary options and others facilitated by curricular transactions. Supplementary enrichment pro'rammes introduced as an initiati#e of the colle'e credit system and choice offered in the curriculum in terms of pro'ramme curricular transactions and time-frame options are also considered in this 7ey aspect. 3.6 C rric " $ Enric+$ent "#ery academic institution translates the curriculum framewor7 and the specified syllabus by renderin' them into practical forms in which the main focus is on the student attributes and on holistic de#elopment of the students so that heGshe can display multiple s7ills and ,ualities. -or effecti#e transaction of the curriculum it is re,uired it is up-to date. -or 7eepin' the curriculum up-to-date and introduce appropriate chan'es within the 'i#en curriculum se#eral inputs are pro#ided parallelly or se,uentially. All these would be possible throu'h introduction and use of ,uality materials which would enrich the curriculum and pro#ide concrete referents for or'ani<in' the curriculum. 3.7 Fee!&ac1 S*#te$ The process of re#ision and redesi'n of curricula is based on recent de#elopments and feedbac7 from the sta7eholders. The feedbac7 from all sta7eholders in terms of its rele#ance and appropriateness in caterin' to the needs of the societyG economyG en#ironment are also considered in this 7ey aspect. 5. Criterion II 4 Teac+in'4Learnin' an! E(a" ation: This criterion deals with the efforts of an institution to ser#e students of different bac7'rounds and abilities throu'h effecti#e teachin'-learnin' e2periences. Interacti#e instructional techni,ues that en'a'e students in hi'her order Ithin7in'C and in#esti'ation throu'h the use of inter#iews focused 'roup discussions debates pro:ects presentations e2periments practicum internship and application of I!T resources are important considerations. It also probes into the ade,uacy competence as well as the continuous professional de#elopment of the faculty who handle the

.8

pro'rammes of study. The efficiency of the techni,ues used to continuously e#aluate the performance of teachers and students is also a ma:or concern of this criterion. The focus of this criterion is captured in the followin' ?ey Aspects3 2E8 ASPECTS 5.3 St !ent Enro"$ent an! Profi"e 5.5 Caterin' to St !ent Di(er#it* 5.6 Teac+in'4Learnin' Proce## 5.7 Teac+er , a"it* 5.9 E(a" ation Proce## an! Refor$# 5.: St !ent Perfor$ance an! Learnin' O tco$e# 5.3 St !ent Enro"$ent an! Profi"e The process of admittin' students to the pro'rammes is by a transparent well-administered mechanism complyin' with all the norms of the concerned re'ulatoryG'o#ernin' a'encies includin' state and central 'o#ernments. Apart from the compliance to the #arious re'ulations the 7ey aspect also considers the institutions efforts in ensurin' e,uity and wide access as reflected from the student profile ha#in' representation of student community from different 'eo'raphical area and socio-economic cultural and educational bac7'rounds. 5.5 Caterin' to St !ent Di(er#it* The pro'rammes and strate'ies adopted by institutions to satisfy the needs of the students from di#erse bac7'rounds includin' bac7ward community as well as from different locales. Gender e,uity and admission opportunity for differently-abled students are also considered. 5.6 Teac+in'4Learnin' Proce## $i#ersity of Bearners in respect of their bac7'round abilities and other personal attributes will influence the e2tent of their learnin'. The teachin'-learnin' modalities of the institution are rendered to be rele#ant for the learner 'roup. The learner-centered education throu'h appropriate methodolo'ies facilitates effecti#e learnin'. Teachers pro#ide a #ariety of learnin' e2periences includin' indi#idual and collaborati#e learnin'. The teachers employ interacti#e and participatory approach creatin' a feelin' of responsibility in learnin' and ma7es learnin' a process of construction of 7nowled'e. 5.7 Teac+er , a"it* ITeacher ,ualityC is a composite term to indicate the ,uality of teachers in terms of teacher characteristics professional de#elopment and reco'nition of teachin' abilities. It is ..

measured throu'h the trainin' recei#ed in teachin' and learnin' processes (certified pro'rams) ,uality of assessment and student feedbac7. 5.9 E(a" ation Proce## an! Refor$# This ?ey Aspect loo7s at issues related to assessment of teachin' learnin' and e#aluati#e processes and reforms to increase the efficiency and effecti#eness of the system. *ne of the purposes of e#aluation is to pro#ide de#elopment-inducin' feedbac7. -urther it should also help the teacher to plan appropriate acti#ities for enhancin' student performance. The ,ualitati#e dimension of e#aluation is in its use for enhancin' the competence of students. Inno#ati#e e#aluation process is to 'au'e the 7nowled'e and s7ills ac,uired at #arious le#els of the pro'rammes.

5.: St !ent Perfor$ance an! Learnin' O tco$e# Bearnin' outcomes are the specifications of what a student should learn and demonstrate on successful completion of the course or the pro'ramme. It can also be seen as the desired outcome of the learnin' process in terms of ac,uisition of the s7ills and 7nowled'e. They are embedded in the curriculum. Achie#in' Bearnin' *utcomes needs specific e2periences to be pro#ided to the students and e#aluation of their attainment. A pro'ramme that states Bearnin' *utcomes that are not e#aluated or assessed 'ets ne'lected in implementation. Hence all the stated Bearnin' *utcomes must be part of the e#aluation protocol of the pro'ramme. Student assessment pro#ides an indication of the areas where learnin' has happened and where it has to be impro#ed upon. 6. Criterion III 4 Re#earc+/ Con# "tanc* an! E-ten#ion: This criterion see7s information on the policies practices and outcomes of the institution with reference to research consultancy and e2tension. It deals with the facilities pro#ided and efforts made by the institution to promote a Iresearch cultureC. The institution has the responsibility to enable faculty to underta7e research pro:ects useful to the society. Ser#in' the community throu'h e2tension which is a social responsibility and a core #alue to be demonstrated by institutions is also a ma:or aspect of this criterion. The focus of this criterion is captured in the followin' ?ey Aspects3 2E8 ASPECTS 6.3 Pro$otion of Re#earc+ 6.5 Re#o rce Mo&i"i;ation for Re#earc+ 6.6 Re#earc+ Faci"itie# 6.7 Re#earc+ P &"ication# an! A0ar!# 6.9 Con# "tanc* 6.: E-ten#ion Acti(itie# an! In#tit tiona" Socia" Re#)on#i&i"it* 6.< Co""a&oration# ./

6.3 Pro$otion of Re#earc+ The process of promotin' research culture amon' faculty and students is ensured by facilitatin' participation in research and related acti#ities pro#idin' resources and other facilities. 6.5 Re#o rce Mo&i"i;ation for Re#earc+ The institution pro#ides support in terms of financial academic and human resources re,uired and timely administrati#e decisions to enable faculty to submit pro:ect proposals andGapproach fundin' a'encies for mobili<in' resources for Research. The institutional support to its faculty for submittin' Research pro:ects and securin' e2ternal fundin' throu'h fle2ibility in administrati#e processes and infrastructure and academic support are crucial for any institution to e2cel in Research. The faculty is empowered to ta7e up research acti#ities utili<in' the e2istin' facilities. The institution encoura'es its staff to en'a'e in interdisciplinary and interdepartmental research acti#ities and resource sharin'. 6.6 Re#earc+ Faci"itie# Re,uired infrastructure in terms of space and e,uipment and support facilities are a#ailable on the campus for underta7in' research. The institution collaborates with other a'enciesG institutionsGresearch bodies for sharin' research facilities and underta7in' collaborati#e research. 6.7 Re#earc+ P &"ication# an! A0ar!# "2ploration and reflection are crucial for any teacher to be effecti#e in hisGher :ob. Duality research outcome is beneficial for the disciplineG societyG industryG re'ion and the nation. Sharin' of 7nowled'e especially theoretical and practical findin's of research throu'h #arious media enhances ,uality of teachin' and learnin'. 6.9 Con# "tanc* Acti#ity or'ani<ed or mana'ed by the faculty for an e2ternal a'ency for which the e2pertise and the specific 7nowled'e base of the faculty becomes the ma:or input. The finances 'enerated throu'h consultancy are fairly utili<ed by the institution. The faculty ta7in' up the consultancy is properly rewarded. 6.: E-ten#ion Acti(itie# an! In#tit tiona" Socia" Re#)on#i&i"it* (ISR) Bearnin' acti#ities ha#e a #isible element for de#elopin' sensiti#ities towards community issues 'ender disparities social ine,uity etc. and in inculcatin' #alues and commitment to society. &utual benefit from affiliation and interaction with 'roups or indi#iduals who ha#e

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an interest in the acti#ities of the institution and the ability to influence the actions decisions policies practices or 'oals of the or'ani<ation. Processes and strate'ies that rele#antly sensiti<e students to the social issues and conte2ts. Sustainable practices of the institution leadin' to superior performance resultin' in successful outcome in terms of 'eneratin' 7nowled'e which will be useful for the learner as well as the community. "2tension also is the aspect of education which emphasi<es community ser#ices. These are often inte'rated with curricula as e2tended opportunities intended to help ser#e reflect and learn. The curriculum-e2tension interface has an educational #alue especially in rural India. 6.< Co""a&oration# There are formal a'reementG understandin' between the institution and other H"Is or a'encies for trainin'Gstudent e2chan'eGfaculty e2chan'eG researchGresource sharin' etc. 7. Criterion I% 4 Infra#tr ct re an! Learnin' Re#o rce# 3 This criterion see7s to elicit data on the ade,uacy and optimal use of the facilities a#ailable in an institution to maintain the ,uality of academic and other pro'rammes on the campus. It also re,uires information on how e#ery constituent of the institution - students teachers and staff - benefit from these facilities. "2pansion of facilities to meet future de#elopment is included amon' other concerns. The focus of this criterion is captured in the followin' ?ey Aspects3 2E8 ASPECTS 7.3 P+*#ica" Faci"itie# 7.5 C"inica" = La&orator* Learnin' Re#o rce# 7.6 Li&rar* a# a Learnin' Re#o rce 7.7 IT Infra#tr ct re 7.9 Maintenance of Ca$) # Faci"itie# P+*#ica" Faci"itie# Ade,uate infrastructure facilities are 7ey for effecti#e and efficient conduct of the educational pro'rammes. The 'rowth of the infrastructure thus has to 7eep pace with the academic de#elopments in the institution. The other supporti#e facilities on the campus are de#eloped to contribute to the effecti#e ambience for curricular e2tra-curricular and administrati#e acti#ities. 7.3

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7.5 C"inica" = La&orator* Learnin' Re#o rce# This criterion elicits information on how the teachin' hospital ser#es as a learnin' resource. Information about patient friendly ser#ices 'ood clinical practice 'uidelines and safety measures adopted are sou'ht. 7.6 Li&rar* a# a Learnin' Re#o rce The library holdin's in terms of boo7s :ournals and other learnin' materials and technolo'y-aided learnin' mechanisms which enable students to ac,uire information 7nowled'e and s7ills re,uired for their study pro'rammes. 7.7 IT Infra#tr ct re The institution adopts policies and strate'ies for ade,uate technolo'y deployment and maintenance. The I!T facilities and other learnin' resources are ade,uately a#ailable in the institution for academic and administrati#e purposes. The staff and students ha#e access to technolo'y and information retrie#al on current and rele#ant issues. The institution deploys and employs I!Ts for a ran'e of acti#ities. 7.9 Maintenance of Ca$) # Faci"itie# The institution has sufficient resources allocated for re'ular up7eep of the infrastructure. There are effecti#e mechanisms for the up7eep of the infrastructure facilities and promote the optimum use of the same. 9. Criterion % 4 St !ent S ))ort an! Pro're##ion: The hi'hli'hts of this criterion are the efforts of an institution to pro#ide necessary assistance to students to ac,uire meanin'ful e2periences for learnin' at the campus and to facilitate their holistic de#elopment and pro'ression. It also loo7s into student performance and alumni profiles and the pro'ression of students to hi'her education and 'ainful employment. The focus of this criterion is captured in the followin' ?ey Aspects3 2E8 ASPECTS 9.3 St !ent Mentorin' an! S ))ort 9.5 St !ent Pro're##ion 9.6 St !ent Partici)ation an! Acti(itie#

.H

9.3 St !ent Mentorin' an! S ))ort -acilitatin' mechanisms li7e 'uidance cell placement cell 'rie#ance redressal cell and welfare measures to support students. Specially desi'ned inputs are pro#ided to the needy students with learnin' difficulties. Pro#ision is made for brid'e and #alue added courses in rele#ant areas. Institution has a well structured or'ani<ed 'uidance and counselin' system in place. 9.5 St !ent Pro're##ion The InstitutionsC concern for studentsC pro'ression to hi'her studies andGor to employment is dealt with under this ?ey Aspect. Identify the reasons for poor attainment and plan and implement remedial measures. Sustainable 'ood practices which effecti#ely support the students facilitate optimal pro'ression. The institutional pro#isions facilitate #ertical mo#ement of students from one le#el of education to the ne2t hi'her le#el or towards 'ainful employment. 9.6 St !ent Partici)ation an! Acti(itie# The institution promotes inclusi#e practices for social :ustice and better sta7eholder relationships. The institution promotes #alue-based education for inculcatin' social responsibility and 'ood citi<enry amon'st its student community. The institution has the re,uired infrastructure and promotes acti#e participation of the students in social cultural and leisure acti#ities. "ncoura'in' studentsC participation in acti#ities facilitates de#elopin' #arious s7ills and competencies and foster holistic de#elopment. :. Criterion %I 4 Go(ernance/ Lea!er#+i) an! Mana'e$ent: This criterion helps 'ather data on the policies and practices of an institution in the matter of plannin' human resources recruitment trainin' performance appraisal financial mana'ement and the o#erall role of leadership in institution buildin'. The focus of this criterion is on the followin' ?ey Aspects3 2E8 ASPECTS :.3 In#tit tiona" %i#ion an! Lea!er#+i) :.5 Strate'* De(e"o)$ent an! De)"o*$ent :.6 Fac "t* E$)o0er$ent Strate'ie# :.7 Financia" Mana'e$ent an! Re#o rce Mo&i"i;ation :.9 Interna" , a"it* A## rance S*#te$ (I,AS) .A

:.3 In#tit tiona" %i#ion an! Lea!er#+i) "ffecti#e leadership by settin' #alues and participati#e decision-ma7in' process is 7ey only to achie#e the #ision mission and 'oals of the institution but also in buildin' or'ani<ational culture. The formal and informal arran'ements in the institution to ordinate the academic and administrati#e plannin' and implementation reflects institutions efforts in achie#in' its #ision.

not the cothe

:.5 Strate'* De(e"o)$ent an! De)"o*$ent The leadership pro#ides clear #ision and mission to the institution. The functions of the institution and its academic and administrati#e units are 'o#erned by the principles of participation and transparency. -ormulation of de#elopment ob:ecti#es directi#es and 'uidelines with specific plans for implementation by ali'nin' the academic and administrati#e aspects impro#es the o#erall ,uality of the institutional pro#isions. :.6 Fac "t* E$)o0er$ent Strate'ie# The process of plannin' human resources includin' recruitment performance appraisal and plannin' professional de#elopment pro'rammes and see7in' appropriate feedbac7 analysis of responses and ensure that they form the basis for plannin'. "fforts are made to up'rade the professional competence of the staff. There are mechanisms e#ol#ed for re'ular performance appraisal of staff. :.7 Financia" Mana'e$ent an! Re#o rce Mo&i"i;ation Bud'etin' and optimum utili<ation of finance includin' mobili<ation of resources are the issues considered under this 7ey aspect. There are established procedures and processes for plannin' and allocation of financial resources. The institution has de#eloped strate'ies for mobili<in' resources and ensures transparency in financial mana'ement of the institution. The income and e2penditure of the institution are sub:ected to re'ular internal and e2ternal audit. :.9 Interna" , a"it* A## rance S*#te$ (I,AS) The internal ,uality assurance systems of H"Is are self-re'ulated responsibilities of the hi'her education institutions aimed at continuous impro#ement of ,uality and achie#in' academic e2cellence. The institution has mechanisms for academic auditin'. The institution

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adopts ,uality mana'ement strate'ies in all academic and administrati#e aspects. The institution has an IDA! and adopts a participatory approach in mana'in' its pro#isions. <. Criterion %II 4 Inno(ation# an! Be#t Practice# 3 This criterion focuses on the inno#ati#e efforts of an institution that help in its academic e2cellence. An inno#ati#e practice could be a pathway created to further the interest of the student and the institution for internal ,uality assurance inclusi#e practices and sta7eholder relationships. 2E8 ASPECTS <.3 En(iron$ent Con#cio #ne## <.5 Inno(ation# <.6 Be#t Practice#

<.3 En(iron$ent Con#cio #ne## The institution displays sensiti#ity to issues li7e climate chan'e and en#ironmental issues. It adopts en#ironment friendly practices and ta7es necessary actions such as 5 ener'y conser#ation rain water har#estin' waste recyclin' carbon neutral etc. <.5 Inno(ation# The institution is 'eared to promote an ambience of creati#ity inno#ation and impro#in' ,uality. <.6 Be#t Practice# Practices of the institution leadin' to impro#ement and ha#in' #isible impact on the ,uality of the institutional pro#isions are considered in this ?ey Aspect.

I%. ACCREDITATION OF .EALT. SCIENCE INSTITUTIONS (.SI#) There has been an e2ponential 'rowth in professional education in the country more so in health education institutions medical dental nursin' pharmaceutical and allied disciplines durin' the past three decades or so. "#en thou'h the statutory or re'ulatory councilsGbodies such as &edical !ouncil of India $ental !ouncil of India Pharmacy !ouncil of India etc stipulate basic 'uidelines for runnin' professional institutions there ha#e been lac7 of indicators (studies) to show need based e2pansion of these institutionsGcreation of institutions re,uirements of ,ualified teachers proper infrastructures and research facilities that could address the national needs. Indian physicians and health professionals are in 'reat demand across the de#eloped and

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de#elopin' world but little attention has been 'i#en to harmoni<e professional education in health science disciplines to brin' it at par with de#eloped countries. ;nder these circumstances it is important to set bench-mar7s for ,uality health education and its deli#ery in the country. The 4ational Assessment and Accreditation !ouncil (4AA!) established by ;ni#ersity Grants !ommission (;G!) assesses #arious Institutions and ;ni#ersities of hi'her education and 'rades them based on teachin' and learnin' parameters. These assessments ha#e helped many specific education see7ers to choose institutions based on the facilities ,uality teachin' and research en#ironment and employability parameters. In this bac7'round 4AA! has decided to pro#ide accreditation parameters and procedures specific to health science institutions. These assessment parameters are o#er and abo#e the minimum re,uirements that are stipulated by the respecti#e councils or re'ulatory bodies. As India is a destination not only for health sciences education but also for treatment it is imperati#e 4AA! assessment of health science institutions would play a pi#otal role in pro#idin' ,uality health education and ser#ices. %. ELIGIBILIT8 FOR ASSESSMENT AND ACCREDITATION OF .EALT. SCIENCE INSTITUTIONS Health Science Institutions (HSIs) for the purpose of 4AA!Cs assessment comprises of institutions e2clusi#ely G lar'ely offerin' Allopathy Ayur#eda $entistry Homoeopathy 4ursin' Pharmacy Physiotherapy and 9o'a. HSIs are eli'ible to apply for accreditation by 4AA! if they are duly reco'ni<ed by their respecti#e Statutory !ouncils. ha#e completed A years since their establishment or with a record of at least / batches of students ha#in' passed out whiche#er is earlier. (;G! Re'ulations) Unit for A##e##$ent an! Accre!itation of .ea"t+ Science In#tit tion# Initially the Health Sciences &anual may be used for Health Science !olle'es Health Science ;ni#ersities (pro#ided they ha#e campus teachin' and research pro'rams) and institutions which predominantly offer health science pro'rams. If the uni#ersity offers other pro'rams in addition to Health Sciences additional department inputs from the &anual for Self-study ;ni#ersities may be incorporated. $epartments G Schools G Institutes of Health Sciences of uni#ersities will not be ta7en up as separate units for assessment. %I. T.E ASSESSMENT OUTCOME The assessment by 4AA! ta7es a holistic #iew of all the inputs processes and outcomes of an institution and thus the H"Is are e2pected to demonstrate how they achie#e the ob:ecti#es of the core #alues throu'h the data and information detailed in the Self-study Reports (SSR). The .6

Assessment and Accreditation outcome includes a ,ualitati#e and ,uantitati#e component. The ,ualitati#e part of the outcome is the Peer Team Report (PTR) and the ,uantitati#e part includes a !umulati#e Grade Point A#era'e (!GPA) a letter 'rade and a performance descriptor. (i) >ei'+ta'e# Ta7in' co'ni<ance of the di#ersity in institutional functionin' uni#ersities and colle'es offerin' Health Sciences ha#e been assi'ned differential wei'hta'es for each of the se#en criteria as detailed in the table below3
Criteria 2e* A#)ect# Uni(er#itie# Affi"iate! Co""e'e#

I. C rric "ar A#)ect#

II. Teac+in'4 Learnin' an! E(a" ation

III. Re#earc+/ Con# "tanc* an! E-ten#ion

I%. Infra#tr ct re an! Learnin' Re#o rce# %. St !ent S ))ort an! Pro're##ion

... !urriculum $esi'n Plannin' and $e#elopment ../ Academic -le2ibility ..0 !urriculum "nrichment ..1 -eedbac7 System Tota" /.. Student "nrolment and Profile /./ !aterin' to Student $i#ersity /.0 Teachin'-Bearnin' Process /.1 Teacher Duality /.H "#aluation Process and Reforms /.A Student Performance and Bearnin' *utcomes Tota" 0.. Promotion of Research 0./ Resource &obili<ation for Research 0.0 Research -acilities 0.1 Research Publications and Awards 0.H !onsultancy 0.A "2tension Acti#ities and Institutional Social Responsibility 0.J !ollaborations Tota" 1.. Physical -acilities 1./ !linical GBaboratory Bearnin' Resources 1.0 Bibrary as a Bearnin' Resource 1.1 IT Infrastructure 1.H &aintenance of !ampus -acilities Tota" H.. Student &entorin' and Support H./ Student Pro'ression H.0 Student Participation and Acti#ities Tota" A.. Institutional %ision and Beadership A./ Strate'y $e#elopment and $eployment A.0 -aculty "mpowerment Strate'ies

H8 H8 08 /8 39? .8 /8 H8 H8 18 08 5?? /8 /8 08 .88 /8 18 /8 59? /8 /8 /8 /8 /8 3?? 18 18 /8 3?? .8 .8 08

/8 08 08 /8 3?? 08 H8 .88 @8 H8 18 69? /8 .8 .8 /8 .8 A8 /8 39? /8 /8 /8 /8 /8 3?? H8 08 /8 3?? .8 .8 08

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Criteria

2e* A#)ect#

Uni(er#itie#

Affi"iate! Co""e'e#

%I. Go(ernance/ Lea!er#+i) an! Mana'e$ent

A.1 -inancial &ana'ement and Resource &obili<ation A.H Internal Duality Assurance System Tota" J.. "n#ironment !onsciousness J./ Inno#ations J.0 Best Practices Tota" TOTAL

/8 08 3?? 08 08 18 3?? 3???

/8 08 3?? 08 08 18 3?? 3???

%II. Inno(ation# an! Be#t Practice#

(ii) Gra!in' S*#te$ A si'nificant outcome of the assessment is the final institutional 'radin'. After assessment the !umulati#e Grade Point A#era'e (!GPA) of an institution is computed and the institution is assi'ned an appropriate 'rade on a four point scale as detailed below3 Ran'e of in#tit tiona" C $ "ati(e Gra!e Point A(era'e (CGPA) 0.8.-1.88 /.8.-0.88 ..H.-/.88 K ..H8 Perfor$ance De#cri)tor %ery Good (Accredited) Good (Accredited) Satisfactory (Accredited) ;nsatisfactory (4ot Accredited)

Letter Gra!e A B ! $

Institutions which secure a !GPA e,ual to or less than ..H8 are notionally cate'ori<ed under the letter 'rade =$> (Performance $escriptor3 ;nsatisfactoryL Status3 4ot Accredited). Such institutions will also be intimated and notified by the 4AA! as =Assessed and found not ,ualified for accreditation>. Ca"c "ation of in#tit tiona" CGPA Arri#in' at the institutional !GPA includes calculation of the ?ey Aspect-wise Fei'hted Grade Point (?AFGP) the !riterion-wise Fei'hted Grade Point (!rFGP) and the !riterion-wise Grade Point A#era'e (!rGPA). This in#ol#es use of the pre-determined Fei'hta'es (F) and the 'rade points assi'ned by the peer team for the 00 ?ey Aspects co#erin' the se#en criteria. The details for arri#in' at the ?AFGP !rGPA and !GPA are 'i#en below3

/.

1. Calculation of KAWGP 4AA! has assi'ned predetermined Fei'hta'es to each of the 00 ?ey Aspects under the se#en criteria. To help the peer team in arri#in' at ?AGP 4AA! pro#ides su''esti#e 'uidin' indicators. ;sin' the 'uidin' indicators and based on their obser#ations and assessment of the institution (onsite #isit and the #alidation of SSR) the peer team is e2pected to assi'n appropriate 'rade point to each of the 7ey aspect by usin' fi#e point scale (8-1). These 'rade points are assi'ned as 8G.G/G0G1 without usin' decimal points and are referred to as the ?ey Aspect-wise Grade Points (?AGP). "nlike in the earlier methodology here the letter grades ere converted to grade points, the current methodology directly assigns the grade points ithout assigning any letter grade. The ?ey Aspect-wise Fei'hted Grade Point (?AFGP) is arri#ed at by multiplyin' the predetermined Fei'hta'e (F) of a ?ey Aspect with respecti#e ?AGP assi'ned by the peer team. i.e. ?AFGPi M (?AGPi ) 2 (Fi)

. Calculation of CrGPA Summation of ?ey Aspect-wise Fei'hted Grade Points (?AFGP) of a criterion is referred to as !riterion-wise Grade Point (!rFGP) of that criterion and the summation of the predetermined Fei'hta'es of the 7ey aspects of a criterion is referred to as Fei'hta'e (F:) of that criterion. !riterion-wise Grade Point A#era'e (!rGPA) is calculated by di#idin' the !riterion-wise Fei'hted Grade Point (!rFGP) by the Fei'hta'e of that !riterion (F:). Fhere C : C represents the !riterion !. Calculation of CGPA The sum of se#en !rFGP di#ided by the sum of the pre assi'ned Fei'hta'es of the se#en !riteria will result in !umulati#e Grade Point A#era'e (!GPA) of the institution. The institutional !GPA will be the decidin' factor for accreditation status of the institution and its 'rade.
J

In#tit tiona" CGPA

N ( !rF GP) :
:M. J

N F:
:M.

A #a$)"e ca"c "ation of CGPA of a Uni(er#it*

//

Criteria an! 2e* A#)ect#

Pre!eter$ine! >ei'+ta'e (>i)

Peer Tea$ A##i'ne! 2e* A#)ect Gra!e Point# (2AGP)i 1G 0G /G .G8

2e* A#)ect40i#e >ei'+te! Gra!e Point# 2A>GPi@2AGPi >i 39? 3?? ? 7? (Cr>GP)I@5B?

Criterion I: C rric "ar A#)ect# !urriculum $esi'n Plannin' and H8 6 $e#elopment Academic -le2ibility H8 5 !urriculum "nrichment 08 ? -eedbac7 System /8 5 TOTAL FI @ 39? Ca"c "ate! Cr GPAI @(Cr>GP)I = >I @ 5B? =39?@3.B6

Criterion II: Teac+in'CLearnin' an! E(a" ation Student "nrolment and Profile .8 !aterin' to Student $i#ersity /8 Teachin'-Bearnin' Process H8 Teacher Duality H8 "#aluation Process and Reforms 18 Student Performance and Bearnin' 08 *utcomes TOTAL

6 ? 6 6 5 6

6? ? 39? 39? D? B? (Cr>GP)II @9??

FII @5?? Ca"c "ate! Cr GPAII @(Cr>GP)II = >II @ 9??=5??@5.9?

Criterion III: Re#earc+/ Con# "tanc* an! E-ten#ion Promotion of Research /8 5 7? Resource &obili<ation for Research /8 3 5? Research -acilities 08 5 :? Research Publications and Awards .88 5 5?? !onsultancy /8 ? ? "2tension Acti#ities and Institutional 18 7 3:? Social Responsibility !ollaborations /8 5 7? TOTAL FIII @59? (Cr>GP)III@95? Ca"c "ate! Cr GPAIII @(Cr>GP)III = >III @95?=59?@5.?D

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Criterion I%: Infra#tr ct re an! Learnin' Re#o rce# Physical -acilities /8 6 !linical G Baboratory Bearnin' Resources /8 6 Bibrary as a Bearnin' Resource /8 6 IT Infrastructure /8 5 &aintenance of !ampus -acilities /8 ? TOTAL >I% @3?? Ca"c "ate! Cr GPAI% @(Cr>GP)I% = >I% @55?=3??@5.5? Criterion %: St !ent S ))ort an! Pro're##ion Student &entorin' and Support 18 7 Student Pro'ression 18 6 Student Participation and Acti#ities /8 ? TOTAL >% @3?? Ca"c "ate! Cr GPA% @(Cr>GP)% = >% @ 5D?=3??@5.D? Criterion %I: Go(ernance/ Lea!er#+i) an! Mana'e$ent Institutional %ision and Beadership .8 6 Strate'y $e#elopment and $eployment .8 5 -aculty "mpowerment Strate'ies 08 6 -inancial &ana'ement and Resource /8 5 &obili<ation Internal Duality Assurance System 08 ? TOTAL >%I @3?? Ca"c "ate! Cr GPA%I @(Cr>GP)%I = >%I @ 3D?=3??@3.D?

:? :? :? 7? ? (Cr>GP)I% @ 55?

3:? 35? ? (Cr>GP)% @5D?

6? 5? B? 7? ? (Cr>GP)%I @3D?

Criterion %II: Inno(ation# an! Be#t Practice# "n#ironment !onsciousness 08 6 B? Inno#ations 08 ? ? Best Practices 18 5 D? TOTAL >%II@ 3?? (Cr>GP)%II @3<? Ca"c "ate! Cr GPA%II @(Cr>GP)%II = >%II @ 3<?=3??@3.<? Gran! Tota" 3??? 53:?
J

In#tit tiona" CGPA

N ( !rFGP:)
:M . J

/.A8
= =

N F:
:M.

.888

/..A

Fina" O tco$e an! Stat # of Accre!itation The Accreditation status of the institution in the abo#e cited e2ample would be3 Institutional !GPA M /..A Better Grade M B Performance $escriptor M Good Status M Accredited.

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(iii) %a"i!it* Perio! of Accre!itation The accreditation status is #alid for fi#e years from the date of appro#al by the "2ecuti#e !ommittee of the 4AA!. To continue the status of accreditation the institution has to record its intent for the ne2t cycle accreditation by submittin' the B*I si2 months before the e2piry of the accreditation status and the SSR within si2 months of acceptance of the B*I by 4AA!. In#tit tion# t+at !o not a!+ere to t+e#e ti$e"ine# 0i"" "o#e t+e accre!itation #tat #. %II. T.E ASSESSMENT PROCESS 4AA! belie#es that an institution that really understands itself 5 its stren'ths its wea7nesses its potentials and limitations - is li7ely to be effecti#e in carryin' out its educational mission and ma7e continuous impro#ement. Thus the AEA of 4AA! includes a self e#aluation by the institution that is e2pected to be done with honest introspection followed by an e2ternal Peer e#aluation by 4AA!. Self e#aluation by the institution and an e2ternal peer assessment are ine#itable for Duality assurance. Some of the important sta'es in AEA of H"Is are 'i#en below3 a) "n-line su#$ission of %etter of Intent (%oI) All H"Is fulfillin' the eli'ibility criteria (as at section % abo#e) for under'oin' AEA are e2pected to submit a BoI online to 4AA!. *n scrutiny of the BoI and confirmin' the fulfillment of the eli'ibility criteria by 4AA! the institution may initiate the preparation of Self-study Report. #) Preparation of t&e Self-Study 'eport (SS') The assessment process aims at pro#idin' an opportunity for the institution to measure its effecti#eness and efficiency identify its stren'ths and wea7nesses and ta7e necessary steps for impro#ement. Thus the most important step in the process of assessment and accreditation is the preparation of the SSR by the institution. Fhile preparin' the SSR institutions should follow the 'uidelines pro#ided by 4AA! and ensure that the SSR contains information on the followin'3 - "#idence of contributin' to the core #alues - "#idence of buildin' on the stren'ths identified by the institutions - Action ta7en to rectify the deficiencies noted by the institutions - Substanti#e efforts made by the institution o#er a period of time towards ,uality enhancement - Specific future plans of the institution for ,uality enhancement

/H

The institutional efforts to prepare the SSR will be an intensi#e but self-rewardin' e2ercise for institutions. To ma2imi<e the benefits of such an effort the self-e#aluation must ha#e the total commitment of the 'o#ernin' body administration and e#ery member of the faculty of the institution. All the constituents of the institution should not only be 7ept fully informed but also be as closely in#ol#ed in the self-study as possible. To achie#e the ob:ecti#es of self-e#aluation the Head of the institution has to play a positi#e and creati#e role. To assist himGher a Steerin' !ommittee consistin' of 1 to A members may be constituted which will co-ordinate the compilation and analysis of data related to the #arious aspects of the institution and its functions. This committee could be responsible for or'ani<in' the information and data and to prepare a comprehensi#e SSR to be submitted to the 4AA!. As the Steerin' !ommittee will ha#e to play an acti#e role in the preparation of the SSR it should be ensured that the coordinator of the steerin' committee has considerable communication s7ills and the ability to or'ani<e and direct a comple2 institutional endea#or. SGhe must be able to moti#ate others. $urin' the on-site #isit of the peer team the coordinator of the steerin' committee may also function as the institutional facilitator. The institution has to prepare the SSR followin' the structure 'i#en below and submit it to 4AA! in fi#e copies (in case of AffiliatedG!onstituentGAutonomous colle'es)Gin ei'ht copies (in case of ;ni#ersities) and a di'italGelectronic #ersion (!$). Structure of t&e SS' to #e su#$itted to (AAC) A. Preface or co#er letter from the Head of the Institution B. "2ecuti#e Summary- The SF*! analysis of the institution !. Profile of the Institution $. !riteria-wise analytical report 5The institution should pro#ide consolidated response for each of the ?ey Aspects. It is not e2pected to respond ,uestion wise. The ,uestions are only pointers and the responses should pro#ide a holistic #iew describin' institutional inputs processes and outcomes co#erin' the ?ey Aspect. ". Inputs from each of the $epartment in the format pro#ided. Howe#er in smaller colle'es where there are no specific departments in #o'ue the colle'e may use the proforma and pro#ide pro'ramme wise details. A bul7y SSR with too many details and descriptions may result in lac7 of clarity. Such a report would also lac7 focus and would 'enerate more information 'aps than e2planations. "#en for a lar'e and comple2 institution it is possible to restrict the essential documentation to mana'eable proportions. Put to'ether the "2ecuti#e Summary Profile of the Institution and !riteria-wise

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analytical report of the SSR should not e2ceed /88 pa'es (A1 si<e pa'es both sides printin' &S F*R$ 7eepin' sin'le line space ./ of Times 4ew Roman font and one and half inches mar'in on each side of the pa'e). The departmental inputs could be in addition to the abo#e. Inclusion of Appendices in the SSR is to be a#oided. Appendices may be made a#ailable to the Peer Team durin' the I*n-site #isitC. c# Peer Assess$ent and *inal "utco$e *n receipt of the SSR 4AA! underta7es an in-house analysis of the report and loo7s into its completeness. *n ensurin' the fulfillment of the #arious conditions 4AA! processes for or'ani<in' the peer team #isit to the institution. $ependin' on the si<e of the institution the site #isit may #ary from two to four days. As the ultimate 'oal and the efforts of 4AA! is to facilitate H"Is to e2cellence the e2ternal peers ha#e an important role in e#aluatin' and synthesi<in' the outcomes on indi#idual ?ey Aspects within the conte2tual framewor7 of the H"I and to arri#e at an o#erall assessment. Thus 4AA! periodically orients senior educationists and e2perts in speciali<ed areas of study from across the country and empanels them to underta7e the AEA e2ercise. As the whole e2ercise is a transparent and partnered acti#ity while constitutin' the peer team 4AA! consults the institution about any :ustifiable reser#ation it may ha#e about any member of the #isitin' team constituted by 4AA!. $eer Team %isit to the institution& The peer team constituted by 4AA! #isits the institution and assesses the ,uality of its pro#isions. To #alidate the self-study report the team loo7s for e#idences throu'h interactions with the #arious constituents and sta7eholders of the institution chec7in' documents and #isitin' the #arious units of the institution. At the end of the #isit for ensurin' accuracy of institutional data G information the team shares the draft Peer Team Report (PTR) with the Head of the Institution. The PTR duly si'ned by the Head of the institution and the peer team members alon' with the criterion-wise Grade Point A#era'es (GPA) the final Institutional !umulati#e Grade Point A#era'e (!GPA) and the Institutional Grade is submitted to 4AA! for further processin'. 'inal decision by ())*& The "2ecuti#e !ommittee ("!) of the 4AA! will re#iew the peer team report the criterion-wise Grade Point A#era'es (!rGPA) the final institutional !umulati#e Grade Point A#era'e (!GPA) the Institutional Grade recommended by the Peer Team and the feedbac7 recei#ed from the institution and the Peer team and ta7es the final decision on the accreditation status and the institutional 'rade. The status of accreditation alon' with the PTR and the institutional 'rade appro#ed by the "! will be made public by postin' them on the website of the 4AA!. Institutions which do not attain the accreditation status will be notified accordin'ly.

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%III. MEC.ANISM FOR INSTITUTIONAL APPEALS Pro#ision for Appeals is one of the 'ood practices followed by e2ternal Duality Assurance A'encies. 4AA! has also prescribed the mechanism for appeals. An a''rie#ed institution can ma7e a written representation to the $irector 4AA! with the payment of a non-refundable fee of Rs. . 88 888G- O ser#ice ta2 as applicable from time to time within one month from the date of receipt of the accreditation certificate from the 4AA!. The fi#e-member Appeals !ommittee constituted for the purpose will consider the appeal and ma7e recommendations for the consideration of "2ecuti#e !ommittee ("!) of 4AA!. The "! decision is bindin' on the institutions. -or details refer to the 4AA! website3 www.naac.'o#.in. IE. RE4ASSESSMENT Institutions which would li7e to ma7e an impro#ement in the accredited status may #olunteer for Re-assessment after a minimum of one year or before three years of accreditation. T+e $an a" to &e fo""o0e! for re4a##e##$ent i# t+e #a$e a# t+at for t+e A##e##$ent an! Accre!itation. +o ever, the institution shall make specific responses based on the recommendations made by the peer team in the previous assessment and accreditation report, as ell as the specific quality improvements made by the institution during the intervening period. The fee structure and other procedures would be the same as that for initial Assessment and Accreditation with the e2ception that the Institutions that #olunteer for re-assessment will not be eli'ible for reimbursement of accreditation e2penses.

E. SUBSE,UENT C8CLES OF ACCREDITATION The methodolo'y for subse,uent cycles of accreditation i.e. second third fourth and so on would remain the same. Howe#er due consideration would be 'i#en to the post-accreditation acti#ities resultin' in ,uality impro#ement ,uality sustenance and ,uality enhancement. In the SSRs institutions optin' for subse,uent cycles of accreditation need to hi'hli'ht the si'nificant ,uality sustenance and enhancement measures underta7en durin' the last four years (narrati#e not e2ceedin' .8 pa'es). A functional Internal Duality Assurance !ell (IDA!) and timely submission of Annual Duality Assurance Reports (ADARs) are the &inimum Institutional Re,uirements (&IR) to #olunteer for second third or fourth cycle accreditation. To #olunteer for subse,uent cycle of accreditation institutions should record their intent si2 months before the e2piry of the accreditation status and initiate institutional preparations for submission of SSRs. The institutions which record their intent to #olunteer for subse,uent cycle

/@

of accreditation and submit the SSRs within the stipulated time may continue to use the outcome of the pre#ious cycle of accreditation till the status of ne2t cycle Accreditation is declared by 4AA!. In#tit tion# 0+ic+ fai" to e-)re## intent for # &#eF ent c*c"e of accre!itation 0it+in t+e #ti) "ate! ti$e 0i"" "o#e t+eir accre!itation #tat # on co$)"etion of t+e fi(e *ear (a"i!it* )erio!. EI. T.E FEE STRUCTURE AND OT.ER FINANCIAL IMPLICATIONS 3. For Re'i#tration Better of Intent (B*I) and Institutional "li'ibility for Duality Assessment (I"DA)

Rs. /H 888G- O Ser#ice Ta2P as applicable from time to time

5. For Uni(er#itie# an! Profe##iona" In#tit tion# . to .8 departments Rs. 0 88 888G- O Ser#ice Ta2P as applicable from time to time Q .8 departments Rs. A 88 888G- O Ser#ice Ta2P as applicable from time to time The accreditation fee will be limited to a ma2imum amount of Rs. A 88 888G- O Ser#ice Ta2P as applicable from time to time per institution. 6. For Co""e'e# (Grant4in4Ai!/ Pri(ate an! Go(ern$ent) a. General !olle'e with multi faculties Rs. . H8 888 G- O Ser#ice Ta2P as i.e. Arts !ommerce and Science applicable from time to time b. General !olle'e with mono faculty Rs. . 88 888G- O Ser#ice Ta2P as #i<. ArtsG!ommerceGScienceGor any other applicable from time to time c. Teacher "ducationGPhysical "ducation Rs. . 88 888G- O Ser#ice Ta2P as applicable from time to time 7. Profe##iona" In#tit tion#. Professional Institutions will be char'ed as per the fee structure applicable to uni#ersities i.e. "n'ineerin' and Technolo'y &ana'ement Baw Health Sciences (Allopathy Homeopathy Ayur#eda $ental Pharmacy 4ursin' etc.). 9. For # &#eF ent c*c"e# of accre!itation. The same fee structure as proposed for accreditation. :. For Re4a##e##$ent. The same fee structure as proposed for accreditation.

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<. A))ea"# Mec+ani#$. Re#iew of Accreditation ('rie#ance)

Rs. . 88 888G- O Ser#ice Ta2P as applicable from time to time.

A Pre#ent"*/ a!! Ser(ice Ta- G 35.6:H on t+e tota" fee )a*a&"e to NAAC.

Section B: Pre)aration of t+e Se"f4#t !* Re)ort

This section includes information on three aspects #i<. Profile of the Institution !riteriawise Inputs and "#aluati#e Reports of the $epartments. If the institution wishes to pro#ide any additional information under each 7ey aspect they are free to include it under the head IAn* ot+er infor$ationJ where#er necessary.

08

Section B PREPARATION OF SELF4STUD8 REPORT 3.Profi"e of t+e In#tit tion

(To pro#ide information whiche#er is rele#ant to the HSI) .. 4ame and Address of the Institution3 4ame3 Address3 !ity3 Febsite3 /. -or communication3 De#i'nation %ice C+ance""or Pro %ice C+ance""or (#) Re'i#trar Princi)a" = Dean = Director %ice Princi)a" Steerin' Co$$ittee = I,AC Co4or!inator Na$e Te"e)+one 0it+ STD co!e *3 R3 *3 R3 *3 R3 *3 R3 *3 R3 *3 R3 Mo&i"e FaE$ai" Pin3 State3

0. Status of the Institution3 Autonomous !olle'e !onstituent !olle'e Affiliated !olle'e State ;ni#ersity State Pri#ate ;ni#ersity !entral ;ni#ersity ;ni#ersity under Section 0 of ;G! (A $eemed to be ;ni#ersity) Institution of 4ational Importance Any other (specify) 1. Type of ;ni#ersity3 ;nitary 0.

Affiliatin' H. Type of !olle'e3 Ayur#eda $entistry Homoeopathy &edicine 4ursin' Pharmacy Physiotherapy Siddha ;nani 9o'a and 4aturopathy *thers (specify and pro#ide details) A. Source of fundin'3 !entral Go#ernment State Go#ernment Grant-in-aid Self-financin' Trust !orporate Any other (specify) J. a. $ate of establishment of the institution3 RRRRRRRR (ddGmmGyyyy) b. In the case of uni#ersity prior to the establishment of the uni#ersity was it aGan i. Autonomous !olle'e 9es 4o ii. !onstituent !olle'e 9es 4o iii. Affiliated !olle'e 9es 4o i#. PG !entre 9es 4o #. $e no#o institution 9es 4o #i. Any other (specify) RRRRRRRR c. In the case of colle'e uni#ersity to which it is affiliated @. State the #ision and the mission of the institution.

6. a. $etails of ;G! reco'nition G subse,uent reco'nition (if applicable)3 ;nder Section $ate &onth and 9ear Remar7s (ddGmmGyyyy) (If any) i. /(f)P ii. ./BP iii. 0P 0/

P "nclose the certificate of reco'nition if applicable b. $etails of reco'nitionGappro#al by statutoryGre'ulatory bodies other than ;G! (&!I $!I P!I I4! R!I A9;SH AI!T" etc.) ;nder SectionGclause $ay &onth and 9ear %alidity Pro'ramG Remar7s institution (ddGmmGyyyy) i. ii. iii. i#. ("nclose the !ertificate of reco'nitionGappro#al) .8. Has the institution been reco'ni<ed for its outstandin' performance by any national G international a'ency such as $SIR $BT I!&R ;G!-SAP A9;SH FH* ;4"S!* etc.S 9es 4o If yes name of the a'ency RRRRRRRR date of reco'nition3 RRRRRRRR (ddGmmGyyyy) nature of reco'nition RRRRRRRR ... $oes the institution ha#e off-campus centresS 9es 4o If yes date of establishment 3 RRRRRRR (ddGmmGyyyy) date of reco'nition by rele#ant statutory bodyGies3 RRRRRR (ddGmmGyyyy) ./. $oes the institution ha#e off-shore campusesS 9es 4o If yes date of establishment 3 RRRRRRR (ddGmmGyyyy) date of reco'nition by rele#ant statutory bodyGies3 RRRRRR (ddGmmGyyyy)

.0. Bocation of the campus and area3 Bocation P i. ii. !ampus area in acres Built up area in s,. mts.

&ain campus area *ther campuses in the country iii. !ampuses abroad (P ;rban Semi-;rban Rural Tribal Hilly Area any other (specify) If the institution has more than one campus it may submit a consolidated self-study report 00

reflectin' the acti#ities of all the campuses. .1. 4umber of affiliated G constituent institutions in the uni#ersity T*)e# of in#tit tion# Ayur#eda $entistry Homoeopathy &edicine 4ursin' Pharmacy Physiotherapy Siddha ;nani 9o'a and 4aturopathy *thers (specify and pro#ide details) .H. $oes the ;ni#ersity Act pro#ide for conferment of autonomy to its affiliated institutionsS If yes 'i#e the number of autonomous colle'es under the :urisdiction of the ;ni#ersity. 9es 4o 4umber Tota" Per$anent Te$)orar*

.A. -urnish the followin' information3

Partic "ar# N $&er

a. b. c. d. e. f. '. h.

Accredited colle'es by any professional bodyGies Accredited course G department by any professional bodyGies Affiliated colle'es Autonomous colle'es !olle'es with Post'raduate $epartments !olle'es with Research $epartments !onstituent colle'es ;ni#ersity $epartments ;nder'raduate Post 'raduate Research centres on the campus and on other campuses i. ;ni#ersity reco'ni<ed Research InstitutesG!entres

.J. $oes the institution conform to the specification of $e'rees as enlisted by the ;G!S 9es 4o If the institution uses any other nomenclatures specify. .@. Academic pro'rams offered and student enrolment3 ("nclose the list of academic pro'rams offered and appro#al G reco'nition details issued by the statutory body 'o#ernin' the pro'ram)

01

Pro'ra$# ;G PG $4B Inte'rated &asters Inte'rated Ph.$. Pharm$. &.Phil. Ph.$. !ertificate $iploma PG $iploma $.&. G &.!h. Sub G Super specialty -ellowship Any other (specify) Total

N $&er of Pro'ra$#

N $&er of #t !ent# enro""e!

.6. Pro#ide information on the followin' 'eneral facilities (campus-wise)3 AuditoriumGseminar comple2 with infrastructural facilities Sports facilities * *utdoor * Indoor Residential facilities for faculty and non-teachin' staff !afeteria Health centre * -irst aid facility * *utpatient facility * Inpatient facility * Ambulance facility * "mer'ency care facility * Health centre staff Dualified $octor -ull time Dualified 4urse -ull time 9es 9es 9es 9es 9es 9es 9es 9es 9es 9es 9es Part-time Part-time 9es 9es 9es 9es 4o 4o 4o 4o 0H 4o 4o 4o 4o 4o 4o 4o 4o 4o 4o 4o

-acilities li7e ban7in' post office boo7 shops etc. Transport facilities to cater to the needs of the students and staff -acilities for persons with disabilities Animal house

 Incinerator for laboratories Power house -ire safety measures Faste mana'ement facility particularly bio-ha<ardous waste Potable water and water treatment Any other facility (specify).

9es 9es 9es 9es 9es

4o 4o 4o 4o 4o

/8. For7in' days G teachin' days durin' the past four academic years For7in' days Teachin' days 4umber stipulated by the Re'ulatory Authority 4umber by the Institution (ITeachin' daysC means days on which classesGclinics were held. "2amination days are not to be included.) /.. Has the institution been re#iewed or audited by any re'ulatory authorityS If so furnish copy of the report and action ta7en there upon (last four years). //. 4umber of positions in the institution
Po#ition#
Professor Associate ProfessorG Reader

Teac+in' fac "t*

Assistant Professor Becturer Tutor G!linical Instructor Senior Resident

Non4 teac+in' #taff

Tec+ni ca" #taff

Sanctioned by the Go#ernment Recruited 9et to recruit Sanctioned by the &ana'ementGSociety or other authori<ed bodies Recruited 9et to recruit Stipulated by the re'ulatory authority !adre ratio Recruited 9et to recruit 4umber of persons wor7in' on contract basis

/0. Dualifications of the teachin' staff

0A

.i'+e#t , a"ification

Profe##or M F

A##ociate Profe##or= Rea!er M F

A##i#tant Profe##or M F

Lect rer M F

T tor =C"inica" In#tr ctor M F

Senior Re#i!ent M F

Per$anent teac+er# $.&.G &.!h. Ph.$.G$.Sc.G$.BittG&.$.G &.S. PG (&.Pharm.G Pharm$ $4B &.Sc. &$S. &PT &PH &HA) ABG-R!SG-R!PG &R!PG&R!SG-$SR!S &.Phil. ;G Te$)orar* teac+er# $.&.G &.!h. Ph.$.G$.Sc.G$.BittG&.$.G &.S. PG (&.Pharm.G Pharm$ $4B &.Sc. &$S. &PT &PH &HA) ABG-R!SG-R!PG &R!PG&R!SG-$SR!S &.Phil. ;G Contract a" teac+er# $.&.G &.!h. Ph.$.G$.Sc.G$.BittG&.$.G &.S. PG (&.Pharm.G Pharm$ $4B &.Sc. &$S. &PT &PH &HA) ABG-R!SG-R!PG &R!PG&R!SG-$SR!S &.Phil. ;G Part4ti$e teac+er# $.&.G &.!h. Ph.$.G$.Sc.G$.BittG&.$.G &.S. PG (&.Pharm.G Pharm$ $4B &.Sc. &$S. &PT &PH &HA) ABG-R!SG-R!PG &R!PG&R!SG-$SR!S &.Phil. ;G

/1. "meritus Ad:unct and %isitin' Professors. "meritus & 4umber /H. $istin'uished !hairs instituted3 $epartment !hairs

Ad:unct & -

%isitin' & -

0J

/A. Hostel BoysC hostel i. 4umber of hostels ii. 4umber of inmates iii. -acilities GirlsC hostel i. 4umber of hostels ii. 4umber of inmates iii. -acilities *#erseas students hostel i. 4umber of hostels ii. 4umber of inmates iii. -acilities Hostel for interns i. 4umber of hostels ii. 4umber of inmates iii. -acilities PG Hostel i. 4umber of hostels ii. 4umber of inmates iii. -acilities /J. Students enrolled in the institution durin' the current academic year with the followin' details3
St !ent# UG PG
P& PP& P-

PG DM
P& P-

MC.
P& P-

Inte'rate! Ma#ter#
P& P-

M.P+i"
P& P-

P+.D.
P& P-

Inte'rate! P+.D.
P& P-

-rom the state where the institution is located -rom other states 4RI students -orei'n students Total

P&-&ale P---emale /@. Health Professional "ducation ;nit G !ell G $epartment 9ear of establishment RRRR 0@

 4umber of continuin' education pro'rams conducted (with duration) Induction *rientation Refresher Post Graduate /6. $oes the uni#ersity offer $istance "ducation Pro'rams ($"P)S 9es 4o If yes indicate the number of pro'rams offered. Are they reco'ni<ed by the $istance "ducation !ouncilS 08. Is the institution applyin' for Accreditation or Re-AssessmentS Accreditation Re-Assessment !ycle . !ycle / !ycle 0 !ycle 1

0.. $ate of accreditationP (applicable for !ycle / !ycle 0 !ycle 1) !ycle 13 RRRRRRRR (ddGmmGyyyy) Accreditation outcomeGResult RR !ycle 03 RRRRRRRR (ddGmmGyyyy) Accreditation outcomeGResult RR !ycle /3 RRRRRRRR (ddGmmGyyyy) Accreditation outcomeGResult RR !ycle .3 RRRRRRRR (ddGmmGyyyy) Accreditation outcomeGResult RR P "nclose copy of accreditation certificate(s) and peer team report(s) 0/. $oes the uni#ersity pro#ide the list of accredited institutions under its :urisdiction on its websiteS Pro#ide details of the number of accredited affiliated G constituent G autonomous colle'es under the uni#ersity. 00. $ate of establishment of Internal Duality Assurance !ell (IDA!) and dates of submission of Annual Duality Assurance Reports (ADAR). IDA! RRRRRRRR (ddGmmGyyyy) ADAR (i) RRRRRR (ddGmmGyyyy) (ii) RRRRRR (ddGmmGyyyy) (iii) RRRRRR (ddGmmGyyyy) (i#) RRRRRR (ddGmmGyyyy) 01. Any other rele#ant data the institution would li7e to include (not e2ceedin' one pa'e).

06

5. Criteria40i#e In) t#
CRITERION I: CURRICULAR ASPECTS 3.3 C rric " $ P"annin'/ De#i'n an! De(e"o)$ent ..... $oes the institution ha#e clearly stated 'oals and ob:ecti#es for its educational pro'ramS ..../ How are the institutional 'oals and ob:ecti#es reflected in the academic pro'rams of the institutionS ....0 $oes the institution follow a systematic process in the desi'n de#elopment and re#ision of the curriculumS If yes 'i#e details of the process (need assessment feedbac7 etc.). ....1 How does the curriculum desi'n and de#elopment meet the followin' re,uirementsS !ommunity needs Professional s7ills and competencies Research in thrust G emer'in' areas Inno#ation ....H "mployability To what e2tent does the institution use the 'uidelines of the re'ulatory bodies for de#elopin' andGor restructurin' the curriculaS Has the institution been instrumental in leadin' any curricular reform which has created a national impactS $oes the institution interact with industry research bodies and the ci#il society in the curriculum re#ision processS If so how has the institution benefitted throu'h interactions with the sta7eholdersS How are the 'lobal trends in health science education reflected in the curriculumS Gi#e details of how the institution facilitates the introduction of new pro'rams of studies in its affiliated colle'es. $oes the institution pro#ide additional s7ill-oriented pro'rams rele#ant to re'ional needsS "2plain the initiati#es of the institution in the followin' areas3 Beha#ioral and Social Science. &edical "thics G Bio "thics G 4ursin' "thics. Practice &ana'ement towards curriculum andGor ser#ices. *rientation to research. Rehabilitation. Ancient scriptural practices. Health "conomics.

....A

....J ....@ ....6 .....8

18

 &edico le'al issues. "nhancement of ,uality of ser#ices and consumer satisfaction. ...... ...../ .....0 How does the institution ensure that e#idence based medicine and clinical practice 'uidelines are adopted to 'uide patient care where#er possibleS Fhat are the newly introduced #alue added pro'rams and how are they related to the internship pro'ramsS How does the institution contribute to the de#elopment of inte'rated learnin' methods and Inte'rated Health !are &ana'ementS %ertical and hori<ontal inte'ration of sub:ects tau'ht. Inte'ration of sub:ects tau'ht with their clinical application. Inte'ration of different systems of health care (Ayur#eda .....1 9o'a ;nani Homeopathy etc.) in the teachin' hospital. How is compatibility of pro'rams with 'oals and ob:ecti#es achie#ed with particular reference to priority of interface between Public Health &edical Practice and &edical "ducationS Aca!e$ic F"e-i&i"it* -urnish the in#entory for the followin'3 Pro'rams offered on campus *#erseas pro'rams offered on campus Pro'rams a#ailable for colle'esGstudents to choose from .././ Gi#e details on the followin' pro#isions with reference to academic fle2ibility a. !ore options b. "lecti#e options c. Brid'e course d. "nrichment courses e. !redit accumulation and transfer facility f. !ourses offered in modular form '. Bateral and #ertical mobility within and across pro'rams courses and disciplines and between hi'her education institutions h. Twinnin' pro'rams i. $ual de'ree pro'rams $oes the institution ha#e an e2plicit policy and strate'y for attractin' students from other states socially and financially bac7ward sections international studentsS 1.

3.5 ../..

../.0

../.1

../.H

../.A

$oes the institution offer self-financin' pro'ramsS If yes list them and indicate if policies re'ardin' admission fee structure teacher ,ualification and salary are at par with the aided pro'ramsS Has the institution adopted the !hoice Based !redit System (!B!S) G credit based systemS If yes for how many pro'ramsS Fhat efforts ha#e been made by the institution to encoura'e the introduction of !B!S in its affiliated colle'esS Fhat percenta'e of pro'rams offered by the institution follow3 Annual system Semester system Trimester system

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How does the institution promote multiGinter-disciplinary pro'ramsS 4ame a few pro'rams and comment on their outcome. Fhat pro'rams are offered for practicin' health professionals for s7ills trainin' and career ad#ancementS C rric " $ Enric+$ent How often is the curriculum of the institution re#iewed and up'raded for ma7in' it socially rele#ant andGor s7ill oriented G 7nowled'e intensi#e and meetin' the emer'in' needs of students and other sta7eholdersS $urin' the last four years how many new pro'rams were introduced at the ;G and PG le#elsS Gi#e details. multiGinter-disciplinary pro'rams in emer'in' areas

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Fhat are the strate'ies adopted for the re#ision of the e2istin' pro'ramsS Fhat percenta'e of courses underwent a syllabus re#isionS Fhat are the #alue-added courses offered by the institution and how does the institution ensure that all students ha#e access to themS Has the institution introduced s7ills de#elopment pro'rams in consonance with the national health pro'ramsS How does the institution incorporate the aspects of o#erall personality de#elopment addressin' physical mental emotional and spiritual well bein' of the studentS $oes the curriculum pro#ide for ade,uate emphasis on patient safety confidentiality ri'hts and educationS $oes the curriculum co#er additional #alue systemsS

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Fee!&ac1 S*#te$ $oes the institution ha#e a formal mechanism to obtain feedbac7 from students re'ardin' the curriculum and how is it made use ofS ..1./ $oes the institution elicit feedbac7 on the curriculum from national and international facultyS If yes specify a few methods such as conductin' webinars wor7shops online discussions etc. and their impact. ..1.0 Specify the mechanism throu'h which affiliated institutions 'i#e feedbac7 on curriculum and the e2tent to which it is made use of. ..1.1 Based on feedbac7 what are the ,uality sustenance and ,uality enhancement measures underta7en by the institution in ensurin' the effecti#e de#elopment of the curriculaS ..1.H Fhat mechanisms are adopted by the mana'ement of the institution to obtain ade,uate information and feedbac7 from faculty students patients parents industry hospitals 'eneral public employers alumni and interns etc. and re#iew the acti#ities of the institutionS Any ot&er infor$ation re+ardin+ Curricular Aspects ,&ic& t&e institution ,ould li-e to include.

CRITERION II: TEAC.ING4LEARNING AND E%ALUATION 5.3 St !ent Enro"$ent an! Profi"e /.... How does the institution ensure publicity and transparency in the admission processS /.../ "2plain in detail the process of admission put in place by the institution. Bist the criteria for admission3 (e.g.3 (i) merit (ii) merit with entrance test (iii) merit entrance test aptitude and inter#iew (i#) common entrance test conducted by state a'encies and national a'encies (#) any other criteria (specify). /...0 Pro#ide details of admission process in the affiliated colle'es and the uni#ersityCs role in monitorin' the same. /...1 $oes the institution ha#e a mechanism to re#iew its admission process and student profile annuallyS If yes what is the outcome of such an analysis and how has it contributed to the impro#ement of the processS /...H Fhat are the strate'ies adopted to increase G impro#e access for students belon'in' to the followin' cate'ories3 S!GST *B! Fomen Persons with #aried disabilities "conomically wea7er sections 10

 *utstandin' achie#ers in sports and other e2tracurricular acti#ities /...A 4umber of students admitted in the institution in the last four academic years3 Cate'orie# 8ear 3
&ale -emale

8ear 5
&ale -emale

8ear 6
&ale -emale

8ear 7
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S! ST *B! General *thers Has the uni#ersity conducted any analysis of demand ratio for the #arious pro'rams of the uni#ersity departments and affiliated colle'esS If so hi'hli'ht the si'nificant trends e2plainin' the reasons for increase G decrease. Fere any pro'rams discontinuedGsta''ered by the institution in the last four yearsS If yes specify the reasons.

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Caterin' to St !ent Di(er#it* $oes the institution or'ani<e orientation G induction pro'ram for freshersS If yes 'i#e details such as the duration issues co#ered e2perts in#ol#ed and mechanism for usin' the feedbac7 in subse,uent years. $oes the institution ha#e a mechanism throu'h which the =differential re,uirements of the student population> are analy<ed after admission and before the commencement of classesS If so how are the 7ey issues identified and addressedS How does the institution identify and respond to the learnin' needs of ad#anced and slow learnersS $oes the institution offer brid'e G remedial G add-on coursesS If yes how are they structured into the time tableS Gi#e details of the courses offered departmentwiseGfaculty-wiseS Has the institution conducted any study on the academic 'rowth of students from disad#anta'ed sections of society economically disad#anta'ed differently-abled etc.S If yes what are the main findin'sS Is there a pro#ision to teach the local lan'ua'e to students from other statesGcountriesS Fhat are the institutionCs efforts to teach the students moral and ethical #alues and their citi<enship rolesS $escribe details of orientationG foundation courses which sensiti<e students to national inte'ration !onstitution of India art and culture empathy womenCs empowerment etc. Has the institution incorporated the principles of Bife Style &odifications for students based on "astern approaches in their day to day acti#itiesS 11

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Has 9o'aG&editationGany other such techni,ues been practiced by students re'ularly as self-disciplineS How does the institution attend to the di#erse health issues (physical and mental) of students and staffS $oes the institution cater to the needs of 'roups G indi#iduals re,uirin' special attention by conductin' 'roup classes G special indi#idual trainin's G focused 'roup discussion G additional trainin' measures etc.S

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Teac+in'4Learnin' Proce## How does the institution plan and or'ani<e the teachin'-learnin' and e#aluation schedules such as academic calendar master plan teachin' plan rotation plan course plan unit plan e#aluation blue print outpatient teachin' in-patient teachin' clinical teachin' in other sites teachin' in the community

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$oes the institution pro#ide course ob:ecti#es outlines and schedules at the commencement of the academic sessionS If yes how is the effecti#eness of the process ensuredS $oes the institution face any challen'es in completin' the curriculum within the stipulated time frame and calendarS If yes elaborate on the challen'es encountered and the institutional measures to o#ercome these. How is learnin' made student-centricS Gi#e a list of participatory learnin' acti#ities adopted by the faculty that contributes to holistic de#elopment and impro#ed student learnin' besides facilitatin' life-lon' learnin' and 7nowled'e mana'ement. Fhat is the institutionCs policy on in#itin' e2perts G people of eminence to au'ment teachin'-learnin' acti#itiesS $oes the institution formally encoura'e learnin' by usin' e-learnin' resourcesS 1H

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Fhat are the technolo'ies and facilities such as #irtual laboratories e-learnin' and open educational resources used by the faculty for effecti#e teachin'S Is there any desi'nated 'roup amon' the faculty to monitor the trends and issues re'ardin' de#elopments in *pen Source !ommunity and inte'rate its benefits in the institutionCs educational processesS Fhat steps has the institution ta7en to transition from traditional classrooms into an elearnin' en#ironmentS Is there pro#ision for the ser#ices of counselors G mentorsG ad#isors for each class or 'roup of students for academic personal and psycho-social 'uidanceS If yes 'i#e details of the process and the number of students who ha#e benefitted. Fere any inno#ati#e teachin' approachesGmethodsGpractices adopted and implemented by the faculty durin' the last four yearsS If yes did they impro#e learnin'S Fhat were the methods used to e#aluate the impact of such practicesS Fhat are the efforts made by the institution in 'i#in' the faculty due reco'nition for inno#ation in teachin'S How does the institution create a culture of instillin' and nurturin' creati#ity and scientific temper amon' the learnersS $oes the institution consider student pro:ects mandatory in the learnin' pro'ramS If yes for how many pro'rams ha#e they been (percenta'e of total) made mandatoryS number of pro:ects e2ecuted within the institution names of e2ternal institutions for student pro:ect wor7 role of faculty in facilitatin' such pro:ects

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$oes the institution ha#e a well ,ualified pool of human resource to meet the re,uirements of the curriculumS If there is a shortfall how is it supplementedS How are the faculty enabled to prepare computer-aided teachin' G learnin' materialsS Fhat are the facilities a#ailable in the institution for such effortsS $oes the institution ha#e a mechanism for the e#aluation of teachers by the students G alumniS If yes how is the e#aluation feedbac7 used to impro#e the ,uality of the teachin'-learnin' processS $oes the institution use telemedicine facilities for teachin'-learnin' processesS If yes cite a few instances. $oes the institution utili<e any of the followin' inno#ations in its teachin'-learnin' processesS I!T enabled fle2ible teachin' system. Reflecti#e learnin'. Simulations. "#idence based medicine.

1A

 "mphasis on de#elopment of re,uired s7ills ade,uate 7nowled'e and appropriate attitude to practice medicine. Problem based learnin' (PBB). Student assisted teachin' (SAT). Self directed learnin' and s7ills de#elopment (S$B). 4arrati#e based medicine. &edical humanities. $ru' and poison information assistance centre. Ayur#eda practices. 9o'a practices. 9o'a therapy techni,ues. 4aturopathy and its practices. Any other. /.0..6 /.0./8 /.0./. /.0.// /.0./0 /.0./1 $oes the institution ha#e an "lectronic &edical Records facility staffed by trained and ,ualified personnelS Is it used for teachin'-learnin' processS $oes the institution ha#e well documented procedures for case sheet writin' obtainin' informed consent and the dischar'e process of the patientsS $oes the institution produce #ideos of clinical cases and use them for teachin'learnin' processesS $oes the institution perform medico le'alGpost-mortem procedures with a #iew to train the under'raduate and post-'raduate students in medico le'al proceduresS $oes the institution ha#e dru' and poison information and poison detection centresS How are these used to train the studentsS $oes the institution ha#e a Pharmaco#i'ilance G To2icolo'y centre Gclinical pharmacy facility G dru' information centreG!entre for disease sur#eillance and controlG Pre#ention throu'h 9o'aGPromotion of positi#e healthGFell-e,uipped Psycholo'y BaboratoryG 4aturopathic dia'nostic centre etc.S Baboratories G $ia'nostics How is the studentTs learnin' process in the laboratories G dia'nostics monitoredS Pro#ide the laboratory time table (for the different courses). Student staff ratio in the laboratories G dia'nostics. /.0./A How many procedures G clinical cases G sur'eries are obser#ed assisted performed with assistance and carried out independently by students in order to fulfill learnin' ob:ecti#esS $oes the institution pro#ide patients with information on complementary and

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alternati#e systems of &edicineS Fhat are the methods used to promote teachin'-learnin' process in the clinical settin'S $o students maintain lo' boo7s of their teachin'-learnin' acti#itiesS Is there a structured mechanism for post 'raduate teachin'-learnin' processS Pro#ide the followin' details about each of the teachin' pro'rams3 4umber of didactic lectures 4umber of students in each batch 4umber of rotations $etails of student case study G dru' study 4ursin' !are !onference (4!!) 4umber of medical G dental procedures that the students 'et to see &anne,uins G Simulation G s7ills laboratory for student teachin' 4umber of students inside the operation rooms at a 'i#en time A#era'e number of procedures in the *Rs per wee7 month and year Autopsy G Post-mortem facility

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Teac+er , a"it* How does the institution plan and facilitate its faculty to meet the chan'in' re,uirements of the curriculumS $oes the institution encoura'e di#ersity in its faculty recruitmentS Pro#ide the followin' details (department G school-wise).
De)art$ent H of fac "t* fro$ t+e #a$e in#tit tion H of fac "t* fro$ ot+er in#tit tion# 0it+in t+e State H of fac "t* fro$ in#tit tion# o t#i!e t+e State H of fac "t* fro$ ot+er co ntrie#

Tota"

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How does the institution ensure that ,ualified faculty are appointed for new pro'rams G emer'in' areas of studyS How many faculty members were appointed to teach new pro'rams durin' the last four yearsS How many "meritus G Ad:unct -aculty G %isitin' Professors are on the rolls of the institutionS Fhat policiesGsystems are in place to academically rechar'e and re:u#enate teachersS (e.g. pro#idin' research 'rants study lea#e nomination to nationalGinternational conferencesGseminars in-ser#ice trainin' or'ani<in' nationalGinternational conferences 1@

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etc.) How many faculty recei#ed awards G reco'nitions for e2cellence in teachin' at the state national and international le#el durin' the last four yearsS How many faculty underwent professional de#elopment pro'rams durin' the last four yearsS (add any other pro'ram if necessary) Fac "t* De(e"o)$ent Pro'ra$# N $&er of fac "t* atten!e! Induction pro'rams Re-orientation pro'rams Refresher courses !apacity buildin' pro'rams Pro'rams by re'ulatory G ape2 bodies How often does the institution or'ani<e academic de#elopment pro'rams (e.g.3 curriculum de#elopment teachin'-learnin' methods e2amination reforms content G 7nowled'e mana'ement etc.) for its faculty aimed at enrichin' the teachin'-learnin' processS $oes the institution ha#e a mechanism to retain facultyS Fhat is the annual attrition rate amon' the facultyS $oes the institution ha#e a mechanism to encoura'e mobility of faculty between institutions Guni#ersities for teachin'GresearchS faculty e2chan'e pro'rams with national and international bodiesS If yes how ha#e these schemes helped in enrichin' the ,uality of the facultyS $oes the institution ha#e well defined career ad#ancement policy for Health Science professionalsS If yes outline the policy. How does the institution create syner'ies with other PG institutes for 'eneratin' re,uired number of specialists and super specialistsS $oes the institution conduct capacity buildin' pro'rams G courses in subspecialties for its facultyS E(a" ation Proce## an! Refor$# How does the institution ensure that all the sta7eholders are aware of the e#aluation processes that are in placeS Fhat are the important e2amination reforms implemented by the institutionS !ite a few e2amples which ha#e positi#ely impacted the e2amination system. Fhat is the a#era'e time ta7en by the uni#ersity for declaration of e2amination resultsS In case of delay what measures ha#e been ta7en to address themS Indicate the mode adopted by the institution for the publication of e2amination results ( e.g. website S&S email etc.). How does the institution ensure transparency in the e#aluation processS

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Fhat are the ri'orous features introduced by the uni#ersity to ensure confidentiality in the conduct of the e2aminationsS $oes the institution ha#e an inte'rated e2amination platform for the followin' processesS pre-e2amination processes 5 Time table 'eneration hall tic7et *&R student list 'eneration in#i'ilators s,uads attendance sheet online payment 'ateway online transmission of ,uestions and mar7s etc. e2amination process 5 "2amination material mana'ement lo'istics etc.

post-e2amination process 5 Attendance capture *&R-based e2am result auto

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processin' result processin' certification etc. Has the uni#ersity G institution introduced any reforms in its e#aluation processS Fhat is the mechanism for redressal of 'rie#ances with reference to e2aminationsS Gi#e details. $oes the institution ha#e a &anual for "2aminations and if yes does it specifically ta7e co'ni<ance of e2amination malpractices by students faculty and non-teachin' staffS Fhat efforts ha#e been made by the uni#ersity to streamline the operations at the *ffice of the !ontroller of "2aminationsS &ention any si'nificant efforts which ha#e impro#ed the process and functionin' of the e2amination di#isionGsection.

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Fhat are the efforts of the institution in the assessment of educational outcomes of its studentsS Gi#e e2amples a'ainst the practices indicated below3 !ompatibility of education ob:ecti#es and learnin' methods with assessment principles methods and practices. Balance between formati#e and summati#e assessments. Increasin' ob:ecti#ity in formati#e assessments. -ormati#e (theory G orals G clinical G practical) internal assessmentL choice based credit systemL 'radin' G mar7in'. Summati#e (theory G orals G clinical G practical). Theory 5 structure and settin' of ,uestion papers 5 "ssays lon' answers shorts answers and &!Ds etc. Duestions ban7 and ?ey answers. *b:ecti#e Structured !linical "2amination (*S!"). *b:ecti#e Structured Practical "2amination (*SP"). Any other.

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$escribe the methods of pre#ention of malpractice and mention the number of cases reported and how are they dealt withS H8

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St !ent Perfor$ance an! Learnin' O tco$e# Has the institution articulated its Graduate AttributesS If so how does it facilitate and monitor its implementation and outcomeS /.A./ $oes the institution ha#e clearly stated learnin' outcomes for its academic pro'ramsGdepartmentsS If yes 'i#e details on how the students and staff are made aware of theseS /.A.0 How are the institutionCs teachin'-learnin' and assessment strate'ies structured to facilitate the achie#ement of the intended learnin' outcomesS /.A.1 How does the institution ensure that the stated learnin' outcomes ha#e been achie#edS Any ot&er infor$ation re+ardin+ .eac&in+-%earnin+ and /valuation ,&ic& t&e institution ,ould li-e to include.

CRITERION III: RESEARC./ CONSULTANC8 AND EETENSION 6.3 Pro$otion of Re#earc+ 0.... Is there an Institutional Research !ommittee which monitors and addresses issues related to researchS If yes what is its compositionS &ention a few recommendations which ha#e been implemented and their impact. 0.../ $oes the institution ha#e an institutional ethics committee to monitor matters related to the ethics of inclusion of humans and animals in researchS 0...0 Fhat is the policy of the uni#ersity to promote research in its affiliated G constituent colle'esS 0...1 Fhat are the proacti#e mechanisms adopted by the institution to facilitate the smooth implementation of research schemesGpro:ectsS a. "2ternally funded pro:ects (both 'o#ernment and pri#ate a'encies)3 ad#ancin' funds for sanctioned pro:ects. pro#idin' seed money. simplification of procedures related to sanctions G purchases to be made by the in#esti'ators. autonomy to the principal in#esti'atorGcoordinator for utili<in' o#erhead char'es. timely release of 'rants. timely auditin'. submission of utili<ation certificate to the fundin' authorities.

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 writin' proposals for fundin'. any trainin' 'i#en for writin' proposals. b. Institution sponsored pro:ects3 P Proportion of funds dedicated for research in the annual bud'et. P A#ailability of fundin' for research Gtrainin'Gresources. P A#ailability of access to online data bases. How is multidisciplinary G interdisciplinary G transdisciplinary research promoted within the institutionS betweenGamon' different departments G and collaboration with nationalGinternational institutes G industries. 0...A Gi#e details of wor7shopsG trainin' pro'ramsG sensiti<ation pro'rams conducted by the institution to promote a research culture in the institution.

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How does the institution facilitate researchers of eminence to #isit the campusS Fhat is the impact of such efforts on the research acti#ities of the institutionS Fhat percenta'e of the total bud'et is earmar7ed for researchS Gi#e details of heads of e2penditure financial allocation and actual utili<ation. In its bud'et does the uni#ersity earmar7 funds for promotin' research in its affiliated colle'esS If yes pro#ide details. $oes the institution encoura'e research by awardin' Postdoctoral -ellowshipsGResearch AssociateshipsS If yes pro#ide details li7e number of students re'istered fundin' by the institution and other sources. Fhat percenta'e of faculty ha#e utili<ed facilities li7e sabbatical lea#e for pursuit of hi'her research in premier institutions within the country and abroadS How does the institution monitor the output of these scholarsS Pro#ide details of national and international conferences or'ani<ed by the institution hi'hli'htin' the names of eminent scientistsGscholars who participated in these e#ents. &ention the initiati#es of the institution to facilitate a research culture in the below mentioned areas3 Trainin' in research methodolo'y research ethics and biostatistics. $e#elopment of scientific temperament. Presence of &edical G Bio "thics !ommittee. Research lin7a'es with other institutions uni#ersities and centers of e2cellence. (national and international). Research pro'rams in Basic Sciences !linical *perational Research H/

"pidemiolo'y Health "conomics etc. Promotional a#enues for multi-disciplinary inter-disciplinary research. Promotional a#enues for translational research. Instillin' a culture of research amon' under'raduate students. Publication-based promotionGincenti#es. Pro#idin' tra#el 'rant for attendin' nationalGinternational conference and wor7shops.

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$oes the institution facilitate RE$ for capacity buildin' and analytical s7ills in product de#elopment li7e dia'nostic 7its biomedical products etc. for the national G international mar7et $e#elopment of entrepreneur s7ills in health care Ta7in' leadership role for stem cell research or'an transplantation and har#estin' Biotechnolo'y &edical Informatics Genomics Proteomics !ellular and &olecular Biolo'y 4anoscience etc. Are students encoura'ed to conduct any e2perimental research in 9o'a and G or 4aturopathyS Re#o rce Mo&i"i;ation for Re#earc+ How many departments of the institution ha#e been reco'ni<ed for their research acti#ities by national G international a'encies (I!&R $ST $BT FH* ;4"S!* A9;SH !SIR AI!T" etc.) and what is the ,uantum of assistance recei#edS &ention any two si'nificant outcomes or brea7throu'hs achie#ed by this reco'nition. Pro#ide the followin' details of on'oin' research pro:ects of faculty3 8ear0i#e
A. ;ni#ersity awarded pro:ects

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Na$e of t+e )roKect

Na$e of t+e f n!in' a'enc*

Tota" 'rant recei(e!

&inor pro:ects &a:or pro:ects

B. *ther a'encies - national and international (specify)

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&inor pro:ects &a:or pro:ects $oes the institution ha#e an Intellectual Property Ri'hts (IPR) !ellS Has the institution ta7en any special efforts to encoura'e its faculty to file for patentsS If so how many ha#e been re'istered and acceptedS H0

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$oes the institution ha#e any pro:ects sponsored by the industry G corporate housesS If yes 'i#e details such as the name of the pro:ect fundin' a'ency and 'rants recei#ed.

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Bist details of a. Research pro:ects completed and 'rants recei#ed durin' the last four years (funded by 4ationalGInternational a'encies). b. Inter-institutional collaborati#e pro:ects and 'rants recei#ed i) 4ational collaborations ii) International collaborations Fhat are the financial pro#isions made in the institution bud'et for supportin' studentsC research pro:ectsS Re#earc+ Faci"itie# Fhat efforts ha#e been made by the institution to impro#e its infrastructure re,uirements to facilitate researchS Fhat strate'ies ha#e been e#ol#ed to meet the needs of researchers in emer'in' disciplinesS $oes the institution ha#e an Ad#anced !entral Research facilityS If yes ha#e the facilities been made a#ailable to research scholarsS Fhat is the fundin' allocated to the facilityS $oes the institution ha#e a $ru' Information !entre to cater to the needs of researchersS If yes pro#ide details of the facility. $oes the institution pro#ide residential facilities (with computer and internet facilities) for research scholars post-doctoral fellows research associates summer fellows of #arious academies and #isitin' scientists (nationalGinternational)S $oes the institution ha#e centres of national and international reco'nitionGreputeS Gi#e a brief description of how these facilities are made use of by researchers from other laboratories. !linical trials and research * Are all the clinical trials re'istered with !TRI (!linical Trials Research of India)S * Bist a few ma:or clinical trials conducted with their outcomes. Re#earc+ P &"ication# an! A0ar!# $oes the institution publish any research :ournal(s)S If yes indicate the composition of the editorial board editorial policies and state whether itGthey isGare listed in any international database. Gi#e details of publications by the faculty and students3 H1

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 4umber of papers published in peer re#iewed :ournals (national G international) &ono'raphs !hapters in Boo7s Boo7s edited Boo7s with ISB4 with details of publishers 4umber listed in International $atabase (-or e.g. Feb of Science Scopus Humanities International !omplete "BS!* host Goo'le scholar etc.) !itation Inde2 5 ran'e G a#era'e Impact -actor 5 ran'e G a#era'e
Source 4ormali<ed Impact per Paper (S4IP) S!Ima'o Uournal Ran7 (SUR)

h-inde2 0.1.0 0.1.1 $oes the institution publish any reportsGcompilationsGclinical round-ups as a part of clinical research to enrich 7nowled'e s7ills and attitudesS Gi#e details of faculty ser#in' on the editorial boards of national and international :ournals faculty ser#in' as members of steerin' committees of national and international 0.1.H conferences reco'ni<ed by reputed or'ani<ations G societies Pro#ide details for the last four years research awards recei#ed by the faculty and students national and international reco'nition recei#ed by the faculty from reputed 0.1.A 0.1.J professional bodies and a'encies Indicate the a#era'e number of post 'raduate and doctoral scholars 'uided by each faculty durin' the last four years. Fhat is the official policy of the institution to chec7 malpractices and pla'iarism in researchS &ention the number of pla'iarism cases reported and action ta7en. $oes the institution promote multiGinterdisciplinary researchS If yes how many such research pro:ects ha#e been underta7en and mention the number of departments in#ol#ed in such endea#orsS Has the uni#ersity instituted any research awardsS If yes list the awards. Fhat are the incenti#es 'i#en to the faculty and students for recei#in' state national and international reco'nition for research contributionsS Gi#e details of the post'raduate and research 'uides of the institution durin' the last four years. HH

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Con# "tanc* Fhat are the official policyGrules of the institution for structured consultancyS Bist a few important consultancies underta7en by the institution durin' the last four years. $oes the uni#ersity ha#e an industry institution partnership cellS If yes what is its scope and ran'e of acti#itiesS Fhat is the mode of publici<in' the e2pertise of the institution for consultancy ser#icesS Fhich are the departments from whom consultancy has been sou'htS How does the institution utili<e the e2pertise of its faculty with re'ard to consultancy ser#icesS Gi#e details re'ardin' the consultancy ser#ices pro#ided by the institution for secondary and tertiary health care centers and medical G dental practitioners. Bist the broad areas of consultancy ser#ices pro#ided by the institution and the re#enue 'enerated durin' the last four years. E-ten#ion Acti(itie# an! In#tit tiona" Socia" Re#)on#i&i"it* (ISR) How does the institution sensiti<e its faculty and students on its Institutional Social ResponsibilitiesS Bist the social outreach pro'rams which ha#e created an impact on studentsC campus e2perience durin' the last four years. How does the institution promote uni#ersity-nei'hborhood networ7 and student en'a'ement contributin' to the holistic de#elopment of students and sustained community de#elopmentS How does the institution promote the participation of the students and faculty in e2tension acti#ities includin' participation in 4SS 4!! 9R! and other 4ationalG International pro'ramsS Gi#e details of social sur#eys research or e2tension wor7 if any underta7en by the institution to ensure social :ustice and empower the underpri#ile'ed and the most #ulnerable sections of societyS $oes the institution ha#e a mechanism to trac7 the studentsC in#ol#ement in #arious social mo#ements G acti#ities that promote citi<enship rolesS How does the institution ensure the in#ol#ement of the community in its outreach acti#ities and contribute to community de#elopmentS Gi#e details of the initiati#es of the institution that ha#e encoura'ed community participation in its acti#ities. Gi#e details of awards recei#ed by the institution for e2tension acti#ities andGcontributions to socialGcommunity de#elopment durin' the last four years. Fhat inter#ention strate'ies ha#e been adopted by the institution to promote the o#erall de#elopment of students from ruralG tribal bac7'roundsS

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Fhat initiati#es ha#e been ta7en by the institution to promote social-:ustice and 'ood citi<enship amon'st its students and staffS How ha#e such initiati#es reached out to the communityS How does the institution ali'n itself with the annual themesGpro'rams of FH*GI!&RS Fhat is the role of the institution in the followin' e2tension acti#itiesS !ommunity outreach health pro'rams for pre#ention detection screenin' mana'ement of diseases and rehabilitation by cost effecti#e inter#entions. Awareness creation re'ardin' potable water supply sanitation and nutrition. Awareness creation re'ardin' water4borne and air-borne communicable diseases. Awareness creation re'ardin' non-communicable diseases - cardio#ascular diseases diabetes cancer mental health accident and trauma etc. Awareness creation re'ardin' the role of healthy life styles and physical e2ercise for promotion of health and pre#ention of diseases. Awareness creation re'ardin' A9;SH Systems of medicines in 'eneral and G or any system of medicine in particular. !omplementary and alternati#e medicine. Pharmaco economic e#aluation in dru' utili<ation. Participation in national pro'rams li7e -amily Felfare &other and !hild Felfare Population !ontrol Immuni<ation HI%AI$S Blindness control &alaria Tuberculosis School Health anti tobacco campai'ns oral health care etc. Promotion of mental health and pre#ention of substance abuse. Adoption of population in the 'eo'raphical area for total health care. Research or e2tension wor7 to reach out to mar'inali<ed populations.

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$o the faculty members participate in community health awareness pro'ramsS If yes 'i#e details. How does the institution ali'n itself and participate in 4ational pro'ram for pre#ention and control of diseasesS

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Co""a&oration# How has the institutionCs collaboration with other a'encies impacted the #isibility identity and di#ersity of campus acti#itiesS To what e2tent has the institution benefitted academically and financially because of collaborationsS &ention specific e2amples of how these lin7a'es promote

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 !urriculum de#elopment Internship *n-the-:ob trainin' -aculty e2chan'e and de#elopment Research Publication !onsultancy "2tension Student placement Any other (specify) 0.J.0 Has the institution si'ned &o;s or filed patents with institutions of nationalGinternational importanceGother uni#ersitiesG industriesGcorporate houses etc.S If yes how ha#e they enhanced the research and de#elopment acti#ities of the institutionS Ha#e the institution-industry interactions resulted in the establishment G creation of hi'hly speciali<ed laboratories G facilitiesS Gi#e details of the collaborati#e acti#ities of the institution with the followin'3 Bocal bodiesG community State 'o#ernment G !entral 'o#ernment G4G*s 4ational bodies International a'encies Health !are Industry 5 Biomedical Pharmaceutical Herbal !linical Research *r'ani<ation (!R*) Ser#ice sector Any other (specify) 0.J.A Gi#e details of the acti#ities of the institution under public-pri#ate partnership. Any ot&er infor$ation re+ardin+ 'esearc&0 Consultancy and /1tension0 ,&ic& t&e institution ,ould li-e to include. CRITERION I%: INFRASTRUCTURE AND LEARNING RESOURCES 7.3 P+*#ica" Faci"itie# 1.... How does the institution plan and ensure ade,uate a#ailability of physical infrastructure and ensure its optimal utili<ationS 1.../ $oes the institution ha#e a policy for the creation and enhancement of infrastructure in order to promote a 'ood teachin'-learnin' en#ironmentS If yes mention a few recent initiati#es. H@

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Has the institution pro#ided all its departments with facilities li7e office room common room and separate rest rooms for women students and staffS How does the institution ensure that the infrastructure facilities are barrier free for pro#idin' easy access to colle'e and hospital for the differently-abled personsS Fhat special facilities are a#ailable on campus to promote studentsC interest in sports and cultural e#entsGacti#itiesS Fhat measures does the institution ta7e to ensure campus safety and securityS -acility of Animal House Is animal house maintained as per !P!S"A 'uidelinesS Fhether records of animal house are maintained for learnin' and research acti#itiesS $oes the animal house ha#e appro#al for breedin' and sellin' e2perimental animals as per !P!S"A 'uidelinesS Pro#ide the followin' details on the use of laboratories G museums as learnin' resources3 4umber &aintenance and up-'radation $escripti#e catalo'ues in museums ;sa'e of the abo#e by the ;GGPG students $entistry $ental chairs in clinic 5 specialty wise Total dental chairs Schedule of chair side teachin' in clinics 5 specialty wise 4umber of procedures in clinics per month and year &obile dental care unit -acilities for dental and ma2illofacial procedures $ental laboratories Pharmacy Pharmaceutical Science Baboratories &useum for dru' formulations &achine room Herbarium G crude dru' museum Balance room !hemical store Instrumentation facilities Pilot plant !omputer aided laboratory

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9o'a and 4aturopathy $emonstration hall with teachin' facility to cater to the needs of the students. $iet Ser#ice &ana'ement $epartment 9o'a cum multipurpose hall for meditation and prayer Solarium compatible for multimedia presentation &ud Stora'e ;nit *utdoor -acilities - Fal7in' trac7 with refle2olo'y se'ment. Swimmin' Pool 4aturopathy bloc7s

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Homoeopathy &useum and demonstration room (Homoeopathic Pharmacy Baboratory Patholo'y Baboratory !ommunity &edicine Homoeopathic &ateria &edica *r'anon of &edicine includin' History of &edicine) Repertory with !omputer Baboratory and $emonstration Room

1....0

4ursin' 4ursin' -oundation Baboratory &edical Sur'ical Baboratory !ommunity Health 4ursin' Baboratory &aternal and !hild Health Baboratory 4utrition Baboratory Pre clinical Baboratories Specimens &odels and &anne,uins

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Ayur#eda * Herbal Gardens * &useum Herbarium * Pancha7arma -acility * "ye "2ercises !linic * ?shara Sutra and A'ni ?arma Setup * Ayur#eda Pharmacy $oes the institution ha#e the followin' facilitiesS If so indicate its special features if any. &editation Hall 4aturopathy bloc7s

1....A

Pro#ide details of sophisticated e,uipments procured durin' the last four years.

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C"inica" Learnin' Re#o rce# Teachin' Hospital 9ear of establishment Hospital institution distance Fhether owned by the colle'e or affiliated to any other institutionS Are the teachin' hospitals and laboratories accredited by 4ABH 4ABB or any other national or international accreditin' a'encyS 4umber of beds 4umber of specialty ser#ices 4umber of super-specialty ser#ices 4umber of beds in I!; G I!!; G PI!; G 4I!; etc. 4umber of operation theatres 4umber of $ia'nostic Ser#ice $epartments !linical Baboratories Ser#ice areas #i<. laundry 7itchen !SS$ Bac7up power supply A! plant &anifold Rooms pharmacy ser#ices Blood Ban7 ser#ices Ambulance ser#ices Hospital Pharmacy ser#ices $ru' poison information ser#ice Pharmaco#i'ilance &ortuary cold stora'e facility $oes the teachin' hospital display the ser#ices pro#ided free of costS Fhat is the mechanism for effecti#e redressal of complaints made by patientsS Gi#e four years statistics of inpatient and outpatient ser#ices pro#ided. $oes the hospital display char'es le#ied for the paid ser#icesS Are the names of the faculty and their field of speciali<ation displayed prominently in the hospitalS Is pictorial representation of the #arious areas of the hospital displayed in a manner to be understood by illiterate patientsS Is there a prominent display of ante-natal mother and child health care facilitiesS A.

 How does the hospital ensure dissemination of factual information re'ardin' ri'hts responsibilities and the health care costs to patient and the relati#esGattendantsS How does the hospital ensure that proper informed consent is obtainedS $oes the hospital ha#e well-defined policies for pre#ention of hospital-ac,uired infectionsS $oes the hospital ha#e 'ood clinical practice 'uidelines and standard operatin' proceduresS $oes the hospital ha#e effecti#e systems for disposal of bio-ha<ardous wasteS How does the hospital ensure the safety of the patients students doctors and other health care wor7ers especially in emer'ency department critical care unit and operation theatresS Are the safety measures displayed in the rele#ant areasS How are the !asualty ser#icesGAccident and "mer'ency Ser#ices or'ani<ed and effecti#ely mana'edS Fhether the hospital pro#ides patient friendly help-des7s at #arious places. $oes the hospital ha#e medical insurance help des7S Fhat are the other measures ta7en to ma7e the hospital patient friendlyS How does the hospital achie#e continuous ,uality impro#ement in patient care and safetyS Fhat are the measures a#ailable for collectin' feedbac7 information from patients and for remedial actions based on such informationS How does the institution ensure uniformity in treatment administered by the therapistsS $oes the institution conduct any orientation trainin' pro'ram for A9;SH 4based 1././ para-medical staffS Fhat specific features ha#e been included for clinical learnin' in the out-patient bedside community and other clinical teachin' sitesS Li&rar* a# a Learnin' Re#o rce $oes the library ha#e an Ad#isory !ommitteeS Specify the composition of the committee. Fhat si'nificant initiati#es ha#e been implemented by the committee to render the library studentGuser friendlyS Pro#ide details of the followin'3 Total area of the library (in S,. &ts.) Total seatin' capacity

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For7in' hours (on wor7in' days on holidays before e2amination durin' e2amination durin' #acation) Bayout of the library (indi#idual readin' carrels loun'e area for browsin' and rela2ed readin' IT <one for accessin' e-resources) !lear and prominent display of floor planL ade,uate si'n boardsL fire alarmL access to differently-abled users and mode of access to collection Bist of library staff with their ,ualifications 1.0.0 Gi#e details of the library holdin's3 1.0.1 Print (boo7s bac7 #olumes theses :ournals) A#era'e number of boo7s added durin' the last three years 4on Print (&icrofiche A%) "lectronic (e-boo7s e-:ournals) Special collections (e.'. te2t boo7s reference boo7s standards patents) Boo7 ban7

Duestion ban7 To what e2tent is I!T deployed in the libraryS Gi#e details with re'ard to Bibrary automation Total number of computers for 'eneral access Total numbers of printers for 'eneral access Internet band width speed Institutional Repository !ontent mana'ement system for e-learnin'
Participation in resource sharin' networ7sGconsortia (li7e I4-BIB4"T)

V /mbps V .8 mbps V . GB

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Gi#e details of speciali<ed ser#ices pro#ided by the library with re'ard to &anuscripts Reference Repro'raphy G scannin' Inter-library Boan Ser#ice Information $eployment and 4otification *PA!S Internet Access $ownloads Printouts Readin' listG Biblio'raphy compilation A0

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In-houseGremote access to e-resources ;ser *rientation Assistance in searchin' $atabases I4-BIB4"TGH"BI4"T

Pro#ide details of the annual library bud'et and the amount spent for purchasin' new boo7s and :ournals. Fhat are the strate'ies used by the library to collect feedbac7 from its usersS How is the feedbac7 analy<ed and used for the impro#ement of the library ser#icesS Bist the efforts made towards the infrastructural de#elopment of the library in the last four years.

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IT Infra#tr ct re $oes the institution ha#e a comprehensi#e IT policy with re'ard to: IT Ser#ice &ana'ement Information Security 4etwor7 Security Ris7 &ana'ement Software Asset &ana'ement *pen Source Resources Green !omputin'

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How does the institution maintain and update the followin' ser#icesS Hospital &ana'ement Information System (H&IS) "lectronic &edical Records System ("&R) $i'ital dia'nostic and ima'in' systems includin' PA!S

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Gi#e details of the institutionCs computin' facilities i.e. hardware and software. 4umber of systems with indi#idual confi'urations !omputer-student ratio $edicated computin' facilities BA4 facility Fi--i facility Proprietary software 4umber of nodesG computers with internet facility Any other (specify)

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Fhat are the institutional plans and strate'ies for deployin' and up'radin' the IT infrastructure and associated facilitiesS Gi#e details on access to on-line teachin' and learnin' resources and other 7nowled'e and information databaseGpac7a'es pro#ided to the staff and students for ,uality teachin'-learnin' and research. Fhat are the new technolo'ies deployed by the institution in enhancin' student learnin' and e#aluation durin' the last four years and how do they meet new G future challen'esS Fhat are the IT facilities a#ailable to indi#idual teachers for effecti#e teachin' and ,uality researchS Gi#e details of I!T-enabled classroomsGlearnin' spaces a#ailable within the institution. How are they utili<ed for enhancin' the ,uality of teachin' and learnin'S How are the faculty assisted in preparin' computer-aided teachin'-learnin' materialsS Fhat are the facilities a#ailable in the institution for such initiati#esS $oes the institution ha#e annual maintenance contract for the computers and its accessoriesS $oes the institution a#ail of the 4ational ?nowled'e 4etwor7 (4?4) connecti#ityS If so what are the ser#ices a#ailed ofS $oes the institution a#ail of web resources such as Fi7ipedia dictionary and other education enhancin' resourcesS Fhat are its policies in this re'ardS Pro#ide details on the pro#ision made in the annual bud'et for the update deployment and maintenance of computers in the institution. Fhat plans ha#e been en#isioned for the transfer of teachin' and learnin' from closed institution information networ7 to open en#ironmentS

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Maintenance of Ca$) # Faci"itie# $oes the institution ha#e an estate office G desi'nated officer for o#erseein' the maintenance of buildin's class-rooms and laboratoriesS If yes mention a few campus specific initiati#es underta7en to impro#e the physical ambience. 1.H./ How are the infrastructure facilities ser#ices and e,uipments maintainedS Gi#e details. 1.H.0 Has the institution insured its e,uipments and buildin'sS Any ot&er infor$ation re+ardin+ Infrastructure and %earnin+ 'esources ,&ic& t&e institution ,ould li-e to include. CRITERION %: STUDENT SUPPORT AND PROGRESSION 9.3 St !ent Mentorin' an! S ))ort H.... $oes the institution ha#e a system for student support and mentorin'S If yes what are its structural and functional featuresS AH

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Apart from classroom interaction what are the pro#isions a#ailable for academic mentorin'S H...0 $oes the institution ha#e any personal enhancement and de#elopment schemes such as career counselin' soft s7ills de#elopment career-path-identification and orientation to well-bein' for its studentsS Gi#e details of such schemes. H...1 $oes the institution ha#e facilities for psycho social counselin' for studentsS H...H $oes the institution pro#ide assistance to students for obtainin' educational loans from ban7s and other financial institutionsS H...A $oes the institution publish its updated prospectus and handboo7 annuallyS If yes what are the main issues G acti#ities G information included G pro#ided to students throu'h these documentsS Is there a pro#ision for online accessS H...J Specify the type and number of institution scholarships G freeships 'i#en to the students durin' the last four years. Fas financial aid 'i#en to them on timeS Gi#e details. (in a tabular form) H...@ Fhat percenta'e of students recei#e financial assistance from state 'o#ernment central 'o#ernment and other national a'enciesS H...6 $oes the institution ha#e an International Student !ell to attract forei'n students and cater to their needsS H....8 Fhat types of support ser#ices are a#ailable for o#erseas students physically challen'ed G differently-abled students S!GST *B! and economically wea7er sections students participatin' in #arious competitionsGconferences in India and abroad health centre health insurance etc. s7ill de#elopment (spo7en "n'lish computer literacy etc.) performance enhancement for slow learners. e2posure of students to other institutions of hi'her learnin'G corporatesGbusiness houses etc. publication of student ma'a<ines newsletters. H..... $oes the institution pro#ide 'uidance andGor conduct coachin' classes for students appearin' for competiti#e e2aminations (such as ;S&B" PBAB GPAT 4!B"+ !G-4S I"BTS)S If yes what is the outcomeS H..../ &ention the policies of the institution for enhancin' student participation in sports and e2tracurricular acti#ities throu'h strate'ies G schemes such as additional academic support and academic fle2ibility in e2aminations special dietary re,uirements sports uniform and materials AA

 any other (specify) H....0 $oes the institution ha#e an institutionali<ed mechanism for student placementS Fhat are the ser#ices pro#ided to help students identify :ob opportunities prepare themsel#es for inter#iews and de#elop entrepreneurship s7illsS H....1 How does the institution pro#ide an enriched academic ambience for ad#anced learnersS H....H Fhat percenta'e of students drop-out annuallyS Has any study been conducted to ascertain the reasons and ta7e remedial measuresS H....A Gi#e the number of students selected durin' campus inter#iews by different employers (list the employers and the number of companies who #isited the campus durin' the last four years). H....J $oes the institution ha#e a re'istered Alumni AssociationS If yes what are its acti#ities and contributions to the de#elopment of the institutionS H....@ Bist a few prominent alumni of the institution. H....6 In what ways does the institution respond to alumni re,uirementsS H.../8 $oes the institution ha#e a student 'rie#ance redressal cellS Gi#e details of the nature of 'rie#ances reported. How were they redressedS H.../. $oes the institution promote a 'ender-sensiti#e en#ironment by (i) conductin' 'ender related pro'rams (ii) establishin' a cell and mechanism to deal with issues related to se2ual harassmentS Gi#e details. H...// Is there an anti-ra''in' committeeS How many instances if any ha#e been reported durin' the last four years and what action has been ta7en in these casesS H.../0 How does the institution elicit the cooperation of all its sta7eholders to ensure the o#erall de#elopment of its studentsS H.../1 How does the institution ensure the participation of women students in intra- and interinstitutional sports competitions and cultural acti#itiesS Pro#ide details of sports and cultural acti#ities where such efforts were made. H.../H $oes the institution enhance the student learnin' e2perience by pro#idin' for rotation from the teachin' hospital to the community and district hospital durin' the internship periodS H.../A $oes the institution ha#e immuni<ation policy for its students and staffS H.../J $oes the institution 'i#e thrust on students 'rowth in terms of3 * Physical de#elopment * "motional control * Social dimension and * Spiritual 'rowth. 9.5 St !ent Pro're##ion

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Fhat is the student stren'th of the institution for the current academic yearS Analy<e the Pro'ram-wise data and pro#ide the trends (;G to PG PG to further studies) for the last four years. Fhat is the number and percenta'e of students who appearedG,ualified in e2aminations for !entral G State ser#ices $efense !i#il Ser#ices etc.S Pro#ide cate'ory-wise details re'ardin' the number of post 'raduate dissertations Ph.$. and $.Sc. theses submittedG acceptedG re:ected in the last four years. Fhat is the percenta'e of 'raduates under A9;SH pro'rams employed in the followin'S * A9;SH departmentsGHospitals * &ultinational companies * Health clubs * Spas * 9o'a wellness centers * 9o'a studios * Health clubs * *wn 9o'a cubesGstudiosS

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St !ent Partici)ation an! Acti(itie# Bist the ran'e of sports cultural and e2tracurricular acti#ities a#ailable to students. -urnish the pro'ram calendar and pro#ide details of studentsC participation. H.0./ Gi#e details of the achie#ements of students in co-curricular e2tracurricular and cultural acti#ities at different le#els3 ;ni#ersity G State G Wonal G 4ational G International etc. durin' the last four years. H.0.0 $oes the institution pro#ide incenti#es for students who participate in national G re'ional le#els in sports and cultural e#entsS H.0.1 How does the institution in#ol#e and encoura'e its students to publish materials li7e catalo'ues wall ma'a<ines colle'e ma'a<ine and other materialS Bist the ma:or publicationsG materials brou'ht out by the students durin' the last four academic sessions. H.0.H $oes the institution ha#e a Student !ouncil or any other similar bodyS Gi#e details on its constitution acti#ities and fundin'. H.0.A Gi#e details of #arious academic and administrati#e bodies that ha#e student representati#es in them. Also pro#ide details of their acti#ities. Any ot&er infor$ation re+ardin+ Student Support and Pro+ression ,&ic& t&e institution ,ould li-e to include.

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CRITERION %I: GO%ERNANCE/ LEADERS.IP AND MANAGEMENT :.3 In#tit tiona" %i#ion an! Lea!er#+i) A.... State the #ision and the mission of the institution. A.../ $oes the mission statement define the institutionCs distincti#e characteristics in terms of addressin' the needs of the society the students it see7s to ser#e the institutionCs tradition and #alue orientations its #ision for the future etc.S A...0 How is the leadership in#ol#ed in de#elopin' "-Go#ernance strate'ies for the institutionS ensurin' the or'ani<ationCs mana'ement system de#elopment implementation and continuous impro#ementS interactin' with its sta7eholdersS reinforcin' a culture of e2cellenceS identifyin' or'ani<ational needs and stri#in' to fulfill themS A...1 A...H A...A A...J Fere any of the top leadership positions of the institution #acant for more than a yearS If so state the reasons. $oes the institution ensure that all positions in its #arious statutory bodies are filled and meetin's conducted re'ularlyS $oes the institution promote a culture of participati#e mana'ementS If yes indicate the le#els of participati#e mana'ement. Gi#e details of the academic and administrati#e leadership pro#ided by the uni#ersity to its affiliated colle'es G constituent units and the support and encoura'ement 'i#en to them to become autonomous. Ha#e any pro#isions been incorporated G introduced in the ;ni#ersity Act and Statutes to pro#ide for conferment of de'rees by autonomous colle'esS How does the institution 'room leadership at #arious le#elsS Gi#e details. Has the institution e#ol#ed a 7nowled'e mana'ement strate'y which encompasses the followin' aspects such as access to Information Technolo'y 4ational ?nowled'e 4etwor7 (4?4) $ata Ban7 *ther open access resources alon' with effecti#e intranet facilities with unrestricted access to learners. If yes 'i#e details.

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How are the followin' #alues reflected in the functionin' of the institutionS !ontributin' to 4ational de#elopment -osterin' 'lobal competencies amon' students Inculcatin' a sound #alue system amon' students Promotin' use of technolo'y Duest for e2cellence

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Has the institution been indicted G 'i#en any ad#erse reports by 4ational Re'ulatory bodiesS If so pro#ide details. Fhat are the pro:ected bud'etary pro#isions towards teachin' health care ser#ices research faculty de#elopment etc.S Strate'* De(e"o)$ent an! De)"o*$ent $oes the institution ha#e a perspecti#e plan for de#elopmentS If yes what aspects of the followin' are considered in the de#elopment of policies and strate'iesS %ision and mission Teachin' and learnin' Research and de#elopment !ommunity en'a'ement G outreach acti#ities Human resource plannin' and de#elopment Industry interaction Internationali<ation

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$escribe the institutionCs internal or'ani<ational structure (preferably throu'h an or'ano'ram) and decision ma7in' processes and their effecti#eness. Is there a system for auditin' health care ,uality and patient safetyS If yes describe. How often are these re#iew meetin's held with the administrati#e staffS

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$oes the institution conduct re'ular meetin's of its #arious Authorities and Statutory bodiesS Pro#ide details. $oes the institution ha#e a formal policy to ensure ,ualityS How is it desi'ned dri#en deployed and re#iewedS $oes the institution encoura'e its academic departments to function independently and autonomously and how does it ensure accountabilityS $urin' the last four years ha#e there been any instances of court cases filed by and G or a'ainst the institutionS Fhat were the critical issues and #erdicts of the courts on these issuesS

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How does the institution ensure that 'rie#ances G complaints are promptly attended to and resol#ed effecti#elyS Is there a mechanism to analy<e the nature of 'rie#ances for promotin' better sta7eholder-relationshipS $oes the institution ha#e a mechanism for analy<in' student feedbac7 on institutional performanceS If yes what was the institutional responseS $oes the institution conduct performance audit of the #arious departmentsS Fhat mechanisms ha#e been e#ol#ed by the institution to identify the de#elopmental needs of its affiliated G constituent institutionsS $oes the institution and hospital ha#e their own updated websitesS If so is the information re'ardin' faculty and their areas of speciali<ation days of a#ailability timin's consultation char'es a#ailable on the websiteS Fhat are the feedbac7 mechanisms and documentations to e#aluate the outcomes of these e2ercisesS Fac "t* E$)o0er$ent Strate'ie# Fhat efforts ha#e been made to enhance the professional de#elopment of teachin' and non-teachin' staffS Fhat is the impact of !ontinuin' Professional $e#elopment Pro'rams in enhancin' the competencies of the uni#ersity facultyS Fhat is the outcome of the re#iew of #arious appraisal methods used by the institutionS Bist the important decisions. Fhat are the welfare schemes a#ailable for teachin' and non-teachin' staffS Fhat percenta'e of staff ha#e benefitted from these schemes in the last four yearsS Gi#e details. Fhat are the measures ta7en by the institution for attractin' and retainin' eminent facultyS Has the institution conducted a 'ender audit durin' the last four yearsS If yes mention a few salient findin's. $oes the institution conduct any 'ender sensiti<ation pro'rams for its facultyS How does the institution train its support staff in better communication s7ills with patientsS Fhether the research interests of teachin' faculty are displayed in the respecti#e departmentsS $o faculty members mentor :unior faculty and studentsS $oes the institution offer incenti#es for faculty empowermentS Financia" Mana'e$ent an! Re#o rce Mo&i"i;ation

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Fhat is the institutional mechanism a#ailable to monitor the effecti#e and efficient use of financial resourcesS $oes the institution ha#e a mechanism for internal and e2ternal auditS Gi#e details. Are the institutionCs accounts audited re'ularlyS Ha#e there been any audit ob:ections if so how were they addressedS Pro#ide the audited statement of accounts with details of e2penses for academic research and administrati#e acti#ities of the last four years. 4arrate the efforts ta7en by the institution for resource mobili<ation. Is there any pro#ision for the institution to create a corpus fundS If yes 'i#e details. Fhat are the free G subsidi<ed ser#ices pro#ided to the patients in the hospitalS $oes the institutions recei#e fund from philanthropic or'ani<ations G indi#iduals towards patient careS If yes 'i#e details. $o patients from other states G abroad come for treatment reflectin' the uni,ue ,uality health care pro#ided by the institutionS Interna" , a"it* A## rance S*#te$ $oes the institution conduct re'ular academic and administrati#e auditsS If yes 'i#e details. Based on the recommendations of the Academic Audit what specific follow up measures ha#e been ta7en by the institution to impro#e its academic and administrati#e performanceS Is there a central unit within the institution to re#iew the teachin'-learnin' process in an on'oin' mannerS Gi#e details of its structure methodolo'ies of operations and outcomeS How has IDA! contributed to institutionali<in' ,uality assurance strate'ies and processesS How many decisions of the IDA! ha#e been placed before the statutory authorities of the institution for implementationS Are e2ternal members represented in the IDA!S If so mention the si'nificant contribution made by such members. Has the IDA! conducted any study on the incremental academic 'rowth of students from disad#anta'ed sections of societyS Are there effecti#e mechanisms to conduct re'ular clinical audit of the teachin' hospitalS Gi#e details. Has the institution or hospital been accredited by any other national G international bodyS

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$oes the hospital ha#e institutional and indi#idual insurance schemes to co#er indemnity claimsS Any ot&er infor$ation re+ardin+ Governance0 %eaders&ip and 2ana+e$ent ,&ic& t&e institution ,ould li-e to include. CRITERIA %II: INNO%ATIONS AND BEST PRACTICES <.3 En(iron$ent Con#cio #ne## J.... $oes the institution conduct a Green Audit of its campusS J.../ Fhat are the initiati#es ta7en by the institution to ma7e the campus eco-friendlyS "ner'y conser#ation ;se of renewable ener'y Fater har#estin' Solar panels "fforts for carbon neutrality Plantation - Botanical or &edicinal si'nificance Bio-ha<ardous waste mana'ement "-waste mana'ement "ffluent treatment and recyclin' plant Reco'nition G certification for en#ironment friendliness Any other (specify) J...0 J...1 How does the institution ensure that robust infection control and radiation safety measures are effecti#ely implemented on campusS Has the institution been audited G accredited by any other a'ency such as 4ABB 4ABH etc.S Inno(ation# Gi#e details of inno#ations introduced durin' the last four years which ha#e created a positi#e impact on the functionin' of the institution. Be#t Practice# Gi#e details of any two best practices that ha#e contributed to better academic and administrati#e functionin' of the institution.

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3. Tit"e of t+e Practice This title should capture the 7eywords that describe the practice. 5. O&Kecti(e# of t+e Practice Fhat are the ob:ecti#es G intended outcomes of this =best practice> and what are the underlyin' principles or concepts of this practice (in about .88 words)S 6. T+e Conte-t Fhat were the conte2tual features or challen'in' issues that needed to be addressed in desi'nin' and implementin' this practice (in about .H8 words)S 7. T+e Practice $escribe the practice and its uni,ueness in the conte2t of India hi'her education. Fhat were the constraints G limitations if any faced (in about 188 words)S 9. E(i!ence of S cce## Pro#ide e#idence of success such as performance a'ainst tar'ets and benchmar7s re#iew results. Fhat do these results indicateS $escribe in about /88 words.

:. Pro&"e$# Enco ntere! an! Re#o rce# ReF ire! Identify the problems encountered and resources re,uired to implement the practice (in about .H8 words). <. Note# *ptional. Add any other information that may be rele#ant for adoptin'G implementin' the Best Practice in other institutions (in about .H8 words). Any ot&er infor$ation re+ardin+ Innovations and 3est Practices ,&ic& t&e institution ,ould li-e to include.

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6. E(a" ati(e Re)ort of t+e De)art$ent

.. /. 0. 1. 4ame of the $epartment 9ear of establishment Is the $epartment part of a colle'eG-aculty of the uni#ersityS 4ames of pro'rams offered (;G PG Pharm$ Inte'rated &astersL &.Phil. Ph.$. Inte'rated Ph.$. fellowship etc.) H. A. J. @. 6. Interdisciplinary pro'rams and departments in#ol#ed !ourses in collaboration with other uni#ersities industries forei'n institutions etc. $etails of pro'rams discontinued if any with reasons "2amination System3 AnnualGSemesterGTrimesterG!hoice Based !redit System Participation of the department in the courses offered by other departments of teachin' posts sanctioned Sanctioned filled and -illed actual (ProfessorsGAssociate Actual (includin' !AS E &PS) ProfessorsGAsst. ProfessorsGothers) !ertificate $iploma PG $iploma $.&.G&.!h. Super specialty

.8. 4umber

Professor Associate ProfessorGReader Assistant Professor Becturer Tutor G !linical Instructor Senior Resident ... -aculty profile with name ,ualification desi'nation area of speciali<ation e2perience and research under 'uidance 4ame Dualification $esi'nation Speciali<ation 4o. of 9ears of "2perience

./. Bist of senior %isitin' -ellows ad:unct faculty emeritus professors .0. Percenta'e of classes ta7en by temporary faculty 5 pro'ram-wise information .1. Pro'ram-wise Student Teacher Ratio .H. 4umber of academic support staff (technical) and administrati#e staff3 sanctioned filled

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and actual .A. Research thrust areas as reco'ni<ed by ma:or fundin' a'encies .J. 4umber of faculty with on'oin' pro:ects from a) national b) international fundin' a'encies and c) Total 'rants recei#ed. Gi#e the names of the fundin' a'encies pro:ect title and 'rants recei#ed pro:ect-wise. .@. Inter-institutional collaborati#e pro:ects and associated 'rants recei#ed a) 4ational collaboration b) International collaboration .6. $epartmental pro:ects funded by I!&RL $ST--ISTL ;G!-SAPG!AS $P"L $BT I!SSR AI!T" etc.L total 'rants recei#ed. /8. Research facility G centre with state reco'nition national reco'nition international reco'nition /.. Special research laboratories sponsored by G created by industry or corporate bodies //. Publications3 4umber of papers published in peer re#iewed :ournals (national G international) &ono'raphs !hapters in Boo7s Boo7s edited Boo7s with ISB4 with details of publishers 4umber listed in International $atabase (-or e.g. Feb of Science Scopus Humanities International !omplete $are $atabase - International Social Sciences $irectory "BS!* host &edline etc.) !itation Inde2 5 ran'e G a#era'e S4IP SUR Impact -actor 5 ran'e G a#era'e h-inde2

/0. $etails of patents and income 'enerated /1. Areas of consultancy and income 'enerated /H. -aculty selected nationally G internationally to #isit other laboratories G institutions G industries in India and abroad

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/A. -aculty ser#in' in a) 4ational committees b) International committees c) "ditorial Boards d) any other (specify) /J. -aculty rechar'in' strate'ies (Refresher G orientation pro'rams wor7shops trainin' pro'rams and similar pro'rams). /@. Student pro:ects percenta'e of students who ha#e ta7en up in-house pro:ects includin' inter-departmental pro:ects percenta'e of students doin' pro:ects in collaboration with other uni#ersities G industry G institute /6. Awards G reco'nitions recei#ed at the national and international le#el by -aculty $octoral G post doctoral fellows Students 08. SeminarsG !onferencesGFor7shops or'ani<ed and the source of fundin' (national G international) with details of outstandin' participants if any. 0.. !ode of ethics for research followed by the departments 0/. Student profile pro'ram-wise3 Na$e of t+e Pro'ra$ (refer to ,uestion no. 1) A))"ication# recei(e! Se"ecte! &ale -emale Pa## )ercenta'e &ale -emale

00. $i#ersity of students Na$e of t+e Pro'ra$ (refer to ,uestion no. 1) H of #t !ent# fro$ t+e #a$e ni(er#it* H of #t !ent# fro$ ot+er ni(er#itie# 0it+in t+e State H of #t !ent# fro$ ni(er#itie# o t#i!e t+e State H of #t !ent# fro$ ot+er co ntrie#

01. How many students ha#e cleared !i#il Ser#ices and $efense Ser#ices e2aminations 4"T S"T GAT" ;S&B" PBAB GPAT 4!B"+ !G-4S I"BTS and other competiti#e e2aminationsS Gi#e details cate'ory-wise.

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0H. Student pro'ression St !ent )ro're##ion ;G to PG PG to &.Phil $& G & !h G $4B PG to Ph.$. Ph.$. to Post-$octoral "mployed !ampus selection *ther than campus recruitment "ntrepreneurs 0A. $i#ersity of staff Percenta'e a'ain#t enro""e!

Percenta'e of fac "t* 0+o are 'ra! ate# of the same uni#ersity from other uni#ersities within the State from uni#ersities from other States from uni#ersities outside the country 0J. 4umber of faculty who were awarded &.Phil. $& & !h Ph.$. $.Sc. and $.Bitt. durin' the assessment period 0@. Present details of departmental infrastructural facilities with re'ard to a) Bibrary b) Internet facilities for staff and students c) Total number of class rooms d) !lass rooms with I!T facility and IsmartC class rooms e) StudentsC laboratories f) Research laboratories 06. Bist of doctoral post-doctoral students and Research Associates a) from the host institutionGuni#ersity b) from other institutionsGuni#ersities 18. 4umber of post 'raduate students 'ettin' financial assistance from the uni#ersity. 1.. Fas any need assessment e2ercise underta7en before the de#elopment of new pro'ram(s)S If so hi'hli'ht the methodolo'y. 1/. $oes the department obtain feedbac7 from a. faculty on curriculum as well as teachin'-learnin'-e#aluationS If yes how does the department utili<e the feedbac7S b. students on staff curriculum and teachin'-learnin'-e#aluation and how does the

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department utili<e the feedbac7S c. alumni and employers on the pro'rams offered and how does the department utili<e the feedbac7S 10. Bist the distin'uished alumni of the department (ma2imum .8) 11. Gi#e details of student enrichment pro'rams (special lectures G wor7shops G seminar) in#ol#in' e2ternal e2perts. 1H. Bist the teachin' methods adopted by the faculty for different pro'rams includin' clinical teachin'. 1A. How does the department ensure that pro'ram ob:ecti#es are constantly met and learnin' outcomes are monitoredS 1J. Hi'hli'ht the participation of students and faculty in e2tension acti#ities. 1@. Gi#e details of =beyond syllabus scholarly acti#ities> of the department. 16. State whether the pro'ramG department is accreditedG 'raded by other a'enciesS If yes 'i#e details. H8. Briefly hi'hli'ht the contributions of the department in 'eneratin' new 7nowled'e basic or applied. H.. $etail fi#e ma:or Stren'ths Fea7nesses *pportunities and !hallen'es (SF*!) of the department. H/. -uture plans of the department.

7. Dec"aration &* t+e .ea! of t+e In#tit tion

I certify that that the data included in this Self-Study Report (SSR) are true to the best of my 7nowled'e. 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 #alidate the information pro#ided in this SSR durin' the peer team #isit.

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Section C: A))en!ice#

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G"o##ar*
Aca!e$ic a !it : An e2ercise which ser#es to pro#ide assurance that the dele'ated responsibilities for ,uality and standards of academic pro#ision are bein' appropriately dischar'ed. The schedule of the institution for the academic year 'i#in' details of all academic and administrati#e e#ents. !hoice offered to the students in the curriculum offerin' and the curriculum transactions. !ertification of ,uality that is #alid for a fi2ed period which in the case of 4AA! is fi#e years. Performance e#aluation of an institution or its units based on certain established criteria. An e2ample of 'ood performance that ser#es as a standard for comparison of oneCs own performance. It is a techni,ue in which an institution measures its performance a'ainst that of the best of others. Participation in academic acti#ities beyond the minimum re,uirements of the syllabus. A mi2in' of different learnin' en#ironments such as traditional face-to-face classroom methods with modern computer-mediated acti#ities. A teachin' module which helps to close the 'ap between two le#els of competence. A term used to describe fuels that neither contribute to nor reduce the amount of carbon (measured in the release of carbon dio2ide) into the atmosphere. The strate'ies adopted by institution to fulfill the needs of a hetero'eneous 'roup of students. A mode of learnin' in hi'her education which facilitates a @0

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student to ha#e some freedom in selectin' hisGher own choices across #arious disciplines for completin' a ;G G PG pro'ramme. It is popularly 7nown as the cafeteria model. Citation in!e: The number of times a research papers it is referred to by other researchers in refereed :ournals and is a measure of #alidity of its contents. -ormal a'reementG understandin' between any two or more institutions for trainin' research studentGfaculty e2chan'e or e2tension support. Assistin' and mentorin' students indi#idually or collecti#ely for academic career personal and financial decision-ma7in'. Pre-determined standards of functionin' of an institution of hi'her education that form the basis of assessment and accreditation as identified G defined by 4AA!. Process of definin' the contents of units of study and usually obtained throu'h needs assessment feedbac7 from sta7eholders and e2pert 'roups. !urriculum desi'n and curriculum de#elopment are procedures which are closely lin7ed to the description of learnin' outcomes. An institution under'oin' the accreditation process by 4AA! for the first time is said to be in !ycle . and the consecuti#e fi#e year periods as !ycle / 0 etc. Pro#ides access to world wide information on social science peace and human ri'hts research and trainin' institutes social science specialists and social science periodicals. An institution de#oted to inno#ations in teachin' and research in uni,ue and Iemer'in' areas of 7nowled'eC so determined by eminent peers of the academic community in the concerned disciplines. Pursuin' two different uni#ersity de'rees in parallel either at

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the same institution or at different institutions (sometimes in different countries) completin' them in less time than it would ta7e to earn them separately. EBSCO+o#t : Is an online reference resource with desi'ned to cater to user needs and preferences at e#ery le#el of research with o#er 0H8 full te2t and secondary databases a#ailable. 4ew areas of study and research deemed important to pursue. These areas may ha#e been identified by national a'encies or international bodies. %alue added courses offered by institution for student empowerment. They enhance the curriculum by amplifyin' supplementin' and replacin' such parts or features as ha#e become ineffecti#e or obsolete. Assessment of learnin' teachin' and e#aluation process and reforms to increase the efficiency and effecti#eness of the system. The aspect of education which emphasi<es nei'hborhood ser#ices. These are often inte'rated with curricula as e2tended opportunities intended to help ser#e reflect and learn. The curriculum-e2tension interface has educational #alues especially in rural India. Pro'rams aimed at updatin' the 7nowled'e and peda'o'ical s7ills of faculty. a) formati#e and e#aluati#e comments 'i#en by tutors on the performance of indi#idual learners. b) e#aluati#e comments made by sta7eholders to the institution on the ,uality and effecti#eness of a defined process. c) response from students academic peers and employers for re#iew and desi'n of curriculum. Bud'etin' and optimum utili<ation of financial resources. @H

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A mechanism throu'h which students ha#e wider choices of pro'rammes to choose from as well as multiple entry and e2it points for pro'rammes G courses. A tool and a process based on a methodolo'y to promote or'ani<ational learnin' at the indi#idual wor7 unit and or'ani<ational le#els on how to practically and effecti#ely mainstream 'ender. Dualities s7ills and understandin's a uni#ersity community a'rees its students should de#elop durin' their time with the institution. These attributes include but 'o beyond the disciplinary e2pertise or technical 7nowled'e that has traditionally formed the core of most uni#ersity courses. They are ,ualities that also prepare 'raduates as a'ents for social 'ood in an un7nown future.. The process of assessin' the en#ironmental impact of an or'ani<ation process pro:ect product etc. &echanisms for recei#in' processin' and addressin' dissatisfaction e2pressed complaints and other formal re,uests made by learners staff and other sta7eholders on the institutional pro#isions promised and percei#ed. An inde2 that attempts to measure both the producti#ity and impact of the published wor7 of a scientist or scholar. The inde2 is based on the set of the scientistCs most cited papers and the number of citations that they ha#e recei#ed in other publications. The inde2 can also be applied to the producti#ity and impact of a 'roup of scientists such as a department or uni#ersity or country. A comprehensi#e database co#erin' :ournals boo7s and reference sources in the humanities. This database pro#ides citation information for articles essays and re#iews as well as ori'inal creati#e wor7s includin' poems and fiction.

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Photo'raphs paintin's and illustrations are also referenced. I$)act factor (IF) : A measure of the citations to science and social sciences :ournals. The impact factor for a :ournal is calculated based on a three-year period and can be considered to be the a#era'e number of times published papers are cited up to two years after publication. Faste destruction in a furnace by controlled burnin' at hi'h temperatures. Physical facilities li7e buildin' play fields hostels etc. which help run an institutional pro'ram. !onsists of the hardware software networ7s and media for the collection stora'e processin' transmission and presentation of information (#oice data te2t ima'es) as well as related ser#ices./ "li'ibility 'ranted to an Affiliated G !onstituent colle'es which are see7in' assessment and accreditation for the first time. -ocuses on the institutionCs responsibilities to the public in terms of protection of public health safety and the en#ironment the public ethical beha#ior and the need to practice 'ood citi<enship. Specifically refers to patient care in the hospital settin' as opposed to teachin'-learnin' acti#ities. An inte'rati#e approach in which information from more than one discipline is used in interpretin' the content of a sub:ect phenomenon theory or principle. Self re'ulated responsibilities of the hi'her education institutions aimed at continuous impro#ement of ,uality for achie#in' academic and administrati#e e2cellence.

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Lea!er#+i)

Term used for settin' direction and create a student-focused learnin' oriented climate clear and #isible #alues and hi'h e2pectation by ensurin' the creation of strate'ies system and methods for achie#in' e2cellence stimulatin' inno#ation and buildin' 7nowled'e and capabilities. Specific intentions of a pro'ramme or module written in clear terms. They describe what a student should 7now understand or be able to do at the end of that pro'ramme or module. The library holdin's in terms of titles of boo7s :ournals and other learnin' materials and technolo'y aided learnin' mechanism which enable the students to ac,uire information 7nowled'e and s7ills re,uired for their study. $i'ital tools and resources (hardware and software) and their application in the field of education. A 'roup discussion usin' problem sol#in' techni,ues to determine the ways of pro#idin' care for the patients to whom students are assi'ned as a part of their clinical e2perience. "ducational materials and resources offered freely and openly for anyone to use and under some licenses to re-mi2 impro#e and redistribute. The infrastructure facilities are made a#ailable to the student for their ma2imum utili<ation. e.'. "2tended hours for computer center and library sharin' of facilities for interdisciplinary and multidisciplinary pro'rams. The structure and functions of an institution to co-ordinate academic and administrati#e plannin'. Is the practice of conductin' local public awareness acti#ities throu'h tar'eted community interaction. They are 'uided by a local needs assessment.

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Refers to an open form of mana'ement where employees are acti#ely in#ol#ed in the institutionCs decision ma7in' process. Infrastructure facilities of the institution to run the educational pro'rams efficiently and the 'rowth of the infrastructure to 7eep pace with the academic 'rowth of the institution. A ran'e of courses offered to students to choose at #arious le#els leadin' to de'reesG diplomasG certificates. Systematic intellectual in#esti'ations aimed at disco#erin' interpretin' and re#isin' human 7nowled'e. Grant 'eneratedG recei#ed from different a'encies by the institution for conductin' research pro:ects. Generation of funds throu'h internal and e2ternal sources such as donations consultancy self-financin' courses and so on. The worldCs lar'est abstract and citation database of peerre#iewed literature and ,uality web sources. This ta7es three years of publication data into account to assi'n relati#e scores to all the sources (:ournal articles conference proceedin's re#iew articles etc.) in a citation networ7 (Uournals in S!*P;S database). Is the ratio of the sourceCs a#era'e citation count per paper in a three year citation window o#er the =citation potential> of its sub:ect field. Affiliation and interaction with 'roups or indi#iduals who ha#e an interest in the actions of the institutions and the ability to influence its actions decisions policies practices or 'oals of the or'ani<ation. A specific action-oriented medium or lon'-term plan for ma7in' pro'ress towards a set of institutional 'oals.

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@6

Strate'* !e(e"o)$ent

-ormulation of ob:ecti#es directi#es and 'uidelines with specific plans for institutional de#elopment. The student community of the institution their stren'th and the di#ersity in terms of economic and social strata location and other demo'raphic aspects such as 'ender a'e reli'ion caste ruralG urban. %ertical mo#ement of students from one le#el of education to the ne2t hi'her le#el successfully or towards 'ainful employment. -acilitatin' mechanism for access to information fee structure and refund policies and also 'uidance and placement cell with student welfare measures to 'i#e necessary learnin' support to the students. A composite term to indicate the ,ualification of the faculty the ade,uacy meant for recruitment procedures professional de#elopment reco'nition and teachers characteristics. Bearner-centered education throu'h appropriate methodolo'ies to facilitate effecti#e teachin' and learnin'. An arran'ement between two institutions where a pro#ider in source country A collaborates with a pro#ider in !ountry B to allow students to ta7e course credits in !ountry B andGor in source !ountry A. *nly one ,ualification is awarded by the pro#ider in source !ountry A. Arran'ements for twinnin' pro'rams and awardin' of de'rees usually comply with national re'ulations of the pro#ider in source !ountry A. An online academic citation inde2 desi'ned for pro#idin' access to multiple databases cross-disciplinary research and in-depth e2ploration of speciali<ed subfields within an academic or scientific discipline. Ta7in' co'ni<ance of the different types of educational institutions differential scores are assi'ned to the criteria and 7ey aspects.

St !ent )rofi"e

St !ent )ro're##ion

St !ent # ))ort

Teac+er F a"it*

Teac+in'4"earnin' )roce##

T0innin' )ro'ra$#

>e& of Science

>ei'+ta'e#

68

Y -rom Duality Assurance Tool7it for $istance Hi'her "ducation Institutions and Pro'rammes.

6.

A))en!i- 5: A&&re(iation#

6/

A&&re(iation#
AEA (AGA) AI!T" ADAR A9;SH BoS !AS !B!S !$ !G-4S !GPA !R !R-GPA(s) !P!S"A !P" !R* !SIR !SS$ !TRI $BT $!I $"P $SIR $ST "&R -IST GAT" G&AT GPAT H"I H"BI4"T H&IS HSI I!HR Assessment and Accreditation

All India !ouncil for Technical "ducation Annual Duality Assurance Report Ayur#eda 9o'a ;nani Siddha and Homeopathy Board of Studies !enter for Ad#anced Studies !hoice Based !redit System !ompact $is7ette !ommission on Graduates of -orei'n 4ursin' Schools !umulati#e Grade Point A#era'e !riteria !riterion-wise Grade Point A#era'e(s) !ommittee for Purpose of !ontrol and Super#ision of "2perimental Animals !olle'es with Potential for "2cellence !linical Research *r'ani<ation !ouncil of Scientific and Industrial Research !entral Sterile Ser#ices $epartment !linical Trials Research of India $epartment of Biotechnolo'y $ental !ouncil of India $istance "ducation Pro'rams $epartment of Scientific and Industrial Research $epartment of Science and Technolo'y "lectronic &edical Record -und for the Impro#ement of Science and Technolo'y Infrastructure Graduate Aptitude Test in "n'ineerin' Graduate &ana'ement Admission Test Graduate Pharmacy Aptitude Test Hi'her "ducation Institution Health Science Bibrary and Information 4etwor7 Hospital &ana'ement Information System Health Science Institutions Indian !ouncil of Historical Research 60

I!&R I!PR I!SSR I!T I"BTS I"DA I4! I4-BIB4"T IPR IDA! IDAS ISR IT BoI &!I &!D &HR$ &IR &o; 4ABH 4ABB 4!B"+ 4"T 4G* 4?4 4I!; 4&"-I!T 4P" *B! *&R *PA! *R *S!" *SP"

Indian !ouncil of &edical Research Indian !ouncil of Philosophical Research Indian !ouncil of Social Science Research Information and !ommunication Technolo'y International "n'lish Ban'ua'e Testin' System Institutional "li'ibility for Duality Assessment Indian 4ursin' !ouncil Information and Bibrary 4etwor7 Intellectual Property Ri'hts Internal Duality Assurance !ell Internal Duality Assurance System Institutional Social Responsibility Information Technolo'y Better of Intent &edical !ouncil of India &ultiple !hoice Duestions &inistry of Human Resource and $e#elopment &inimum Institutional Re,uirements &emorandum of ;nderstandin' 4ational Accreditation Board for Hospitals and Healthcare Pro#iders 4ational Accreditation Board for Testin' and !alibration Baboratories 4ational !ouncil Bicensure "2amination 4ational "li'ibility Test 4on Go#ernmental *r'ani<ation 4ational ?nowled'e 4etwor7 4eonatal Intensi#e !are ;nit 4ational &ission on "ducation throu'h Information and Technolo'y 4ational Policy "ducation *ther Bac7ward !aste *ptical &ar7 Reco'nition *nline Public Access !atalo'ue *peratin' Room *b:ecti#e Structured !linical "2amination *b:ecti#e Structured Practical "2amination

61

PA!S PBB P!I PI!; PBAB PTR R!I S! SAP S"TGSB"T SUR S4IP SF*! ;G! ;G!-SAP ;4"S!* ;4I!";SI! ;S&B" FH* Fi--i 9R!

Picture Archi#in' and !ommunication System Problem Based Bearnin' Pharmacy !ouncil of India Pediatric Intensi#e !are ;nit Professional and Bin'uistics Assessment Board Peer Team Report Rehabilitation !ouncil of India Scheduled !aste Special Assistance Pro'ram State Be#el "li'ibility Test S!Ima'o Uournal Ran7 Source 4ormali<ed Impact per Paper Stren'ths Fea7nesses *pportunities and !hallen'es ;ni#ersity Grants !ommission ;ni#ersity Grants !ommission 5 Special Assistance Pro'ramme ;nited 4ations "ducational Scientific and !ultural *r'ani<ation ;nited 4ations !hildren "ducational -oundation ;ni#ersity Science Instrumentation !entre ;nited States &edical Bicensin' "2amination Forld Health *r'ani<ation Fireless -idelity 9outh Red !ross

6H

A))en!i- 6: A##e##$ent In!icator#

6A

A##e##$ent In!icator# Criteria 3 L C rric "ar A#)ect# 2e* A#)ect# .... !urriculum $esi'n Plannin' and $e#elopment A##e##$ent In!icator# .. !urriculum desi'n is ali'ned with the institutional 'oals and ob:ecti#es. /. !urriculum desi'n and de#elopment is done throu'h a well defined process. 0. !urricula de#elopedG adopted ha#e rele#ance to the localG nationalGre'ionalG'lobal de#elopmental needs. 1. "mployability E entrepreneurship pursuit of hi'her 7nowled'e o#erall de#elopment of students are ma:or considerations in the desi'n and de#elopment of the curriculum. H. $e#elopin' 'lobal competencies is e#ident in the curriculum desi'n. A. !onsultation with academic e2perts industryG employment sector Galumni G other sta7eholders within and outside the institution is effecti#ely done for de#elopin' the curricula. J. Beadership is pro#ided to affiliated colle'es (if applicable) for enrichin' the curriculum by encoura'in' s7ill de#elopment need based pro'rammes etc. @. The institution offers a number of pro'ram options leadin' to different de'rees diplomas and certificates (;GG PGG PG $iplomaG $iploma !ertificate). 6. The curriculum offers a number of !hoice Based !redit System (!B!S) G electi#e options. .8. A number of new pro'rams and pro'ram combinations are de#elopedGadopted to meet the needs of the students and the society. ... *ptions are a#ailable to students for additionalG supplementary G enrichment courses alon' with their re'ular curricula. ("'. ;G de'ree O a !ertificate PG de'ree O a diploma and so on). ./. The institution pro#ides for inter-institutional credit transfers. .0. The institution follows a semester system. .1. The institution re#ises the curriculum at re'ular inter#als and analyses the impact. .H. The curriculum pro#ides ade,uate scope for introducin' pro'rammes in emer'in' thrust areasGinterdisciplinary areas. .A. All learners ha#e access to #alue-added pro'rammes includin' communication s7ills G soft s7ills.

..0. Academic -le2ibility

..1. !urriculum "nrichment

6J

2e* A#)ect# ..H. -eedbac7 System

A##e##$ent In!icator# .J. Structured feedbac7 from students is an essential component in the curricular desi'n and de#elopment process. .@. The institution draws on the feedbac7 from national and international faculty. .6. Inputs from affiliated colle'es are an essential part of the feedbac7 system (if applicable).

6@

Criteria 5 L Teac+in'4"earnin' an! E(a" ation 2e* A#)ect# /... Student "nrolment and Profile A##e##$ent In!icator# .. The admission process of the institution is widely publici<ed and is transparent. /. The institution has periodic re#iews of its enrolment profile and the outcomes are used for impro#ement of the process. 0. The institution has an inclusi#e admission policy caterin' to di#erse student 'roups. 1. The institution implements the statutory reser#ation policies. H. The institution or'anises orientation pro'rammes G induction pro'rammes for freshers. A. The institution assesses the learnin' le#els of the students after admission and desi'ns pro'rammes for ad#anced learners and slow learners. J. Analyses the academic 'rowth of differently-abled students and pro#ides tutorials for needy students. @. The institution fosters an inclusi#e academic ambience. 6. The institution meticulously plans and or'ani<es its teachin' schedule. .8. Student centered methods are an inte'ral part of the peda'o'y adopted by the faculty. ... "2periential learnin' participati#e learnin' problem sol#in' methodolo'ies are used. ./. The institution has formal lin7a'es with national a'encies li7e 4&"I!T to promote blended learnin'. .0. Batest technolo'ies are used by the faculty for effecti#e teachin'. .1. The learnin' en#ironment is conduci#e for critical thin7in' creati#ity and scientific temper .H. The institution follows a system of mentor-mentee to meet the academic and personal needs of students. .A. The institution 'i#es due reco'nition to inno#ati#e and creati#e contributions of its faculty and students. .J. Pro:ects G field e2periences are inte'rated into the learnin' pro'rammes. .@. -eedbac7 on the e#aluation of teachers is le#era'ed for impro#ement of the ,uality of teachin'-learnin' process. .6. The institution has ade,uate well ,ualified faculty. /8. $i#ersity in the recruitment of faculty is encoura'ed. /.. The institution facilitates the participation of its teachers in teacher rechar'e pro'rammes. //. The institution ensures that teachin' positions a'ainst sanctioned posts are filled in reasonable time. 66

/.0. !aterin' to Student $i#ersity

/.A. Teachin'learnin' Process

/.J. Teacher Duality

2e* A#)ect#

/.@. "#aluation Process and Reforms

/.6. Student Performance and Bearnin' *utcomes

A##e##$ent In!icator# /0. The institution adheres to ;G!G State Go#t. norms for faculty recruitment and promotion. /1. The institution or'ani<es induction and in-ser#ice academic de#elopment pro'rammes for its faculty. /H. The institution attracts distin'uished faculty for appointment as emeritus G distin'uished professors. /A. The faculty are encoura'ed to demonstrate creati#ity and inno#ation in teachin'. /J. The institution facilitates mobility of its faculty throu'h e2chan'e pro'rammes. /@. The institution disseminates the e#aluation processes to all its sta7eholders. /6. The institution adheres to the academic calendar for conduct of e2aminations. 08. The institution ensures timely declaration of results. 0.. Reforms in the e2amination procedures and processes ha#e positi#ely impacted the e2amination mana'ement system. 0/. Transparency and security of e#aluation system is ensured. 00. Technolo'y is effecti#ely used in the e2amination mana'ement process. 01. The institution has an effecti#e mechanism for redressal of 'rie#ances pertainin' to e2aminations. 0H. The 'raduate attributes of the institution are clearly defined Garticulated. 0A. The institution ensures that its #arious pro'rammes and acti#ities help achei#e the stated 'raduate attributes. 0J. The institution encoura'es all its departments to clearly state the learnin' outcomes of its pro'rammes. 0@. The achei#ement of intended learnin' outcomes is central to the peda'o'ical and assessment processes of the uni#ersity. 06. The institution has mechanisms in place to analy<e short falls in achie#ement of learnin' outcomes and su''est impro#ement measures. 18. 4ew technolo'ies are deployed by the institution to enhance student learnin'.

.88

Criteria 6 L Re#earc+/ Con# "tanc* an! E-ten#ion 2e* A#)ect# 0...Promotion of research A##e##$ent In!icator# .. The institution facilitates its faculty to underta7e research by pro#idin' research funds (seed money). /. Pro#ision for research facilities in terms of laboratory e,uipment research :ournals and research incenti#es are made a#ailable to the faculty. 0. The institution encoura'es and promotes a research culture (e'. teachin' wor7 load remission opportunitites for attendin' conferences etc.). 1. The faculty are encoura'ed to underta7e research by colloboratin' with other research ora'ani<ationsG industry. H. -aculty are 'i#en due reco'nition for 'uidin' research. A. The institution has research committees for promotin' and directin' research. J. The institution encoura'es the establishment of specific research unitsG centers by fundin' a'ency G uni#ersity. @. The institution has a well defiend policy to promote research in its affiliated G constituent colle'es. 6. For7shopsG trainin' pro'rammesG sensiti<ation pro'rammes are conducted by the institution to promote a research culture on campus. .8. The institution facilitates researchers of eminence to #isit the campus as ad:unct professors. ... The institution has a 'ood percenta'e of faculty who ha#e utili<ed sabbatical lea#e for pursuit of hi'her research in premier institutions within the country and abroad. ./. -inancial pro#isions are made in the institutionCs bud'et for supportin' studentsC research pro:ects. .0. The institution ta7es special efforts to encoura'e its faculty to file patents. .1. Pro:ects sponsored by the industry G corporate houses are a#ailed by the institution. .H. The institution recei#es ,uantum of research 'rants from e2ternal a'encies for ma:or and minor pro:ects. .A. The institution has reco'ni<ed Research !entres. (4ational and international e'. ;G! I!SSR I!HR I!PR $ST $BT ;4"S!* ;4I!"-). .J. "fforts are made by the institution to impro#e its infrastructure re,uirements to facilitate research. .@. The institution has a ;ni#ersity Science Instrumentation !entre (;SI!). .8.

0./.Resource &obili<ation for Research

0.0.Research -acilities

2e* A#)ect#

0.1.Research Publications and Awards

A##e##$ent In!icator# .6. Residential facilities (with computer and internet facilities) for research scholars post-doctoral fellows research fellows of #arious academies and #isitin' scientists (nationalGinternational) are a#ailable. /8. The institution has a speciali<ed research centreG wor7station oncampus and off-campus to address the special challen'es of research pro'rammes. /.. The institution has centres of national and international reco'nitionGrepute. //. Research facilities are enhanced throu'h research pro:ects. /0. Si'nificant faculty in#ol#ement in research is e#ident. /1. The institution has an official !ode of "thics to chec7 malpractices and pla'iarism in research. /H. Interdepartmental G interdisciplinary research pro:ects are underta7en. /A. The institution has instituted research awards. /J. Incenti#es are 'i#en to the faculty for recei#in' state national and international reco'nition for research contributions. /@. Research awards and reco'nition are recei#ed by the faculty and students from reputed professional bodies and a'encies. /6. *utput in terms of &.Phil Ph.$. students is si'nificant. 08. The institution has recei#ed research reco'nition and awards (includin' patents). 0.. The institutionCs research has contributed to the industryCs re,uirementsG producti#ity. 0/. A si'nificant number of research articles are published in reputedG refereed :ournals. 00. The institution has published boo7s and proceedin's based on research wor7 of its faculty. 01. The institution is acclaimed for its research as e#idenced by metrics such as !itation Inde2 Impact -actor h-inde2 S4IP SUR etc. 0H. The institution publicises the e2pertise a#ailable for consultancy ser#ices. 0A. The institution renders consultancy ser#ices to industries. 0J. The institution renders consultancy ser#ices to Go#ernment G 4on- Go#ernment or'ani<ationsG communityG public. 0@. Resources (financial and material) are 'enerated throu'h consultancy ser#ices of the institution. 06. &utual benefits accrued due to consultancy. 18. The institution has an official policy for structured consultancy. .8/

0.H.!onsultancy

2e* A#)ect# 0.A."2tension Acti#ities and Institutional Social Responsibility

0.J.!ollaborations

A##e##$ent In!icator# 1.. The conduct of e2tension acti#ities is promoted by the institution. 1/. 4eed-based e2tension pro'rammes are or'ani<ed. 10. Students and faculty participate in e2tension pro'rammes. 11. 4SSG4!! acti#ities are or'ani<ed. 1H. Awards and reco'nitions ha#e been recei#ed for e2tension acti#ities. 1A. The impact of e2tension acti#ities on the community 'oes throu'h a cycle of e#aluation re#iew and up'radin' the e2tension pro'rammes. 1J. Partnerships with industry community and 4G*s for e2tension acti#ities are established. 1@. The institution has a mechanism to trac7 the studentsC in#ol#ement in #arious social mo#ements G acti#ities which promote citi<enship roles. 16. The institution is co'nisant of its Institutional Social Responsibilities (ISR). H8. All constitutents of the institution are made aware of its ISR. H.. The institution has lin7a'es for #arious acti#ities such as faculty e2chan'e student placement etc. H/. The lin7a'es established by the institution ha#e enhanced its academic profile. H0. Specific e2amples of lin7a'es to promote curriculum de#elopment internship on-the-:ob trainin' faculty e2chan'e and de#elopment research etc. H1. The institution has &o;s with institutions of nationalGinternational importanceGother uni#ersitiesG industriesGcorporate houses etc. HH. Institute-industry interactions ha#e resulted in the establishment G creation of hi'hly speciali<ed laboratories G facilities. HA. The impact of the institutional collaborations are formally re#iewed.

.80

Criteria 7 L Infra#tr ct re an! Learnin' Re#o rce# 2e* A#)ect# 1... Physical -acilities A##e##$ent In!icator# .. The institution has ade,uate facilities for teachin'-learnin'. /. The institution pro#ides necessary facilities for laboratories. (-urniture fi2tures e,uipment and 'ood laboratory practices) 0. The institution has ade,uate facilities for 'eneral computer education of students. 1. Infrastructural facilities are au'mented from time to time. H. Infrastructure facilites are bein' utili<ed optimally. A. Additional facilities for sports and e2tra-curricular acti#ities ('ymnasium swimmin' pool auditorium etc.) are pro#ided. J. Health ser#ices for students teachin' and non-teachin' are pro#ided by the institution. @. The institution facilitates acti#e academic participation of physically disabled students by pro#idin' the necessary facilities. 6. Ade,uacy of speciality G super speciality ser#ices. .8. Reco'nition of teachin' hospital and laboratories by other accreditation a'encies. ... Bayout of the hospital ser#ices and its user friendliness. ./. Adoption of standard operatin' procedures. .0. "ffecti#e mana'emtn of casualltiy ser#ices and accident G emer'ency ser#ices. .1. !ollectin' feedbac7 from patients for remedial actions. .H. The library has ade,ute physical facilities such as readin' room repro'raphy internet. .A. 4umber of boo7 titles per student (in the central library) e2cludin' boo7 ban7 is 'reater than @8. .J. The library is stoc7ed with ade,uate number of :ournals (national O international) and other library resources (i.e. !$sG cassettes etc.). .@. Bibrary resources are au'mented e#ery year with newer editions and titles. .6. The library operations (issue of boo7s 'ettin' the necessary references etc) are effecti#e and user-friendly. /8. The Bibrary Ad#isory !ommittee is responsible for the effecti#e functionin' of the library. /.. The library collects feedbac7 from users and incorporates the su''estions for its enhanced functionin'. //. The library is computeri<ed and networ7ed with other libraries. /0. The institution fre,uently up'rades its IT facility and has latest computin' facilities 5 hardware and software.

1.6. !linical G Baboratory Bearnin' Resources

1..0. Bibrary as a Bearnin' Resource

1./.. IT Infrastructure

.81

2e* A#)ect#

1./H. &aintenance of !ampus -acilities

A##e##$ent In!icator# /1. The faculties are pro#ided with the re,uisite facilities for preparation of computer aided teachin' learnin' material. /H. The institution is connected with the 4ational ?nowled'e 4etwor7 and other such facilities. /A. Bud'et pro#ision is made for purchase up'radin' and maintenance of computers. /J. The institution has a bud'et for maintenance of the facilities a#ailable on the campus 5 physical facilities and academic support facilities. /@. There are established procedures and systems for maintainin' and utilisin' physical and academic support facilities 5 library sports comple2es computer classrooms etc. /6. The funds allocated for maintenance of infrastructure are utili<ed in total for the planned acti#ities.

.8H

Criterion 9 4 St !ent S ))ort an! Pro're##ion 2e* A#)ect# H.. Student &entorin' and Support A##e##$ent In!icator# .. The institution has an independent system for student support and mentorin'. /. Ade,uate student welfare measures (scholarships freeships insurance etc.) are pro#ided by the institution. 0. Personal enhancement and de#elopment schemes 5 coachin' classes for competiti#e e2aminations career counselin' soft s7ill de#elopment etc. are a#ailable to the students. 1. Information about the institution is publicly accessible. H. The institution has an international students cell to cater to the re,uirements of forei'n students. A. Student participation in co-curricular and e2tra-curricular acti#ities is encoura'ed. J. The institution has a placement cell which helps to identify :ob opportunities and de#elop entrepreneurship s7ills. @. *n-campus inter#iews are an essential mechanism to ensure student placement. 6. The Alumni Association contributes si'nificantly to the de#elopment plans of the institution. .8. The institution has a mechanism for timely redressal of student 'rei#anaces. ... The institution has an anti-ra''in' committee which monitors student interactions effecti#ely. ./. Specific student support is pro#ided for S! ST *B! PF$ and economically wea7er sections of society. .0. The institution has a mechanism for pre#ention of se2ual ('ender) harassment. .1. The pro'ression of students in #arious pro'rammes of the institution is re'ularly monitored. .H. The institution ma7es special efforts to reduce its dropout rate and increase its pass percenta'e. .A. The institution facilitates and monitors timely submission of Ph.$.G$.Bitt.G$.Sc. theses. .J. The institution has a successful trac7 record of students appearin' and ,ualifyin' in competiti#e e2aminations. .@. The institution has a ran'e of 'ames e2tra-curricular acti#ities which contribute to o#erall de#elopment of students. .6. -eedbac7 from students is used for plannin' and de#elopin' support ser#ices. /8. Acti#e student participation throu'h Student !ouncils is encoura'ed. .8A

H./

Student Pro'ression

H.0

Student Participation and Acti#ities

/.. Students are represented on academic and administrati#e bodies of the institution. //. Institution facilitates for students to publish materials li7e catalo'ues wall ma'a<ines institution ma'a<ines etc. /0. Student participation in state national and international le#el sports e#ents is encoura'ed.

.8J

Criteria : L Go(ernance/ Lea!er#+i) an! Mana'e$ent 2e* A#)ect# A... Institutional %ision and Beadership A##e##$ent In!icator# .. The #ision mission and 'oals of the institution are in tune with the ob:ecti#es of hi'her education. /. The 'o#ernance of the institution is reflecti#e of an effecti#e leadership. 0. The institution practices decentrali<ation and participati#e mana'ement. 1. The institution pro#ides academic leadership to its affiliated colle'es. H. The institution formulates its strate'ic plannin' and interacts with sta7eholders. A. The institution monitors and e#aluates its policies and plans. J. The institution 'rooms leadership at #arious le#els. @. All decisions of the institution are 'o#erned by mana'ement of facts information and ob:ecti#es. 6. Perspecti#e plan document is an important component of the institutionCs strate'y de#elopment and deployment process. .8. The institution has a well defined or'anisational structure with effecti#e processes de#eloped for all its ma:or acti#ities. ... The institution has an effecti#e feedbac7 system in#ol#in' all sta7eholders. ./. The institution has a well defined Duality Policy and deployed with a systems perspecti#e. .0. The institution has an action plan and schedules for its future de#elopment. .1. The institution has an effecti#e Grie#ance Redressal !ell. .H. &ana'ement and monitorin' of the affiliated colle'es is effecti#ely handled by the institution. .A. Student Satisfaction Sur#ey is an inte'ral input factor for all policies of the institution. .J. The institution ta7es sustained interest in recruitment and promotion aspects of its employees. .@. The institution adheres to G*IG State Go#t. policies on recruitment (access e,uity 'ender sensiti#ity and physically disabled). .6. The institution has an effecti#e welfare mechanism for teachin' and non-teachin' staff. /8. The institution ensures transparent use of Performance Appraisal Reports. /.. The institution conducts pro'rammes to enhance the competency of its faculty and non-teachin' staff. .8@

A./. Strate'y $e#elopment and $eployment

A.0. -aculty "mpowerment Strate'ies

2e* A#)ect#

A.1. -inancial &ana'ement and Resource &obili<ation

A.H. Internal Duality Assurance System

A##e##$ent In!icator# //. Performance bud'etin' is a core plannin' acti#ity used by the institution for informed decision ma7in'. /0. The institution incorporates 'ender auditin' to enhance inclusi#eness. /1. "ffecti#e welfare mechanisms of the institutions are a#ailable to its teachin' and non-teachin' staff. /H. The institution conducts pro'ramme for professional de#elopment of its staff. /A. Impact of Academic Staff !olle'e pro'rammes forms an important feedbac7 for impro#ement of pro'rammes. /J. The institution has ade,uate bud'etary pro#isions for academic and administrati#e acti#ities. /@. *ptimal utili<ation of bud'et is strictly adhered to by the institution. /6. &onitorin' financial mana'ement practices throu'h internal audit is e#idenced in the institutionCs financial health. 08. The institution maintains a Reser#e and !orpus fund. 0.. The institution has conducted internal and e2ternal audits are re'ularly conducted. 0/. The institution and leadership ta7es initiati#es for mobili<ation of resources. 00. Academic audit of departments and its impact is an important ,uality initiati#e of the institution. 01. The institution has an effecti#e ,uality mana'ement and enhancement systems. 0H. The institution re#iews its teachin' learnin' process structure methodolo'ies of operations and learnin' outcomes at periodic inter#als. 0A. Internal Duality Assurance !ell (IDA!) has contributed si'nificantly to institutionali<in' ,uality assurance strate'ies and processes. 0J. "2ternal members contribute si'nificantly in the functionin' of the IDA!. 0@. Autonomy to academic departments is encoura'ed.

.86

Criteria < L Inno(ation# an! Be#t Practice# Key Aspects J... "n#ironment !onsciousness J.0. Inno#ations J.1. Best Practices A##e##$ent In!icator# .. /. 0. 1. H. Green audit. Promotion of eco-friendly campus. "-waste mana'ement. *pen ended 5 peer team members to identify the characteristics of the inno#ation. *pen ended 5 peer team members to decide on the efficacy of the practice.

..8

A))en!i- 7:

Me$&er# of t+e Nationa" Con# "tati(e Co$$ittee L .ea"t+ Science#

...

Me$&er# of t+e Nationa" Con# "tati(e Co$$ittee L .ea"t+ Science#

S". No. 3. Na$e an! A!!re## Prof. $r. S. !handrashe7har Shetty (!hairman) (-ormer %! RG;HS) 4o. .08 .st &ain Road &BA Bayout R T 4a'ar Ban'alore 5 HA8 80/ $r. ?. &ohandas %ice !hancellor ?erala ;ni#ersity of Health Sciences &edical !olle'e P.*. Thrissur - A@8 H6A ?erala $r. S. Ran'aswami (-ormer %! Sri Ramachandra ;ni#ersity) S? 18/ Shriram Spandhana Apartments !hall'hatta 9emalur Post Ban'alore - HA8 80J $r. S. Ramananda Shetty (-ormer %! RG;HS) %ice !hancellor 4itte ;ni#ersity Ath -lr ;ni#ersity "ncla#e &edical Sciences !omple2 $erala7atte &an'alore 5 HJH8.@ ?arnata7a $r. ?. Ananda ?annan (-ormer %! The Tamil 4adu $r. &. G. R. &edical ;ni#ersity) 4o. H6G08 Hth Street Padmanaba 4a'ar Adyar !hennai - A88 8/8 Tamil 4adu $r. !handra7ant ?o7ate %ice !hancellor ?B" ;ni#ersity U4&! !ampus 4ehru 4a'ar Bel'aum 5 H68 8.8 ?arnata7a $r. !. Bhas7er Rao (-ormer %ice President $!I) !hief &entor %asan $ental !are Plot 4o. /6 Presti'e &eridian . ;nit /80 E /81 / nd -loor &. G. Road Ban'alore 5 HA8 88. $r. S. ?. ?ul7arni ("meritus Professor of Pharmacolo'y E -ormer Pro-%! ($;I) Pan:ab ;ni#ersity) -lat no. 181 Dueens !ourt %accine $epot Road Tila7awadi Bel'aum 5 H68 88A ?arnata7a $r. Sudheer $eshpande Re'istrar Swami %i#e7ananda 9o'a Anusandhana Samsthana (S-%9ASA) Giddenahalli Ui'ani Hobli Ane7al Talu7 Ban'alore 5 HA/ .8A S &Kect Allopathy

/.

Allopathy

0.

Allopathy

1.

Allopathy

H.

Allopathy

A.

Pharmacy

J.

$entistry

@.

Pharmacy

6.

9o'a

.8. $r. S. H. Ansari Professor -aculty of Pharmacy Uamia Hamdard P.* 5 Hamdard 4a'ar 4ew $elhi 5 ..8 8A/ ... $r. Arunalo7e !ha7rabarti Professor of &edical &icrobiolo'y Post'raduate Institute of &edical "ducation and Research Sector-./ !handi'arh 5 .A8 8./

Pharmacy

Allopathy

../

S". No. Na$e an! A!!re## ./. Prof. &. $. ?ar#e7ar ("2ecuti#e &ember Pharmacy !ouncil of India) Professor ?rupanidhi !olle'e of Pharmacy Ban'alore Y .116 Sector J 1th &ain /.st !ross HSR Bayout Ban'alore .0. $r. B. H. Sripathi Rao Principal G $ean Professor and Head $epartment of *ral and &a2illofacial Sur'ery 9enepoya $ental !olle'e $erala7atte &an'alore - HJH 8.@ ?arnata7a .1. Prof. Sr. Uacintha $CSou<a Principal Athena !olle'e of 4ursin' -alnir Road &an'alore 5 HJH 88/ ?arnata7a .H. $r. Batha %en7atesan Principal Apollo !olle'e of 4ursin' Ayanamba77am !hennai - A88 86H Tamil 4adu .A. Bt !ol (&s.) &anonmani %en7at Principal Sadhu %aswani !olle'e of 4ursin' .8 E .8A ?ore'aon Par7 Pune 5 1.. 88. &aharashtra .J. $r. T. ?. Ra#i Principal !olle'e of Pharmacy Sri Rama ?rishna Institute of Paramedical Sciences Y 06H Saro:ini 4aidu Road !oimbatore - A1. 811 Tamil 4adu .@. Prof. Ra:esh Shenoy Principal E !hairman Padmashree Institute of &edical Bab Technolo'y 4a'arbha#i Ban'alore - HA8 8J/ .6. $r. Srinath Rao $ean of -aculty of Homoeopathy Principal -ather &uller Homoeopathic &edical !olle'e E Hospital ;ni#ersity Road $erala7atte &an'alore 5 HJ1 .A8 ?arnata7a /8. $r. %imal ?ant Si7ri Principal Go#ernment $ental !olle'e and Hospital Amritsar 5 .10 88. Pun:ab /.. $r. &s. Sabita &. Ram Principal &G& $ental !olle'e Uunction of 4H1 E Sion-Pan#el "2pressway Sector .@ ?amothe 4a#i &umbai - 1.8 /86 //. &s. "rna Uudith Roach Associate $ean Professor and H.*.$ $epartment of !hild Health 4ursin' &anipal !olle'e of 4ursin' &anipal ;ni#ersity &anipal 5 HJA .81 ?arnata7a /0. $r. Prasanna 4 Rao Principal E !&* Sri $harmasthala &an:unatheshwara !olle'e of Ayur#eda E Hospital P B 4o. .A1 Thannirhalla B & Road Hassan 5 HJ0 /8. ?arnata7a /1. $r. Balitha B.R Professor H*$ $ra#ya'una $epartment Go#ernment Ayur#eda &edical !olle'e $han#antri Road Ban'alore 5 HA8886 /H. Prof. &. A. ?uriachan Professor and Head Go#ernment !olle'e of Pharmaceutical

S &Kect Pharmacy

$entistry

4ursin' 4ursin'

4ursin'

Pharmacy

Physiotherapy

Homoeopathy

$entistry $entistry

4ursin'

Ayur#eda

Ayur#eda

Pharmacy

..0

S". No.

Na$e an! A!!re## Sciences &edical !olle'e Thiru#ananthapuram 5 A6H 8.. ?erala

S &Kect

..1