Self Study Report Christ University 2015 by Christ University, Bengaluru

Self Study Report

July 2015

Self Study Report

Submitted to

National Assessment and Accreditation Council Bengaluru 9 July 2015

Table of Contents List of Tables List of Figures List of Abbreviations A. Cover Letter

B. Executive Summary

SWOC Analysis

C. Profile of the University

D. Criterionwise Analytical Report

Criterion I

Curricular Aspects

Criterion II

Teaching-Learning and Evaluation

Criterion III Research, Consultancy and Extension

Criterion IV Infrastructure and Learning Resources

131

Criterion V

157

Student Support and Progression

Criterion VI Governance, Leadership and Management 181 Criterion VII Innovations and Best Practices

203

Statement of Compliance

223

Appendix

224

List of Tables Table 1 Number of programmes ................................................................................... 44 Table 2 Non-Core certificate programmes .................................................................. 46 Table 3 Inter-disciplinary programmes ....................................................................... 52 Table 4 Programmes in emerging areas....................................................................... 52 Table 5 BOS format for curricular changes ................................................................. 53 Table 6 Value-added programmes—Sciences ............................................................ 54 Table 7 Value-added programmes- Humanities and Social Sciences ..................... 55 Table 8 Value-added programmes— Management ................................................... 55 Table 9 Value-added programmes— Engineering..................................................... 55 Table 10 Programmes incorporating Sector Skill Council skill indicators ............. 56 Table 11 Number of students admitted in the last four years .................................. 68 Table 12 Discontinued programmes ............................................................................ 70 Table 13 Programmes with change of nomenclatures ............................................... 70 Table 14 Orientation/induction programmes ............................................................ 71 Table 15 Bridge courses offered by some of the departments .................................. 73 Table 16 Remedial courses ............................................................................................. 74 Table 17 Functions of the Centre for Counselling and Health Services, with students beneficiaries ..................................................................................... 80 Table 18 Students benefitted by the Peer Education Programme............................ 82 Table 19 Innovative teaching approaches/methods/practices adopted/put to use ........................................................................................ 83 Table 20 Projects executed within the University ...................................................... 84 Table 21 Student projects undertaken in collaboration with external institutions ....................................................................................................... 85 Table 22 Details of the faculty ....................................................................................... 87 Table 23 Diversity of Faculty (Full-time regular) ....................................................... 88 Table 24 Appointees in emerging areas of study ....................................................... 88 Table 25 Percentage of the total budget earmarked for research ........................... 104 Table 26 National and international conferences ..................................................... 105 Table 27 List of faculty filed for patents .................................................................... 106 Table 28 major research projects, minor research projects, monograph, working paper ............................................................................................... 106 Table 29 Ongoing Research Projects sponsored by other agencies-National and international .......................................................................................... 106 Table 30 List of projects sponsored by industry/corporate houses ...................... 108 Table 31 Departments recognised for research activities by National and international agencies .................................................................................. 109 Table 32 Research projects completed and grants received during the last four years (National/International) ................................................... 109 Table 33 All India collaborations—inter-instituition ............................................... 110 Table 34 International collaborations—inter-instituition ........................................ 111

Table 35 Journals published by Christ University ................................................... 114 Table 36 Faculty publications ...................................................................................... 114 Table 37 National and international recognition received by the faculty from reputed professional bodies and agencies ...................................... 115 Table 38 Average number of successful MPhil and PhD scholars guided per faculty during the last four years ........................................................ 116 Table 39 Important consultancies undertaken by the University during the last four years ............................................................................ 117 Table 40 Consultancies undertaken by the Centres ................................................. 119 Table 41 Consultancy services provided by the University and the revenue generated during the last four years.......................................................... 120 Table 42 Christ University Infrastructure at Hosur Road ....................................... 132 Table 43 Christ University infrastructure at Kengeri .............................................. 136 Table 44 Christ University infrastructure at Bannerghatta Road .......................... 138 Table 45 Transformers with capacity with venues .................................................. 139 Table 46 Generator capacity with venues.................................................................. 139 Table 47 Air conditioners (capacity with venues) .................................................... 139 Table 48 Facilities to residential students .................................................................. 141 Table 49 Facilities to promote studentsâ&#x20AC;&#x2122; interest in sports and cultural events ............................................................................................... 143 Table 50 Annual library budget and amount spent on new books and journals ................................................................................................... 149 Table 51 Provision in annual budget for update, deployment and maintenance of computers .......................................................................... 153 Table 52 Type and total number of University scholarships/freeships ............... 159 Table 53 Level of study and number of University scholarships/freeships ........ 159 Table 54 University scholarships/freeships with beneficiaries ............................. 160 Table 55 Financial assistance received from state, central government and other national agencies ........................................................................ 160 Table 56 Scholarships from other agencies ............................................................... 160 Table 57 Leading regular employers for Campus Placements during the last four years ......................................... Error! Bookmark not defined. Table 58 Students selected through campus interviews 2010-15 ........................... 165 Table 59 Women participants in intra and inter-institutional sports 2010-2015 ............................................................................................ 168 Table 60 Participation of women students in intra- and inter-institutional cultural activities .......................................................................................... 171 Table 61 Student progression from UG to PG and PG to MPhil ............................ 172 Table 62 Programmewise completion rate ................................................................ 172 Table 63 Students appeared/qualified in competitive examinations ................... 173 Table 64 PhD thesis submitted, accepted, rejected................................................... 173 Table 65 Calendar of Events- Sports, Cultural and Extracurricular organized 2010-15 ............................................................................................................ 174 Table 66 Achievements of students in co-curricular, extracurricular and cultural activities .......................................................................................... 174 Table 67 Student periodicals ....................................................................................... 177

Table 68 Tuition fee paid in instalment ..................................................................... 179 Table 69 Methane Emission Calculation .................................................................... 207 Table 70 Innovative courses introduced in existing programmes ......................... 207 Table 71 Innovation in Curricula ................................................................................ 208 Table 72 Holistice Education modules 2012-15 ........................................................ 216 Table 73 Indicating rating of students on SSS from 2010 to 2015........................... 221 Table 74 Improvement in various categories of student satisfaction for 2014-2015.................................................................................................. 221

List of Figures Figure 1 Applications and admissions for the UG and PG Programmes ............... 69 Figure 2 Applications and admissions for research programmes ........................... 69 Figure 3 Layout of the Libraries â&#x20AC;&#x201C; Knowledge Centre, Engineering Library, UG Library..................................................................................................... 146 Figure 4 Inrernal organisation structure .................................................................... 190 Figure 5 Audited income and expenditure statements 2010-14 ............................. 199 Figure 6 Percentage of responses on five-point scale for 2014-15 .......................... 220

List of Abbreviations ACCA

Association of Chartered Certified Accountants

AGM

Annual General Meeting

AIACHE

All India Association for Christian Higher Education

AICTE

All India Council for Technical Education

BCI

The Bar Council of India

CART

Centre for Advanced Research and Training

CBCS

Choice Based Credit System

CCD

Centre for Concept Design

CFCD

Child-Focussed Community Development

CED

Centre for Education and Documentation

CIMA

Chartered Institute of Management Accountants

CMCQ

Collection of Multiple Choice Questions

CMI

Carmelites of Mary Immaculate

COMEDK

Consortium of Medical, Engineering and Dental colleges of Karnataka

DOI

Digital Object Identifier

ERP

Enterprise Resource Planning

FDP

Faculty Development Programmes

FRLHT

Foundation for Revitalisation of Local Health Traditions

FRRO

Foreigner Regional Registration Offices

GKVK

Gandhi Krishi Vignana Kendra

GoK

Government of Karnataka

HED

Holistic Education Development

HEDC

Holistic Education Development Cell

HEI

Higher Education Institution

HOD

Head of the Department

IFCU

International Federation of Catholic Universities

IIA

Indian Institute of Astrophysics

IIM

Indian Institute of Management

IISC

International Social Science Council

IISc

Indian Institute of Science

IKN

Institutional Knowledge Network

IKST

Indo-Korea Science and Technology Centre

IQAC

Internal Quality Assurance Cell

ISA

Indian Science Academy

ISEC

Institute for Social and Economic Change

ISRC

International Standard Recording Code

ISRO

Indian Space Research Organisation

ISSN

International Standard Serial Number

JNCSR

Jawaharlal Nehru Centre for Advanced Scientific Research

JRF

Junior Research Fellowship

KSTA

Karnataka Science and Technology Academy

LMS

Learning Management System

MDP

Management Development Programmes

MOOC

Massive Open Online Course

MOU

Memorandum of Understanding

Not Applicable

MRP

Major Research Project

NAAC

National Assessment and Accreditation Council

NBHM

National Board for Higher Mathematics

NCBS

National Centre for Biological Sciences

NCTE

National Council For Teacher Education

NIMHANS

National Institute of Mental Health and Neuro Sciences

NIT

National Institute of Technology

NMEITCT

National Mission on Education through Information and Communication Technology

NSDC

National Skill Development Corporation

OJS

Open Journal System

QCL

Quality of College Life

RASTA

Resource Centre for Asphalt and Soil Training Academy

RRI

Regional Research Institute

SAE

Society for Automotive Engineers

SIR

Scholar-in-Residence Programme

SSS

Student Satisfaction Survey

SSSQ

Student Satisfaction Survey Questionnaire

TIFR

Tata Institute of Fundamental Research

UBCHEA

United Board For Christian Higher Education in Asia

UGC

University Grants Commission

USAC

University Studies Abroad Consortium

VSSRC

Vikram Sarabhai Space Research Centre

VTU

Visvesvaraya Technological University

XBHEI

Xavier Board of Higher Education in India

A. Cover Letter

Excellence and Service

Self Study Report

Christ University

B. Executive Summary CHRIST UNIVERSITY Vision Excellence and Service

Mission Christ University is a nurturing ground for an individualâ&#x20AC;&#x2122;s holistic development to make effective contribution to the society in a dynamic environment.

Genesis Christ University was born out of the educational vision of Saint Kuriakose Elias Chavara, a visionary, scholar and social reformer of the nineteenth century and the founder of the first indigenous Catholic religious congregation of Indiaâ&#x20AC;&#x201D; Carmelites of Mary Immaculate (CMI), to provide quality education with holistic development. Formerly known as Christ College (Autonomous), it was declared a Deemed-to-be University under Section 3 of UGC Act 1956 in 2008. Christ College, established in 1969, was the first educational institution in Karnataka to be accredited by the National Assessment and Accreditation Council (NAAC) in 1998. This was followed by re-accreditation with A+ Level rating in 2005. In recognition of the performance and potential of the institution in introducing programmes of research and innovation, the UGC granted Autonomous Status to the Institution in 2004. The Institution was recognized as a College with Potential for Excellence by the UGC in 2006. Christ University offers a number of quality educational programmes. Keeping in mind the needs of the society and holistic development of the students by promoting critical and intellectual interaction between faculty, students, industry and academia, Christ University offers 44 undergraduate, 44 postgraduate, 16 MPhil and 17 PhD programmes in multi-disciplinary and interdisciplinary areas. These programmes are offered through various deaneries and departments such as Humanities, Social Sciences, Sciences, Engineering, Law, Education, Commerce and Management. Christ University has been collaborating with various international accredited foreign universities such as Virginia Commonwealth University, USA; Western Michigan University, USA; Baldwin Wallace University, USA; University of Mount Union, USA; Griffith University, Australia; Lille Catholic University, France; Sheffield Hallam University, UK; Liverpool Hope University, UK; NHTV, Netherlands; HAN University, Netherlands; University of Applied Sciences, Germany and Zurich University of Applied Sciences, Switzerland. Currently 598 international students, representing 55 countries add to the cultural diversity among student community. A dedicated Office of International Affairs has been Excellence and Service

Self Study Report

set up to attract foreign students, promote faculty/student exchanges, build academic consultancy and to strengthen research collaborations. In addition, Christ University programmes are recognised by several professional bodies in and outside India, such as Institute of Chartered Accountants of India, Institute of Company Secretaries of India, International Air Transport Association (Canada), Chartered Institute of Management Accountants, Association of Certified Chartered Accountants (UK), and Institute of Management Accountants (USA). Academic programmes of the University are facilitated and supported by centres such as Centre for Research, Centre for Research Projects, Centre for Publications, Centre for Education Beyond Curriculum (CEDBEC), Centre for Social Research, Centre for Advanced Research and Training (CART), Centre for Social Action (CSA), Centre for Counselling and Health Care, Centre for Placements and Career Guidance, Internal Quality Assurance Cell (IQAC), Centre for Concept Design (CCD), Centre for Educational Sustainability and Development (CESD) and Centre for Digital Innovation (CDI). Christ University campus is spacious, well-maintained and environment friendly. It has excellent infrastructure facilities such as equipment, buildings and learning resources. The University has won several awards for its green and clean campus. It is also known for well-maintained, high-tech, and ICT-enabled campus which serves the informational needs of faculty and students. The University has 554 fulltime, well-qualified teachers of whom 208 are doctorates and 129 have obtained MPhil. The University represents a rich diversity of faculty from across the state, the country and abroad. There are 475 non-teaching staff to cater to the need of administrative purpose in varied aspects of university offices. Christ University academic programmes have been highly ranked by reputed external agencies and have wide public acceptance. The University is ranked no.11 among the universities and no. 1 among Deemed Universities in the country in the July 2015 India Today-Nielsen survey. Further, the June 2015 India Today-Nielsen Survey, has ranked Christ University programmes, BBA (I), BCA (I), Science (III), Journalism (III), Arts (IV) Commerce (IV), and Law (XII) nationally. Christ University has funded research projects to the tune of Rs 7.6 crores to promote research among the faculty. Currently 87 Principal Investigators and 31 co-investigators are involved in various research projects of the University. 41 projects have been completed in the last four years. Besides, faculty members have received grants for major and minor research projects from reputed organizations like UGC, DST, IOCL, ICSSR, Government of Karnataka, IFCU, and IKST. The faculty members are actively engaged in publishing papers in journals of national and international repute. During the period 2011-2015, 1443 research articles have been published in national/international peer reviewed journals. In addition, faculty have published 314 books and monographs and 31 book chapters. University has published 236 books in Kannada and 59 books in English. The University also publishes six refereed journals.

Christ University

Curricular Aspects Curriculum is developed and designed by the Curriculum Development Cells of various departments. The curriculum is reviewed and validated by academic and industry experts of national and international repute. The curriculum incorporates specific aspects of employability, innovations and research. Curriculum is essentially designed to inculcate an attitude of inquiry and focuses on researchinformed teaching. It is student-centric and skill-oriented. Curriculum includes emerging and contemporary areas of study. It focuses on the regional, national and international needs of employers. The University follows a Choice Based Credit System (CBCS). It also strongly promotes interdisciplinary programmes at UG, PG and research levels. Courses and certificate programmes are designed to enable students to be socially sensitive through community development activities. The value added programmes include holistic education modules as well as other skill-based courses which add to the enrichment of the curriculum. Specially designed courses cover the skills outlined by National Skill Development Corporation (NSDC) and other agencies. The curriculum revision and review also considers feedback from alumni, parents, industry and the outgoing students. This is strengthened by feedback from national and international experts. Several quality enhancement initiatives are undertaken through Internal Quality Assurance Cell (IQAC). Faculty Development Programmes (FDP) and curriculum review workshops are organized to revise and update the curricular aspects in consultation with professional bodies, experts and industry. Teaching-Learning and Evaluation Christ University adopts a very transparent admission procedure. Sufficient publicity is given to admissions every academic year through the University website, publicity material, print and social media. Programme-specific entrance examination is conducted at different cities. The University maintains admission records and reviews its admission process annually. Orientation and induction programme is organized for newly admitted students by identifying differential requirement of student population. University also offers bridge, remedial and add-on courses to students department-wise. The University serves the needs of the disadvantaged sections of the society and identifies and attends to the needs of slow and advanced learners. The courses are customized to meet the requirements of the above categories of students. Admission process and student profile are reviewed annually at the department level. Fee concessions and scholarships are offered to the students belonging to SC/ST/OBC, differently-abled, other marginalised sections of the society and sportspersons. The University caters to the diverse learning needs of students. Bridge courses are provided to students in the beginning of the year which bring about parity of learning levels in the classes. Advanced programmes are designed for advanced Excellence and Service

Self Study Report

learners. These include advanced projects, opportunity to teach peers as well as represent the University at other institutions for various competitions. Slow learners are given additional coaching in the form of tutorials. The Academic activities in the University take place as per the academic calendar. Course plans are provided at the commencement of the academic sessions. Experts are invited to deliver lectures on emerging areas as per the course plan. The University emphasizes student-centric pedagogical practices to ensure an intellectually-stimulating environment. The learning activities include case studies, industrial visits, rural camps, group discussions, field visits, team-based practical assignments, and research-based teaching. Several prominent experts are invited to share their expertise to enrich the student learning. Student projects are mandatory in most of the programmes and the faculty facilitate execution of such projects. Presentations, videos, Moodle, MOOCs are integrated by adopting flipped classroom method. Web-based programmes are also part of the learning activities. E-learning resources like MOOC, digital course modules, and blogs form unique ways to enrich the teaching learning process. The University employs counsellors, mentors, and advisors for each class and group of students for their academic, personal and psycho-social guidance. In addition, as a novel initiative, Peer Education Programme is introduced to reach out to the student community in terms of healthy living, and Psycho-sexual health. The University has the adequate faculty strength. The student-teacher ratio is very healthy. A good number of the faculty possess doctoral degrees and many others are in the process of acquiring the same. The University teaching quality is enhanced by emeritus, adjunct, and visiting professors from industry, bar and bench. The faculty and students attend regional, national and international seminars, workshops and conferences to keep abreast of themselves with the current trends in their respective subject areas. The appraisal of the teachers on teaching, research and extention activities is done through a process consisting of faculty evaluation by students, faculty selfappraisal, peer evaluation and faculty evaluation by respective Heads of the Departments. The student evaluation is a systematic and transparent process conducted at the end of every semester. Teaching and assessment strategies have been structured to facilitate the achievement of intended learning outcomes. Curriculum design provides for the assessment of learning outcomes by collecting and analyzing data on student learning outcomes. The results of the data analysis are used to overcome the barriers to learning, if any. Research, Consultancy and Extension Promotion of research is a top priority for the University. The University has constituted a Research Committee to encourage and promote research activities on the campus. The Research Committee formulates policies related to research and 6

Christ University

consultancy. The Committee adopts appropriate measures to facilitate the implementation of schemes and projects. A number of provisions such as financial assistance and grants to support research activities of faculty and students have been made. The University makes financial provisions in the University budget for supporting research projects. Centre for Research-Projects allocates funds for the University faculty to the extent of Rs 14 lakhs for individual projects. Research Assistants are provided to the Principal Investigators to facilitate smooth progression of research projects. Research funding policy also provides for faculty to undertake Working Papers with financial assistance upto Rs 20,000, Minor Research Projects up to Rs 60,000, and Monographs up to Rs 5,00,000 for individual projects. Seed money of Rs 25,000 is provided to prepare proposals for externally-funded projects. The University emphasizes and promotes an inter-disciplinary research. Provisions are made in the PhD and MPhil regulations for co-guides for areas of research that are interdisciplinary in nature. Besides, joint paper publications are undertaken by faculty across disciplines. The Forum for Knowledge Sharing, Institutional Knowledge Network (IKN) and other similar forums at the deanery levels are platforms for sharing of knowledge and research concerns. The University subscribes to 519 print journals and 18 online journal databases like ProQuest, JSTOR, EBSCO, Westlaw, IndiaStat, Springer Link and Lexisnexis. Student projects and Journal Clubs make use of the databases extensively for research. Collaboration with national and international institutions is undertaken to promote interdisciplinary research. The University has been recognized by organisations of international repute like FESTO, Renault-Nissan, Indo-Korea Science and Technology Centre (IKST), Society of Automotive Engineers (SAE), Concrete Technology Laboratory, VOLVO and RASTA. The University is also recognized by ICSSR, DST, Karnataka State Biodiversity Board, Coconut Development Board, Centre for the Study of Social Exclusion and Inclusive Policy, National Law School of India University, UGC and Government of Karnataka. The University has initiated major research projects in collaboration with Vikram Sarabhai Space Centre of ISRO in thrust areas related to space science. Six in-house journals are published by the University. All the journals are wellreceived by the academic community across the country. The University has set up an Information Resource Centre and laboratories with software packages like SPSS, STATA, R, NVivo, MATLAB, EViews, Origin, Amos, Turnitin, and LaTeX. University faculty members are actively engaged in publishing papers in journals of national and international repute. The faculty has also been serving on the editorial boards of international journals and as members of steering committees Excellence and Service

Self Study Report

of international conferences recognised by national organizations/societies. Some of the faculty members have edited books and have written books as single authors and co-authors with other eminent academicians. Many of the publications have appeared in reputed journals with high impact factors. These papers are cited by researchers worldwide yielding high citation indices. Residential facilities for research scholars, post-doctoral fellows, research associates, summer fellows of various academies and visiting scientists of national/international standing, have been extended. Scholar-in-Residence Programme (SIR) is an initiative of the University to invite scholars of eminence for short durations. Further, the University has set up centres and labs to promote and support faculty and student research. Seminars/workshops/training programmes/conferences on research issues, methods, statistical techniques and discipline-based research themes are periodically held at the University to promote research culture. The University offers both academic and industry consultancy services through deaneries and departments involving organisations such as Coconut Development Board; Karnataka Construction Workers Welfare Board; Department of Women and Child Welfare, Government of Karnataka (GoK); IOCL; international universities like University of Paris-Dauphine, France; Griffith University, Australia; Korean Trade organisation (KOTRA); and Department of Personnel and Administrative Reforms, GoK. Outreach programmes are organized by the University and integrated within the curricula. Neighbouring villages and slums are adopted for working towards their socio-economic development. Students are sensitized on social issues by taking them to the villages, urban slums, NGOs among other spaces. The major extension projects and activities of Christ University are focused on â&#x20AC;&#x2DC;Women and Childâ&#x20AC;&#x2122; development and skill development of youth. Infrastructure and Learning Resources Christ University has been currently functioning in the heart of Bengaluru. The University has well maintained infrastructure which consists of high-tech classrooms, playgrounds, kiosks, canteens, auditoria, seminar halls, conference halls, gymnasium, and ATM facility. The University also has buses that are exclusively used for educational trips. Adequate vehicle parking space is available for students, faculty members and visitors. The University provides state-of-the-art infrastructure to promote teachinglearning environment. Classrooms are equipped with LCDs, high-speed Wi-Fi connectivity, comfortable seating for students, adequate lighting and fans. There is adequate drinking water supply and uninterrupted power supply throughout the campus. Adequate resources are allocated for the maintenance of the infrastructure under the supervision of an Estate Officer. 8

Christ University

The University has well-equipped libraries with a built up area of 5781 Sq.m. Library Committee manages the procurement of library resources based on the needs of faculty and students. Library has 2,20,524 titles, 519 print journals and magazines, 18 online databases, 4020 reports and 4485 question papers online. The library is automated. The diverse collections with the update of general collections and subject specified reference works in the library cater to the needs of students. The library is managed by well-qualified librarians and able support staff. All the departments are equipped with sufficient internet enabled Personal Computers (PCs) and some with tailor-made programmes to cater to the needs of specific databases. The entire campus is Wi-Fi enabled. The University provides well-furnished separate hostels for both men and women. The University has excellent facilities for sports such as basketball courts, football/cricket field, throwball courts, volley-ball courts, tennis courts, hockey fields and multipurpose games utility rooms. Student Support and Progression Christ University maintains a healthy male to female gender ratio of about 1:1 among students. Christ University has a well-structured system for student support and mentoring. The Head of the Department (HOD) monitors the same. Mentoring sessions are regularly conducted by the Class Teachers and Subject Teachers. The primary purpose of mentoring is to facilitate the learning process and to complement classroom interactions. Advanced learners are encouraged and introduced to different programmes where they can put their talent to use, while slow learners are extended help either through peer interactions or through remedial classes conducted by teachers. Bridge courses and remedial courses are conducted to help learners progress in their classroom learning practices. There are several personality enhancement and development programmes in the University. Career counselling programmes, soft-skill development programmes, personality development workshops, leadership programmes and skill building workshops are conducted regularly for the students. Pre-placement counselling is given to students in their final year. University also facilitates printing of placement brochure and involvement of students in placement process. Welfare schemes such as fee concessions, scholarships, counselling, and campus medical assistance are available to students. On an average every year 3000 students receive fee concession and Scholarship/Financial assistance. The students are also provided assistance to obtain educational loans from banks and other financial institutions.

Excellence and Service

Self Study Report

Adequate provision has been made to provide reservation to SC/ST/OBC and economically weaker sections. In addition to providing equal opportunities to all students irrespective of the category they belong to, need-based facilities are offered to differently-abled students: Ramps, elevators and wheel-chairs for easy mobility and access to various blocks and Braille, scribes in examinations and such others. Student publications form an integral part of academic activities. All departments publish newsletters and magazines. Reputed companies such as IBM, Goldman Sachs, D E Shaw, Deloitte, Ernst and Young, KPMG, SAP Labs, Wipro, Infosys, TESCO recruit students through campus placements. The University has a very vibrant Alumni Association with activities such as recognizing and honouring student achievers who top in academics and sports, and granting scholarships for meritorious students. Best Teacher award for University teachers and felicitation for retired teachers annually are also facilitated by the Alumni Association. The association also conducts blood donation camp, free medial chekup for faculty and students, Fun-fiestaâ&#x20AC;&#x201D;annual faculty gettogether, and annual alumni meet on 26 January. A well-structured grievance redressal mechanism is in place to address the issues of students. Regular programmes are organized to sensitize the students on gender issues. An anti-ragging committee to monitor grievances on a timely and regular basis is also functional. The University also has Committee for Promotion of Gender Equity which looks into grievances related to sexual harassment as well as promoting gender equity in the University. The Committee also has students as its members. Sports and cultural activities form an integral part of holistic development of the students. The University has a detailed sports and cultural calendar. Ample opportunities are provided to students to participate in various competitions in India and abroad. Students are also encouraged to actively take part in intra and inter-institutional sports and cultural competitions. The University has a well-structured Student Council which participates in decision making process regarding student-related issues, and works in liaison with the General Administration, various Deaneries and Departments of the University. Governance, Leadership and Management Christ University provides a dynamic leadership with clear vision and believes in good governance and optimum utilization of its resources. All the statutory bodies are duly constituted and functioning as per the rules and regulations of the University. University builds leadership at all levels with focus on excellence. Leaders are groomed and empowered to make democratic and participatory decisions.

Christ University

Christ University strives to realize its Vision based on the Core Values, through the holistic and integrated development of students. Being secular in nature, it strives to provide quality education by creating a stimulating environment to achieve its Vision. Centre for Social Action, established exclusively to serve the community has contributed immensely towards meeting basic social needs of the society. Christ University focuses on providing holistic education through intellectual competence, personal skills, interpersonal skills and societal skills of students. The University envisions strengthening research activities and promoting innovations in different fields of study. It aims to bring in academic flexibility for the students, and provide state-of-the-art campuses with 24/7 learning facilities. Systematic and well-thought-out perspectival Strategic Plans have been in practice since 1998. The current Strategic Plan for the period 2015-18 envisions making the University ‘a world class university of eminence through performance and differentiation’. Review Board has been constituted to monitor the implementation of the strategic plan. Teaching and non-teaching staff have been empowered in various ways. Professional development and training programmes are organised regularly. A well-defined performance appraisal system measures the faculty performance and non-teaching staff output every academic year. In addition to the statutory welfare programmes, the University offers facilities like personal loan, fee concessions for faculty engaged in higher education, fee concession for the children of staff, Staff Club with recreational facilities, incentives for publications, incentives for participation in conferences/workshops and incentives to buy laptops. Finance Office of the University monitors all the financial resources effectively and efficiently. Income and expenditure statement is prepared annually and accounts are audited regularly. Resource mobilization is done through long-term bank loans and consultancy, apart from tuition fees. Christ University has a well-laid out Quality Policy which emphasizes continuous evaluation, benchmarking and validation of procedures and practices in all functional areas aligned to its Vision and Mission. The Internal Quality Assurance Cell (IQAC) conducts internal academic audit of the departments on the lines of NAAC parameters. The audit is carried out on an annual basis through submission of self assessment reports by the departments. The aim of IQAC is to create connectivity and networking with regard to quality enhancement through ‘internal benchmarking’ between and among departments. The quest for excellence of the University is manifested in a range of courses offered to meet the needs of the society, by training employable graduates and promoting responsible citizenship. The focus is to develop students in their knowledge, skills and competencies through the introduction of programmes in emerging areas of knowledge.

Excellence and Service

Self Study Report

The leadership of the University focuses on transparency and accountability. The organizational structure, the roles and responsibilities of the University Officers are clearly defined. The policies enacted and directed for policy implementation are carried out through the Academic Council, the various deaneries, department committees, heads of departments and the faculty, through wide discussions, consultations, discernments and implementation for action. The University promotes a culture of participative management by creating opportunities for frequent meetings and consultations. Academic Review Committee (ARC) continuously monitors teaching-learning processes of all academic programmes through Deans and HODs. Innovations and Best Practices The University is continuously engaged in innovations by offering creative programmes and teaching techniques. The University campus is clean, hygienic and eco-friendly. Through its experiments and creative practices the University has evolved its own best practices comparable to the best global standards. A framework is created for Green Audit and specific processes are implemented to measure the progress. The University conducts Green Audit once in two years. General Administration of the University makes a decision on the green audit. The University air quality assessed by Bangalore Test House, Bengaluru is found to be within the permissible limits. The Green Audit has also led the publication of the book titled Identification of Taxonomical Description of Trees of Christ University Campus. Centre for Social Action has established Recycling Plant, Hand-made Paper Unit, Bio-gas Plant, Water Harvesting and Energy Conservation Systems. Several innovative practices are on the offing such as â&#x20AC;&#x153;service learningâ&#x20AC;? as part of all programmes, course-specific labs in social sciences, commerce and management, Theatre-integrated curriculum, and mobile learning among others. The Best Practices of University include Holistic Education, Annual Students Satisfaction Survey, Peer Education Programme, in-house software development, professional counselling for students and many others. To conclude, Christ University, though in its nascent stages as a University, is moving in the right direction to achieve its Vision of Excellence and Service. In a short period it has grown and achieved recognisable heights in terms of quality education, number of programmes and number of enrolments. Christ University with its visionary leadership and dedicated staff is committed to societal needs by providing holistic and quality education to the youth of this country.

Christ University

SWOC Analysis

SWOC ANALYSIS Christ University began its long-term Strategic Planning in 1997. From 2012 the Internal Quality Assurance Cell (IQAC), through Total Quality Management System (TQMS) of the University, initiated and implemented a three-year Strategic Plan for the period 2012-2015. To evolve Strategic Plan 2015-18 IQAC adopted the â&#x20AC;&#x2DC;bottom-upâ&#x20AC;&#x2122; approach. As part of this approach, each department was guided to prepare its SWOC analysis and a strategic plan for the plan period, i.e. 2015-18. Realising the fact that the University has to set higher benchmarks to match with its strategic goals beyond what was envisaged during 2012-2015, and in line with the current changes taking place in the higher education sector, the departmental SWOC analyses and strategic plans were further fine-tuned Deanerywise, to arrive at the micro-level perspective. Finally, the Deanerywise SWOC analyses were collated to arrive at a holistic institutional SWOC and Strategic Plan. To be able to align the institutional SWOC and Strategic Plans with the requirements of the NAAC instrument of Assessment and Accreditation of 2014, the exercise was worked out with a focus on the key aspects under each of the seven criteria of NAAC as follows: SWOC ANALYSIS NAAC Criteria and Key Aspects

Strengths

Weaknesses

Opportunities

Challenges

Curricular Aspects Curriculum Design and Development

Departmental Curriculum Development Cells (CDCs) with planned mechanisms for regular and timely reviews

Gaps between curricula and dynamic industry requirements

Involve industry experts in CDCs and upgrade the syllabi to match international standards by collaborating with leading universities Design more industryoriented courses Extensive service learning components in curriculum

Excellence and Service

To keep pace with the rapid changes in technology and fast-emerging areas of knowledge To meet the demands of stakeholder expectations and aspirations for instant postcourse employability To match the online courses of

Self Study Report

foreign universities

Academic Flexibility

About 200 noncore open elective courses Diverse core elective courses

Limited option in transdisciplinary core-course combinations

Choice Based Credit Courses System

Curriculum Enrichment

Regular updating of curricula with a focus on practical and skills training

Limited inhouse expertise in emerging areas

Introduction of more MOOC courses alongside the curricula for additional enhancement of knowledge and appropriate skills Acquisition of faculty expertise in emerging areas

Focus on experiential learning through internships, industrial visits and projects

Review and validation of Curricula by eminent academicians, industry and professional bodies

Imparting additional value added courses Resources to establish academic Chairs of excellence

Enhancing curricula for more student credit exchange

Provision of Online Learning Management modules through online LMS

Feedback system

Wider availability of core and noncore electives to add value to chosen programmes

Designing and incorporating need-based changes in skills training Continuous and comprehensive

revision of syllabi based on research outcomes and expectations of the industry

Enhanced researchinformed teaching component Limited feedback from international experts to attain global standards

Validation of curricula by international experts

Difficulty in getting early feedback for implementation

Training faculty members on implementation of â&#x20AC;&#x2DC;effective feedback systemâ&#x20AC;&#x2122;

Christ University

SWOC Analysis

II. Teaching-Learning and Evaluation Student Enrolment and Profile

Transparent admissions based on comprehensive Entrance Examinations, interviews and qualifying examination marks

Limited bridge classes / orientation courses to address the academic gaps at the entry level

Addressing the needs of diverse student profiles for differential learner experience

Coverage of the curricular contents considering the varied student learning abilities

Enhancement of collaborative learning

Persistence of Teacher-centric approach in some courses

To drive the faculty to wilfully move towards a student-centric approach

Inflexible timings in industries and institutions for student internships

Potential for admitting more international students

High quality of students at the entry level with heterogeneous backgrounds, providing a healthy mix of national as well as international students Bridge courses Catering to Student Diversity

Collaborative learning, group activities and presentations Peer Learning through formation of heterogeneous groups

TeachingLearning Process

Self-learning modules, blended pedagogic practices; coteaching and joint- teaching practices

Diverse student outcome

More emphasis on group learning

Offer more Online programmes Identify and discontinue ineffective teaching practices

ICT- enabled classroom interactions

Excellence and Service

Self Study Report

Teacher Quality

Qualified and experienced Faculty Adjunct faculty from industry and professional bodies

Inadequate experience among faculty in specialized and emerging areas

Capacity building programmes for in-house faculty Industry internship for faculty

Evaluation Process and Reforms

Continuous Internal Assessment (CIAs) with multiple components and Formative Feedback

Absence of core course and assignment specific evaluation rubrics

More emphasis on formative assessment

Student

Assessment of learning outcomes specified in syllabi through CIAs

Less use of library and learning resources

To benchmark appropriate Learning outcomes

Performance

and Learning Outcomes

Continuous and comprehensive evaluation for all courses

Self-learning modules

Progressive monitoring of student programmes

Challenges for career development among faculty members

Adoption of innovative and creative assessment methods across all courses

To establish widelyacceptable institutional best practices for evaluating student performance

III. Research, Consultancy and Extension Promotion of Research

Full-fledged Centre for Research Projects University Funded Projects Research allowance for faculty engaged in research Research committees at the department level Collaborative research with

Limited MoUs with national and international research institutions Low incidence of industry sponsored research

More Collaboration/ MOUs with industries and research organizations Allocation of appropriate time schedules between Academic and Research activities

Limited access to external research facilities To establish exclusive Research Centres and motivate clinical/ socially-useful and productive research of relevance

To move towards Applied Research Christ University

SWOC Analysis

eminent scientists MOUs with international universities Centre for Publications for publication of books and journals Peer-reviewed and indexed journals with DOI Numbers Over 300 books published in Kannada and English Resource Mobilizatio n for Research

Government and NGO-funded Projects

Research Facilities

Research database and library resources, to facilitate empirical studies

Inadequate external funding for research

Externally Funded Projects

Limited facilities for experimental research

Interdisciplinary

research projects

Initiate research projects in every department

Limited publications in journals with

Joint/team research by

Improve research ranking

Universityfunded research

CSR-linked projects

Tapping external sources to mobilize funds for research

Separate cabins for Research Scholars ICT for accessing database and network with other researchers Research Publications

Involvement in evaluating

Excellence and Service

Self Study Report

and Awards

Government projects

higher impact factors

Quality publications from faculty and students Regional, national and international journal, book and case study publications Consultancy

Academic and industry consultancy Centre for Educational Sustainability and Development

Extension Activities and Institutional

Social Responsibil ity

Community service through socially-relevant programmes Networking with philanthropic organizations and NGOs

faculty and students

among leading institutions

Establish incubation centres, industryoriented laboratories

Establishing Chairs of excellence in research

Enhancing inhouse publications Limited expertise in industry consultancy

Consultancy opportunities in private and public sector

Training and development of faculty for consultancy

Time management of faculty for balancing academic, research and extension activities

Social

Insufficient response among external bodies for interactions and establishing MoUs for extension activities

Insufficient collaborations in

More collaborations with

entrepreneurship

Guidance for competitive and professional examinations

Centre for Social Action Child sponsorship programme Vocational training programme Adoption of villages Collaborations 18

Association with Government organisations

Competition among similar Christ University

SWOC Analysis

and NGO run institutions

mandatory sector

Collaboration with IT companies for student training

Government and NGOs/HEIs

institutions for collaborations

Industry sponsored research centre

Collaborations with national and international HEIs

Enhanced participation and membership in professional bodies

IV. Infrastructure and Learning Resources Physical Facilities

Well-equipped and ICTenabled classrooms and laboratories Video conferencing facilities

Inadequate advanced research facilities/ instrumentation centre

Enhancing experiences in using digital library resources and access to e-resources

Effective use of all available facilities

Limited number of specialized research journals

Augment e-resources

Interinstitutional networking of library resources

Facilities for specially-abled Breakout rooms Auditoria, Seminar/Confer ence halls Library as a Learning Resource

Rich and diverse library resources and databases Central government sponsored National Knowledge Network Reading room

Excellence and Service

Self Study Report

Research scholar cabins IT Infrastructure

High speed internet, Wi-Fi facility Online Learning Management System

Maintenance

of Campus Facilities

Inadequate training to use available digital/technological infrastructure

Professional and trained staff for maintaining campus facilities;

Enhancing WiFi facilities from time to time

To ensure that all faculty and students make use of available IT infrastructure

Establishing a Green Audit cell to monitor relevant parameters

Moving towards a paperless institution

More personal attention to students

Diverse needs of students

Continuous monitoring for health and safety

Achieving carbon neutrality

Green campus awards Clean and green campus V. Student Support and Progression Student Mentoring and Support

Mentoring system through class teachers and professional counsellors

Inadequate alumni support

Remedial classes Provision for summer internships Active Student Council Mentoring for further education and exchange programmes

Christ University

SWOC Analysis

Placement cell and career guidance Class representative system Student Progression

ICT enabled student monitoring system

Limited industrial research exposure

Regular interaction and performance monitoring through CIAs

Skill gap in meeting industry expectations

Placement record

Student Participation

and Activities

Incentives to students for participation in international and national events Ample opportunities for intra-and interUniversity academic and cultural events and fests

Effective Internal Quality

Excellence and Service

Value education classes by experts

Enhance the scope and implementation of Remedial and Bridge courses

Garnering Alumni support for the development and progress of present students

Higher education movement record Inability of students to balance academic, cocurricular and extracurricular activities within the available timeframe

Established Brand equity Developme

Maintaining records of alumni/student progression

Inadequate Alumni involvement

VI. Governance, Leadership and Management Institutional Clear Traditional Vision and organizational attitude towards Leadership vision and leadership and structure management

Strategy

Establishing more constructive feedback and progress monitoring mechanisms

Inadequate exposure in leadership and

Enhance student counselling

Involvement of all students in student activities equally

Imparting Training on educational leadership at different levels

Frequent and abrupt changes in government norms and policies

Enhanced industrial

Availability of skilled personnel 21

Self Study Report

nt and Deployment

Assurance Cell (IQAC)

administrative skills among Faculty and other staff

exposure and interface

Inadequate selfdriven faculty development initiatives

Maximising the benefits of faculty development initiatives of the University

Membership in reputed bodies / associations / agencies related to the subjects as formed by government or other reputed national / international organisations

A dedicated Finance office with skilled and professionallyqualified personnel

Lack of faculty involvement in resource mobilisation

To attract resources from external sources

Mobilization of research grants from external sources

Visible role of IQAC in institutional development

Uneven acceptance of quality culture among departments

Planning continuous improvement in the IQAC initiatives

Benchmark and identify best practices that are unique to the university, through the IQAC

Collaboration with more number of NGOs and Government organisations

Insensitivity to

Strategic Planning since 1997 Three-year Strategic Plan Faculty Empowerm ent Strategies

Fairly adequate academic empowerment to faculty Regular Faculty Development Programmes Academic Staff College initiatives: Orientation, Refresher and Quality Improvement Programmes

Financial Manageme nt and Resource Mobilization

Internal Quality Assurance System (IQAS)

VII. Innovations and Best Practices EnvironPart of Inadequate ment curricula; Active number of Conscious- involvement in environmentness creating related events environmental pollution awareness 22

environmental

issues

Christ University

SWOC Analysis

Environmentfriendly Campus culture

Promoting education for sustainable development

Programmes on clean environment , energy conservation, solid waste management and sanitation in the neighbourhood slums and remote rural areas through Centre for Social Action (CSA)

Innovations

Journal club in Masters programmes Use of Wikipedia in Language learning Integration of Service Learning in curriculum Skill labs by departments like Social Work, Psychology, Management, Science and Engineering to develop required skills and competent learning

Lack of innovative culture at individual level

Widening the scope for creativity and innovation

Slow adaptation to culture of innovation

Networking with neighbourhood agencies, institutions and Government departments for coordinated / collective action for service learning and other nation building activities

Demonstrating â&#x20AC;&#x153;children parliamentsâ&#x20AC;? in project areas under CSA in Maharashtra, Telangana and Excellence and Service

Self Study Report

Karnataka states, for promoting democratic values among school children Best Practices

Holistic Education to inculcate value system among students and faculty Counselling and Peer education programme

Limited identification and proper documentation of best practices at the deanery level

Streamlining best practices with evidences and making them visible and sustainable

Sustaining innovative best practices

Annual Student Satisfaction Survey Course delivery through inhouse online courses developed by the Centre for Concept Design (CCD) Efficient waste management mechanism

Christ University

Profile of the University

C. Profile of the University 1. Name and Address of the University: Name Address

Christ University (Deemed) Dharmaram College Post, Hosur Road Bengaluru 560 029, Karnataka, India

City: Bengaluru

Pin: 560 029

State: Karnataka

Website: www.christuniversity.in 2. For Communication Designation Name

Telephone Mobile

FAX

Vice Chancellor

Dr Fr Thomas C Mathew

080 40129001

9916777474 080 vc 40129000 @christuniversity.in

Pro-Vice Chancellor

Dr Fr Abraham VM

080 40129002

9342560608 080 frabraham 40129000 @christuniversity.in

Registrar

Dr Anil Joseph Pinto

080 40129004

9880477116 080 registrar 40129000 @christuniversity.in

IQAC Coordinator

Dr Kennedy Andrew Thomas

080 40129451

9343521435 080 kennedy.andrew 40129000 @christuniversity.in

3. Status of the University State University State Private University Central University University under Section 3 of UGC

ď&#x192;ź

Private University Institution of National Importance Any other(Specify) 4. Type of University Unitary

ď&#x192;ź

Affiliating

Excellence and Service

Self Study Report

5. Source of Funding Central Government State Government



Self-financing



6. a. Date of establishment of the University:

22/07/2008 b. Prior to the establishment of the University, was it a/an i.

PG Centre

ii.

Affiliated College

Yes

iii. Constituent College

iv.

Autonomous College

Yes

Any other ( please specify)

If yes, give the date of establishment: Affiliated College since 15/07/1969

Autonomous College since 25/08/2005 7. Date of recognition as a University by UGC or any other national agency Under Section 2 of UGC

dd NA

mm NA

yyyy NA

Remarks NA

12 B of UGC

3 of UGC

2008

Any other (specify)

Vide MHRD Notification No.F.9-34/ 2007-U.3(A) Vide UGC Notification No.F.26-12/ 2007(CPP-I) NA

 MHRD and UGC Notifications enclosed as Annexure I and II 8 Has the University been recognized

a. By UGC as a University with Potential for Excellence? Yes No  Was recognized as College with Potential for Excellence in 2006 b.

For its performance by any other governmental agency? Yes No 

Christ University

Profile of the University

9. Does the University have off-campus centres

Yes

No ď&#x192;ź

10. Does the University have off-shore campuses

Yes

No ď&#x192;ź

11. Location of the campus and area

i. Main Campus Area

Location

Campus area in acres

Built up area in sq.mts

Urban

40.61

226671.5

ii. Other campuses in the country

iii. Campuses abroad

12. Provide information on the following: In case of multi-campus University, please provide campus-wise information. Auditorium/ seminar complex with infrastructural facilities

Location: Hosur Road Main Auditorium with a capacity of 2000+ with all modern amenities, barco and barco-lighting projector/camera with wide lounge and green rooms. Sky View-Auditorium with 350 plus seating capacity with all modern sound and light facilities Campus View- Auditorium with 1500 capacity with all modern sound and light facilities Mini Auditorium with 400+ seating with sound and light facility Seminar Hals: Twelve; Conference Halls: Panel Room:1 Location: Kengeri Auditorium with a capacity of 320+ all modern amenities-Block I Auditorium with a capacity of 450+ all modern amenities-Block III Open Auditorium-Stage and green rooms with complete state of the art audio and lighting arrangements with movable seating facility, with 2500 seating capacity. Seminar Halls: Three, one with gallery Location: Bannerghatta Road Seminar Hall-3, Conference Hall-2 A 1200 capacity auditorium with all modern amenities

Excellence and Service

Self Study Report

Sports facilities

Sports Complex (Hosur Road): Separate change rooms for boys and girls, Washing Area, Dormitory, Table tennis court, Food court Play Grounds and Gymnasium (Hosur Road) Two Flood-lit basketball courts, Five Basket-ball Courts (without flood lit), Two Football/Cricket Field with 400 mm track, Three Throwball courts, Two Volley-ball Court, Tennis Court, Hockey Field, Two Cricket Net Practicing area and Three Gymnasiums Play Grounds and Gymnasium (Kengeri)- Two Flood-lit basketball court, Two Basket-ball Courts–without flood lit, Two Football/ Cricket/Hockey field with 400 mt track, Two Throw-ball court, Two Volley-ball Court, Tennis Court, Two Badminton Courts and Two Gymnasiums Type

Hostels

Hostel (Facilities)

Residential facilities for faculty and non-teaching

Number of Hostels

Number of inmates

Boys Hostel

1615

Girls Hostel

511

NIL Working Women’s Hostel  Hostels offer single, twin and triple sharing rooms with the following common facilities  Wi-Fi: Wi-Fi in the study room and recreation hall.  Gym: A well equipped gym is available for the residents in the hostel.  Group study hall: Students can utilize the common study hall for group or individual study.  Common kitchenette: Microwave oven and induction cookers are provided for residents to warm food.  Prayer hall: The Chapel is a place of quiet where students can find a space to pray or meditate.  Library: The Christ University library is available for the residents from 8 am to 9 pm.  Security: The security of the residents is one of the University's highest priorities. Access into the hostel is via the use of a biometric system only. Security personnel are stationed at the hostel to ensure 24/7 security for the residents.  Provided lift facility and ramp  Washrooms and washing and open area for drying clothes in each floor  Solar powered water heaters  Supervised by Qualified Nurse and Warden  18 guest rooms, 3 villas, 5 wardens’ rooms There are 18 Quarters for faculty and 25 Single bedroom accommodation and four dormetories for non teaching staff in Hosur Road location and eight single rooms accommodation for faculty, seven quarters and 36 single bedroom accommodations for non teaching staff of the campus at Christ University

Profile of the University

Kengeri location. All the quarters are provided with 24 hours water and power facility. Cafeteria

Cafeterias and varieties of food joints in the University serve the staff and students with assortment of food and beverages, provided in a hygienic environment. They can cater to around 2500 people at a time.

Health Centre

We have a qualified medical practitioners and nurses to take care of the medical needs of staff and students with all the required first aid facilities.

Facilities in its campus banking, book shops, etc

Bank: South Indian Bank branch as well ATM counters cater to the needs of all stake holders in both the locations. Bookshops: Both the locations have bookshops and stationary shops catering to the need of students and staff apart from a campus store in the Hosur road location. Reprography and browsing centres are available across the locations in various places.

Transport Fleet of University owned buses are available to faculty, staff facilities to cater and students for academic purpose as well to move from to the needs of locations. the students and staff Facilities for the persons with disabilities

The University’s campus has ensured a disabled-friendly infrastructure by providing elevators and ramps, electric car and wheel chairs in all the blocks across the locations for their movement from one block to another. Scribes as well as extra time for slow learners and students with learning disability are made available at the institutional level. Further, Jaws software is available for blind students in the library.

Animal House

Good-breed dogs are reared across the locations for security purpose. A bird’s garden with varieties of ducks, geese, emubirds and love birds are added to the salient ambience of the campus.

Power-house

Both the locations are well provided with transformers and generators: Transformer Details:  Hosur road location: 1000 KVA, Near Auditorium, 250 KVA, Main Block  Kengeri location: 500KVA, Block I Generator Details: Hosur road location: 600 KVA, Auditorium Block (Lighting/A/c), 500 KVA Auditorium Block /BI/CB/KH/BIV, 320 KVA, Block III/Jonas Hall 250 KVA Auditorium Block /BI/CB/KH/BIV, 200 KVA- Guest

Excellence and Service

Self Study Report

Room/BBM, 200 KVA-Block II/UG Library, 82.5 KVAAuditorium(Sounds) Kengeri location: 320 KVA-Behind Block V, 500 KVA- Behind BlockV, 250 KVA-Behind Block V,75 KVA-Behind Block V Incinerator for Laboratories and Waste management facility

Waste Segregation: Separate dust bins for segregation and collection of wet and dry waste have been put up at all the food outlets in the campus, for the students to segregate waste at source. During the beginning of the academic year, freshers are sensitized on the importance of segregation through posters, street plays and documentaries among others. Paper Recycling Unit: In a pioneering initiative in an educational institution, a paper recycling unit was set up within the campus in 2009, where all the waste paper generated in the campus is recycled into handmade paper, to make different eco-friendly products. This unit also supports the livelihood of five women from economically backward families and residents of a nearby slum. Sorting Stations: Dry waste collected within the campus, is segregated in these sorting stations and sold in the market to be recycled. The proceeds from the sale of waste provide livelihood support to five women from impoverished families residing in nearby slums. Composting Unit: All the food waste and dry leaves generated in the campus is converted to organic compost in the composting unit located within the campus. Water Recycling and Rainwater Harvesting: The campus generates a few lakh litres of waste water each day, which is treated and reused for gardening and other secondary purposes. Bio-gas plants: A total of 3 bio-gas plants have been set up in the campus, which convert food waste, generated in the hostel and other eateries, into cooking gas. Two of these plants are small units, which are used as live models, to educate the students and community on the functioning of bio-gas models. Solar Energy: The use of solar energy has been promoted extensively in the hostels to provide lighting and water heating and reduce the dependence on electricity and promote usage of green energy. Poly and Green Houses: The poly and green houses within the green campus are used to rear a large variety of flower plants, which in turn contribute to a green and pleasant ambience within the campus. In addition to these, student volunteers from Centre for Social Action (CSA) are also actively involved in promoting the

Christ University

Profile of the University

concept of waste management in the community, through various street plays, poster campaigns, house visits etc. CSA has also set up 10 eco-clubs in different schools where children are trained in various waste management practices. CSA is also working closely with the Bruhath Bengaluru Mahanagara Palike (BBMP) and other Resident Welfare Associations (RWA) to promote the concept of Solid Waste Management (SWM) in different residential apartments and slum communities. 13. Number of institutions affiliated to the university: Type of Collages

Total

Permanent

Temporary

Arts, Science and Commerce Law Medicine Engineering

Education Management Others (Specify and provide details) 14. Does the University Act provide for conferment of autonomy (as recognized by the UGC) to its affiliated institutions? If yes, give the number of autonomous colleges under the jurisdiction of the University

15. Furnish the following information Particulars

Number Number of Students

a. University Departments* Undergraduate

12070

Postgraduate

3985

Research Centres on Campus (Offering PhD)

267

Excellence and Service

Self Study Report

b. Constituent Colleges c. Affiliated Colleges d. Colleges under 2(f) e. Colleges under 2(f) and 12B f. NAAC Accredited Colleges NA

g. Colleges with Potential for Excellence (UGC) h. Autonomous Colleges i. Colleges with Postgraduate Departments j. Colleges with Research Departments k. University recognized Research Institutes/Centers

16. Does the University conform to the specification of Degrees as enlisted by the UGC?

Yes If the university uses any other nomenclature, please specify.

NA 17. Academic programmes offered by the University departments at present, under the following categories (Enclose the list of academic programmes offered) Programmes

Number

Undergraduate

Postgraduate

Integrated Masters

Master of Philosophy

PhD

Integrated PhD

Certificate (Odd and Even)

253

Diploma

Post Graduate Diploma

Any other (please specify)

18. Number of Working days during last academic year:

287days 19. Number of Teaching days during the past four academic years. (â&#x20AC;&#x2DC;Teaching daysâ&#x20AC;&#x2122; means days on which classes were engaged. Examination days are not to be included) 2010-11

2011-12

2012-13

2013-14

2014-15

206

204

208

207

209

Christ University

Profile of the University

20. Does the University have a department of Teacher Education?: Yes If Yes, Year of establishment (dd/mm/yy)

21/12/2005

NCTE recognition details (if applicable) Notification Number & Date

FSRO/NCTE/Bed/2005-2006/4856 Code APSO3519

Is the department opting for assessment and accreditation separately?(Yes/No)

21. Does the University have a Teaching Department of Physical Education?:

No If Yes, Year of establishment (dd/mm/yy) NCTE recognition details (if applicable) Notification Number & Date

Is the department opting for assessment and accreditation separately?(Yes/No) 22. In the case of Private and Deemed Universities, please indicate whether professional programmes are being offered? :

Yes If Yes, Please enclose approval/recognition details issued by the statutory body governing the programmes

BCI, NCTE, UGC (Notifications Enclosed as appendix 3, 4, and 5)

23. Has the University been reviewed by any regulatory authority? If so, furnish a copy of the report and action taken there upon. Yes, the UGC Expert Committee reviewed the University in September 2009. The report and the action taken report is made available. 24. Number of positions in the University. (2015-16) Positions

Teaching Faculty Professor

Associate Professor

Assistant Professor

Non Teaching Staff

Technical Staff

Sanctioned by the UGC/ University/ State Government

155

331

475

No.of persons working on contract basis

Excellence and Service

Self Study Report

25. Qualifications of the teaching Staff (2015-16) Professor

Associate Professor

Assistant Professor

Male

Female

Male

Female

Male

Female

D.Sc/D.Litt.

PhD

208

MPhil

129

120

212

PhD

MPhil

PhD

MPhil

Highest Qualification

Total

Permanent Teachers

Temporary Teachers

Part time Teachers

26. Emeritus, Adjunct and Visiting Professors Emeritus Number

Adjunct

Visiting

100

27. Chairs instituted by the University:

University is initiated the process of establishing Chairs. 28. Student enrolled in the university departments during the current academic year, with the following details: Students From the state where the university is located

From other states of India

NRI students

Foreign Students

Male

2419

4077

295

192

Female

2099

2579

288

139

Male

662

1337

Female

429

1497

Male

Female

Prorgrammes UG

Integrated Masters

MPhil 34

Christ University

Profile of the University

Male

Female

Male

Female

Male

Female

PhD

Integrated PhD

29. ‘Unit cost’ of education

(Unit cost = total annual recurring expenditure (actual) divided by total number of students enrolled) (a)

including the salary component = Rs 82,904

(b)

excluding the salary component = Rs 40,636

30. Academic Staff College

 

Year of establishment: 2011 Number of programmes conducted (with duration) ∗ • UGC Orientation: NA • UGC Refresher: NA • University’s own programmes: Programmes

No of programmes

No of Days

Orientation

3 & 5 days

Refresher

Quality Improvement Programme

3 -5 days

Workshop

Faculty Development Programme

31. Does the university offer Distance Education Programmes (DEP)? :

No 

Yes

32. Does the university have a provision for external registration of students?:

No 

Yes

33. Is the university applying for Accreditation or Re-Assessment? If Accreditation, name the cycle.

Accreditation:

Cycle 1 

Excellence and Service

Self Study Report

Note: The University was accredited as College in 1998 and 2005 with A+ grade by NAAC 34. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only)

NA Note: The University was accredited as college in 1998 and 2005 with A+ grade by NAAC. 35. Does the university provide the list of accredited institutions under its jurisdiction on its website? Provide details of the number of accredited affiliated / constituent / autonomous colleges under the university.

NA as the institution is a unitary University 36. Date of establishment of Internal Quality Assurance Cell (IQAC) and dates of submission of Annual Quality Assurance Reports (AQAR).

IQAC: Established in November 2003. AQAR: Prepared and available

Christ University

D. Criterionwise Analytical Report

Excellence and Service

Self Study Report

Christ University

Curricular Aspects

Criterion I CURRICULAR ASPECTS 1.1 Curriculum Design and Development 1.1.1 How is the institutional vision and mission reflected in the academic programmes of the university?

Vision: The Vision of Christ University is Excellence and Service. It guides the plans and activities of Christ University administration, faculty and students in terms of teaching, research and service. The Vision calls on every Christite—faculty and students—to excel in all the spheres of their academic and personal life, both during their stay at Christ University and thereafter. The life and activities of Christites are to be in the service of others—the family, the community and the society—local, national and global. The Vision is reflected in all the academic programmes of the University through the curricular content that is designed, developed and updated every year, to be in tune with the changing disciplines and needs of the society. The programme and course objectives reflect this manifestation of the Vision towards achieving excellence. The creative and innovative curricular contents incorporate the Vision of the University as expressed in the programme objectives. The University has introduced Service Learning in many programmes with the intention of making it a part of all the programmes, by the end of 2018. This is initiated by the Centre for Social Action established to specifically realise the Vision of the University in the curricular, co-curricular and extra-curricular activities of the students. The Mission of the University strives to create an academic environment that is conducive to develop individuals professionally, intellectually, emotionally, and spiritually. The Mission is reflected both in the academic programmes as well as mandatory and voluntary co-curricular and extracurricular activities. In order to realise this mission, the coursework of every student includes foundation courses on personal, interpersonal, and societal skills; vibrant cultural life linked to coursework, and exposure to community service through service learning programmes. The opportunities such as non-core electives, rural exposure, intellectual assemblies such as seminars, workshops, symposia all ensure that the students remain life-long learners and contribute to a dynamic world. 1.1.2 Does the university follow a systematic process in the design and development of the curriculum? If yes, give details of the process (need assessment, feedback, etc.).

Yes, the University follows a systematic process in the design and development of the curriculum as follows:

Excellence and Service

Self Study Report

The Process: Every department has a Curriculum Development Cell (CDC) which identifies the needs and carries out the design and development of curriculum. Curriculum design includes introduction to the programme, programme objectives, programme structure, introduction to the courses, along with their scope, objectives, learning outcomes, content, recommended readings and assessment pattern. Need Assessment: Based on a regular need assessment undertaken by the Departments and the University, the process of curriculum design and development undergoes intense consultations, scrutiny and ratification by faculty members and experts. The process focuses on in-depth coverage of content based on scientific principles of curriculum framing. Rigorous procedures are in place that carefully monitor and evaluate content selection through a baseline review, benchmarking with syllabi standards of other lead universities, current developments in the discipline, and industry practices. The curriculum is then presented to the BOS concerned and finally the Academic Council approves it. Feedback: Faculty members take regular feedback from the students throughout the courses. Feedback is also taken from recruiters, potential employers, industry experts, Office of Placements, and Parent Community on the needs of the industry and society to improve the curriculum. Apart from these, formal structured feedback is taken at the end of each semester from the students. Feedback is also taken through the Student Satisfaction Survey conducted at the end of every academic year. Discussions are held on the course plans among teachers for peer feedback. These curricular inputs are considered while revising the curriculum objectively, factoring in employability, higher studies in the diverse disciplines of Sciences, Humanities, Social Sciences, Education, Commerce, Management, Law, and Engineering. 1.1.3 How are the following aspects ensured through curriculum design and development? * Employability * Innovation * Research

Employability: While designing the curriculum, the departments ensure that it goes beyond the classical purpose of a University -training learners to push the boundaries of human knowledge and social structures. The two other important considerations in curriculum design at University are: 1. Whole-person education and 2. Employability. In order to achieve employability: ď&#x201A;ˇ

ď&#x201A;ˇ

ď&#x201A;ˇ 40

The departments have one industry expert on the BOS who is inducted to help in framing the contents of the curriculum to cater to the specific needs of the industry. All PG programmes and most UG programmes have mandatory internship which is introduced to enable exposure to students to future workplaces as well as to understand and bridge the knowledge and skill gaps, if any. Non-core open elective courses offer skill-based contents which enable students to hone their employment-specific skills. Christ University

Curricular Aspects



 



All programmes offer mandatory Foundation Courses in Holistic education aimed at honing and enhancing the general and specific skills—personal, interpersonal and societal—required for both higher studies and employability of the students. All departments actively involve the students in the organisation of co-curricular and extra-curricular, seminars, conferences, workshops, field visits to build their organisational, decision-making and teamwork skills. To ensure employability, the departments have included many relevant valueadded courses and activities. Programmes like BBA (Finance and Accounting) and BCom (Professional) have professional courses integrated for higher career opportunities. World’s largest financial accounting body ACCA has recognised BBA (Finance and Accounting) as the only UG Programme across 184 countries with 9 paper exemption out of a total of 14 papers. Likewise BCom (Professional) is recognised by world’s largest management accounting body—CIMA—with 10 paper exemption out of 17 papers. Departments also offer courses taught by the Industry as in BBA where Tata Consultancy Services (TCS) co-teaches courses in Retail Management. Majority of the courses in BCom (Professional), BBA (Finance and Accounting), BCom (Finance and Accounting) are taught by working industry professionals— Chartered Accountants, Company Secretaries, and CEOs. The University offers free SAP 01 Course to all students, which is a general course taught across fortune 500 companies. The course is jointly certified by Christ University and SAP The University ensures that masters, undergraduate and research students get a strong grounding in the use of industry-oriented software related to their disciplines such as Advanced Excel, SPSS, EViews, NVivo, MATLAB, Mathematica, Origin, R and AMOS, to enhance their curricular contents.

Innovation: Innovation in the design and development of the curriculum is the hallmark of the University, to maintain currency and relevance of the courses and to render students life-long learning. The innovations in curriculum are systematically scrutinized by the BOS based on the feedback of key stakeholders— industry experts and alumni. Faculty members visit institutions of excellence in different parts of the country and abroad, benchmark the curriculum, adopt best practices and innovations. Some of the endeavours are:  Every course has Continuous Internal Assessment where course instructors undertake innovative assessments. Teachers spark innovations through assessments which are project-based, engaging social media and interdisciplinary issues.  Christ University students are involved in academic seminars, conferences and co-curricular and extra-curricular activities which enable them to innovate.  Students have the option of being part of the ongoing consultancy and research projects of the University Centres and faculty.  The University has Incubation and Entrepreneurship Cells which support students who wish to develop innovative concepts leading to start ups. Excellence and Service

Self Study Report

Research: The University has its responsibility of shaping future researchers by making research training an integral part of the curriculum. The rigour of training and exposure to research across UG, PG, MPhil and PhD programmes is noteworthy. Some of the curricular ingredients that ensure hands-on research training and experience of students are:  All UG, PG, MPhil and PhD programmes include research projects, research methodology, and dissertations. Students have undertaken projects in reputed research laboratories / institutes like Indian Institute of Science (IISc), National Centre for Biological Research (NCBS), Gandhi Krishi Vigyan Kendra (GKVK), Institute for Ayurveda and Integrative Medicine (IAIM), and Jawaharlal Nehru Centre for Advanced Scientific Research (JNCASR).  The University offers many courses taught by research  To give exposure to experimental research, courses in Chemistry include experiments which have research relevance such as sugar and alcohol chemistry, metallurgy, analysis of water from different localities of Bangalore.  Departments provide coaching in Examinations helping the students get Joint CSIR UGC Test for JRF & LS (NET) awards to pursue research further. 1.1.4 To what extent does the university use the guidelines of the regulatory bodies for developing and/or restructuring the curricula? Has the university been instrumental in leading any curricular reform which has created a national impact?

The University completely adheres to the guidelines of regulatory bodies such as the UGC, AICTE, BCI, and NCTE in developing, designing, or restructuring the curricula. The Semester System, UGC Model Curriculum, PhD coursework and the CBCS system initiated are in line with the UGC regulations. Yes, the University has been instrumental in leading curricular reforms in the region and the country, due to open and proactive sharing of innovations and best practices in curriculum as a policy. The curricular innovations and practices of the University are shared with other institutions through Centre for Education Beyond Curriculum (CEDBEC). CEDBEC organises regular seminars, conferences, workshops and training programmes for other institutions to share the curricular innovations and best practices. The curricular reforms in MA English with Communication Studies with its social science turn and mandatory internship, using Wikipedia in teaching local languages such as Kannada, Hindi, Tamil, Urdu and Sanskrit are adopted by a number of institutions in Karnataka and other states. The credit system evolved by the University for its NCC activities has been a model for institutions across the country. The new model of three year NCC credit course evolved by the University is also under consideration by NCC to adopt nationally. 1.1.5 Does the University interact with industry, research bodies and the civil society in the curriculum revision process? If so, how has the university benefitted through interactions with the stakeholders?

Yes, the University regularly interacts with industry, research bodies and the civil society in the curriculum revision process. 42

Christ University

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Industry: All departments have industry representatives as their members who give curricular inputs from the point of view of industry needs. Departments also involve industry experts in workshops, seminars, conferences, orientation, refresher and quality improvement programmes which would lead to curricular modifications. University signs MOUs which facilitate structured and long term involvement with the departmental curricular activities. Some of the benefits of such interactions have resulted in industry-aligned curricula, co-teaching of courses with experts from companies like TCS and SAP, increased placements, national and global brand equity. Research Bodies: Interactions with research bodies such as IISc, Raman Research Institute (RRI), National Institute of Advanced Studies (NIAS), Institute for Social and Economic Change (ISEC), JNCASR, NCBS, GKVK, IAIM, and National Institute of Mental Health and Neuro Sciences (NIMHANS) have helped in building strong research component in the curriculum. They have also resulted in internships for students, research collaborations for students and faculty, and research assistantships. Civil Society: The University actively engages with government departments and the Civil Society groups such as NGOs and activists. These engagements have resulted in field study and collaborative work for students. The suggestions for incorporation of social issues on environment, climate change, gender, community relations, and urban studies have resulted in Diploma and PG Diploma programmes co-taught with the Civil Society members. 1.1.6 Give details of how the university facilitates the introduction of new programmes of studies in its affiliated colleges. NA 1.1.7 Does the university encourage its colleges to provide additional skill-oriented programmes relevant to regional needs? Cite instances (not applicable for unitary universities).

NA 1.2 Academic Flexibility 1.2.1 Furnish the inventory for the following programmes taught on campus Programmes taught on campus

Academic flexibility is offered in all academic programmes. These provide for horizontal mobility and inter-disciplinary options. The University offers a number of Undergraduate, Postgraduate, Research programmes and choice-based Non-Core Certificate programmes as follows:

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Self Study Report Table 1 Number of programmes

Level Number of Programmes

MPhil

PhD

A: UG Programmes Science 1 2 3 4 5 6 7 8 9

Bachelor of Computer Applications BSc (Biotechnology, Chemistry, Botany) BSc (Biotechnology, Chemistry, Zoology) BSc (Chemistry, Botany, Zoology)* BSc (Computer Science, Mathematics, Electronics) BSc (Computer Science, Mathematics, Statistics) BSc (Economics, Mathematics, Statistics) BSc (Physics, Chemistry, Mathematics)* BSc (Physics, Mathematics, Electronics)

Humanities and Social Sciences 10 BA (Communication and Media Studies, English, Psychology) 11 BA (Economics Honours) 12 BA (Economics, Political Science, Sociology)* 13 BA (English Honours) 14 BA (English, Political Science, History) 15 BA (History, Economics, Political Science)* 16 BA (Journalism Honours) 17 BA (Journalism, Psychology, English) 18 BA (Media Studies, Economics, Political Science) 19 BA (Performing Arts, English, Psychology) 20 BA (Philosophy Honours) 21 BA (Psychology, Sociology, Economics)* 22 BA (Psychology, Sociology, English)* 23 BA (Theatre Studies, English, Psychology) 44

24 BEd 25 BSc (Psychology Honours)

Commerce and Management 26 27 28 29 30 31 32 33 34 35

Bachelor of Hotel Management BBA BBA (Finance and Accountancy) BBA (Finance and International Business) BBA (Honours) BBA (Tourism and Travel Management) BCom (Finance and Accountancy) BCom (Honours) BCom (Professional) BCom*

School of Law 36 BA LLB-(Honours) 37 BBA LLB-(Honours)

Faculty of Engineering 38 BTech (Automobile Engineering) 39 BTech (Civil Engineering) 40 BTech (Computer Science and Engineering) 41 BTech (Electrical and Electronics Engineering) 42 BTech (Electronics and Communication Engineering) 43 BTech (Information Technology) 44 BTech (Mechanical Engineering) *Grant-in-Aid Programmes

B: PG Programmes Science 1 2 3

MCA MSc (Computer Science and Applications) MSc (Computer Science) Christ University

Curricular Aspects

4 5 6

MSc (Mathematics) MSc (Organic/Analytical Chemistry) MSc (Physics)

Humanities and Social Sciences 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

MA (Applied Economics) MA (Applied Sociology) MA (Counselling and Spirituality) MA (Education) MA (English with Communication Studies) MA (Media and Communication Studies) MA (Performing Arts) MA (Philosophy) MA (Theology) MA (Theology of Religious Life) MSc (Clinical Psychology) MSc (Counselling Psychology) MSc (Psychology-HRDM) MSW (Clinical and Community Practice) MSW (Human Resource Development and Management)

Commerce and Management 22 23 24 25

MBA (Executive) MBA (Financial Management) MBA (Leadership and Management) MBA (Travel and Tourism Management) 26 MCom 27 MSc (Actuarial Science) 28 PGDM

Institute of Management 29 MBA

School of Law 30 MA (International Studies) 31 Master of Law (LLM-Constitutional and Administrative Law) 32 Master of Law (LLM-Corporate and Commercial Law) 33 Master of Law (LLM-Intellectual Property and Trade Law)

Faculty of Engineering 34 MTech (Communication Systems)

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35 MTech (Computer Science and Engineering) 36 MTech (Information Technology) 37 MTech (Machine Design) 38 MTech (Power Systems) 39 MTech (Structural Engineering)

Interdisciplinary Masters 40 MA (Economics) 41 MA (Educational Leadership and Management) 42 MSc (Behavioural Science) 43 MSc (Development Studies) 44 MSc (Strategic Management)

C: RESEARCH PROGRAMMES MPhil Science 1 Chemistry 2 Computer Science 3 Mathematics 4 Physics Humanities and Social Sciences 5 Economics 6 Education 7 English Studies 8 Media Studies 9 Philosophy 10 Psychology 11 Social Work 12 Sociology Commerce and Management 13 Commerce 14 Management 15 Tourism School of Law 16 Law PhD Science 1 Physics 2 Computer Science 3 Mathematics 45

Self Study Report

Chemistry

12 13 14 15

Humanities and Social Sciences 5 Media Studies 6 Philosophy 7 English Studies 8 Psychology 9 Social Work 10 Sociology 11 Education

Commerce Management Tourism Economics

School of Law 16 Law Faculty of Engineering 17 Engineering (Civil, Computer Science, Electronics and Communication, Mechanical)

Commerce and Management

D: Choice-based Non-Core Certificate Programmes: Table 2 Non-Core certificate programmes

Semester

2010-11

2011-12

2012-13

2013-14

2014-15

2015-16

Odd Semester

Even Semester

â&#x2C6;&#x2014; Overseas programmes offered on campus

The University does not offer any Overseas Programmes on Campus. â&#x2C6;&#x2014; Programmes available for colleges to choose from

NA 1.2.2

Give details on the following provisions with reference to academic flexibility

a. Core/Elective options: First four semesters of UG, first two semesters of PG and the MPhil programmes offer core options while the final two semesters of UG and PG and the second semester of the MPhil programmes offer electives. MBA programme offers electives from the third trimester onwards leading to specializations. b. Enrichment courses: The University offers courses in personal, interpersonal and societal skills to enhance the life-skills of the students in the initial semesters. The enrichment courses in the form of add-on non-core elective courses in subjectrelated and areas beyond are available to the students to add value to their programmes. These courses earn the students extra credits. Further, mandatory courses on Environmental Science and Indian Constitution are provided for all UG students as per UGC Guidelines. There are also open enrichment courses such as SAP 01 which students across programmes pursue. Departments offer programme-specific enrichment courses such as SAP R/3 for MBA (Financial Management), IBM-SAD for MBA, Technical Writing for MA English with Communication Studies. Departments also have flexibility to add emerging areas in the course plan. 46

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c. Courses offered in modular form: The undergraduate, postgraduate, MPhil and PhD courses offered by the University are in a modular form. Further, a pool of semester-long non-core open elective courses are offered in the modular form such as Creative Dance Therapy, Foundations of Mathematics, Banking Management, Law and Practice of Intellectual Property. Some of these are mandatory (extra disciplinary nature for new skill development) and others are on extended syllabus basis (for gaining higher level expertise). d. Credit accumulation and transfer facility Credit accumulation: The University specifies the number of credits that students should earn to obtain a degree. Students can also earn additional credits by pursuing non-core open electives and certain other programmes through optional internships and dissertations. Credit transfer: The credits are transferable to other universities in India and abroad. The University also accepts credits earned from other universities within and outside the country, based on its Credit Equivalence Policy. e. Lateral and vertical mobility within and across programmes, courses and disciplines: The University offers the following lateral and vertical mobility in its various programmes:  Students of BA (Economics, Political Science, Sociology) and (History, Economics, Political Science) have mobility to BA (Economics Honours).  Students of BA (Journalism, Psychology, English), (Communication and Media Studies, English, Psychology), (Psychology, Sociology, English) have mobility to BA (Psychology Honours).  Students of BA (Journalism, Psychology, English), (Communication and Media Studies, English, Psychology), and (Psychology, Sociology, English) have mobility to BA (English Honours).  MBA allows mobility across specializations in Finance, HR, General Management, and Lean Operations and Systems.  MSc (Chemistry) allows mobility towards specializations in Organic and Analytic).  Programmes such as MA (English with Communication Studies), MA (Sociology), MSc (Psychology-HRDM), MA (Philosophy), MA (Communication and Media Studies), MBA, and MSW allow mobility by allowing students from any programmes.  University facilitates progression for most programmes from UG to PG and PG to MPhil and PhD. 1.2.3 Does the university have an explicit policy and strategy for attracting international students?

Yes, the University has an explicit policy and strategy for attracting international students. The University has 598 foreign students from 55 countries on the roll (2015-2016) due to its conducive policies to attract and retain foreign students. However, in order to keep the harmony of diversity, the University has put an Excellence and Service

Self Study Report

upper limit of not more than 10% foreign students on its roll at any given point of time.  The International Office headed by a fulltime Director and dedicated staff caters to international students enrolling for the regular programmes of the University. The Office follows a single window system for admission inquiries from foreign students, conducting the entrance test and interview, processing the admission, helping the student with finding accommodation, assistance in police verification and registration with the Foreigners Regional Registration Office (FRRO)  The International Office focuses on programmes that facilitate credit transfer to foreign universities, and attracting foreign students for a semester and for tailor-made short duration programmes or courses.  Besides these the University has also appointed faculty members who specifically look after short duration study programmes aimed at specific countries such as South Korea, China, USA and Switzerland  The University website provides complete details related to admissions, including programmes, eligibility, syllabus, fees, and contact details to aspiring students and Universities.  The University offers a three-month structured course in English from MarchMay every year for students who do not meet the minimum English language proficiency for admission.  The University also organizes regular visit of international students under the India Gateway Programme and University Study Abroad Consortium (USAC). Under the USAC scheme students from foreign universities pursue at least one semester of classes at the University and avail Credit transfer. 1.2.4 Have any courses been developed targeting international students? If so, how successful have they been? If ‘no’, explain the impediments.

Yes, following are the specific courses that the University offers for International students:  For who wish to pursue programmes but lack English language proficiency, the University offers a three-month intensive course in English language proficiency. On successful completion of the course the students become eligible to apply for the regular programmes of the University.  The University also offers programmes specially designed for the foreign students. Two of the major programmes are: 1. University Study Abroad Consortium (USAC) of USA, a consortium of 32 US Universities, and 2. South Korean Government-sponsored students. For USAC the University runs five different programmes: 1) Three-week Summer Session, 28 May-27 June, 4 credits; 2) Five-week Summer Session, 29 June to 06 August; 6 credits 3) Fall Session, 28 August-10 December, 18 credits; 4) Three-week Winter session, 28 December-16 January, 3 Credits; Spring Session: 01 February-16 May, 18 Credits. Credit Courses offered to USAC programme students include, Sanskrit, Kannada, Hindi, Yoga, Indian Cuisine, Bollywood Dance, Population and Poverty, Women’s Issues, Service Learning, Human Rights in India, Health Systems in India, Urban and Rural Life, Festivals of India, Gandhi 48

Christ University

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

and Non-Violent Protest, Contemporary Politics in South Asia and South East Asia, Pollution and Environmental Challenges in India, Bengaluru Business US Relationship, and Production Management. Due to the quality of the courses the programme which began in 2007 with 5 students today attracts about 100 students annually. The University also offers programmes on English and Information Technology for the university students of South Korea chosen through competitive examinations by the Government of South Korea. The programme titled KOTRA Global IT Internship, includes three-month coursework on Spoken and Written English, Android programming, and IT Marketing followed by three-month internship in software companies. The programme which began in 2013 has already been offered to 59 students in two batches, and is presently running the third batch. The programme is sponsored by Korea Trade Promotion Corporation (KOTRA), Government of South Korea. The India Gateway Programme conducted by the Office of International Affairs of the University is designed to give India experience to interested visitors. The programme includes a combination of historical site visits, contact classes about Indian economy and culture, visit to industries, dance and cultural programmes, and panel discussions. Students of the following universities have undergone this programme: Baldwin Wallace College, USA; Santa Barbara Community College, USA; University of Applied Sciences, WurzbergShweinfurt, Germany; Griffith University, Australia; University of ParisDauphine, France; St. Olaf College, USA; and University of Minnesota, USA.

1.2.5 Does the university facilitate dual degree and twinning programmes? If yes, give details.

Yes, the University offers dual/integrated degree BA LLB (Honours) and BBA LLB (Honours) as approved by the Bar Council of India (BCI). The following Twinning programmes are facilitated by the University to provide opportunity to masters students in Business Management (to get international exposure for studying in established universities with proven academic standards and facilities).  PGDM students pursue 18 months coursework at Christ University and six months coursework at the University of Applied Sciences, WuerzburgSchweinfurt, Germany. The students are awarded MBA degree by the host University  MBA students pursue 15 months coursework at Christ University and complete the remaining nine months coursework at Virginia Commonwealth University (USA).  Students, who complete the Certificate programme in Sustainable Food Manufacturing Management at Christ University, complete the remaining three semesters at Lille Catholic University, France. The students are awarded the MSc in Sustainable Food Manufacturing Management degree by the host University.

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1.2.6 Does the university offer self-financing programmes? If yes, list them and indicate if policies regarding admission, fee structure, teacher qualification and salary are at par with the aided programmes?

Yes, of the 122 degree programmes mentioned in 1.2.1, 115 programmes are selffinanced. All policies regarding admission, teacher qualification and salary are at par with the aided programmes. However, the fee structures of aided programmes and selffinanced programmes differ. 1.2.7 Does the university provide the flexibility of bringing together the conventional face to face mode and distance mode of education and allow students to choose and combine the courses they are interested in? If yes give operational details.

Not applicable as the University does not offer programmes in distance mode of education. 1.2.8 Has the university adopted the Choice Based Credit System (CBCS)? If yes, for how many programmes? What efforts have been made by the university to encourage the introduction of CBCS in its affiliated colleges?

Yes, the University has implemented Choice Based Credit System across all its programmes which involves Foundation, Core, Core Elective and Non-core Elective courses. All the students have the option of enrolling for non-core electives from a pool of open elective courses offered after the regular class hours. Being a unitary Institution, the University does not have affiliated colleges. 1.2.9 What percentage of programmes offered by the university follow: â&#x2C6;&#x2014; Annual system â&#x2C6;&#x2014; Semester system â&#x2C6;&#x2014; Trimester system

: None : 95% : 5%

1.2.10 How does the university promote inter-disciplinary programmes? Name a few programmes and comment on their outcome.

Promotion of inter-disciplinary programmes: The University promotes interdisciplinary programmes at UG, PG and Research levels. At the UG level three major programmes are offered leading to degrees in BA and BSc. The Honours programmes leading to BA and BSc degrees also have allied courses in two other disciplines. For example, BSc (Psychology Honours) has allied courses in Computer Science and Bio-Chemistry. There are also programmes that cut across Social Sciences and Sciences such as BSc (Economics, Mathematics, and Statistics) and MSc (Actuarial Science). In the MPhil and PhD programmes, students choose interdisciplinary topics. Besides these the Undergraduate programmes have mandatory Non-core electives which necessarily have to be taken outside ones deanery. For example, Commerce and Management students have mandatory courses from Humanities and Social Sciences or Sciences.

Christ University

Curricular Aspects

Interdisciplinary Programmes: Deanery of Sciences 1 All BSc Programmes (Computer Science, Mathematics, Statistics, Computer Science, Mathematics, Electronics, Chemistry, Botany, Zoology, Biotechnology, Economics) Deanery of Humanities and Social Sciences 2 All BA Programmes: BA (History, Economics, Political Science, Psychology, Sociology, Journalism, Media Studies, Communication and Media Studies, English Studies, Performing Arts, Theatre Studies, Philosophy) 3 BSc (Psychology Honours) with Computer Science and Bio-Chemistry as allied courses 4 MA (English with Communication Studies) with course in Media Studies, Film Studies, Theatre Studies, Linguistics, ELT, Gender Studies, Cultural Studies and Technical Writing 5 MA (Counselling and Spirituality) brings the domains of Psychology and Spirituality 6 MA (Economics), MA (Educational Leadership and Management), MSc (Development Studies), MSc (Behavioural Science), and MSc (Strategic Management) Deanery of Commerce and Management 7 BBA (Honours) with courses in Economics, Political Science, Sociology, International Studies, Environmental Studies, Public Speaking and Statistics among others 8 Bachelor of Business Administration (Tourism and Travel Management) Outcome The interdisciplinary programmes offered by the University have the following benefits:  They enhance the placement opportunities of the students as they allow students to sit in placements of diverse disciplines thereby enabling flexible and vertical mobility.  BA and BSc (three major programmes), enable the students to apply for masters programmes in any of the three majors of their UG programmes.  Interdisciplinary programmes enable interdisciplinary research at MPhil and PhD level.  The Non-core Electives enable peer-group socialisation across deaneries and disciplines.  Programmes such as BSc (Psychology Honours), BSc (Economics, Mathematics, Statistics) enable students to opt for higher studies and research in emerging disciplines such as neuro-cognitive science, actuarial science, cultural studies, science studies, and analytics.  Broaden the disciplinary and worldview of students

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Self Study Report

1.3 Curriculum Enrichment 1.3.1 How often is the curriculum of the university reviewed and upgraded for making it socially relevant and/or job oriented / knowledge intensive and meeting the emerging needs of students and other stakeholders?

The curricula of the University are reviewed and upgraded at least once a year. Departments also revise and upgrade their curricula more than once a year if the need is felt, before the beginning of a semester or trimester. 1.3.2 During the last four years, how many new programmes at UG and PG levels were introduced? Give details. â&#x2C6;&#x2014; Inter-disciplinary: UG: 07

PG: 07

Table 3 Inter-disciplinary programmes

UG Programmes

PG Programmes

BSc (Economics, Mathematics, Statistics) BA (Theatre Studies, Communication and Media Studies, English) BA (Theatre Studies, English Psychology) BA (Theatre Studies, English Psychology) BA (English, Political Science, History) BA (Media Studies, Economics, Political Science) BSc (Psychology Honours) with Computer Science and Zoology as minors

MSc (Actuarial Science) MA (International Studies) MA (Educational Leadership and Management) MSc (Development Studies) MSc (Behavioural Science) MSc (Strategic Management) MA (Performing Arts)

â&#x2C6;&#x2014; Programmes in emerging areas: UG: 07 PG: 13 Table 4 Programmes in emerging areas

UG Programmes

PG programmes

BBA (Finance and Accounting) BBA (Finance and International Business) BSc (Economics, Mathematics, Statistics) BA (Theatre Studies, Communication and Media Studies, English) BA (Theatre Studies, English Psychology) BA (Media Studies, Economics, Political Science) BSc (Psychology Honours)

MA (Applied Sociology) MSc (Actuarial Science) MTech (Power Systems) LLM (Corporate and Commercial Law) MA (International Studies) MA (Educational Leadership and Management) MSc (Development Studies) MSc (Behavioural Science) MSc (Strategic Management) MA (Performing Arts) MSW (Clinical and Community Practice) MBA (Leadership and Management) LLM (Intellectual Property and Trade Law)

Christ University

Curricular Aspects

1.3.3 What are the strategies adopted for the revision of the existing programmes? What percentage of courses underwent a syllabus revision?

a. Strategies  The University lays emphasis on updating curriculum on a regular and continuous basis. This is done with particular reference to new knowledge or changes in the knowledge scenario necessitating addition of new course content involving newer concepts, skills and theories and elimination of obsolete course content.  Each department has a Curriculum Development Cell (CDC). The Cell initially meets for clarifying general expectations and objectives. Thereafter sub-groups of the cell meet programme-wise to evaluate and revise the syllabus. Once the draft syllabus is ready it is sent to external academic and industry experts for their comments. The revised syllabus based on the inputs of the experts is discussed in the department in the pre-BOS meeting. The finalised syllabus is then presented to the Board of Studies (BOS) and then to the Academic Council for approval.  The University uses a standardised format for changes in the curricula to be presented at the BOS. The sections of the format specify the changes or revisions proposed under the following column heads: Table 5 BOS format for curricular changes

Programme: Course / Code / Unit

Existing Syllabus

Proposed Syllabus

Reason for Change

The overall curriculum design and development process is documented and the minutes recorded at all levels and stages involved in the process. 



The Internal Quality Assurance Cell (IQAC) and the Planning and Monitoring Board (PMB) also make broad recommendations regarding curriculum which are considered by the BOS. Concepts such as Service learning, Research-Informed Teaching, Use of Massive Open Online Courses (MOOC) in all the courses, especially writing and subject-related MOOCs for PhD coursework, have been introduced in the curriculum at the behest of IQAC. The Annual IQAC-initiated department audit verifies department compliance in making the syllabus socially relevant, job-oriented, knowledge intensive and thus meets the emerging needs of students and other stakeholders. The results of the Annual Student Satisfaction Survey are analysed in the Academic Council, Planning and Monitoring Board and the Board of Management for curricular changes. Suggestions made in Student Council meetings, and biannual Parent-teacher meetings, suggestions of recruiters before or after recruitment drives, alumni feedback are also considered in updating the curricula.

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Self Study Report



The Office of Vice Chancellor constitutes Review Committees to study and recommend changes to the curriculum. In the recent past, Review Committees have been set up by the Vice Chancellor to restructure PhD programmes, BSc Statistics, MBA, BCom, and BEd. The University has set up Centre for Advanced Research and Training (CART) which conducts Facilitator Training programmes for Faculty in Basic, Intermediate Advance level SPSS, MATLAB, Origin, R, EViews, NVivo, and AMOS. These programmes are designed and implemented with a view to impart the knowledge and skill of applying these software in disciplinary contexts by students. Where possible curriculum is aligned to professional examinations as in the case of BBA (Finance and Accounting) and BCom (Professional) which are aligned to ACCA, and CIMA certifying examinations. Departments such as Institute of Management, English, Theatre Studies, Psychology take regular feedback from International partner Universities on the curriculum. Departments such as Hotel Management and Management Studies have signed MOUs with corporate entities such as TCS, to develop and co-teach industry-specific courses.



  

b. Percentage of courses that underwent a syllabus revision Generally such changes vary from 10 to 20% and are updated annually. In the last four years 100% of the courses have undergone revision. 1.3.4 What are the value-added courses offered by the university and how does the university ensure that all students have access to them?



A 12-hour holistic education development programme offered in the first four semesters for UG programmes and the first two semesters for PG programmes covers personal, interpersonal, and societal skills. SAP 01 Course is offered to all students to improve their employability. Undergraduate students are required to take up mandatory two three-credit non-core elective courses from the other deaneries as mentioned in 1.2.1. All the programmes incorporate MOOCs from Coursera, Edx, FutureLearn and Udacity in their programmes.

  

Specific programmes also offer value added programmes, as listed below: Table 6 Value-added programmes—Sciences

Programme

Value Added courses

BCA & BSc (Computer Science)

INIT Tech camp – Soft Skills, Placement Guidance, Web Technology Training

BSc (Chemistry)

Analytical techniques for budding chemists Chemistry of targeted molecules

BSc (Zoology)

Ornithology

MSc (Chemistry)

Technical Japanese

MSc (Computer Science)

Visual Studio, My SQL, Web Development, Soft Skills, Interpersonal Skills, Web development, Soft Skills, Interpersonal Skills

Christ University

Curricular Aspects

MSc (Mathematics)

Research Methodology and Teaching Techniques

Table 7 Value-added programmes—Humanities and Social Sciences

Programme

Value Added courses

BA (History, Economics, Political Science)

Skill Development Programme, Classical Studies,

BA (Economics, Political Science, Sociology)

Skill Development Programme

School of Education

Teacher Competency, Professional Development, Computer Training, Sports and Yoga, UGC NET training, Workshop for enhancing teaching skills , Theatre in Education

MA (English with Communication Studies)

Technical Writing

MA (Applied Economics)

SPSS, EXCEL, E-views, Resume Writing, Personality Development

MA (Applied Sociology)

Skill Development (Technical Skills, Soft Skills, Academic writing skills); Research Skills (SPSS, NVivo), UGC NET & UPSC

MSW

MSC 154 & MSH 154- Skill lab, MSC - 156 & MSH 156- Practice Seminar and MSC 176 & MSH 176- Extension activity.

MSc (Counselling Psychology)

Cognitive Analytic Therapy Programme in Association with the Association for Cognitive Analytic Therapy

Table 8 Value-added programmes— Management

Programme

Value Added Course

MBA

SAP, SAS Analytics, IBM Descriptive Analytics, Six Sigma Certification by KPMG, Technology Marketing, Econometrics, Management of Small and Medium Enterprises, Business Analysis from IIBA, IBM Predictive Analytics

MBA (Financial Management)

SAP R/3

Table 9 Value-added programmes— Engineering

Programme

Value Added courses

BTech (EEE)

Certificate course on Automation Laboratory-FESTO

BTech (CSE & IT)

Linux Security Workshop

BTech (CSE & IT)

Workshop on Android Application Development

BTech (CSE & IT), MTech (CSE & IT)

Workshop on Microsoft Windows Phone Application Training

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BTech

Basics of Civil Engineering and Engineering Mechanics; Building Materials and Construction; Building Const; Materials of Const; Concrete Technology; Advanced Surveying; Construction Planning and Management; Automation certification-Festo Lab; Training on Automation; Modelling - Analysis-and Meshing using ABACUS; Simulation and Analysis using CFD; Training on MAT LAB

MTech (CSE)

SPSS- BASIC

MTech (IT)

SPSS- BASIC

MTech (CSE)

SAP-01

MTech

Advanced Structural Analysis (Newly Introduced)

BTech/MTech

SAP, SPSS, German language course,

PhD

Remote sensing, Geographical Information system & Global Navigation Satellite system

Access 

Students have equal and equitable opportunities to register for the value-added courses Online registration followed by the first come–first served policy offers every student an equal chance Availability of more than thousand internet-enabled computers in the campus helps every student to apply in time Low fee for the value added courses makes it accessible to students from lowerincome households

  

1.3.5 Has the university introduced any higher order skill development programmes in consonance with the national requirements as outlined by the National Skills Development Corporation and other agencies?

Yes, programmes are developed with reference to the Skill Council specified sectors of National Skills Development Corporation (NSDC). In addition the Foundation Courses in Holistic Education such as Personal, Interpersonal and Societal Skills are in consonance with the requirements of skill sectors. The following programmes have incorporated the skill indicators of the various Sector Skill Councils: Table 10 Programmes incorporating Sector Skill Council skill indicators

Sectors

Programmes/Courses

Automotive

BTech (Automobile)

Banking Financial Services and Insurance

BBA (Finance and Accountancy), BBA (Honours), BCom, BCom (Honours), BCom (Professional), MBA (Finance) (Financial Management), MSc (Actuarial Science); Certificate Courses in Introduction to Accounting and Investment, Financial Markets

Christ University

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Chemical and Petrochemicals

BSc (Chemistry), MSc (Chemistry)

Construction

BTech (Civil)

Electronics

BSc (Electronics), BTech (Electrical and Electronic)

Food industry

BHM, PG Diploma in Food and Beverage Service, Diploma in Food and Beverage Service; Certificate Courses in Bakery and Confectionary, India Cuisine, Restaurant Planning and Operation, Cuisine of Europe, Introduction to Food Technology

Iron and Steel

BTech (Automobile)

Life Sciences

BSc (Zoology) (Botany) (Bio-technology); Certificate Courses in Diagnostic Biology, Advanced Biotechnology, Nutrichem, Cosmetic Chemistry and Household Chemicals,

Management and Management Services

BBA (Finance and Accountancy), BBA (Honours), BCom, BCom (Honours), BCom (Professional) MBA (Leadership and Management) (Lean Operations and Systems) (Strategic Management); Certificate courses in Family Business, Basics of Business Management, Leadership and Team Development, Corporate Governance, Business Management, Finance for NonFinance Students, Human Resource Management, Training and Development, Stress Management, NGO Administration; Corporate Social Responsibility, Statistics, Social Welfare and Services, Methods of Social Research, Management Information System (MIS)

Media and Entertainment

BA (Journalism) (Media Studies) (Communication and Media Studies), MA (Communication and Media Studies), MA (English with Communication Studies), Public Speaking, Graphic Designing, 2D Animation and Web Designing

Plumbing

BTech (Civil)

Power

MTech (Power Systems)

Retailing

BBA (Finance and Accountancy), BBA (Honours), BCom, BCom (Honours), BCom (Professional)

Sports, Physical Education and Leisure

Certificate in Physical Education

Telecom

BSc (Electronics), BTech (Electronics and Electrical); Certificate Course in Computer and Hardware Fundamentals,

Tourism and Hospitality

BCom (Tourism and Travel Management), MBA (Tourism and Travel Management), Travel and Tourism Management, IATA / UFTAA

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1.4 Feedback System 1.4.1 Does the university have a formal mechanism to obtain feedback from students regarding the curriculum and how is it made use of?

Yes, the University has a formal mechanism to obtain feedback from students regarding the curricula. Mechanism  At the end of each semester, individual faculty members take feedback on the effectiveness and usefulness of the courses.  Deanery level and University-level student councils which meet regularly give feedback on curriculum of the departments and programmes they are representing.  The Annual Student Satisfaction Survey takes feedback on the various aspects of curriculum Use of the Feedback  Departmental Curriculum Development Cells consider the student feedback taken by faculty members, Student Councils, and the annual Student Satisfaction Survey while revising the curriculum. The same are considered in pre-Board of Studies and Board of Studies meetings.  The results of the Annual Student Satisfaction Survey pertaining to curricula are also discussed in the Academic Council, Planning and Monitoring Board and the Board of Management which take appropriate decisions and give directions to be considered by the departments.  IQAC uses the curricular feedback from the Annual Student Satisfaction Survey to come up with themes for the Annual Faculty Development Programmes on enhancing the quality of the curriculum. 1.4.2 Does the university elicit feedback on the curriculum from national and international faculty? If yes, specify a few methods such as conducting webinars, workshops, online discussions, etc. and its impact.

Yes, feedback on curriculum from both national and international faculty is obtained regularly. Methods  Prior to Board of Studies meetings, Departments invite scholars of repute and industry experts to discuss the syllabus. Feedback is obtained from international faculty during their visits to the University or over Skype and email.  In case of masters courses, informal feedback is obtained from external evaluators on end semester answer scripts.  Programmes like MBA, and MSc (Psychology) which have international visiting faculty teaching courses, also use their expertise for global perspectives in curriculum.  Departments organise curricular workshops with national and international faculty as resource persons. 58

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Impact Syllabus revision has significantly changed the curricula of programmes with respect to knowledge, skill and attitude with national and global perspectives. Courses are offered in clear articulation of overview, objectives, learning outcomes, assessment pattern, and references. The University curriculum, on par with global curricula, has enabled student credit transfer to leading universities in Europe and US. The revision has resulted in increased student enrolment. It has increased the brand equity resulting in a greater number of applications for faculty positions. 1.4.3 Specify the mechanism through which affiliated institutions give feedback on curriculum enrichment and the extent to which it is made use of. NA 1.4.4 What are the quality sustenance and quality enhancement measures undertaken by the university in ensuring the effective development of the curricula?

University has a number of mechanisms in place to sustain and enhance the quality of the curricula. Quality sustenance  Departments regularly review their curricula through periodic meetings of Curriculum Development Cells. The annual Board of Studies meetings specially review the syllabus.  In order to sustain the quality the external members representing academia and industry are rotated every two years.  Faculty members visit premier institutions in the country and interact with the faculty to get a feedback on the curriculum. The feedback is then assessed and incorporated in the curriculum  Feedback on curriculum from students, alumni, parents, and recruiters is considered. Quality enhancement measures



In the Orientation and Faculty Development programmes before the beginning of every academic year, the IQAC gives a theme to discuss and evolve ideas and practices with an aim to enhance curriculum across departments. These discussions are followed up in Faculty Development Programmes that take place in Odd semester and culminate in change of curriculum through the BOS. The themes include Research-informed Teaching, Service Learning, and Technology-integrated education, to name a few. Accrediting the curriculum by professional bodies like ACCA, UK, and CIMA, UK, American Counselling Association for programmes such as BBA (Finance and Accounting), BCom (Professional) and MA (Counselling Psychology) respectively is done The University has established the Centre for Advanced Training and Research (CART) which initiates and supports integration of discipline-specific data analysis software such as SPSS, MATLAB, NVivo, AMOS, R, and EViews into

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 



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the curricula across the programmes through facilitator certification model and team-teaching with the faculty members of the departments concerned. The departments organise curriculum review workshops periodically both covering the entire curriculum as well as in discipline specialisations. The Office of Vice Chancellor also constitutes department-specific Curriculum Review Committees. Based on the recommendations of these committees the Vice Chancellor gives directions for curricular review to the respective departments. The results of the Annual Student Satisfaction survey are considered for improving the curricula. Curricula is strengthened by adopting best practices, incorporating innovations, and validation by industry and academic experts, represented in the BOS. MOOCs offered by Coursera, Edx and FutureLean are integrated into the curriculum of all the programmes to give global academic exposure to the students in their respective disciplines. MOUs are signed with leading corporate companies such as TCS, SAP, IBM to enable industry relevant curricula. The University conducts regular Refresher programmes and Quality Improvements programmes for the faculty. The key objective of these programmes is to enrich and enhance the quality of curriculum through knowledge and skill enhancement of faculty members.

Any other information regarding Curricular Aspects which the university would like to include. 



The University inculcates a sense of aesthetics in students through intraUniversity cultural competitions such as Darpan and Blossoms and interUniversity and intercollegiate events such as Inbloom. Participation in these events is mandatory for students. These events are also designed to facilitate interaction and bonding between students of different disciplines, deaneries, languages, states and countries. Besides, students can also earn a credit each for sports, volunteering with Centre for Social Action and Office of Student Welfare, being a member of University Choir or University cultural team, and peer education. At present service learning is piloted in 10 departments through a grant.

Study Abroad Facilities through Credit Transfer for Students: The University facilitates credit transfer to collaborating Universities in USA, UK, France, and Australia as per the details provided below. The degree is awarded by the foreign university.  For BBA (Finance and International Business) Students (2 years in CU + 1 or 1.5 or 2 years in the foreign university) 1. IESEG (France) 2. Sheffield Hallam University (UK) 3. Griffith University (Australia) 60

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4. Western Michigan University (USA)  For BBA (Travel and Tourism Management) Students 2 years in CU + 1 year in Sheffield Hallam University (UK)  For BA, BSc, BCom, BBA (All combinations) 2 years in CU + 1 year in Liverpool Hope University, (UK)  For BTech Students 2 years in CU + 2 years in Catholic University of America, (USA) Short Duration International Programmes Students  Lille Catholic University, France: Christ University students are offered scholarships to participate in the one month European Summer Program offered by Lille Catholic University, (LCU) France. The aim of this programme is to give Christ University students the opportunity to have a study abroad experience in the summer in Lille, France. Every year 4/5 students attend the summer programme. The tuition fees and accommodation charges are waived for students from CU. Study Abroad Programme (One Semester)  BHM Students: NHTV University of Applied Sciences, Netherlands: BHM students get an opportunity to complete one semester in NHTV, Netherlands. As it is an exchange programme, 2 or 3 NHTV students also come to Christ University for one semester.  BCom Students: Student Exchange programme–One semester with IESEG School of Management, France; Student Exchange programme –One semester with Baldwin Wallace University, USA  BA Students: Student Exchange programme–One semester with Sciences Po, France  BBA students: International Internship with The Washington Center, USA 



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Criterion II TEACHING-LEARNING AND EVALUATION 2.1 Student Enrolment and Profile 2.1.1 How does the university ensure publicity and transparency in the admission process?

The admission process of the University is governed by its Policies and Regulations in the selection of students to different academic programmes. Publicity: The University believes primarily in word-of-mouth publicity. The strong alumni and the currently enrolled students are its prominent academic ambassadors. Given below are some of the methods of publicity:

         

Announcement of admissions in the University Website Advertisement in leading newspapers Social media such as Facebook and Twitter Online campaigns using Google Adwords, Shiksha.com Brochures and fliers Notices on the University Notice Boards Posters, brochures and fliers sent for display and distribution to other institutions Higher Education Fest (Disha), Open Day and Campus Connect for Pre University/12th grade students Dedicated helpdesk Higher Education Orientation programme by the University faculty and students in the neighbouring institutions.

According to Google Zeitgeist, Christ University is the second most searched educational institution in Karnataka. Transparency: All information regarding the admissions such as the eligibility criteria, fee structure, selection process and important dates of the selection process are published on the University Website (www.christuniversity.in) and are available to the public.  The entire process of admission to Christ University is automated and transparent.  The Programme details including the selection process, curriculum and the fee structure are published on the University Website.  Admission is through All India Entrance Exams for professional programmes. Excellence and Service

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ď&#x201A;ˇ ď&#x201A;ˇ

Other programmes have programme-specific admission selection criteria. After the selection process, the admission selection status is published on the University Website, respecting the privacy of the candidates. The information can be accessed by entering the application number and the date of birth of the candidate. Particular information to the candidate i.e., Selected or Waitlisted or Not-Selected is simultaneously emailed and sent through SMS.

2.1.2 Explain in detail the process of admission put in place by the university. List the criteria for admission: (e.g.: (i) merit, (ii) merit with entrance test, (iii) merit, entrance test and interview, (iv) common entrance test conducted by state agencies and national agencies (v) other criteria followed by the university (please specify).

Every academic year, the admission process commences with an announcement on the University Website, in leading newspapers and through posters, flyers and banners on campus. Admission details are updated on the website, www.christuniversity.in, including the fee structure, eligibility, admission guidelines and selection process for each course with important dates. Application forms can be accessed from the website by remitting the prescribed application processing charges either through online payment or paying the same at any of the State Bank of India (SBI) branches and using the unique reference and journal number for each transaction. Christ University is one of the first Universities to partner with SBI to collect the application fee in this manner. Once the candidate has filled in the application form, he/she will receive a confirmation email with their application number. They are asked to send the downloaded copies of the filled-in application, photocopies of their academic performance and required photographs. Once these documents are received at the Office of Admissions, they are verified for eligibility and E-Admit card is generated inviting the student to participate in the selection process. The candidate can access the E-Admit card by entering his/her application number and date of birth. The admit card carries instructions about the date and time of the selection process, the required documents to be carried and the scanned photograph of the candidate. Criteria for Admission Christ University follows well-defined criteria for admission, based on the requirements and the demand for the programmes. However, merit in the qualifying examination becomes a major component in all the selection criteria for admissions. Following are the criteria used for various programmes of the University. (i) Merit: B Com, B Com (F & A) (ii) Merit, entrance test and interview: PhD, MPhil, MSc, MCom (iii) Common entrance test conducted by state agencies and national agencies, Merit, Personal Interview: MBA, PGDM, BTech (iv) Other criteria followed by the University 1. Merit, Personal Interview, Audition: BA (Theatre Studies), BA (Performing Arts) and MA (Performing Arts) 2. Merit, Personal Interview, Writing Skills, Micro Presentation: BA LLB 64

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(Honours), BBA LLB (Honours), BBA, BCom (Honours), B Com (Professional) 3. Merit, Personal Interview: BA, BSc, MTech 4. Merit, Personal Interview, Writing Skills: MA Criteria for Admissionâ&#x20AC;&#x201D;Details (i) Merit: For admission to programmes based on pure merit in qualifying exams, the application form is issued with instruction sheet and an Optical Mark Reader (OMR) sheet from the Office of Admissions. The filled in application form and OMR sheet is submitted along with a self-attested copy of the Class XII/ PUC marks card within three working days of the declaration of qualifying exam results. The cut-off for selection under each category is displayed on the University Notice Board and the Website on the day after the last date of submission of application and the candidates above the cut off percentage are issued E-Admit cards specifying the documents to be submitted, time line of admission, fee structure and general guidelines. (ii) Merit, Entrance Test and Interview: For admission to the programmes based on merit, entrance test and interview, the candidates apply online, choosing the centre and once the application is submitted, they are processed and a date for interview is scheduled and intimated to the candidates through the University website and SMS at least four days prior to the entrance test date. The interview of all the candidates writing the entrance is done by a panel of at least two faculty members and they assess the candidates consistency in academic engagement, scholastic aptitude, motivation for the course, levels of maturity, integrity and prosocial attitudes and the same is recorded in the score sheets used for the interview. After the interview the merit list is prepared by the Office of Admissions based on the academic performance in the qualifying or pre qualifying exams, entrance test and the grades in personal interviews and the same is published online through the University website after the formal approval of the admission committee. (iii) Common entrance test conducted by state agencies and national agencies: In four PG programmes, namely, Master of Business Administration (MBA), MBA (Financial Management), MBA (Tourism and Travel Management) and MBA (Executive), the basic eligibility is decided by the candidateâ&#x20AC;&#x2122;s performance in the CAT/MAT/ATMA examinations. Only those candidates having a composite score of at least 600 MAT or having at least 70 percentile in CAT are eligible to apply for the course for MBA and MBA (Financial Management) programmes. However, the selection is based on the cumulative scores obtained from academic merit in Class X, Class XII, Degree, and grades in Group Discussion, Micro Presentation and a personal interview (PI). The PI is by an expert panel comprising of subject experts and external experts from the industry. The candidates for MBA (Executive) and MBA (Tourism and Management) are expected to have at least one year work experience and a valid MAT score of not less than 500 or CAT score of not less than 60 percentile to apply for the course. The final selection is based on the assessment on the past performance in Class X, Class XII, Degree, Micro Presentation and the grades in Personal Interview. Excellence and Service

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For BTech 50% of the seats are filled in by students clearing the Consortium of Medical Engineering and Dental Colleges of Karnataka (COMEDK) exams. (iv) Other Models of Selection Process followed by the university: Besides the models enumerated above, the micro presentation, writing skill assessment, group discussion, auditions are some of the other criteria used along with merit, entrance test, interview for the selection process 2.1.3 Provide details of admission process in the affiliated colleges and the university’s role in monitoring the same.

NA 2.1.4 Does the university have a mechanism to review its admission process and student profile annually? If yes, what is the outcome of such an analysis and how has it contributed to the improvement of the process? Yes, the University has mechanism to review its admission process and student profile annually.

Review: The members of the Office of the Admissions along with the Director and the Vice Chancellor evaluate the admission processes of the academic year every year soon after the completion of the admissions. The members of the staff along with the Director hold periodic meetings for improving upon the processes of publicity, application, data verification, scheduling of selection process, website updating, conducting of the selection process, the admission processing and the cancellation processes and the student profile. The Outcomes 1 Introduction of Smart card cum ID card and mechanism of opening bank accounts made easy 2 The introduction of test centres and interview process conducted for BA, BCom, BBA, BA LLB (Honours), BBA LLB (Honours), and MBA in Delhi, Ghaziabad, Kolkata, and Ranchi other than Bangalore 3 Complete automation of admission process 4 Application forms available both online and direct mode 5 Submission of application with documents made easy 6 Selection processes introduced in Gulf Region 7 Specific admission selection process for Foreign National Students 8 Different fees structure for students from SAARC countries 9 Special Orientation programme for the International Students The University follows a system of ‘Audit of Admissions’ by faculty members who examine all admission documentations with reference to eligibility, support documentation, and verify the original documents. Discrepancies if any are notified to the Coordinators and the Director of the Office of Admissions who would rectify them before the print of admission register. The admission register is prepared after the audit process and the same is presented to the Academic Council and the Board of Management duly signed by the Director of Office of Admissions and the Registrar for approval. 66

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The functioning of the Office of Admissions is reviewed after each admission process by the staff, Director of Office of Admissions under the supervision of the Vice Chancellor. Changes are initiated and implemented based on the review, and feedback of various stakeholders such as students and parents. 2.1.5 What are the strategies adopted to increase/improve access for students belonging to the following categories:

The University follows an open admission policy without restriction of any kind based on religion, caste, creed or gender. While implementing the policy the University ensures that there is no discrimination against any specific community. * SC/ST To improve access for students belonging SC/ST category the University lowers the cutoff percentages to them and offers financial concessions after reviewing their socioeconomic status.

* OBC To improve access for students belonging the OBC category the University lowers the cut-off percentages to them and offers financial concessions after reviewing their socioeconomic status.

* Women Christ University has maintained a healthy student ratio of 1:1 male:female students. * Persons with varied disabilities Christ University has well defined and articulated disability friendly policy. All the University buildings have been made accessible to persons with disability through ramps and elevators. They are also given preferences in admissions if they fulfil the basic eligibility for various programmes. Special mentoring/counselling sessions are given to them and assessment patterns have been specifically tailored to cater to their special needs. Moreover in collaboration with Goldman Sachs, Enable India and Association with Persons with Disability (APD), students are identified and admitted to Commerce programmes with joint scholarship, free accommodation facilities with internship opportunity and placements in Goldman Sachs. These students are given financial assistance to purchase wheelchairs and exclusive parking space on campus. * Economically Weaker Sections The students from economically disadvantaged sections are attracted to the University through various ways. It is the policy of the university that no meritorious students will be turned back for lack of financial support. A few students from rural areas are identified and financial concession, scholarships, freeships, monthly allowance for meeting the non-academic expenses and food coupons are given to students from economically disadvantaged community. The Department of Hotel Management prepares 200 packets of lunch for students from economically backward area. The male students from the economically disadvantaged community have been freely accommodated in Zion a unique residential hall dedicated for them and the women are accommodated in Jonas Excellence and Service

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Hall or the nearby hostels. A few post graduate students are also accommodated in Kuriakose Elias Hall on campus. Economically weaker section students or students of lower means are given financial support by way of fee concessions which may extend up to 100% depending upon the findings and recommendation of the Committee for Fee Concessions. * Outstanding achievers in sports and extra-curricular activities Special recruitment is done in the case of high-performing athletes and sports persons and Financial Concession, Scholarships, Freeships and Monthly allowance are provided for meeting the non-academic expenses on a case to case basis based on their economic background. Christ University reached the final league of All India Inter-University Basketball tournament in the last two years. 2.1.6 Number of students admitted in university departments in the last four academic years: Table 11 Number of students admitted in the last four years 2011-12

2012-13

2013-14

2014-15

Total

OBC

151

102

149

251

146

233

144

124

268

General

1906

1895

3801

1989

1993

3982

2187

2405

4592

2693

2677

5370

Total

2042

2015

4057

2141

2210

4351

2397

2551

4948

2895

2881

5776

2.1.7 Has the university conducted any analysis of demand ratio for the various programmes of the university departments and affiliated colleges? If so, highlight the significant trends explaining the reasons for increase / decrease.

Yes, the University conducts the analysis of demand ratio for the programmes of the University every year. The demand ratio has been steadily and constantly increasing over the years. The number of applications against 100 admitted students is presented in table given below.

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PG&UG

Figure 1 Applications and admissions for the PG and UG Programmes

Figure 2 Applications and admissions for research programmes

Some of the factors identified for the increase of demand are: 1. 2. 3. 4. 5.

Enhanced public perception. Improved quality of teaching-learning process Constant faculty development programmes Diversity of programmes Increased focus on co-curricular and extra-curricular activities for student development.

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6. Various student development programmes 2.1.8 Were any programmes discontinued/staggered by the university in the last four years? If yes, please specify the reasons.

Yes, a few programmes as listed below have been discontinued: Table 12 Discontinued programmes

Year

Department

Programme

Reason for Discontinuation

2011

Institute of Management

MBA (IB)

Strategic focus of the University on the international collaboration shifted from Singapore to Europe and USA. The value addition to the programme from the exposure to Singapore was not encouraging for the students

2014

Engineering

Integrated PG programmes

To comply with the UGC March 2014 Gazette Notification regarding specification of Degrees

To comply with UGC March 2014 Gazette Notification regarding specification of Degrees, nomenclatures of the following programmes were changed in 2014. Table 13 Programmes with change of nomenclatures

Previous Nomenclature

Respecified Nomenclature

BBM

BBA

BCom (Travel and Tourism)

BBA (Tourism and Travel Management)

MS (Computer Science)

MSc (Computer Science and Applications)

MSCom

MA (Communication and Media Studies)

MTA

MBA (Tourism and Travel Management)

MFM

MBA (Financial Management)

In order to accommodate the applied/skilled components the nomenclatures of the following programmes were changed in 2012. Previous Nomenclature

Changed Nomenclature

MA (Sociology)

MA (Applied Sociology)

MA (Economics)

MA (Applied Economics)

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2.2 Catering to Student Diversity 2.2.1 Does the university organize orientation/induction programme for freshers? If yes, give details such as the duration, issues covered, experts involved and mechanism for using the feedback in subsequent years.

Yes, the University conducts orientation programme for freshers at various levels such as admission counselling/ orientation, general orientation and department level orientation during the first three weeks. Listed below are the various orientation sessions. Table 14 Orientation/induction programmes

Orientation Programme

Issues Covered

Experts Involved

Admission Counselling

Campus facilities, University regulations Student conduct, Continuous Internal Assessment system (CIA) Evaluation system, Various centres, Attendance policy

Counsellors

General Level Orientation

Holistic Education, Certificate Courses, Examination System, NCC, CSA, SWO, grievance redressal system

Vice Chancellor and Directors of Various Centres

Department Level Orientation

Academic Culture & Department Heads and Environment, Course Conduct, faculty members, Senior course expectations, CIAs students

Department Level Academic Orientation (Law and Engineering

Scope of the discipline, research facilities, course outcomes

External Experts and faculty members

Orientation for International Students

Indian culture and expectations, personal safety, accommodation services around the campus, public service facilities such as hospital, transportation facilities, etc

Director, International Office and senior international students

Orientation in Residence Halls

Student conduct, expectations, facilities, general regulations, etc.

Director, Residence Halls, Warden and Senior residents

Besides, the above three levels of orientations, pre-admission counselling offered to students helps the prospective students to choose the right programme and to understand the learning outcome and the expectations about their participation. Excellence and Service

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Further, Intensive English Language Course of 320 hrs spread over three months (March to May), is offered to international students non-English speaking countries, prior to their admission to the University. The students in the residence halls of University are also given orientation 2.2.2 Does the university have a mechanism through which the “differential requirements of the student population” are analysed after admission and before the commencement of classes? If so, how are the key issues identified and addressed?

Yes, the ‘differential requirements’ of students in Christ University are mapped as far as possible during the admission counselling and orientation and immediately after their joining the programme as well. Some of the key areas identified are their learning background and the course chosen, English Language proficiency, difficulty adjusting with the urban atmosphere, disadvantaged socio-economic background, disability, cultural diversity etc. While preparing the student list to various sections, it is seen that the students are mixed based on gender, their mother tongue, region they come from, second language opted and their academic preference. This would enable the students enhance their cultural competence and pro-social attitudes. Students with language difficulties are given special training as soon as the class begins. The international students who lack proficiency in language are given Intensive English Language Course and cultural orientation is given to them through the International Office of the University. The economically- weaker students are identified and fee concession is given to them. Students from rural areas who have earlier studied in vernacular medium are given coaching in English lasting throughout the year. Departments like Commerce, Economics, Computer Science, and Biotechnology undertake geographical, linguistic and scholastic mapping of the students to help them overcome the difficulties. The student affairs office of the University helps the students with financial difficulties through fee concessions, freeships and financial adjustments. The students from the rural areas and persons with disability are given special mentoring and counselling to help them to adjust with the urban atmosphere and culture. The outstation students are also given emotional scaffolding by their respective batch counsellors. 2.2.3 Does the university offer bridge/remedial/add-on courses? If yes, how are they structured into the time table? Give details of the courses offered, departmentwise/faculty-wise? Yes. Various departments conduct need-based bridge or remedial courses especially to the students from varied academic backgrounds.

Some courses are conducted before the opening of the regular academic year whereas remedial courses are mostly conducted between 4 PM and 5 PM. Bridge Course Offered by Some of the Departments The students with dissimilar academic back ground other than the core cognate subject are given bridge courses. For e.g. the students without commerce background joining BCom is given bridge course in accounting, students without 72

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Mathematics background in BCA is given bridge course in Mathematics and similarly BSc students are exposed to a bridge course to cope with existing curriculum before the commencement of classes, especially those who lack content knowledge of the course pre requisites. Table 15 Bridge courses offered by some of the departments

Parent Dept

Associated Dept

Class

Course Title

Description/Purpose

Chemistry

Psychology

BA (Psy Hons)

Biochemistry

Ten hours of fundamentals of Biochemistry for BA (honours) Psychology Students

Chemistry

I BSc

Basic Chemistry

To bring students of different boards at par

I MSc

Organic Chemistry-I and II, Inorganic Chemistry, Physical Chemistry I , Mathematics for Chemists

To bring students of different universities at par

Chemistry

Commerce

English

Chemistry

Commerce

Deanery of Science

I BCom

Bridge Course in Accountancy

English Language skills

To help the students who come from vernacular medium and foreign students to improve English language skills and perform better academically

I MBA

Business Statistics, Financial Accounting for Managers

Deliver basic and conceptual subject knowledge from where regular courses will build on. Offered to all 1st year students regardless of the UG background. Offered for students without maths background in plus two level To provide fundamental understanding of

I UG

Institute of Management

Mathematics

Computer Science

BCA

Elementary Maths

Psychology

1 MPHR

Basic Psychological processed

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Offered for students without Accountancy background in plus two level

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Psychology to Non Psychology Students Languages

Social Work

I MSW

Spoken Kannada

Learning local language

Remedial Course Offered by Some of the Departments The need-based remedial courses are also given to students after the first internal tests or mid semester examinations. Table 16 Remedial courses

Course Title

Description/Purp ose

IBCB

Pteridophytes

Offered for students with low performance

Chemistry

IVSem BSc BCB/BCZ

CHE431 Chemistry-IV Organic and Analytical Chemistry

Students who scored low marks in midsem exam

Chemistry

II Sem BSc (PCM/CBZ/BCB/ BCZ)

Chemistry-II Theoritical and inorganic chemistry

Students who failed in endsem exam

Chemistry

V Sem BSc PCM/CBZ/BCB/B CZ

Physical Chemistry, Organic Chemistry

Students who failed in endsem exam

Chemistry

Botany

I CBZ

Phycology

Offered for students with low performance

Fundamentals of Accounting

Offered to non commerce students to catch up on concepts.

Parent Dept Biotechnology

Chemistry

Institute of Management

Associate d Dept Botany

Class

Institute of

Management

MBA 1st Year

2.2.4 Has the university conducted any study on the academic growth of students from disadvantaged sections of society, economically disadvantaged, physically handicapped, slow learners, etc.? If yes, what are the main findings?

Yes. The academic growth and the special needs of such students are assessed by the Centre for Counselling and Health Services, Centre for Social Action and Student Welfare Office. The major findings of these groups are: 1 Students from disadvantaged group lack language proficiency, self confidence and other soft skills. Hence the University provides them language training, leadership skill training, training in public speaking, sessions to enhance their 74

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self-esteem and self-confidence. 2 Students from economically-disadvantaged section need financial assistance for fees, accommodation facilities and even for their daily food. Christ University provides tuition waivers, fee concessions and allowance for their personal and food expenses. The Department of Hotel Management prepares 200 lunch packets every day for these students coming from such background. 3 Physically-handicapped students also need easier accessibility to University buildings and facilities. They also face issues with self esteem and confidence. The counsellors along with medical doctor and nurse assist them in their special needs. 4 Slow learners face difficulty with the pace of learning and evaluation pattern of the University. The University has adopted specific evaluation pattern to assess their academic growth. Besides giving language exemption, extra time for exams, use of scribes, the University assesses their learning outcomes through MCQs, short answers, etc. Such students who are also imparted training in competitive exams like, Civil Services and Charted Accountancy. 2.2.5 How does the university identify and respond to the learning needs of advanced learners?

Identification Advanced learners are identified based on  academic performance in their previous examination  talent and competence assessed immediately after their admission by their respective class teachers and mentors in the departments  internal assessments and semester examinations Response to the learning needs

  



     

Undergraduate Honours programmes in Economics, Psychology, English and Computer Science were introduced to the advanced learners All honours programmes have compulsory individual research projects Selection to the Honours programmes is based on the students’ academic performance in the first four semesters and a formal comprehensive viva voce examination Selected meritorious students are given opportunity to transfer their credits in the final year to many universities in the UK, Netherlands, Australia, France and the US A semester abroad in selected universities MOOCs are used as components of Internal Assessment to the advanced learners Self-learning modules were given to the advanced learners Guided Projects and Assignments The advanced learners are encouraged to take part in programmes offered by various institutions like ISEC, IISc, NBHM, TIFR, IIA etc. Undergraduate students can take up to six certificate programmes

Excellence and Service

Self Study Report

  

 



Summer vacation projects in different industries and institutes are also offered to advanced learners to hone their skills In science and engineering departments, advanced learners are encouraged to participate in the research projects of the faculty members Opportunities are given to fine tune their talents by participating in various inter-collegiate Programmes in their respective disciplines at the regional and national levels They are also encouraged to participate in inter-collegiate and interuniversity seminars/ workshops/conferences on topics of their preference Some of the specific programmes that act as a catalyst for the advanced learners in their pursuit for learning are: • Young Economist Competition • Young Sociologist Competition • Young Psychologist Competition • Aarohan—Postgraduate Mathematics Project and Lecture Contest • SoftEx—Software exhibition cum competition. Advanced Learners in BCom are given special Business Mathematics class with focus on research and applications

2.3 Teaching-Learning Process 2.3.1 How does the university plan and organise the teaching, learning and evaluation schedules (academic calendar, teaching plan, evaluation blue print, etc.)?



Before the end of each academic year, the Office of the Vice Chancellor schedules meeting involving the Officials of the University, Deans and Directors to discuss and finalise the draft Academic Calendar prepared by the Office of Registrar for the following academic year. The calendar involves the complete schedule of teaching, examinations, result declaration, convocation, general faculty orientation/training programmes, co-curricular and extracurricular activities organised by the University and fee payment schedules. The approved calendar is published and distributed to the students and published on the Website. Based on the University Calendar, Deanery schedules and Department timetables are prepared. Accordingly, faculty prepare their course plans, involving, teaching, and continuous internal assessment. The course plan is fed into the University ERP-Knowledge Pro and shared with students through Moodle and Google Calendar. The course plan is validated by the HoDs every week.

2.3.2 Does the university provide course outlines and course schedules prior to the commencement of the academic session? If yes, how is the effectiveness of the process ensured?

Yes, the course plan involving the course schedules and course outlines is provided in the beginning of each semester. The Course plan contains, Introduction, objectives, total hours, hours per unit, schedule of topics, teaching methodology, nature and deadlines of assignments, question paper pattern and 76

Christ University

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references. Teachers maintain print or online work-done diary in the specified format. HoDs validate the course plan and attest the work done diary on a weekly-basis. 2.3.3 Does the university face any challenges in completing the curriculum within the stipulated time frame and calendar? If yes, elaborate on the challenges encountered and the institutional measures to overcome these.

No, the University does not face any challenge in completing the curriculum. Following measures are taken to ensure timely completion:  Strict adherence to the academic calendar  17-18 weeks of regular classes, including one week for Mid Semester Examination  Cancellations of classes are compensated in the same week  Weekly validation of the Course Plan by the HoDs 2.3.4 How is learning made student-centric? Give a list of participatory learning activities adopted by the faculty that contribute to holistic development and improved student learning, besides facilitating life-long learning and knowledge management.

   

The ‘Teaching-Learning’ process at the University is designed to sustain student interest in learning and involve them in learning process Lecture sessions are interactive and conclude with a summarising and question-answer session The library-based assignments to students Self-learning modules in syllabi

Some of the participatory learning activities  Flipped Classroom using the Online Course Management System (Moodle) and Google Classroom  Postgraduate courses are embedded with research component  Case Study methods  Team-based practical assignments and student-teacher concepts develop team work and self-mentoring skills in the students to enable them to apply theoretical knowledge  Journal Club for postgraduate students: Students present the latest findings from academic journals in the department-level meetings in the presence of faculty members and students every week.  Introduction of MOOC helps students in self-learning for lifelong/continuous learning 2.3.5 What is the university’s policy on inviting experts/people of eminence to deliver lectures and/or organize seminars for students?

University has an inclusive and open policy on inviting experts/people of eminence to deliver lectures and/or organize seminars for students 

Invited lectures by experts and industry members on specified academic topics of significance are a regular feature for all courses

Excellence and Service

Self Study Report

 



Every academic department of the University convenes at least one seminar or conference or academic fest in a year This provides opportunity for the students to listen to experts in diverse fields of the respective academic jurisdiction. Mostly these events include interactive sessions whereby students are enabled to participate to fine tune their knowledge arena In the recent past, experts and people of eminence such as Dalai Lama, Ram Jethmalani; N R Madhava Menon, Founding Director of National Law School of India University, Bengaluru; G Madhavan Nair, ISRO Director; Nandan Nilekani, Former Aadhar Chairman have been invited.

2.3.6 Does the university formally encourage blended learning by using e-learning resources?

Yes, blended learning is one of the salient features of the teaching-learning process in the University. E-Learning is a standard feature for the students as most of the course assignments need reference to scientific journals. University has vast collection of print and e-journals. Centre for Concept Design (CCD) helps the faculty to design and make digital learning resources. 2.3.7 What are the technologies and facilities such as virtual laboratories, e-learning, open educational resources and mobile education used by the faculty for effective teaching?

Virtual Laboratories Virtual Laboratories are available for MBA, Statistics, Electronics, Zoology, Computer Science and Mathematics such as IBM Analytics Lab, Sparx Systems– Business Analysis Lab, SAP–ERP Navigation Lab, Harward Business Simulation Games. E-learning The University has set up a total Wi-Fi campus with high-speed internet connectivity accessible to both students and faculty. Total bandwidth available is 3.22 Gbps which includes 1 Gbps by NMEICT-National Knowledge Network. The number of WiFi hubs is 480.  Dedicated video conferencing, Virtual interface through Skype and effective audio facilities exists in most classrooms of the University.  LCD projectors in all classrooms with smart classroom facility.  The Centre for Concept Design (CCD) has a recording studio with state of the art equipments including a teleprompter and a Wacom device which provides interactive pen displays, pen tablets, and styluses. Open Educational Resources  Learning Management System (Moodle) is extensively used across the campus as an e-learning platform. Faculty members also use Google Classroom.  KOHA is used as the library software  MOOC, MIT Open Courses, NPTEL  Scilab, R, OpenOffice, Python etc. are part of the curricula. 78

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Mobile Education  SMS, Tweets, Facebook pages, Blogs, Whatsapp messages, Websites are integrated with the curriculum. 2.3.8 Is there any designated group among the faculty to monitor the trends and issues regarding developments in Open Source Community and integrate its benefits in the university’s educational processes?

Yes. The University houses a software-development team with software engineers to develop educational/course software for all its needs. The team is guided by two faculty members who help the team as ERP coordinator and IT coordinator. The team constantly meets up with the Systems Coordinator and other selected members from the department of computer science to study the needs and to discuss and implement solutions. University promotes Free and Open Source Software (FOSS) movement. University is the single largest individual institution to contribute to Wikipedia. Open Source Softwares used in the Campus.  Ubuntu, Fedora, Wikipedia, Hot Potatoes, Open Journal Systems, E-prints, Python, Scilab etc.  Teachers record attendance of the students using an Android based Mobile App.  Many teachers update the course content using internet-driven SMS services. Free Softwares used in the Campus.  University uses the email system provided by Google Education since 2007 (while being an Autonomous College).  Google Drive, XLMiner, Super Quiz, Socrative, Whatsapp and many other social media educational apps are used extensively. 2.3.9 What steps has the university taken to orient traditional classrooms into 24x7 learning places?



     

Library is one of the major attractions for the students as part of their extra learning. The state of the art library facility naturally lends the learning inclination. Online Learning Management System (Moodle) is introduced in the campus. Short videos related to the curriculum are uploaded in the YouTube, Whatsapp and Moodle. Student-blogs, Teacher-blogs, Collaborative blogs are part of the learning process. EPrints Repository has e-documents that can be accessed 24x7. Online databases and other Resources of Library are accessible NPTEL Courses and MOOCs available at Coursera, FutureLearn, Edx, and Udacity are part of internal assessments in many programmes.

Excellence and Service

Self Study Report

2.3.10 Is there a provision for the services of counsellors/mentors/ advisors for each class or group of students for academic, personal and psycho-social guidance? If yes, give details of the process and the number of students who have benefitted.

Yes, the University offers services of counsellors, mentors and advisors for each class. Institute of Management has daily mentoring sessions in smaller groups. In other programmes, class teachers act as academic mentors and advisors. The Centre for Counselling and Health Services with fifteen fulltime psychological counsellors, one physician and an experienced nursing assistant are available to interact and render their support to students, to deal with their academic, social and personal challenges. Each class has a student counsellor assigned to ensure their academic and personal well being. Students have free access to the dedicated counsellors at any time while in the University, to overcome their personal and psychological stress in learning and other related areas.

Personal ounselling

Functions

Table 17 Functions of the Centre for Counselling and Health Services, with students beneficiaries

Processes

Students Benefitte d (201112)

Students Benefitted (2012-13)

Students Students Benefitted Benefitted (2013-14) (2014-15)

Involves both voluntary approaches by the students or through invitation from the Counsellor. The Counselling Centre facilitates the development of remedial systems for students whose inadequate motivational factors have kept them away from achieving their potential. Students can approach the counsellors for solace with any problems. Counsellors also help in providing a warm and congenial environment for international students by reaching out to them and participating in their fellowship gatherings so that they feel comfortable to approach the counsellors in times of need.

425

590

665

Christ University

2859

4640

6871

8446

Academic counselling

The primary function of the team of counsellors at the University is to support students to fare well in their academic life. The team constantly monitors attendance behaviour of students and invites them to identify reasons that keep them from attending classes regularly. The counselling team collaborates with academic departments to identify slow learners and less motivated students and to arrange remedial tutorials and peer learning. After the announcement of Semester results, counsellors meet students who have not performed well in their End Semester Examinations. This is to help them assess their study habits and areas of difficulty to overcome efficiently. They are also encouraged to practice effective time management and assimilate better study skills.

Psycho-social Guidance

Teaching-Learning and Evaluation

Includes psycho educative sessions to empower students to make healthy choices in life. Three to five interactive sessions for all first year Undergraduate students are conducted in order to equip them to handle their new phase of life and prominent issues of youth like managing relationships, self esteem, and body image. These sessions include awareness of reproductive health, addictions, HIV â&#x20AC;&#x201C;AIDS,

Pyschoeducative sessions= 2872 Peer education no: of students benefitted =1714 (total4586)

Pyschoeducative sessions = 2804 Peer education no: of students benefitted= 1670 (total= 4474)

Pyschoeducative sessions = 2806 Peer Education no: of students benefitted =1448 (total= 4254)

Pyschoeducative sessions= 3640 Peer Education -1951 (Total 5591) Health Awareness = 1107

Excellence and Service

Self Study Report

healthy life and lifestyle, mental health and personal safety.

Peer Education Programme: This is a flagship programme of the Centre for peer mentoring of students started in 2013-14. Three batches of students are trained every year in order to reach out to the youth more effectively. Students of Second year under graduate programme are invited to join the programme. They register their names by filling in an application form which includes a brief write up on their purpose of joining the course. The shortlisted candidates are called for an interview to be assessed for their motivation, leadership qualities and commitment. The selected students undergo 35 hours of formal training sessions on topics like Life skills, Reproductive Health and Personal Safety. These trained peer educators deliver formal and informal sessions in their own classes on topics like relationships, reproductive health, substance abuse, personal safety etc. Table 18 Students benefitted by the Peer Education Programme

Students Benefitted

2013-14

2014-15

Peer Educators

Students/Peers

All students of I Year UG and II Year PG

2.3.11 Were any innovative teaching approaches/methods/practices adopted/ put to use by the faculty during the last four years? If yes, did they improve learning? What were the methods used to evaluate the impact of such practices? What are the efforts made by the institution in giving the faculty due recognition for innovation in teaching?

Yes, tools for teaching and learning are designed according to the specific learning outcome/course objective of each course, keeping in mind the University’s commitment to ‘Excellence and Service.’ Deanery Level  The Humanities and Social Sciences stream focuses on seminars and group discussions while the Management programmes emphasise on case studies and project work.  Practical sessions in the laboratory are a key component for all science subjects and Mathematics concentrates on problem solving sessions.  Professional courses like Engineering and Hotel Management stress on creativity and skill-development.  Sharpening of creative and critical thinking skills assumes central role for the Law programme. Subject Level  Conventional chalk and board, lecture and discussion form a major component of the teaching methodology. Topping this, various departments and faculty members adopt a plethora of teaching-learning methods to optimize learning experience. 82

Christ University

Teaching-Learning and Evaluation Table 19 Innovative teaching approaches/methods/practices adopted/put to use



Co-operative learning

Quiz Making

Short film

Documentaries

Recitals

Peer tutoring

Experiential learning through experiments

Review of research articles

Minor research projects

Film screening

Term Papers

Mind mapping

Flipped Class Room

Role Play

Campaigns

Hands on experience

Industrial internships

Case study

Industrial projects

LMS

Team teaching

Industrial visits

Mobile Learning

Field study

Mega Production

Script writing

Theatre

Model Making

Visual Texts

Fieldtrips

News article presentation

Integration of MOOCs in regular courses

Whatsapp and Twitter

NGO internships

Blended Learning

Simulations

Quality Circle

Mock Tests

Rural camps

Study circles

Seminar

Projects

Theme set ups

Collaborative Documents

Group studies

Video lectures (IIT, MIT, NPTEL)

Lok Adalat and Legal aid camps

Websites and Blogs

Classroom engagement happens through Digital Presentation (Power Point, Keynote, Prezi etc.), Slides, Microfilms etc. Videos Models and Charts help learners unravel the potential of ICT integration in teaching learning to benefit from its immense potential of access to the flood gates of knowledge. Further, teaching learning is maximised by expanding learning experiences through blended learning, flipped classroom and visual texts. The encouragement to students take up MOOCs as a part of CIAs is unique feature of learning engagement. Research-based learning is also encouraged through entrepreneurship Projects, hands-on experience on working of companies through Internship, dissertations, research paper presentations, SPSS and Journal Club.

2.3.12 How does the university create a culture of instilling and nurturing creativity and scientific temper among the learners?

Creativity  Following are the Cultural and Sports competitions at the departmental, deanery and institutional level. • In Bloom: Intra-University Cultural Competitions • Blossoms: Intra-Deanery Cultural Competitions • Darpan: Inter-Institutional Cultural Competitions • Chrispo-Fest: Inter-Institutional Sports Competitions • Pedagogic League: Intra-University Sports Competitions

Excellence and Service

Self Study Report

     

Aesthetically designed campus Campus Gardens and hangouts Theatre and Dance Programmes Model United Nations and Debating Club “Chautauqua” - Poetry Club and Book Talk Evenings Spaces for Art and Creativity Exhibitions

Scientific Temper  University creates conducive environment to build scientific temper through organising intellectual assemblies such as debates, seminars, workshops, symposia and moot court.  Students are encouraged to approach life with rationality that is befitting a University graduate, namely, respecting the ideas of others, and exposure to academic styles such as APA, MLA, Blue Book and IEEE  University has created an environment for various societies, clubs and activities to create and instil creativity in them such as • Young Sociologist, Young Economist, Young Psychologist competitions • Debating society • Entrepreneurship Club and Marketing Clubs • Assignments through exhibitions and presentations • Sessions on “Creativity and innovation” for students.  Many departments have online and printed departmental magazines and newsletters accepting contributions mostly from the students.  All departments encourage students to publish research articles in research journals. 2.3.13 Does the university consider student projects mandatory in the learning programme? If yes, for how many programmes have they been (percentage of total) made mandatory?

Yes, 100% of PG programmes and most of the UG programmes have mandatory student projects/dissertations. ∗ Number of projects executed within the university: Since most of the programmes have projects the numbers of projects are well over a few thousands. Table 20 Projects executed within the University

2011-12

2012-13

2013-14

2014-15

Total

PhD

MPhil

160

308

1212

1367

1446

1722

5747

Honours–BA and BSc

127

117

132

104

480

BBA/BHM

451

429

434

461

1775

BCom

453

601

715

738

2507

BBA (Tourism)

269

Total Projects

2472

2642

2857

3147

11118

Christ University

Teaching-Learning and Evaluation

â&#x2C6;&#x2014; Names of external institutions associated with the University for Student Project Work: Several external institutions are associated with the University for Student Project Work. Some of the names have been given below. Table 21 Student projects undertaken in collaboration with external institutions

Management Studies TCS

Quadwave solutions

Accenture

ABS consultancy

Hedge Wealth management solutions

Raymonds Ltd

Sociology Social Welfare Department

World Wildlife Fund Kerala,

Meghalaya, Hayden Hall West Bengal

United Bank of India, West Bengal,

Kerala Institute for Local Administration

Meghalaya State Commission for Women

National Statistics Bureau, Bhutan

Action-Aid Karnataka

Psychology Genpact

Sasken Communications

KPMG

Tata Tower

Robert Bosch Engineering and Business Solutions Limited

ISRO

Symphony Teleca

Bharti Airtel

Social Work A School for Community Kathmandu Nepal

Arvind Mills Bangalore

Ashok Leyland Bangalore Faculty of Engineering Cochin Refinery, Cochin

JVSL, Bellary

Absolute Infotech Pvt Ltd, Bangalore

Jindal Steel and Power Plant Raigarh

Bhagalpur and HEC, Ranchi

NTPC

Bharat Electronics Chennai

HAL, Bangalore

Bhilai Steel Plant, Bhilai

High Voltage India, Peenya

AMEC Foster Wheels, Abu Dhabi

Cochin Shipyard, Cochin

â&#x2C6;&#x2014; Role of faculty in facilitating such projects The faculty play a key role in facilitating student projects. Faculty are involved in guiding and supervising student-industry projects. Project assessment is also done by the faculty. 2.3.14 Does the university have a well-qualified pool of human resource to meet the requirements of the curriculum? If there is a shortfall, how is it supplemented?

Yes, the University has a well-qualified pool of human resource to meet the requirements of the curriculum. Excellence and Service

Self Study Report

2.3.15 How are the faculty enabled to prepare computer-aided teaching/ learning materials? What are the facilities available in the university for such efforts?



 

Every year the newly inducted faculty members are trained to use the Educational ERP of the University, Google Drive, and the Learning Management System (Moodle) during the Induction Programme. All faculty are trained to prepare digital learning materials with studio facility and various ICT tools. Frequent training programmes are conducted for faculty members to enable to learn and adopt new and upcoming softwares for teaching and learning.

The facilities available in the University to prepare computer-aided teaching/ learning materials  The Centre for Advanced Research and Training (CART) organizes periodic training in computer-aided teaching.  CART trains and certifies the selected faculty members and then the trained and certified faculty members become the trainers of their colleagues.  The University has in house state of the art digital studio with HD audio and video recording facility along with faculty and staff for editing and post production to help teachers to prepare digital learning materials.  Well-equipped computer labs with new and latest softwares and hardwares are also available for teaching and learning process. 2.3.16 Does the university have a mechanism for the evaluation of teachers by the students / alumni? If yes, how is the evaluation feedback used to improve the quality of the teaching-learning process?

Yes. Mechanism for the evaluation of teachers by the students: The University has well structured evaluation of the teachers. Students evaluate online each teacher for each subject. It is conducted once every semester/trimester. The evaluation is administered by the Office of Personnel Relations. There are sixteen questions which are grouped under the following four categories. 1 Teaching techniques/Learning devices 2 Mastery of subject matter 3 Objectives/Curriculum planning 4 Interpersonal relations The evaluation is done on a 5-point Likert Scale viz., Excellent, Very Good, Good, Satisfactory and Poor. Feedback used to improve the quality of the teaching-learning process: The evaluation report is handed over to each of the faculty members through the respective deans and HoDs. Faculty members with scores below the expected levels are appraised of it by the HoDs in the presence of the deans. The teacher evaluation process is a very valuable tool used by the university to help improve the quality of teaching/learning process. 86

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Mechanism for the evaluation of teachers by the alumni: Teachers are evaluated by the alumni using an online questionnaire. Ratings are given to the respective teachers. 2.4 Teacher Quality 2.4.1 How does the university plan and manage its human resources to meet the changing requirements of the curriculum?

The University has a clear policy and plan to manage Human resources to meet the changing requirements of the curriculum. Human resources are planned through a systematic manpower planning budget which is based on a continuous assessment for requirement and adopting scientific recruitment procedures. The management has specified tested systems and procedures for staff appraisals and faculty development. Human resources are managed to meet the changing requirements of the curriculum using the following methods:  Quality Improvement Programmes  Orientation and Refresher Programmes  Industry Exposures  Institutional Visits  Sabbatical Leave and Extended Leave  Financial Assistance for Research and Training 2.4.2 Furnish details of the faculty Table 22 Details of the faculty

Highest Qualification

Professors

Associate Professors

Assistant Professors

Male

Female

Total

Female

Permanent Teachers

449

DSc/DLitt.

PhD

208

MPhil

129

120

212

Temporary teachers

PhD

MPhil

Part-time teachers PhD

100

MPhil

5 2

2 1

1 1

0 2

2 3

4 10

6 6

Excellence and Service

Self Study Report

2.4.3 Does the university encourage diversity in its faculty recruitment? Provide the following details (department/school-wise). Table 23 Diversity of Faculty (Full-time regular)

Percentage of faculty members from the same University

Percentage of faculty members from other Universities within the state

Percentage of faculty members from Universities outside the state

Percentage of faculty members from other countries

Humanities & Social Sciences

1.4

23.2

71.2

4.2

Sciences

2.2

26.4

69.2

2.2

Commerce and Management

4.9

29.4

62.6

3.1

Engineering

2.0

31.3

60.6

6.1

Law

3.4

13.5

5.1

2.4.4 How does the university ensure that qualified faculty are appointed for new programmes / emerging areas of study (Bio-technology, Bio-informatics, Material Science, Nanotechnology, Comparative Media Studies, Diaspora Studies, Forensic Computing, Educational Leadership, etc.)? How many faculty members were appointed to teach new programmes during the last four years?

ď&#x201A;ˇ

The faculty members are appointed on the basis stipulated criteria in terms of their qualification, experience and teaching calibre. Proper advertisements in leading magazines, training of the existing faculty members, appointing adjunct and visiting faculties etc. are some of the methods in ensuring the availability of qualified faculty in new programmes/emerging areas of study.

Table 24 Appointees in emerging areas of study

2011-12

2012-13

2013-14

2014-15

2.4.5 How many Emeritus / Adjunct Faculty / Visiting Professors are on the rolls of the university? Emeritus Faculty Adjunct Faculty Visiting Professors

: : :

4 100 95

2.4.6 What policies/systems are in place to academically recharge and rejuvenate teachers (e.g. providing research grants, study leave, nomination to national/international conferences/ seminars, in-service training, organizing national/international conferences etc.)?

ď&#x201A;ˇ

ď&#x201A;ˇ 88

To encourage faculty members to pursue academic advancement and nourish their research interests University organises, two Faculty development programmes every year at the University level for the entire faculty in May and November. Financial Incentives are given for publications and pursuing PhD Christ University

Teaching-Learning and Evaluation

 



 



Seminars are organised by the Centres and Departments every year University grants Minor Research Projects through Research Development Cells, and Major Research Projects, monographs and working papers to the tune of Rs 14 Lakhs through the Centre for Research Projects. As per University policy all staff members have to go through 15-day Orientation programmes in the initial years of their appointment. Subsequently all faculty members have to complete at least one 10-day refresher programme once every three years, organised by the respective Departments of the University. Three-day Quality improvement programmes are regularly organised by departments under the guidance of Academic Staff College. Special Casual leave and financial support are also given to faculty members for presenting papers in seminars and conferences wherein the registration fees for the seminar or conference and the travelling expenses are reimbursed. Faculty members who enrol for an MPhil or PhD programme at the University are given fee concession of up to 50%.

2.4.7 How many faculty received awards / recognitions for excellence in teaching at the state, national and international level during the last four years?

Thomas C Mathew Doctorate –Honoris Causa, Liverpool Hope University S Srikantaswamy

NCERT award; IIFS-New Delhi Vidya Spoorthy award

2.4.8 How many faculty underwent staff development programmes during the last four years (add any other programme if necessary?) Academic Staff Development Programmes

Number of faculty

Refresher Courses

271

HRD Programmes

All Faculty

Orientation Programmes

All Faculty

Staff Training conducted by the university

All Faculty

Staff training conducted by other institutions

Summer/Winter Schools, workshops, etc.

Holistic Development Programme

549

Quality Improvement Programme

637

2.4.9 What percentage of the faculty have * Been invited as resource persons in Workshops / Seminars/ Conferences organized by external professional agencies?

42%

* Participated in external Workshops / Seminars /Conferences recognized by national / international professional bodies?

65%

* Presented papers in Workshops / Seminars / Conferences conducted or recognized by professional agencies?

80%

* Teaching experience in other universities / national institutions and other institutions?

70%

Excellence and Service

Self Study Report

* Industrial engagement?

38%

* International experience in teaching?

2.4.10 How often does the university organize academic development programmes (e.g.: curriculum development, teaching-learning methods, examination reforms, content / knowledge management, etc.) for its faculty aimed at enriching the teaching-learning process?



The University organises faculty development programmes at the beginning of each odd semester as FDP I and FDP II in the even semester to enable discussions followed by training on various issues concerning academic development of faculty. The faculty, through these programmes, are initiated and empowered in excellence and quality across curriculum development, teaching-learning methods, examination reforms, content / knowledge management. Besides each department have their own orientation programmes that cover enhancement of teaching learning and research capabilities of faculty.

2.4.11 Does the university have a mechanism to encourage ∗ Mobility of faculty between universities for teaching

Yes, generally, mobility of faculty between universities is encouraged for guest lecturers only. However, Professors from other Universities on sabbatical are invited to Christ University for teaching and research. Faculty members are sent for training to other universities up to one year. ∗ Faculty exchange programmes with national and international bodies?

Yes, there are faculty exchange programmes with international bodies. If yes, how have these schemes helped in enriching the quality of the faculty? These schemes have helped the faculty to enrich themselves in teaching learning process, research and curriculum. Many of the faculty have brought best practises from the host universities such as credit system, course plans, digital pedagogic practices and newer collaborations. 2.5 Evaluation Process and Reforms 2.5.1 How does the university ensure that all the stakeholders are aware of the evaluation processes that are in place?



The University communicates the evaluation process to the stakeholders in multiple ways. Each student is provided with a student handbook which clearly articulates the process of assessment, credit structure, assessment of each course, components of continuous internal assessment, details about Mid semester and End semester examination, supplementary examinations, revaluation and the re-totalling process. The evaluation process is also clearly explained to the students when they join the University, through orientation programmes. Christ University

Teaching-Learning and Evaluation

 

The syllabus copy and course plans which are given to the students contain all the evaluation processes in detail. The University website gives an overview of the evaluation process, making the information easily available for all stakeholders.

2.5.2 What are the important examination reforms initiated by the university and to what extent have they been implemented in the university departments and affiliated colleges? Cite a few examples which have positively impacted the examination management system.

The University continually innovates examinations processes. Two of the key innovations are Question Bank and Automation of the Exam process. Question Bank: University has developed software for Question Bank wherein course teachers create an online question bank involving Simple, Medium, and Complex level questions on a minimum of 1:4 ratio. Thereafter every year teachers revise and add newer questions.  Question papers generated by the computer from the question bank on the day of exam  Intra/Inter departmental and external review of the question bank on a regular basis to ensure quality of questions Automation: Much of the Examination process is automated as follows:  Bar coding of answer scripts is done to ensure transparency, to expedite in online mark entry and avoid errors  Results are announced on the website, IVRS, SMS and the ERP  Allotment of invigilators and classroom-seating allotment are also computerised  E-hall tickets are issued with date, venue and reporting time  Applications for revaluation, supplementary examinations and Convocation are also made online  CIA marks are entered online by faculty  SMS is sent to parents of absentees within one hour after the commencement of examinations Continuous Internal Assessment: In general 50% of the weight of the marks of a course is continuous and internal. Some of the programmes have higher internal marks percentage. Besides these, the students have the option to take supplementary examinations in every subsequent semester. Special question papers for students with special needs with easy access to the venue are also introduced. These reforms have had the following positive impact:  Efficiency and speed in conducting the examination has improved

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    

The University has been able to publish results within 15 days after the last examination Greater Transparency of the examination system for all stakeholders Quality and effectiveness of the assessment has improved Greater opportunity to apply to various reputed foreign universities for students Creating a benchmark for other institutions seeking consultancy

2.5.3 What is the average time taken by the University for Declaration of examination results? In case of delay, what measures have been taken to address them? Indicate the mode / media adopted by the University for the Publication of examination results (e.g.website, SMS, email, etc.).

 

The University publishes results within 20 days after the examinations. So far there has been no delay in publishing results. Results are announced on the university website and SMS.

2.5.4 How does the university ensure transparency in the evaluation process? What are the rigorous features introduced by the university to ensure confidentiality?

The University has specific regulations for the evaluation process. Transparency  The evaluation is centralised in common evaluation room duly monitored by the custodians.  Before commencement of the evaluation, the meeting of the Board of Examiners determine the scheme of evaluation including allocation of marks for different questions and sub-questions. This enables uniform pattern of evaluation.  The answer book goes for valuation in random order by count. The encrypted bar code sticker is used as the candidate’s register number.  For UG End Semester Examination, at least 20% of the answer scripts are independently reviewed on a random basis. The reviewer checks all answer scripts for totalling errors.  For PG End Semester Examination, double valuation system (one external and one internal) is followed. Confidentiality  All answer books are bar coded to maintain confidentiality of the student identity.  The Bar-sticker is encrypted and is pasted on the answer book by the student himself/herself at the commencement of the particular exam.  Because of the encryption, the bar-code sticker cannot be read by the valuator with any electronic instrument.  Candidates are strictly banned from entering any kind of symbols or identification marks on their answer books.  After valuation, the system converts bar-codes into register numbers under the supervision of the custodians.

Christ University

Teaching-Learning and Evaluation



Once the valuation is completed the system prints assigned marks to the candidate’s record and hence there is no room for any manual entry error.

2.5.5 Does the university have an integrated examination platform for the following processes?

Yes, the University has set up an exclusive office of the Controller of Examinations headed by the Controller of Examinations (COE) and the Deputy Controller of Examinations. University ERP has an Examination Module through which the examination processes are automated. Integrated processes are given below: * Pre examination process - Timetable Generation, OMR, Student List Generation, Invigilator List, Examination Squad List, Attendance Sheet, Online Fee Payment gateway, etc.

Yes, the University has the integrated examination platform for the above processes * Examination process–Examination material management, logistics etc. Prior to the Examination, University staff makes sure that the necessary examination materials are stocked. * Post Examination process-Attendance capture, OMR-based exam result, auto processing, generic result processing, certification, etc  Immediately after the examination, an account of the number of students who appeared for the examination is recorded.  OMR-based examination results are recorded.  The valuation and marks entry into the database is done simultaneously.  Generic result processing is done in the stipulated time.  Certification: University issues individual marks cards for all semesters and a consolidated marks card at the end of the Final semester examinations. After the final semester examinations, the Degree certificate is printed and issued along with the marks card and transfer certificate to all the passed out students on the Annual Convocation held in May. Students can download the individual copies of their marks cards from the University Website. Examination Units Pre-Examination processes: All the examination related works are handled in separate Offices with a team of staff. All the Pre-examination process happens at the Office of Examination in Unit-I. Valuation Unit: All the valuation process happens in a separate centre, where a CCTV is provided in all valuation rooms. There is a team of staff to take care of all the processes in the valuation unit. Post-Examination Process: Post Examination Process such as Printing of Certificates, OMR reading etc happens in the Office of Examination Unit-II. Entire examination process happens under scanner of CCTVs. Excellence and Service

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2.5.6 Has the university introduced any reforms in its PhD evaluation process?

 

     

Christ University follows the standard procedure as set by UGC (Minimum Standards Procedures for Award of MPhil/PhD Degree) Regulations, 2009 University has introduced a rigorous six-month coursework. The Course work is interdisciplinary in nature. There are common modules for students for all PhD specialisations, followed by faculty level, subject level and PhD topic level inputs. All the students are introduced to quantitative methods and SPSS. All students also mandatorily study their subject-specific data analysis softwares. All students have to complete minimum two MOOCs. A MOOC on English Writing Skills is mandatory. The experts for synopsis viva are independently identified by the Office of Vice Chancellor in order to make the process more rigorous and objective. The draft thesis requires plagiarism verification from the Centre for Publications Paper presentations in national/international conferences and publications in peer-reviewed and indexed journals are mandatory for submission of thesis. Evaluation of thesis is done by two external experts - one from within the state and another from outside the state.

2.5.7 Has the university created any provision for including the name of the college in the degree certificate? NA 2.5.8 What is the mechanism for redressal of grievances with reference to examinations?

The University has specified the procedure for redressal of grievances related to examinations. Internal Examinations: Answer scripts and written assignments are returned to the students after the valuation. The students can approach the HOD and then meet the Controller of Examinations if necessary, who guides and addresses the grievances of students. Mid Semester Examinations: Blind valuation is done and the answer scripts are returned to the students. Students can approach the respective subject teacher if any discrepancy is found. Corrections are effected with the advice of the HOD. End Semester Examinations: Students can approach the Controller of Examinations to raise their grievances or for re-totalling. Revaluation / retotalling of the undergraduate answer scripts are permitted on request within a stipulated time. 2.5.9 What efforts have been made by the university to streamline the operations at the Office of the Controller of Examinations? Mention any significant efforts which have improved the process and functioning of the examination division/section.



The Office of Examinations is fully empowered and enjoys independent authority under the COE. Christ University

Teaching-Learning and Evaluation



  



Scheduling and conduct of the examinations including evaluations and declaration of results are entirely at the direction of the Coe, within the policy guidelines set by the Rules and Regulations of the University. There is clear demarcation of jurisdiction between academic departments and the Office of the COE with no permissible mutual interference. Question Papers for various examinations are printed and chosen from sets in duplicate by the COE to ensure utmost confidentiality. Question Bank creation is the single most significant effort by the University. Question Bank contains questions of three difficulty levels (Simple, Medium and High) which are chosen at random by the software ensuring to cater the needs of all sections of students. Automation of the marks entry ensures nearly error free data entry.

2.6. Student Performance and Learning Outcomes 2.6.1 Has the university articulated its Graduate Attributes? If so, how does it facilitate and monitor its implementation and outcome? Yes, Christ University has articulated its Graduate Attributes. The graduate attributes are focused on ‘whole person growth’ or ‘Holistic Development.’ The holistic development of an individual is attained through academic excellence, professional competence, personal, inter-personal and societal skills. Every Graduate is desired to possess the following attributes:

1 Intellectual Competence  Academic Brilliance  Professional Competence  Information Technology  Goal Perception  Creativity 2 Personal Skills  Character Formation  Value Consciousness and Moral Integrity  Spiritual Development  Communication Skills and Linguistic Ability  Physical Development and Vitality  Emotional Poise:  Self-knowledge, Self Esteem and Self Confidence  Courage and Conviction 3 Interpersonal Skills  Team Work  Leadership Skills  Empathy and Sensitivity  Commitment to Society

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4 Societal Skills  Responsibilities to Environment  Awareness of Cultural Heritage  Commitment to Society  Futuristic Vision  Knowledge about Indian Constitution The University implements its philosophy of Graduate Attributes through its learning modules of Holistic Education embedded in the curriculum of all UG and PG programmes and its effectiveness is monitored through student participation in and response to various activities of the campus associations like Student Council, Centre for Social Action and Student Welfare Office. 2.6.2 Does the university have clearly stated learning outcomes for its academic programmes? If yes, give details on how the students and staff are made aware of these?

Yes, learning outcomes form part of the introductory topics of the syllabus of every Programme offered by the University and is stated along with the Programme Objectives, Teaching methodology and Expected Level of Knowledge acquisition. Staff members are trained to develop course plans based on the Syllabus with clearly articulated learning outcomes with a focus on knowledge, skills and attitude to be gained through the course. The course plan is to be made available to the students at the beginning of each semester. Heads of the department validate the acquisition of learning outcomes by the students through ongoing course plan validation. 2.6.3 How are the university’s teaching, learning and assessment strategies structured to facilitate the achievement of the intended learning outcomes?

The course plan for every course with its clearly articulated learning outcomes details the teaching, learning and assessment strategies of the corresponding course. It describes either day-wise or week-wise the delivery of syllabus content through various pedagogical activities which are highly learner-centric. The effectiveness of teaching-learning process is assessed in an ongoing manner with help of continuous internal assessment (CIA) which gives real time feedback for both the course instructors and students about their performance. Every Course provided is tested for its effectiveness by assessing the student performance through   

Continuous Internal Assessment (CIA) Mid –Semester Examination (MSE) and End –Semester Examination (ESE).

The assignments for CIA and the development of questions for the MSE/ESE duly consider course learning outcomes as the basis.

Christ University

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2.6.4 How does the university collect and analyse data on student learning outcomes and use it to overcome the barriers to learning?

The formative dimension of assessment in the University is implemented through continuous internal assessments. It has multiple components by which teachers understand the progress of student from the initial stages of the course and can provide necessary feedback in an ongoing manner. MSE and ESE are more focused on summative element of assessment and grading which focuses on the achievement and attainment of students’ learning outcomes. The University conducts result analysis department-wise as well as at general level to understand the barriers for learning and adopt strategies to overcome the same. 2.6.5 What are the new technologies deployed by the university in enhancing student learning and evaluation and how does it seek to meet fresh/ future challenges?



Learning Management System: Christ University uses customised Moodle to the specific needs of the University as its Learning Management System. It enables the faculty members to share resources, conduct online exams, allow digital submission of assignment and thus extend the learning environment much beyond the classroom boundaries. All faculty members are trained and required to use the LMS extensively for all the courses they teach. LMS helps to integrate the Blended Approach to teaching-learning process and evaluation by complementing the face to face meeting with online interactions. Flipped Classrooms: Centre for Concept Design in Christ University trains and supports the faculty members to develop video modules of the course which would be hosted online and used as self-learning modules in a Flipped Classroom approach. Plagiarism/Similarity Check: The University deploys Turnitin software to discourage plagiarism by the students and give them detailed feedback on their written assignments. Knowledge Pro (KP): It is an ERP solution that assists in the operation of the University. For the management, it serves as a dashboard and helps in the decision making process in areas of admissions, result analysis and smooth running of the institution. For the staff, students and parents it serves as information source on the students’ attendance, marks, co-curricular and extracurricular activities and performance. Apart from the administrative modules, KP houses modules for Question Bank and Course Plan which mainly assist a teacher to be more effective. Question Bank (QB) Software: It gives enormous flexibility to design a question paper with varying difficulty-levels and with high standards and perfection. Apps for Education: Christ University creates an environment for the faculty members to use a variety of educational apps from Android, Google apps as well as iOS by providing seamless technical assistance and internet connectivity. Online Databases: The University subscribes to about 18 online databases across disciplines and a high volume of E-books.

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Research, Consultancy and Extension

Criterion III RESEARCH, CONSULTANCY AND EXTENSION 3.1 Promotion of Research 3.1.1 Does the university have a Research Committee to monitor and address issues related to research? If yes, what is its composition? Mention a few recommendations which have been implemented and their impact.

Yes, the University has a Committee named as Academic Advisory Committee to monitor and address issues related to research. The Committee consists of the Vice Chancellor (Chair), the Registrar, the Chief Finance Officer, the Director of Centre for Research, the Director of Centre for Research Projects, the Additional Director of the Centre for Research Projects (member secretary) two Deans, two senior professors and two external members from institutions of repute, as nominated by the Vice Chancellor. Some of the accepted recommendations of the Committee are  Increasing remuneration and improving the working conditions and facilities for research associates and assistants  Increase in the funding limit  Direct admissions to research assistants for PhD programme  Greater involvement of researchers in departmental activities and meetings  Review of the functioning of Centre for Research Projects. Besides these, there is a Doctoral Committee which decides upon policies related to PhD programmes of all disciplines. The Committee is chaired by the Vice Chancellor and has the Registrar, the Director of Centre for Research, Additional Director of Centre for Research, Associate Directors and Deans, and three faculty members from across departments nominated by the Vice Chancellor as its members. The MPhil Research Committee consists of the Registrar, the Deans and the heads of the departments offering MPhil Programmes, as the members. The Committee is chaired by the MPhil General Coordinator. The MPhil Research Committee approves policies related to the curriculum and general research standards. Each deanery has a Research Development Cell (RDC) which approves Minor Research Projects, grants and funds, and facilitates, monitors and evaluates research projects. Excellence and Service

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3.1.2 What is the policy of the university to promote research in its affiliated/constituent colleges? NA 3.1.3 What are the proactive mechanisms adopted by the university to facilitate the smooth implementation of research schemes/projects? *advancing funds for sanctioned projects *providing seed money, *simplification of procedures related to sanctions/purchases to be made by the investigators, *autonomy to the principle investigator/coordinator for utilizing overhead charges, *timely release of grants, *timely auditing *submission of utilization certificate to the funding authorities

In order to facilitate smooth implementation of research schemes/projects the University has established the Centre for Research Projects. It invites, approves and monitors the Major Research Projects of the University. It advises the finance department to advance funds for sanctioned projects.  University gives seed money to develop research proposals.  The Centre for Research Projects with a fulltime Additional Director and a qualified office staff acts as single-window for all the matters related to Major Research projects. All proposals are reviewed within a period of one month of submission and projects are granted. This single-window system simplifies procedures related to sanctions/purchases to be made by the investigators.  All Principal Investigators of Major Research Projects are given Research Assistants and/or Research Associates. They are given the requisite autonomy to utilize overhead charges with responsibility.  All projects have bi-annual review by external experts on the progress of the projects.  All the amounts are periodically sanctioned based on the progress of the projects.  On completion of every funded project both internal and external audit, is carried out and utilization certificate has been submitted in a time-bound manner.  All the project reports are printed and distributed among key research organisations and institutions for wider dissemination of research. 3.1.4 How is interdisciplinary research promoted? * Between/among different departments /schools of the university



100

Each deanery of the University has a monthly research seminar where faculty from the respective departments under the deanery come together and present their research findings to all the faculty of the deanery. These interdisciplinary presentations elicit discussions and collaborations at the intersection of disciplines within the deanery. The University has set up Centre for Advanced Research and Training (CART) with faculty drawn from disciplines across Social Sciences, Sciences, Commerce and Management. With the objective of integrating data analysis software with regular programmes for faculty and students the Centre conducts basic, intermediate and advanced level facilitator training programme for teachers. Christ University

Research, Consultancy and Extension

  

The focus is also on training faculty and scholars in qualitative and quantitative data analysis like SPSS, NVvivo, MATLAB, EViews, AMOS and R. Centre for Research organises regular research sharing seminars open for research scholars and faculty of all disciplines. Research Development Cells of the deanery and Centre for Research Projects grant projects with preferential option to interdisciplinary projects. All deaneries have Institution Knowledge Networks wherein reports of talks and seminars, workshops that the departments organise and faculty members attend outside the University are shared.

* Collaboration with national/international institutes / industries.



The University makes specific efforts through its centres and partner organisations to enable interdisciplinary projects for the faculty. Many projects have been realised due to these initiatives of the University. The Major Research Project and Monograph proposals received by the Centre for Research Projects are vetted by experts from Indian Institute of Management (IIM), Indian Institute of Science (IISc) and National Institute of Technology (NIT), Institute for Social and Economic Change (ISEC), National Institute of Mental Health and Neuro Sciences (NIMHANS), Indian Space Research Organisation (ISRO), Vikram Sarabhai Space Research Centre (VSSRC) etc. These experts who review the projects also mentor the projects till the end. The University also collaborates with institutes and organisations that are at the helm of cutting edge interdisciplinary research, such as Indian Institute of Science, Indian Science Academy (ISA), Raman Research Institute (RRI), ISEC, National Institute of Advanced Studies (NIAS), Karnataka Science and Technology Academy (KSTA) and ISRO. At the International arena, the University has interdisciplinary projects with organisations such as International Federation of Catholic Universities (IFCU), United Board for Christian Higher Education in Asia (UBCHEA) and Universities such as Liverpool Hope University, UK for interdisciplinary projects across social sciences and management. The University has also collaborated with Indo-Korean Science and Technology Centre (IKST) The University collaborates with well-known industries such as RenaultNissan and Festo to build interdisciplinary research.

3.1.5 Give details of workshops/ training programmes/ sensitization programmes conducted by the university to promote a research culture on campus.

Table 3.1 Workshops/training programmes/sensitization programmes National Training Workshops held during 2011-12 April 6 & 7, 2011

Statistical Tools for Data Analysis

September 24 – Dec. 17, 2011

UGC Net JRF Coaching

October 13 & 14, 2011

Statistical Tools for Data Analysis

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November 9-11, 2011

Thesis Writing Skills

November 24 & 25, 2011

Statistical Tools for Data Analysis

January 11-13, 2012

Thesis Writing Skills

February 9 & 10, 2012

Statistical Tools for Data Analysis

Mach 1 & 2, 2012

Bio-Statistics

28-30 September 2011

National Conference on Knowledge Dissemination through Journal Publications

National Training Workshops held during 2012-13 1

April 18 & 19, 2012

Statistical Tools

May 17 & 18, 2012

ICT in Higher Education

June 28-30, 2012

Thesis Writing/SPSS for Applied Science Researchers

August 3 & 4, 2012

SPSS

October 10 & 20, 2012

SPSS

November 29 & 30, 2012

Writing Skill for Scientific Papers and Articles

November 14 & 15, 2012

Statistical Tools for Researchers

March 8 & 9, 2013

Qualitative Research Tools (NVivo)

March 7, 2013

Engaging Sciences in the 21st CenturyCurriculum, Research, Pedagogy and Practice NIAS and Christ University

May 16-18, 2013

Workshop on Data Analysis Using SPSS by Centre for Advanced Research and Training

July 9, 2013

National workshop on research Publications with international resource persons

National Training Workshops held during 2013-14 1

July 2013

Qualitative Research NVivo Methods

September 2013

Action Research

October 2013

Study on Migration

December 2013

Qualitative Research, Techniques and Analysis using R Methods

January 20 & 21, 2014

Effective Teaching Skills for College Teachers

January 29-31, 2014

Quantitative Research & Techniques

February 25 & 28, 2014

Quantitative Research & Techniques

March 28-30, 2014

Qualitative Research, Techniques & Analysis using Open tools

National Training Workshops held during 2014-15 1

April 1-3, 2014

Structural Equation Modelling (SEM) Usng AMOS

April 28-30, 2014

Structural Equation Modelling (SEM) Using AMOS

102

Christ University

Research, Consultancy and Extension

May 02-04, 2014

Quantitative Research, Techniques and Analysis using R Methods

May 29-31, 2014

Quantitative Research, Techniques and Analysis Using, IBM SPSS Methods

June 02-04, 2014

Quantitative Research, Techniques and Analysis using R Methods

July 29-31, 2014

Quantitative Research, Techniques and Analysis Using, IBM SPSS Methods

September 11-13, 2014

Quantitative Research, Techniques and Analysis Using, IBM SPSS Methods

September 25-27, 2014

Structural Equation Modeling (SEM) Usng AMOS

October 17-19, 2014

Quantitative Research, Techniques and Analysis using R Methods

October 27-29, 2014

Qualitative Research, Techniques and Analysis using R Methods

October 31-Nov. 1, 2014

Contemporary Research Methodologies and Techniques

November 15-16, 2014

Writing of Research Proposals, Thesis, Reports and Papers

November 24-26, 2014

Quantitative Research, Techniques and Analysis Using, IBM SPSS Methods

December 29 & 30, 2014

Basic Statistical Methods and Introduction to Indian Data Bases

January 26-28, 2015

Quantitative Research, Techniques and Analysis Using, IBM SPSS Methods

February 6 & 7, 2015

Contemporary Research, Methods and Techniques

February 23-25, 2015

Qualitative Research, Techniques and Analysis using R Methods

March 13-15, 2015

Quantitative Research, Techniques and Analysis Using, IBM SPSS Methods

March 23-24, 2015

Writing Research Proposals, Thesis, Documents and Papers

March 26-28, 2015

Structural Equation Modeling (SEM) Using AMOS

April 16-18, 2015

Survey Methods, Techniques and Instruments

April 20-22, 2015

Qualitative Research, Techniques and Data Analysis using Open Source Tools

April 24 & 25, 2015

Basic Statistics for Researchers and Students

May 11-13, 2015

Quantitative Research, Techniques and Analysis Using, IBM SPSS Methods

May 15 & 16, 2015

Contemporary Research, Methods and Techniques

May 18, 19 & 20, 2015

Structural Equation Modeling (SEM) Using AMOS

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3.1.6 How does the university facilitate researchers of eminence to visit the campus as adjunct professors? What is the impact of such efforts on the research activities of the university?

The University facilitates researchers of eminence to visit the campus as adjunct professors. Under the Scholar-in-Residence Programme (SIR) the departments of the University invite scholars of repute to stay on campus for a pre-agreed duration and to give lectures and to interact with students and faculty members. A scholar for this unique programme is chosen on the basis of his/her contribution to knowledge, the amount of trans-disciplinary ventures s/he has made and the kind of impact s/he has created in the curriculum, pedagogy and scholarship. University has also signed MOUs with research centres and organisations of national and international repute such as NIAS, ISEC, Liverpool Hope University, University of Mount Union, US and Virginia Commonwealth University, US. Researchers and faculty from these organisations and institutions regularly visit Christ University for academic interactions. The visits and interactions of these scholars have significantly benefitted the academic community at Christ University. Faculty members and PhD scholars have received significant inputs from these scholars towards research projects and thesis. They have also resulted in workshops, seminars, and collaborative projects. 3.1.7 What percentage of the total budget is earmarked for research? Give details of heads of expenditure, financial allocation and actual utilization. University allocates approximately 3% of the annual budget for research and development. Details of heads of expenditure, financial allocation and actual utilization are as follows: Table 25 Percentage of the total budget earmarked for research

Year

Heads of Expenditure

Financial Allocation (Rs)

Actual Utilization (Rs)

2010-11

Academic & Research Expenses

1,200,000

7,249,209

2011-12

Academic & Research Expenses

9,811,222

13,579,617

2012-13

Academic & Research Expenses

10,837,000

23,022,521

2013-14

Academic & Research Expenses

16,631,000

24,139,633

2014-15

Academic & Research Expenses

38,100,000

33,286,996

3.1.8 In its budget, does the university earmark funds for promoting research in its affiliated colleges? If yes, provide details. NA

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3.1.9 Does the university encourage research by awarding Post-Doctoral Fellowships/Research Associateships? If yes, provide details like number of students registered, funding by the university and other sources.

Yes, the University Associateships.

encourages

Post-Doctoral

Fellowships/Research

3.1.10 What percentage of faculty have utilized the sabbatical leave for pursuit of higher research in premier institutions within the country and abroad? How does the university monitor the output of these scholars?

From among the eligible faculty, 16.04% of the faulty have utilised sabbatical leave for pursuing higher research in premier institutions. On completion of the sabbatical, the faculty members submit their report which includes learning-outcome, publications, collaborations initiated faculty, departments of the host institutions. 3.1.11 Provide details of national and international conferences organized by the university highlighting the names of eminent scientists/scholars who participated in these events. Table 26 National and International conferences

2008-10

2010-11

2011-12

2012-13

2013-14

2014-15

The details of national and international conferences, along with the list of eminent scientists/scholars are available. 3.2 Resource Mobilization for Research 3.2.1 What are the financial provisions made in the university budget for supporting studentsâ&#x20AC;&#x2122; research projects?

The University budget makes allocation for student projects. These allocations support both undergraduate and postgraduate student research projects. The support is given in the form of financing the projects in collaboration with the faculty, organising competitions, and sponsoring participation in events to showcase their research projects. 3.2.2 Has the university taken any special efforts to encourage its faculty to file for patents? If so, how many have been registered and accepted? The University has organised talks for faculty and researchers by eminent scholars on the importance and process of applying for patents. University under School of Law has established Intellectual Property Cell (IP Cell) to assist in the process of filing patents. Following are the patents filed.

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Self Study Report Table 27 List of faculty filed for patents

No.

Faculty

Title

Iven Jose

Early Detection of Cancer

Raghavendra

Optical Computing Engine method and Apparatus

Pradeep Kumar G

EEG Acquisition Systems

3.2.3 Provide the following details of ongoing research projects of faculty: A. University awarded projects

The Research Development Cells of the Deaneries grant Minor Research Projects to faculty members who are in the initial phase of their academic career. The Minor Research Projects are given a grant of Rs 60,000. So far 84 Minor Research Projects have been granted by the Research Development Cells. Centre for Research-Projects grants Major Research Project (MRP), Monograph, Working Paper to the faculty with financial grant of up to Rs 14 Lakhs. Table 28 Major Research Projects, Minor Research Projects, Monograph, Working Paper

Status

MRP

Minor Research Projects

Monograph

Working Paper

Completed

Ongoing

Further details of the above referred research projects are available. B Other agencies-National and International i. National Table 29 Ongoing Research Projects sponsored by other agencies-National and International

Grant in Lakhs

Name of the Faculty

Funding Agency

Ayanendu Sanyal

UGC

Civil Service Pension Reforms in Kerala and Karnataka

1.00

Naresh Rao

GoK

Mahiti

0.70

Suparna Naresh

GoK

Mahiti

0.70

2.00

0.30

Project Title

Bino Thomas Mathew CP

IOCL

Baseline Survey for 196 Government Schools in Mysore District for Construction of Toilets Under Swacha Bharath Vidhyala for CSR Support of Indian Oil Corporation

Bino Thomas Mathew CP

IOCL

Impact Assessment of the Intervention Conducted at Makanahalli, Hoskote and Sri Vivekananda Educational Institution

106

Christ University

Research, Consultancy and Extension

Bellary for CSR Support of Indian Oil Corporation 6

Sudhansubala Sahu, Department of Sociology

ICSSR

ICT Enabled Health Communication: A Study of Changing Doctor-Patient Relationship Among the Middle Class in Bangalore

5.00

Suparna Kar & Om Prakash

GoK

Double Entry System Under the Panchayati Raj

1.00

SB Gudennavar

DST

Spectral Energy Density of Galaxies: Theory Versus Observations

22.64

Jibrael Jos

GoK

Sakala - Website Reports

0.90

Raghunandan Kumar

GoK

Infrastructure Transformation (KIT 1)

0.90

Naresh Rao and Suparna Naresh

GoK

Project Mahiti â&#x20AC;&#x201C; A Step Towards Awareness, Transparency, Accountability and Good Governance

0.90

Divya Pradeep and KC Adaina

GoK

Utilization of District Innovation Fund (DIF) in Chickballapur District

0.90

GoK

Organic Farming for Sustainable Livelihood Development in Yadgir District

0.90

Vedha Balaji

Pritha Dasgupta and Shubhashree Acharya

GoK

Efforts to Mitigate Drought Situation and to Improve Water Supply Sources and Sustainable Development in Kolar District

Sangeetha R and Jayant Kalghatgi

GoK

Taluk Revenue and Administration Management System

0.90

Om Prakash and Suparna Kar

GoK

Best Practices in the Adoption of Panchatantra for Rural Development and Panchayat Raj Administration in Karnataka

0.90

Vinai George and Nayan Khare

GoK

Urban Local Body Websites (ULBs)

0.90

Karthigai Prakasam and Veerta Tantia

GoK

Project Implementation Unit State Highway Development

0.90

Binu Paul and Soumya V

GoK

Evaluation Study on Effectiveness of Online Scholarship Disbursement System

0.90

Mahesh E

GoK

Annabhagya Scheme, Hunger Free Karnataka

0.90

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GoK

Implementation, Promotion and Effectiveness of Karnataka Agricultural Marketing Reforms

0.90

Bharathi and Sushma G Murthy

GoK

Evaluation of Government of Karnataka Project SAKALA â&#x20AC;&#x201C; An Instrument of Social Change

0.90

K Balachandran

GoK

Automated Disaster Management Plan

0.90

Sudhindra S

GoK

Implementation, Promotion and Effectiveness of Knowledge Networks by Knowledge Commission

0.90

Hemalatha K

GoK

New Definition to Social Security

0.90

Chengappa

GoK

Best International Practices in Building Resilient Cities

0.90

Dileepchandra and Ksetragna

*GoK- Government of Karnataka ii. International SN

Name of the Faculty

Funding Agency

Project Title

Grants in Lakhs

Hemalatha K, Arun C

(IFCU)

Development Induced Displacement

31.00

Ashish J Shah

IIM-OSU North Carolina

Social Capital in the Upstream Supply Chain for Wood in Bangalore

00.62

Jain Mathew, Elangovan

IKST

Social Networking Services and Social Media Platform Technology

12.00

3.2.4 Does the university have any projects sponsored by the industry/corporate houses? If yes, give details such as the name of the project, funding agency and grants received.

Yes, four projects sponsored by industry/corporate houses. Table 30 List of projects sponsored by industry/corporate houses

Sl No

Name of Project

Funding Agency

Grant in Lakhs

Baseline survey of 25 proposed projects under corporative social responsibility initiative in Doddaballapur taluk of Karnataka.

Indian Oil Corporation Ltd

1.67

Baseline survey of sixteen schools in two taluks of Chikkaballapur districts of Karnataka

Indian Oil Corporation Ltd

1.26

Need assessment study for the sinking of bore well and construction of overhead tank in four villages namely Doddadunnasandra, Devalapura, Hobalapura, and Somalpura in Hoskote taluk of Karnataka

Indian Oil Corporation Ltd

0.75

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Need assessment study of government higher primary school, Makanahalli, Hoskote and Sri Vivekananda educational institution, Bellary for CSR support of Indian oil corporation

Indian Oil Corporation Ltd

0.40

3.2.5 How many departments of the university have been recognized for their research activities by national / international agencies (UGC-SAP, CAS; Department with Potential for Excellence; DST-FIST; DBT, ICSSR, ICHR, ICPR, etc.) and what is the quantum of assistance received? Mention any two significant outcomes or breakthroughs achieved by this recognition. Table 31 Departments recognised for research activities by National and International agencies

Sl No

Department

Agency

Assistance in lakhs

Economics

NLSIU

0.25

Life Sciences

Karnataka State Biodiversity Board

0.30

Physics

DST

21.29

Psychology

UGC, Indo-US 21 Century Knowledge Initiative

194.10

Social Work

IFCU

0.45

Sociology

ICSSR

3.75

One of the significant outcomes of the recognitions has been the ability to get better publications. The major outcome has been the newer collaborations and projects that have come to the departments. 3.2.6 List details of a. Research projects completed and grants received during the last four years (funded by National/International agencies). Table 32 Research projects completed and grants received during the last four years (National/International)

Sl No

Title of the Project

Paid Domestic Work in Bangalore: A Comparative Study of Migrant and Nonmigrant Rural Workers

Morphology of the Interstellar Medium using Absorption Line Observations

Technology Integrated Curriculum Development for the Course on Indigenous knowledge for undergraduate

Excellence and Service

Funding Agency

Principal/Coinvestigator

ICSSR

LT Om Prakash, Dept of Sociology

Grants in Lakhs 3.75

DST

S B Gudennavar (PI) Bubbly S G (Co-PI), Dept of Physics

9.51

UBCHEA

Joseph Eaden, Dept of Zoology, Kennedy Andrew, School of Education

4.46

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students: Process and Implementation 4.

Curriculum Development for the course on Peace and Interreligious Faith for Undergraduate Students

UBCHEA

Kennedy Andrew, School of Education

3.10

E-Content development of Indigenous Teaching Practices in Humanities and Social Sciences

UBCHEA

Kennedy Andrew, School of Education

4.77

b. Inter-institutional collaborative projects and grants received i. All India collaborations Table 33 All India collaborations—Inter-instituition

Sl. No.

Title of Project

Funding Agency

Principal/Co-investigator

Grants in Lakhs

DST

S B Gudennavar (PI), Bubbly S G (Co-PI)-Dept of Physics, CU; Prof. Jayant Murthy (Co-PI), Indian Institute Astrophysics, B’luru; Rajesh Gopal (Co-PI), CMR Institute of Technology, B’luru

22.64

Centre for Research, CU

Bubbly S G (PI) and S B Gudennavar (Co-I), Dept of Physics; V Gayathri (Collaborator), Department of Chemistry, Bangalore University, B’luru

8.55

9.51

Spectral Energy Density of Galaxies: Theory versus Observations

X-ray Crystallographic Studies of Some Benzimidazole Derivatives

Morphology of the Interstellar Medium using Absorption Line Observations

DST

S B Gudennavar (PI) and Bubbly S G. (Co-PI), Dept of Physics; Prof. Jayant Murthy (Co-PI), Indian Institute Astrophysics, B’luru

Cognitive Dictionary of South Indian Dravidian Languages

Kannada Sahitya Parishath

0.25

Centre for Research, CU

K T Paul, Dept of Physics; Annapurni, Indian Institute of Astrophysics, B’luru

7.76

110

Understanding the circumstellar disk in Classical B stars

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ii. International Table 34 International collaborations—Inter-instituition

Funding Agency

Principal/Co-investigator

Grants in Lakhs

Preventing Risk Related to Population Displacement: An Education Model

Federation Internationale Des Univertyies Catholiques

Hemalatha, Dept of Social Work; Arun Chully, Dept of Commerce; Universidad Santo Tomás, Columbia; Universidad Católica de Colombia; Universidad San Buenaventura, Columbia; Université Notre Dame d’Haïti, Hiti; Ateneo de Manila University, Philippines; Assumption University, Thailand; Don Bosco Technical School, Cambodia; Uganda Martyrs University, Uganda; Institut Catholique de Kabgayi, Rwanda

31.00

A Training Model for Culturally Competent and Evidence-Based Mental Health Care for Diverse Societies

Indo-U.S. 21st Century Knowledge Initiative

Dept of Psychology, Christ University & Department of Miami University, Ohio, USA

117.80

Sl. No.

Title of Project

3.3 Research Facilities 3.3.1 What efforts have been made by the university to improve its infrastructure requirements to facilitate research? What strategies have been evolved to meet the needs of researchers in emerging disciplines? Infrastructure to facilitate research: The University has been continuously striving to improve the research infrastructure.

    

The University has set up a Centralised Instrumentation Centre to make facilities commonly available as well as to facilitate interdisciplinary research. Separate cabins for researchers and research assistants have been set up. Labs are set up in the University to promote the research as referred in 4.1.3. The general computer labs and computer terminals in the departments are available for research and computational purposes. Researchers have access to software packages like SPSS, STATA, R, NVivo, MATLAB, Turnitin and LaTeX. University has subscribed to key research databases such as JSTOR, Proquest Thesis and Dissertations, Proquest Science,

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 

Lexisnexus, Manupatra, Westlaw, Hein Online, and Mathscinet. These databases are accessible across the campus over Wi-Fi. The entire campus is Wi-Fi-enabled to facilitate seamless access to digital resources for research. Turnitin Plagiarism-detection software is deployed by the University to aid plagiarism-free dissertations, theses, reports and publications.

University meets the needs of researchers in emerging disciplines In order to support the researchers in emerging disciplines the University prioritises grant of Major Research Projects, Minor Research Projects, Monographs, and Working Papers in emerging areas. University has set up the Centre for Advanced Research and Training (CART) which has started facilitator courses involving a range of data analysis softwares such as NVivo, EViews, MATLAB, R, AMOS and SPSS. 3.3.2 Does the university have an Information Resource Centre to cater to the needs of researchers? If yes, provide details of the facility.

Yes, the University has Information Resource Centre called Knowledge Centre.  The Knowledge Centre has a well-established computer lab called DIGI World, that is spread across 4 Floors, with 90 computers and a laptop lab with 30 seating capacity. DIGI World enables access to a large number of research databases, leading e-Journals and other online resources  The faculty, students and researchers can approach the Centre for any information pertaining to research, career, resources, contacts among others.  The University is connected to National Knowledge Network (NKN)  The University is part of the National Mission on Education through Information and Communication Technology (NMEICT) 3.3.3 Does the university have a University Science Instrumentation Centre (USIC)? If yes, have the facilities been made available to research scholars? What is the funding allotted to USIC?

Being a deemed to be university, USIC facilities have been unavailable to the University. However, the University has set up Instrumentation Centres for Science and engineering. The facilities of the Centre are available to researchers. The University spends over 3% of its budget to furnish Central Instrumentation Centre. 3.3.4 Does the university provide residential facilities (with computer and internet facilities) for research scholars, post-doctoral fellows, research associates, summer fellows of various academies and visiting scientists (national/international)?

Yes, the University has residential facilities for research scholars, post-doctoral fellows, research associates, summer fellows of various academies and national and international visiting scientists and scholars, namely, Centre for Academic Excellence, Kuriakose Elias Hall, Jonas Hall, PhD Research Centre-Kengeri, and Devdan Hall.

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3.3.5 Does the university have a specialized research centre/workstation on-campus and off-campus to address the special challenges of research programmes?

Yes, the University has centres on campus to address the special challenges of research.  The University has set up the Centre for Digital Innovation to support and facilitate initiatives in digital technologies.  The Centre for Advanced Research and Training is training and building inhouse capacities and expertise in data analysis software such as SPSS, NVivo, EViews, R, and AMOS to support more rigorous research among faculty and student researchers.  The Centre for Research Projects assists the faculty by giving research grants for research projects.  The Centre for Educational Sustainability and Development is set up to support faculty in projects liasoning with the government and corporate sector.  The Centre for Social Research undertakes projects related to social issues from government and non-governmental organisations.  The University conducts training and workshops for improving the capacity of research and also undertakes policy research for the government in various parts of the country. 3.3.6 Does the university have centres of national and international recognition/repute? Give a brief description of how these facilities are made use of by researchers from other laboratories.

Yes, the University has centres of national and international recognition and repute.  Festo a German industrial control and Automation company based in Esslingen am Neckar, Germany, has established a training centre at the Faculty of Engineering to provide training to any organization in the area of automation.  Renault-Nissan has established a research facility in collaboration with Christ University, intended to provide research facility to any organization.  The University has also started a research cell for Science Technology in collaboration with Indo-Korea Science and Technology (IKST) Centre.  Society of Automotive Engineers (SAE), an international association has its collegiate club at Faculty of Engineering to connect Christ University students with the external world in the field of automobiles.  Concrete Technology Laboratory, the facility run by Department of Civil Engineering, houses state of the art facility for tests like Slump flow, L box, U box, J ring and mini paver test. This facility has been used by institutes, such as VTU extension centre.  VOLVO Construction Equipment-Road Machinery Campus has conducted studies on Self Consolidating Concrete for Slip-Form Paving in concrete technology laboratory. This was a joint research project conducted in association with Resource Centre for Asphalt and Soil Training Academy (RASTA). RASTA is the centre for Road Technology and Infrastructure and Excellence and Service

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Construction Management promoted by VTU. RASTA provided the required facilities for the execution of this project. 3.4 Research Publications and Awards 3.4.1 Does the university publish any research journal(s)? If yes, indicate the composition of the editorial board, editorial policies and state whether it/they is/are listed in any international database.

Yes, the University publishes the following six refereed Journals through its Centre for Publications: Table 35 Journals published by Christ University

Title

ISSN

Periodicity

Year

Artha-Journal of Social Sciences

0975-329X

Quarterly

2002

Mapana-Journal of Sciences

0975-3303

Quarterly

2002

Ushus-Journal Business Management

0975-3311

Quarterly

2002

Atna-Journal of Tourism Studies

0975-3281

Bi-annual

2006

Tattva-Journal of Philosophy

0975-332X

Bi-annual

2009

Christ University Law Journal

2278-4322

Bi-annual

2012



The Editorial Board includes eminent scholars from premier educational institutions of India and abroad, professionals and independent scholars. The Journals are double-blind peer reviewed. Apart from the print edition the journals are also simultaneously published online on Open Access Journal platform called OJS. The Journals are listed/indexed in Proquest, Crossref, Library of Congress and Google Scholar.



3.4.2 Give details of publications by the faculty Table 36 Faculty publications

Particulars * Number of papers published in peer reviewed journals (national / international)

1372

* Books/Monographs

* Chapters in Books

310

* Books edited

* Books with ISBN with details of publishers

106

* Others

315

* Citation Index –range /average

0-25

* SNIP

235

* SJR

1.7

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* Impact Factor â&#x20AC;&#x201C;range /average

2.8-8.53

* h-index

0-9

* Books published by the University

305

3.4.3 Give details of * Faculty serving on the editorial boards of national and international journals:

39 Faculty * Faculty serving as members of steering committees of international conferences recognized by reputed organizations/societies:

11 Faculty 3.4.4 Provide details of * Research awards received by the faculty and students

Six faculty members and 16 students received research awards, details of which are available. * National and international recognition received by the faculty from reputed Professional bodies and agencies Table 37 National and international recognition received by the faculty from reputed professional bodies and agencies

Name

Recognition

P Krishnawami, Langauges

Central Sahitya Akademi Award, for the translation of the Kannada novel Chidambara Rahasya into Tamil

Thomas C Mathew, Chemistry

Conferred with the Kempe Gowda Award, instituted by the Bruhat Bengaluru Mahanagara Palike (BBMP) in recognition for his contribution to the field of education in 2013

Thomas C Mathew, Chemistry

Conferred with a Honorary Colonel rank by Director General of National Cadet Corps, Ministry of Defence, Government of India in 2012

Thomas C Mathew, Chemistry

Honorary Doctorate, Liverpool Hope University, in recognition of his distinguished contribution to Indian Education in 2013

Samson Victor, Education

Academic Excellence (Friendship Forum of India, New Delhi)-2010

S Pranesh, Education

Listed in the 8th Edition of WHOâ&#x20AC;&#x2122;s WHO in Science and Engineering

Srikantaswamy, Education

NCERT award; IIFS-New Delhi Vidya Spoorthy Award

National and international recognition received by students from reputed Professional bodies and agencies

Six

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3.4.5 Indicate the average number of successful MPhil and PhD scholars guided per faculty during the last four years. Does the university participate in Shodhganga by depositing the PhD theses with INFLIBNET for electronic dissemination through open access?

Yes, during the last four years, 308 MPhil and 32 PhD, scholars have been guided by the faculty and have successfully completed MPhil and PhD at Christ University. Table 38 Average number of successful MPhil and PhD scholars guided per faculty during the last four years

Academic Year

MPhil Dissertations Diss. Guides Completed Per Guide

PhD Guides

Thesis Thesis Completed per Guide

2011-12

160

2012-13

2013-14

2014-15

308

Total/Average 184

The University participates in Shodhganga by depositing the PhD theses with INFLIBNET for electronic dissemination through open access. 3.4.6 What is the official policy of the university to check malpractices and plagiarism in research? Mention the number of plagiarism cases reported and action taken.



 

University has a policy of zero tolerance towards plagiarism. The strict policy towards plagiarism and adequate awareness among students and faculty ensures compliance. University has plagiarism detection software, Turnitin, which is used to check for plagiarism before any publication. The soft copies of the MPhil and PhD thesis and Major and Minor Research Project reports are scrutinised for plagiarism by the University through the Centre for Publications, before the final submission.

3.4.7 Does the university promote interdisciplinary research? If yes, how many interdepartmental/interdisciplinary research projects have been undertaken and mention the number of departments involved in such endeavours?

Yes, the University actively promotes interdisciplinary research among faculty and students. Following are some of the interdisciplinary projects There are 10 interdisciplinary faculty research projects involving six departments. 3.4.8 Has the university instituted any research awards? If yes, list the awards.

Yes, the University has instituted three national research awards, namely, Christ University Young Sociologist Award, Christ University Young Economist Award,

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and Christ University Young Psychologist Award. These awards are given every year through a national-level research paper presentation competition. For the faculty the University gives awards of appreciation and financial incentives for each publication. 3.4.9 What are the incentives given to the faculty for receiving state, national and international recognition for research contributions?

Incentives are given to the faculty for receiving state, national and international recognition for research contributions. Financial incentives are given depending on the type of research carried out. The incentives start from Rs 3000 for publication in non-referred journals and go up to Rs 20000 for publication in an indexed journal with high impact factor. The recognitions received are considered in the annual appraisal, increments and promotions. 3.5 Consultancy 3.5.1 What is the official policy of the university for structured consultancy? List a few important consultancies undertaken by the university during the last four years

Faculty members engage in consultancies either individually or through the Centres of the University. Both paid and honorary consultancies are solicited by the University. Following are some of the consultancies undertaken by the University. Table 39 Important consultancies undertaken by the University during the last four years

Name of the Faculty

Consulting Project Title Agency

Grant in Lakhs

Bino Thomas, Mathew CP, Dept of Social Work

IOCL

Evaluation and impact assessment of 18 Projects under the Dept of Personnel and Administrative Reforms, Government of Karnataka

2.00

Bino Thomas, Mathew CP, Dept of Social Work

IOCL

Baseline Survey and Impact Assessment

0.30

Ayanendu Sanyal, Dept of Economics

UGC

Civil Service Pension Reforms in Kerala and Karnataka

1.00

Suparna Kar & Om Prakash

GoK

Double Entry System Under the Panchayati Raj

0.10

Jibrael Jos

GoK

Sakala - Website Reports

0.90

Raghunandan Kumar

GoK

Infrastructure Transformation (KIT 1)

0.90

Naresh Rao, Suparna Naresh,

GoK

Project Mahiti â&#x20AC;&#x201C; A Step Towards Awareness, Transparency, Accountability and Good Governance

0.90

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Dept of Media Studies Divya Pradeep, KC Adaina, Dept of Economics

GoK

Utilization of District Innovation Fund (DIF) in Chickballapur District

0.90

Vedha Balaji, Faculty of Engineering

GoK

Organic Farming for Sustainable Livelihood Development in Yadgir District

0.90

Pritha Dasgupta, Dept of Sociology and Shubhashree Acharya, Dept of Commerce

GoK

Efforts to Mitigate Drought Situation and to Improve Water Supply Sources and Sustainable Development in Kolar District

0.90

Sangeetha R, Jayant Kalghatgi, Dept of Management Studies

GoK

Taluk Revenue and Administration Management System

0.90

Om Prakash, Suparna Kar, Dept of Sociology

GoK

Best Practices in the Adoption of Panchatantra for Rural Development and Panchayat Raj Administration in Karnataka

0.90

Vinai George, Nayan Khare, Dept of

GoK

Urban Local Body Websites (ULBs)

0.90

Karthigai Prakasam and Veerta Tantia

GoK

Project Implementation Unit State Highway Development

0.90

Binu Paul, Institute of Management; Soumya V, Dept of Commrece

GoK

Evaluation Study on Effectiveness of Online Scholarship Disbursement System

0.90

Mahesh E, Dept of Economics

GoK

Annabhagya Scheme, Hunger Free Karnataka

0.90

Dileepchandra, Ksetragna, Institute of Management

GoK

Implementation, Promotion and Effectiveness of Karnataka Agricultural Marketing Reforms

0.90

Bharathi, Sushma G Murthy, Dept of Social Work

GoK

Evaluation of Government of Karnataka Project SAKALA â&#x20AC;&#x201C; An Instrument of Social Change

0.90

K Balachandran, Dept of Computer Science

GoK

Automated Disaster Management Plan

0.90

Sudhindra S, Institute of Management

GoK

Implementation, Promotion and Effectiveness of Knowledge Networks by Knowledge Commission

0.90

Hemalatha K, Dept of Social Work

GoK

New Definition to Social Security

0.90

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Chengappa, Dept of GoK International Studies

Best International Practices in Building Resilient Cities

0.90

Table 40 Consultancies undertaken by the Centres

Consulting Agency

Consultancy Project

Consulting Centre

Grant in Lakhs

Korean Trade Organization (KOTRA)

Kotra-Global IT Internship

Centre for Advanced Research and Training

347.9

International Universities

Student Internship

Centre for Social Action

41.75

National Universities and Colleges

Faculty Training

Centre for Education Beyond Curriculum

29.06

International Universities

India Gateway Programme

Office of International Affairs

391.21

Centre for Education Beyond Curriculum has been regularly offering academic consultancies, related higher education leadership and admission, enhancing the effectives of teaching learning, research and technology-enabled pedagogies, and quality in higher education since 2000. 3.5.2 Does the university have a university-industry cell? If yes, what is its scope and range of activities? Yes, the University has Industry Cells at the departmental level.

 

The Industry Cells initiate MOUs, consultancies, and placements for internships and jobs for students with industries. The Centre for Sustainable Education and Development mainly focuses on soliciting CSR-focussed consultancies from the industry on behalf of the departments. It also assists the faculty in writing consultancy proposals and follows up with the industry.

3.5.3 What is the mode of publicizing the expertise of the University for Consultancy Services? Which are the departments from whom consultancy has been sought?

  



The University Website is the primary source for disseminating information about faculty consultancy expertise available. The Centre for Research Projects personally approaches Government Departments showcasing consultancy expertise. The Centre for Digital Innovation and Centre for Advanced Research and Training primarily publicize consultancy expertise in South Korea with personal visits. The Centre for Social Action focuses on nationally and internationallysponsored consultancy opportunities in the social sector.

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

The Centre for Educational Sustainability and Development promotes University expertise in the corporate sector, specially targeting the CSR projects in the areas where University expertise is available. The reports of all the completed Major Research Projects, Monographs and Working Papers are published and sent to different leading institutions, government officials, and industry leaders to share the research as well as to publicize about the expertise available at the University.



School of Law, Institute of Management, Faculty of Engineering, Computer Science, Zoology, Social Work, Commerce are some of the departments from whom consultancy has been sought. 3.5.4 How does the university utilize the expertise of its faculty with regard to consultancy services?

For the consultancies obtained by the Centres and Departments, the University uses the services of the faculty who have expertise in the domain of the consultancy. 3.5.5 List the broad areas of consultancy services provided by the university and the revenue generated during the last four years. Table 41 Consultancy services provided by the University and the revenue generated during the last four years

Areas of Consultancy

Revenue Generated in Lakhs

India Gateway

319.21

Information Technology

347.9

Higher Education Administration

29.06

Government Project Implementation

17.3

Child and Women-Focussed Rural Development

360

3.6 Extension Activities and Institutional Social Responsibility (ISR) 3.6.1 How does the university sensitize its faculty and students on its Institutional Social Responsibilities? List the social outreach programmes which have created an impact on student’s campus experience during the last four years.

Service is an integral part of the Vision, Mission and Core Values of the University. The University inculcates the sense of institutional social responsibility in all the students and faculty through various programmes throughout the academic year. Faculty  During the induction programme new faculty members are briefed on Institutional Social Responsibilities.  All the newly recruited faculty members have to go through a 15 day orientation programme in two spells within the first year of their recruitment. This orientation programme includes specific sessions on sensitising the faculty 120

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 

on the role of the University in social transformation and the initiatives of the University which they can contribute to. The programme involves a mandatory village visit to sensitize them on social responsibilities. Annual Faculty Appraisal has a component on extension activities. Every department has a faculty coordinator for CSA and she/he connects the students with the activities of CSA

Students  Every admitted student along with his/her parent/guardian is explained the service dimension of their student life, in relation to University Vision, Mission and Core Values.  Every academic year opens with an orientation talk by the Vice Chancellor to students of different deaneries yearwise. During the talk the Vice Chancellor emphasises on the role of students in imbibing the social sensitivity and the need to contribute to society throughout their life.  Students of each class are encouraged to sponsor primary school children of neighbouring slums. This has resulted in students sponsoring 752 children through a voluntary contribution of over Rs 31.38 Lakhs.  The students visit and stay in the villages adopted by the University which sensitises them to the needs of the less fortunate.  Many programmes have service learning as part of their curricula. University has undertaken a project to make service learning part of the curricula of all the programmes offered by the University in the next three years.  Every semester a social responsibility week is organised by the University coordinated by CSA. All the departments take up different programmes during this week on a common social theme announced by the university Social Outreach Programmes which Impacted Student Campus Experience  Educate a Child Programme: This programme is administered through the faculty representative of the CSA of each department. Under this programme each class sponsors the primary school education of children from the neighbouring slums and villages adopted by the University through CSA. Under this initiative in 2014-15, 752 children were sponsored through a voluntary student contribution of about Rs 31.38 Lakhs.  Community Living Camp: All the students spend at least two days and a night in a rural area adopted by the University for development through CSA. This camp gives students insights into the life in rural India and the need to develop conditions of life and living through a participative approach.  Zero Waste: The University segregates 100% of the waste generated at the University. The waste generated is segregated by the students into wet and dry waste at the point of origin of waste. This initiative has succeeded in sensitising as well as training students to become conscientious citizens.  Legal Aid: The School of Law conducts legal aid camps in the rural parts of Karnataka. Legal aid camps are mandatory for all the students of the School of Law. Legal awareness programmes are conducted in association with Karnataka State legal services authority. Excellence and Service

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

 



Srujana: Through this initiative the students of MA English with Communication Studies conduct spoken English classes to the children of LR Nagar Slum every Saturday. This has significantly improved the communication and overall personality of the children as well as has had significant impact on the students’ outlook towards life and social attitude. CSR Karma: This is the initiative of the Institute of Management. Under the banner of CSR Karma the students of the Institute of Management have undertaken extension activities. Through voluntary contribution students have set up a computer training centre in Hoskote village. Lake Adoption: Under this initiative the Department of Zoology has adopted the Agara Lake in Bengaluru to undertake preservation and sensitisation. Green Army: It organises at least two nature camps and trekking in a semester for all the interested students of the University. During the events the students are trained to identify the biota of the place. The students participated in the Backyard Bird Count Programme announced by the World Bird Forum and shared the data with the Forum. The Department of Economics in association with an NGO undertakes tree plantation as part of environmental economics to orient students through experiential approaches to create environmental concern and attitude towards environmental policy. The masters students of Department of Psychology train school teachers, and provides life skills education, career guidance and health wellness sessions for school students. NCC: The University has a distinguished and award-winning NCC Army Wing for men and women. NCC organises a half marathon every year in June. Over a 1000 students take part in the half marathon on themes such as preserving environment, and better health. The NCC also organises National Integration-related South India Bike Rallies and treks.

3.6.2 How does the university promote university-neighbourhood network and student engagement, contributing to the holistic development of students and sustained community development?

Building University-neighbourhood networks have been an integral part of University activities. In order to promote University-neighbourhood networks and student engagement in community development activities the University has initiated the following measures: Centre for Social Action (CSA): Established in 1998 to actualise the commitment of the University to service, as articulated in the Vision Mission and Core Values, the Centre has been involved in various community- development projects through faculty, students and community involvement. Today, through its women and child focussed activities CSA directly works with over 10,000 families in its project sites in Karnataka, Telangana and Maharashtra. The projects in slums and villages of these states involve development activities such as water harvesting, micro-credit, and building women’s self-help groups.

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Service Learning: The University has acquired a grant from UBCHEA to formally introduce service learning as part of the curriculum of all the programmes. As per this programmes, students will have to involve in a community development initiative suggested by the course instructor and reflect on their disciplinary curriculum based on their experience of community development. The University hopes to leave a lasting impact both on the students and the disciplines through this process, thereby bridging the gap between the dynamic social changes and curricula. Community Living Camp for all students, Real-time Waste Segregation and Paper Recycling, adoption of school children by students under Educate a Child initiative, fund-raising events to raise resources for the extension programmes, Street Plays in the local communities on different social issues like global warming, solid waste management, HIV/AIDS, child labour, and women issues (over a 100 in the last four years), Blood Donation on request throughout the year (over 1000 units in the last four years) are some of the other programmes of the University to build community-University relationships. 3.6.3 How does the university promote the participation of the students and faculty in extension activities including participation in NSS, NCC, YRC and other National/ International programmes? Centre for Social Action (CSA) is the centre in the University that works with the objectives of both NSS and YRC.

CSA for Faculty and Students  In the Annual Faculty Appraisal extension activities carry 20% weight  The University has initiated Service Learning in all the programmes  Each department has a faculty who coordinates the activities of CSA in the department  The University has made village visit mandatory for all the new faculty in service project sites of the University NCC for Students  An important way the University promotes participation in CSA and NCC activities is by awarding two credits for continuous service of two years. Student participants are also exempted from one Mandatory Non-Core Certificate Course.  The University has an NCC Army wing with 200 cadets and two officers. The University spends a substantial amount on promoting NCC activities such as Annual Pulse-Half Marathon, Trekking, South India Bike Rally and the like. These activities while giving visibility to NCC also boost the morale of the NCC officers and cadets. These have resulted in NCC being awarded the best NCC Coy and representation of cadets every year in Republic Day Parade, Tal Sainik Camp and Youth Exchange Programme.

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3.6.4 Give details of social surveys, research or extension work, if any, undertaken by the university to ensure social justice and empower the underprivileged and the most vulnerable sections of society?



CSA carries out social surveys and extension works through Community Development Projects in 70 rural communities and four urban slums in Karnataka, Telangana and Maharashtra. The projects directly cover over 10,000 families. In an effort to ensure social justice and to empower the underprivileged sections, women and children in particular, child development, women empowerment, and youth empowerment are undertaken. The University funded a Major Research Project on transgenders in Bengaluru. The report of the research was published in the form a book and donated to all major NGOs and governmental organisations working for the cause of transgenders. The University has undertaken an extensive survey on the displacement caused by Almatti Dam in North Karnataka. The report of the study has been published and shared with key government and non-governmental agencies.

3.6.5 Does the university have a mechanism to track the students’ involvement in various social movements/activities which promote citizenship roles?

Yes, the student initiatives related to social movements and activities are supported by the class teachers, HoDs, Deans and Directors of Centres. Apart from giving support the students are also guided and mentored in the course of their participation. Some of the activities are integrated into course examinations. These are also recorded in the Annual Report of the departments.  The School of Law has a Committee on Public Policy and Governance which give recommendations to the Government directly  Many departments have compulsory NGO internships  Students participated in Aadhar and EPIC enrolment campaigns  Students volunteered in government and NGO programmes in various PreElection Voters Awareness Campaign  The Supreme Court of India congratulated Sudipta Lenka, a student of the School of Law, who filed a petition under Article 32 of the Constitution highlighting a serious infringement of the fundamental rights guaranteed by Article 21 consequent to a tragic incident wherein Itishree Pradhan was set ablaze on 27.10.2013 at Tikiri in Odisha. (WRIT PETITION (CIVIL) NO. 957 OF 2013). 3.6.6 Bearing in mind the objectives and expected outcomes of the extension activities organized by the university, how did they complement students’ academic learning experience? Specify the values inculcated and skills learnt.

The extension activities organised by the University through its Centres and Departments have a twin objective of transforming students into socially sensitive citizens and transforming marginalised communities in the neighbourhood. The extension initiatives are intended to complement their academic experience as objective of the University to prepare the students for a life rather than merely to seek employment. 124

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Research, Consultancy and Extension

A most important value learnt is that social development is an obligatory responsibility and not an act of charity. The other values learnt are empathy, love for fellow beings, social responsibility, and conscientious citizenship. The complementary skills the students learn in the process are, street theatre, engaging local government bodies, and participative development. 3.6.7 How does the university ensure the involvement of the community in its outreach activities and contribute to community development? Give details of the initiatives of the university which have encouraged community participation in its activities.

Community involvement forms the crux of all the key extension programmes of the University. Before CSA plans an intervention programme in a slum or a village, it first undertakes a social audit. The project proposal given to the management by CSA needs to specifically mention how it is going to evolve systems of capacity building in the community and give an exit plan at the end of the project duration. CSA ensures community participation at all levels right from planning, implementation, monitoring and evaluation of the projects. All the target communities are motivated, trained and sensitised in the formation of Community Based Organisations (CBOs) such as Self-Help Groups, Village Development Committees, and Federations. They are assigned responsibilities for addressing the community issues. In this process the CBOs are made responsible to approach various service providers like government departments and private institutions for tapping resources to fulfil their objectives. CBOs are given responsibilities in making all logistic arrangements, community mobilisation for many community awareness programmes, medical camps, counselling etc. by mobilising resources from the target communities, elected leaders and other sources. In order to get benefits through the project-support by the communities the CBOs fix up some contribution and collect a nominal amount for giving direct benefits to the families or individuals. One of the success stories is that the community development project implemented by CSA in Hoskote Taluk from 2003 to 2010 after its completion has been handed over to the CBOs constitution 15 elected women representatives each. The Federation is registered under the Societies Act as a service organisation and manages the project independently. 3.6.8 Give details of awards received by the institution for extension activities and/contributions to social/community development during the last four years.

The following awards have been received by the University for contributions to the community development:  Best NGO award received from Andhra Pradesh government for implementing Child Focussed Community Development (CFCD) project in Nirmal Mandal, Adilabad District, 2010  Rotary Club award for best waste management project, 2014  The Vice Chancellor has been awarded the prestigious “Kempegowda Award” by the Bruhat Bengaluru Mahanagara Palike (BBMP) for his contribution to social Excellence and Service

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development through education, 2013 For rainwater harvesting, solar power tapping, herbal garden and maintenance of landscape, Best Institution Garden award instituted by the Department of Horticulture, Lalbagh, Bengaluru has been awarded for the last 28 years

3.7 Collaboration 3.7.1 How has the university’s collaboration with other agencies impacted the visibility, identity and diversity of activities on campus? To what extent has the university benefitted academically and financially because of collaborations?

The collaborations of the University with institutions within and outside India have significantly helped in the transformational journey of the University. Apart from enhancing the visibility of the University, it is enriched by newer practices, ideas, and resources. Impact on Visibility, Identity and Diversity of Activities 

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The University has about 48 active MOUs with universities in the US, Europe, Asia, and Africa which have helped the University to grow and become visible nationally and globally and improve the quality of education. In 2005 the Institution signed an MOU with USAC—a Consortium of 32 US universities whereby the students of these universities get to study one semester of their coursework at Christ University. This collaboration now brings over a 100 US students to the University and enriches experience of students and teachers, as much as they become academic and cultural ambassadors of the University and India. The collaborations of the University with UBCHEA, International Federation of Catholic Universities (IFCU), Xavier Board of Higher Education in India (XBHEI), and All India Association for Christian Education (AIACHE) have benefitted the University with increased networking, brand visibility, research projects, faculty exchanges and greater brand visibility nationally and internationally. Within the country the University has been collaborating with national institutions such as Institute for Social and Economic Change (ISEC) and National Institute of Advanced Studies (NIAS), Indian Institute of Astrophysics (IIA), and various academies of sciences Collaboration of the University with Confederation of Indian Industries has also helped the University with newer collaborations and also greater branding. The collaborations with UBCHEA and University of Mount Union have helped the University get fellowships and faculty exchange opportunities in the Universities in Asia. As part of these collaborations 11 faculty members have spent from 4 months to one year studying the US Higher Education system and co-teaching courses. The experience of these faculty have brought in newer concepts in University administration.

Christ University

Research, Consultancy and Extension

Academic Benefit Detailed in 3.7.1 above 3.7.2 Financial Benefit The University has financially benefited to a large extent from the collaborations for research, faculty and student exchanges, and implementation of various academic initiatives. Details of financial benefits are referred in 3.5.1 table 3.21 and 3.5.5, Table 3.22. 3.7.2 Mention specific examples of how these linkages promote Curriculum development

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   

  

MOU with Western Michigan University, Kalamazoo, USA in 1998: Enabled the University to introduce semester system, credit system and course plan, interdisciplinary courses MOU Liverpool Hope University, UK: Improved the curricula in Theatre Studies and English literature MOU Virginia Commonwealth University, Richmond, Virginia, USA and the University of Applied Sciences Germany benefitted MBA curriculum University of Applied Sciences, Würzburg-Schweinfurt, Germany: Benefited BTech and MTech curriculum MOUs with Chartered Institute of Management Accountants (CIMA) and Association of Chartered Certified Accountants (ACCA): Assisted in globally benchmarking the BBA curriculum and 10 paper exemptions in the case of CIMA and 9 paper exemptions from ACCA certification. MOU with Tata Consultancy Services (TCS): Enabled the University to design and teach courses in Retail Analytics Kanara Entrepreneurs Global, (KE Global): Designed and is co-teaching a course in Family Business Multi Commodity Exchange (MCX): Developed a course in Commodity Markets

Internship

Internship is mandatory for the all the PG programmes and some of the UG Programmes of the University. Hence the University has a large pool of collaborating institutions and organisations. As part of an MOU the students of Bachelor of Hotel Management (BHM) are able to do a four-month internship with NHTV Breda University, Netherlands. BHM students are also able to pursue a six month internship at Walt Disney, Florida. Collaboration with Goldman Sachs gives internships during the summer break to the ten differently-abled students. Based on their performance, Goldman Sachs recruits them for fulltime jobs at the end of their studies.

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On-the-job training



MOUs with Hilton Hotels, InterContinental Hotels Global and Taj Group of hotels enable students of Hotel Management to do on the job training during the course of study. MBA, MSW and BCom (Professional) are some of the programmes which have collaborations that enable students on-the-job-training and be industry-ready when they graduate.

Faculty exchange and development



 

Collaboration with UBCHEA has enabled faculty since 2004 of the University to get two-year fellowships in leading universities in the US and Asia every year. Faculty members from other Asian Universities have also hosted under this fellowship at the University. MOU with the University of Mount Union, Ohio has enabled one faculty per year since 2008 to spend a year in each other’s institutions Faculty members of Virginia Commonwealth University, Richmond, Virginia, USA, University of Applied Sciences Würzburg-Schweinfurt, Germany and Liverpool Hope University, UK mutually visit, deliver lectures and teach courses round the year.

Research

    

MOU with Renault-Nissan: Collaborative research at the Faculty of Engineering MOU with IFCU: Intercontinental research collaborations on displacement MOU with Indo-Korean Science and Technology Centre (IKST): Research projects in the areas of information technology MOU with South Korean Universities: Doctoral fellowships for students and post-doctoral fellowship for faculty in the top research universities MOU with Liverpool Hope University: Four collaborative research projects

Publication



 

Centre for Publications of the University has organised training programmes, workshops and conferences with Routledge, Springer, Oxford University Press and Cambridge University Press for the faculty on research publications The partnerships with ISEC and Liverpool Hope University, UK helped to get feedback on the journals of the University. Collaboration with Liverpool Hope University, UK has enabled publications in international peer-reviewed journals

Consultancy

 

 128

The collaborations with GMR, XBHEI, KOTRA, USAC, and many other organisations and institutions have brought a number of consultancies The University has also collaborated with many social work schools in Europe to provide training for their social work students interning in Bengaluru through CSA The association with Korea Trade Promotion Corporation (KOTRA) brings an annual consultancy of over Rs one Crore Christ University

Research, Consultancy and Extension



The University has given honorary consultancy as part of its social obligation to a number of colleges in Karnataka, Kerala, and Tamil Nadu, member institutions of XBHEI on College administration, NAAC preparation The University has also given honorary consultancy to a numbers of societies to start primary and secondary schools in the vicinity of Bengaluru

Extension



Extension programmes of the University primarily through CSA directly benefit over 10,000 families in Karnataka, Andhra Pradesh, Telangana and Maharashtra. The programmes have evolved out of the Vision, Mission and Core Values of the University. Collaboration with German organisations have enabled Centre for Social Action to systematically develop and structure its social initiatives. CSA has worked closely with Fredskorpset, Norway to understand development perspectives from Norway and implement them in the Indian context.

Student Placement



 

Industry linkages have helped in placements. Over 100 companies recruit students from the campus due to the relationship maintained with them. Some of the companies which recruit students every year are Goldman Sachs, D E Shaw, Deloitte, Ernst and Young, KPMG, SAP Labs, Wipro, Infosys, TESCO, The Leela, The Taj, The Oberoi, Indian Oil Corporation, SBI, HDFC, and Target. Due to the collaborations with The Taj, The Oberoi, Hilton, and InterContinental the Department of Hotel Management has a 100% placement record for the past many years. TCS gives preference to students who have pursued their course on Business Analytics for analytics-related opportunities. Goldman Sachs gives preference in recruitment to differently-abled students who have been sponsored by them

3.7.3 Has the university signed any MoUs with institutions of national/international importance/other universities/industries/corporate houses etc.? If yes, how have they enhanced the research and development activities of the university? Yes, the University has signed a number of MOUs with institutions of national, international importance, other universities, industries, and corporate houses.



  

MOU with Liverpool Hope University, UK has helped the University obtain projects and grants and also build research capability through collaborative research. MOU with IKST has enabled to get collaborative projects, the top Science and Technology Institute of South Korea. MOU with IFCU has enabled us to have inter-continental research collaborations and projects. MOU with Renault-Nissan has helped the University to get research collaborations with automobile industry

Excellence and Service

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Collaborations with international organisations like Fredskorpset, Norway have helped with ideas and resources on developmental works in Karnataka, Telangana and Maharashtra.

3.7.4 Have the university-industry interactions resulted in the establishment/creation of highly specialized laboratories/facilities?

Yes, university-industry interactions have resulted in the establishment and creation of highly specialized laboratories and facilities as follows:  

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Festo, a complete Automation Lab which caters to Pneumatics, Hydraulics and PLC components and software RNAIPL, a complete engine and MICRA car for establishing power train engine lab, K9 Engine for research purpose and Cut session of the engine with several engine parts for coating studies and enhancing the performance of the engine and Texas Instruments boards for education and research supplied through EdGate:

Christ University

Infrastructure and Learning Resources

Criterion IV INFRASTRUCTURE AND LEARNING RESOURCES 4.1Physical Facilities 4.1.1 How does the university plan and ensure adequate availability of physical infrastructure and ensure its optimal utilization?

The University makes elaborate plans to ensure adequate availability of physical infrastructure for its academic programmes. The Planning and Monitoring Board (PMB) of the University plays an important role in planning infrastructure facilities and ensures its optimal utilization. It is to be noted that in the recent India TodayNielsen Survey Christ University has been ranked for Infrastructure at the national level as follows: BBA 1, BCA 2, Science 4, Mass Communication 4, Arts 5, and Commerce 8. Planning and Monitoring Board The Planning and Monitoring Board is the principal planning body of the University and is responsible for the development of programmes including the policies related to infrastructure development of the University. The Board is responsible to identify, develop and propose qualitative and innovative developmental plans for the University in furtherance of its overall objectives and also to monitor the implementation/progress of plans. The Board shall be more concerned with issues of organizational significance. The faculty of the department carry out stock verification and submit the same to the HOD, which is verified by the respective dean. After the assessment, the proposals are submitted to the PMB for consideration and approval. PMB carries out need assessment to ensure adequate availability of physical infrastructure and its optimal utilization. Based on the need the University floats tenders and obtains the required information from competent firms. As a result, over the years, adequate investment has been made for the facilities meeting the requirements of buildings, classrooms, laboratories, parking facilities, library, hostels, banks and other amenities. Generally, need identification is done at the department level. Christ University is currently functioning in three locations in Bengaluru having a total built up area of 314797.45 square meters. Apart from the Hosur Road location the University is located at Kengeri and the Bannerghatta Road. Classrooms and laboratories are independent and separate for all departments. Common facilities like auditorium, IT facilities, and estate services are served by independent offices and shared by all departments.

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The infrastructure of the University is distributed in three locations in Bengaluru. The facilities at the Hosur Road have six major blocks extensively used for teaching-learning-research processes. These blocks are named as Block I, Block II, Block III Block IV, Central Block and Auditorium Block. The University has an auditorium with a seating capacity of over 2000, built with state of the art audiovisual facilities. It is considered to be one of the best in the city. The University has several other auditoria and meeting halls with varying seating capacities. A full-fledged banking branch of South Indian Bank with ATM facility and smart card usage facilities for students and staff at cafeterias, kiosks and food courts are made available in all locations. The University buses are exclusively used for educational tours, legal aid services, village visits and community services. Separate hostel facilities are available for men and women students. Adequate vehicle parking space is available for students, faculty members and visitors. Other physical facilities provided for students and faculty include Student Halls, Sports Complex and Play Grounds as presented in Table 42 to 44. The University has won the ‘Best Campus Award’ over the past several years. In the recent India Today-Nielsen Survey the University has been rated for Best Cultural Events, Best Canteen, Best Crowd, and Best Hangout Zone in Bengaluru. Common facilities such as library, conference rooms, seminar halls, panel rooms are shared by all departments. Table 42 Christ University Infrastructure at Hosur Road

Main Location Land : 21.58 acres, 87331.238 square meters Block I Built-up area 7645 square meters

25-Classrooms, 13 - Laboratories, 10 - Staff Rooms Mini auditorium 2 - Separate Wash-rooms for men and women in each floor Staff Club, 4 - Offices of Deans, Placement Office – Undergraduate 2 - Counselling Rooms, Gymnasium for women Office of Student Welfare and Activity room

With lift facility and ramp

Block II Built-up area 11774.5 square meters

47 - Classrooms, 10 - Laboratories, 36 - Faculty Cabins, 10 Staff Rooms 2 - Separate Wash-rooms for men and women in each floor 9 - Counselling Rooms, Seminar Halls Assembly Hall, Panel Rooms Centre for Digital Innovation, On-line test centre

Undergraduate Library

Reference Section 2 - Stock area

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With lift facility and ramp

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Infrastructure and Learning Resources

1443 square meters

Auditorium Block 8532 square meters

2 - Reading room Archives section, Reprography Auditorium with a capacity of 2000+ with all modern amenities, barco and barco-lighting projector/camera with wide lounge and 2 - green rooms. 19 - Classrooms, Media and Computer Laboratories 37 - Faculty Cabins, 2 - Separate Wash-rooms for men and women in each floor, Valuation Centre, Research Centre, 3 Seminar Halls IVY Hall Student Centre – 2 – Refreshments, Reprography and reading area Centre for Academic Excellence- 80 accommodation facility for staff training programmes South Indian Bank – Christ University Branch and ATM, 2 Dance Floor, 3 -Music Rooms, Cafeteria

With lift facility and ramp

Block III 1770 square meters

7 - Classrooms, 18 - Faculty Cabins 2 - Separate Wash-rooms for men and women in each floor 8 - Research cabins

With lift facility and ramp

Block IV Basement 2653 square meters

Multipurpose hall , 5- varieties of refreshment stalls, Study area and place for group discussions and exhibit area for departmental needs

With lift facility and ramp

Block IV Academic area 17174 square meters

69 - Classrooms, 120 - Faculty Cabins 2 - Hotel Management Kitchen/Service Lounge (Dining Hall) /storage area Separate Wash-rooms for men and women in each floor Conference Halls Auditorium – 800 seating capacity

With lift facility and ramp

Central Block Basement 3500 square meters (Cellar)

120 - Four wheeler parking facility exclusive for faculty members

With lift facility and ramp

Central Block Basement 3500 square meters (silt Floor)

Multipurpose hall with book stall, 5 - varieties of refreshment stalls, Campus store- place for University labelled items, Reprographic and internet cafe. Study area and place for group discussions and exhibit area for departmental needs

With lift facility and ramp

Central Block Academic Area 28224 square meters (0 to 10 Floors)

15 - Offices of Central Administration 118 - Classrooms, 4 - Laboratories, Staff Room, 223 - Faculty Cabins 3 - Separate Wash-rooms for men and women in each floor, 2 Counselling Rooms Knowledge Centre (PG, Law Library) 5781Sqmts. Seminar Halls in the IX floors Conference Rooms, 9 - Discussion cabins on all the floors

With lift facility and ramp

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Attendance signing area for Faculty members and staff, 5Alternate floors with wide lounge with reading tables and chairs, Postgraduate Library Various Centres and Offices of the University Prayer Hall (Chapel), Health Club (Gymnasium) Green view–Studio for video recording Sky View-Auditorium with 350 plus seating capacity with all modern sound and light facilities Campus View- Auditorium with 1500 capacity with all modern sound and light facilities

Student Halls Jonas Hall (womens Hall) 9678 square meters

(Accommodation facility for 323 female students) 200 bed rooms in twin and triple sharing facility Recreation hall, Prayer Hall Study Hall, Health Club (Gymnasium) Warden Rooms Washrooms and washing and open area for drying clothes in each floor Solar powered water heaters Supervised by Qualified Nurse and Warden

With lift facility and ramp

Student Halls Kuriakose Elias Chavara Hall Block (Mens Hall) 10121 square meters

(Accommodation facility for 390 male students) Basement - 1185 square meters (used as a multipurpose hall) 32- Rooms in twin, 60 - triple and 30 - four sharing Recreation hall, Study Hall 7 warden rooms, 18 rooms for visiting faculty Washrooms and washing and open area for drying clothes in each floor Solar power is tapped for hot water and lighting Supervised by Wardens

With lift facility and ramp

Sports Complex 1322 square meters

Separate change rooms for men and women 8 Washing Area 8 Dormitory, Table tennis court Food court

Play Grounds: 31286 square meters

Additional Features in the Campus

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Two Flood-lit basketball courts Five Basket-ball Courts (without flood lit) Two Football/Cricket Field with 400 mm track Three Throw-ball courts Two Volley-ball Court Hockey Field Two Cricket Net Practising area Flood Lit Tennis Court Birds Park with a band stand and a refreshment stall Bore-wells – 5 nos Sewerage Treatment Plant – recycles up to 2 lakhs litres of waste water per day Recycled water is used for garden maintenance Waste Paper recycling unit

Christ University

Infrastructure and Learning Resources

Dry leaves and food waste are converted as manure for garden plants Food waste is converted into biogas Poly House to produce plant seedlings Solar power is adopted in few areas of the campus for lighting Lawn ,Pathways, relaxation seats in the gardens Open parking for 2 and 4 wheelers 15000 square meters

Two Wheeler Parking 200-300- For students, 50 - faculty, 500 Two Wheeler Parking for staff members, 50 - guests and visitors

Non Teaching Staff Quarters 640 square meters

Single bedroom accommodation – 25 homes with 24 hours water and power facility.

Provided with Security

Infrastructure at Kengeri: The facility at Kengeri has a built up area of 304000 square meters (16.75 Acres) and consists of 5 blocks named as Block I, Block II, auditorium Block, Block III, Block IV, and Block V. In addition to the above Blocks, it provides Halls for women–Christ Hall – 200 beds, Open Auditorium, Band Stand Block V, and Residential facility for visiting faculties. Devadan Hall with Research Labs for Botany and Engineering and seminar and Discussion Halls, Men’s Hall, accommodation facility for Men’s cafeteria with 800 seating capacity, Rooms with twin, triple and four sharing facility, Recreation hall, Study Hall, warden rooms, Washrooms and washing and open area for drying clothes. Solar power is tapped for hot water and lighting with lift facility and ramp, Playgrounds- Flood-lit basketball courts, Basket Ball Courts–2 Nos without flood lit, Football/Cricket/Hockey field, Throw ball court, Volley Ball Court, Tennis Court and Badminton courts are also provided. The Additional infrastructure includes Birds Park, Bore-wells, Chavara Chapel-A prayer hall with a seating capacity of 700 people and a Sewerage Treatment Plant which recycles up to 2 Lakhs litres of waste water per day. Recycled water is used for garden maintenance. Dry leaves and food waste are converted as manure for garden plants. Two plant nurseries produce new plant seedlings. Solar power is adopted in few areas of the campus for lighting, Lawn, Pathways, relaxation seats in the gardens, seven rainwater harvesting tanks with 8000 square meters area, Reverse Osmosis plant for drinking water, Sewage Treatment Plant and storage tanks, Medicinal Herbal Garden, South Indian Bank ATM and Open parking for four and two wheelers. Excellence and Service

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Table 43 Christ University infrastructure at Kengeri

Kengeri location Land : 16.75 acres, 67784.905 square meters Block I Built-up area 6691 square meters

Workshop 600 Sqm Block II Built-up area 7064 square meters Block III 8970 square meters

Block IV 8673 square meters

Administrative offices and directors rooms Auditorium with a capacity of 320+ with all modern amenities 12 - Classrooms, 3 - Laboratories, 4 - Staff rooms Separate wash-rooms for men and women Conference Hall, Library- 1, Computer Lab, Cafeteria, refreshment stall

With lift facility and ramp

Workshop for Faculty for Engineering 22 - Classrooms, 9 - Laboratories 45 - Faculty Cabins Separate Wash-rooms for men and women Seminar Hall- Gallery hall Visitors Room

With lift facility and ramp

Auditorium with a capacity of 450+ with all modern amenities 37 - Classrooms, 12- Laboratories, Faculty Rooms Separate Wash-rooms for men and women Music Room

With lift facility and ramp

Library Cafeteria Separate Gymnasium for Men and Women Student Activity Centre South Indian Bank ATM 5 - Laboratories

With lift facility and ramp

Halls for Womens Christ Hall 200 beds 2460 square meters

40 - Rooms in twin, 36 - triple sharing facility Recreation hall, Prayer Hall, Study Hall Health Club (Gymnasium), 4 -Warden rooms Washrooms and washing and open area for drying clothes Solar power is tapped for hot water and lighting Supervised by Wardens

Open Auditorium 2400 square meters

Stage and green rooms with complete state of the art audio and lighting arrangements with moveable seating facility. With 2500 seating capacity

Band Stand

Place is widely used for outdoor classes and discussions and student activities

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With lift facility and ramp

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Infrastructure and Learning Resources

Block V 6708 square meters

Residential facility for visiting faculties with 36, and 2 BHK and 18 1 BHK entirely furnished accommodations with Wi-Fi, Television with cable network and a kitchen and refrigerator with essential amenities

Devadan Hall Ground Floor 4440 square meters

Botany Research Labs and seminar and Discussion Halls Faculty of Engineering - Festo Lab Faculty of Engineering - Automobile Lab Faculty of Engineering - Separate Wash-rooms for men and women

Devadan Hall Mens Hall 19240 square meters Non Teaching Staff Quarters

(Accommodation facility for 980 male students) cafeteria with 800 seating capacity Rooms in twin, triple and four sharing facility Recreation hall Study Hall Warden rooms Washrooms and washing and open area for drying clothes Solar power is tapped for hot water and lighting

With lift facility and ramp

36 single bed room accommodations

Prayer Hall 800 Sqm

Prayer hall

Automobile Lab 6760square meters

Under construction

Play Grounds 30000 square meters

Two Flood-lit basketball courts Two Basket-ball Courts–without flood lit Two Football/Cricket/Hockey field with 400 mt track Two Throw-ball courts, Two Volley-ball Courts Tennis Court, Two Badminton Courts

Additional Features in the Campus

With lift facility

Birds Park Bore-wells–6 nos Saint Kuriakose Elisas Chapel- A prayer hall with a seating capacity of 700 people Sewerage Treatment Plant – recycles up to 2 lakhs of waste water per day, used for garden and lawn Recycled water is used for garden maintenance Dry leaves and food waste are converted as manure for garden plants Two plant nurseries to produce new plant seedlings Solar power is adopted in few areas of the campus for lighting

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Lawn ,Pathways, relaxation seats in the gardens Rainwater Harvesting Tanks – 7 Nos – 8000square meters Reverse Osmosis plant for drinking water Sewage Treatment Plant and storage tanks Medicinal herbal garden South Indian Bank ATM Open parking 5000 square meters

Parking for 2 and 4 wheelers of Faculty, Staff and students and University Buses

Infrastructure at Bannerghatta Road Location: This is currently under construction with a built up area of 10000 square meters (2.5 Acres) and consists of Academic Block I, Auditorium Block, Student Halls (for Male students) and 3 basements for 2 wheelers and 4 wheelers parking Table 44 Christ University infrastructure at Bannerghatta Road

Bannerghatta Road location Land : 2.28 acres, 9226.841 square meters Academic Block Built-up area 7872 square meters

35 - Classrooms 10 - Faculty Rooms Seminar Halls Conference Halls Separate Wash-rooms for men and women

With lift facility and ramp

Auditorium Block

With lift facility and ramp

Built-up area 8756 square meters

15 - Classrooms 144 - Faculty Rooms Separate Wash-rooms for men and women Library with Internet and Wi-Fi facility Auditorium with 1000 seating capacity Cafeteria with 500 + seating facility Gymnasium 3 - Laboratories Book Store and Reprography centre

Student Halls (Male) 6342 square meters

(Accommodation facility for 250 male students) 126 - Rooms in triple sharing facility 30 Visiting Faculty rooms 7 - Supervised by Wardens

With lift facility and ramp

3 basements 20919 square meters

Parking for 2500 Nos and 4 wheelers of Faculty – 300 Nos, Staff and students

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Infrastructure and Learning Resources

There is adequate water availability in all locations. The University depends exclusively on groundwater supply through bore wells and sumps with storage capacity in overhead tanks. The University also has rainwater harvesting facilities. The University depends on BESCOM with a capacity of 250 transformer (Main Block) and 1000 KVA transformer (Auditorium) and 550 KVA transformer at Kengeri campus and Ac capacity of 375 Ton and 109 ton at the main campus and Kengeri campus respectively as mentioned in Table 45 - 47. Table 45 Transformers with capacity with venues

Campus

Transformer Capacity

Venue

Hosur Road Location

1000 KVA

Near Auditorium

250 KVA

Main Block

Kengeri Location

500KVA

Block I

Table 46 Generator capacity with venues

Campus

Generator Capacity

Venue

Main Campus

600 KVA

Auditorium Block (Lighting/A/c)

500 KVA

Junior College/BI/CB/KH/BIV

320 KVA

Block III/Jonas Hall

250 KVA

Junior College/BI/CB/KH/BIV

200 KVA

Guest Room/B.B.M

200 KVA

Block II/UG Library

82.5 KVA

Auditorium (Sounds)

320 KVA

Behind Block V

500 KVA

Behind Block V

250 KVA

Behind Block V

75 KVA

Behind Block V

Kengeri Campus

Table 47 Air conditioners (capacity with venues)

Locations

Air Conditioners (Capacity)

Hosur Road

375 ton

Kengeri

109 ton

4.1.2 Does the university have a policy for the creation and enhancement of infrastructure in order to promote a good teaching-learning environment? If yes, mention a few recent initiatives.

Yes, the University has a policy to provide state-of-the-art infrastructure to promote the best teaching-learning environment. Policies are reviewed periodically especially to accommodate technological changes and teaching pedagogies. Excellence and Service

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Every block has classrooms with LCD facility, OH Projectors, Wi-Fi connectivity, comfortable seating for students, adequate lighting and fans. The University Library has space for additional shelves and reading area for creation and enhancement of library resources. The library updates with newer additions. The University has 20 computer labs that accommodate up to 850 students at a time. As the University is Wi-Fi enabled students extensively use their laptops to access online resources. The labs are equipped with the latest technology with higher end configuration computer systems. The University hosts its own servers to facilitate students and faculty with services like ERP system, LMS, IVRS, Library, digital learning etc. High availability of these services is implemented through load balancing and latest high configured servers to facilitate teaching, learning and academic administration. Internet connectivity is provided through leased lines at the rate of 3.22 Gbps. The University has well equipped laboratories with all necessary apparatus and equipments. Advanced equipments and facilities are provided in research centre and for specialized programmes like Hotel Management. Audio-Visual and Communication Systems are used efficiently used by the University. Well equipped Seminar and Conference Halls facilitate academic as well as co-curricular activities. The University has provided and upgraded ample space and facilities for sports and games–exclusive playgrounds for basketball, volleyball, football and hockey, sports equipments and a gym. A team of qualified and trained physical education instructors oversee sports activities. Some of the recent initiatives taken during the last 2 years are as follows: 1 Establishment of the Centre for Concept Design with state-of-the-art facilities (Green View Studio)–which works for the development of lecture videos by faculty and preparation of other digital content; 2 Effective implementation of Learning Management System (LMS) 3 Campus Radio 4 Live TV – for campus telecast from the Main Auditorium 5 Knowledge centre 6 Two Research Labs–Phytochemistry and Pharmacognosy Lab, Plant Tissue Culture lab 7 Installation of smoke detectors 4.1.3 How does the university create a conducive physical ambience for the faculty in terms of adequate research laboratories, computing facilities and allied services?

The University creates a conducive physical ambiance for the faculty in relation to research laboratories and computing facilities based on the needs and requirement 140

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of departments. All department laboratories are equipped with necessary equipments and instruments to facilitate research. Laboratory equipments are upgraded regularly. Computing facilities are provided to teachers and students. Research scholars have Wi-Fi connectivity, research cabins and access to several online research data bases to carry out their research. 4.1.4 Has the university provided all departments with facilities like office room, common room and separate rest rooms for women students and staff?

Yes, All departments in every block across the locations of the University have well-furnished faculty/office cabins. Wash rooms/rest rooms provided on all floors separately for staff and students (separately for men and women). In a few blocks well furnished faculty lounges equipped with Television sets are made available for faculty interactions. There is also a health centre with a fulltime medical practitioner with first-aid services. 4.1.5 How does the university ensure that the infrastructure facilities are disabledfriendly?

The University has ensured a disabled-friendly infrastructure by providing elevators and ramps in all the Blocks. Besides wheel chairs, electric cars are also available for their movement from one Block to another. 4.1.6 How does the university cater to the requirements of residential students? Give details of

ď&#x201A;ˇ ď&#x201A;ˇ ď&#x201A;ˇ

Capacity of the hostels and occupancy (to be given separately for men and women) Recreational facilities in hostel/s like gymnasium, yoga centre, etc Broadband connectivity/Wi-Fi facility in hostels

The University caters to the requirements of residential students by providing adequate physical infrastructure and basic amenities with advanced features. Table 48 Facilities for residential students

Student Halls Jonas Hall (Womens Hall) 9678 square meters

(Accommodation facility for 323 female students) 200 bed rooms in twin and triple sharing facility Recreation hall Prayer Hall Study Hall Health Club (Gymnasium) Warden Rooms Washrooms and washing and open area for drying clothes in each floor Solar powered water heaters Supervised by Qualified Nurse and Warden

Excellence and Service

With lift facility and ramp

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Student Halls Kuriakose Elias Chavara Hall Block Mens Hall 10121 square meters

(Accommodation facility for 390 male students) Basement - 1185 square meters (used as a multipurpose hall) Rooms in twin, triple and four sharing facility Recreation hall Study Hall 7 warden rooms 18 rooms exclusively for visiting faculties Washrooms and washing and open area for drying clothes in each floor Solar power is tapped for hot water and lighting Supervised by Wardens

With lift facility and ramp

Christ Hall Halls for Womens 200 beds 2460 square meters

(Accommodation facility for 200 female students) Rooms in twin, triple sharing facility Recreation hall Prayer Hall Study Hall Health Club (Gymnasium) warden rooms Washrooms and washing and open area for drying clothes Solar power is tapped for hot water and lighting Supervised by Wardens

With lift facility and ramp

Devadan Hall

With lift facility and ramp

Mens Hall 19240 square meters

All the student halls are provided with recreational facilities like gymnasium, yoga centre, prayer hall, common reading and leisure area and are well connected with broadband and Wi-Fi connectivity 4.1.7 Does the university offer medical facilities for its students and teaching and nonteaching staff living on campus?

Yes, the University has a health centre with the services of a fulltime medical practitioner and two qualified nurses available on the campus. The University also has a provision for students to avail services of two nearby hospitals, St Johnâ&#x20AC;&#x2122;s Medical College and National Institute of Mental Health and Neuro Sciences.

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4.1.8 What special facilities are available on campuses to promote students’ interest in sports and cultural events/activities?

State-of-the-art physical infrastructure facilities and playgrounds for sports are made available to the students. Trainers and professional coaches have been employed to train the students in various sports. Facilities are as follows: Table 49 Facilities to promote students’ interest in sports and cultural events

Sports Complex 1322 square meters

Separate change rooms for Mens and Womens Washing Area Dormitory Table Tennis Court Food court

Play Grounds: 31286 square meters (Main Campus)

Two Flood-lit basketball courts Five Basket-ball Courts (without flood lit) Two Football/Cricket Field with 400 mm track Three Throw-ball courts Two Volley-ball Court Tennis Court Hockey Field Two Cricket Net Practising area

Play Grounds 40000 square meters (Kengeri Campus)

Two Flood-lit basketball court Two Basket-ball Courts–without flood lit Two Football/Cricket/Hockey field with 400 mt track Two Throw-ball court Two Volley-ball Court Tennis Court Two Badminton Courts

4.2 Library as a Learning Resource 4.2.1 Does the library have an Advisory Committee? Specify the composition of the committee. What significant initiatives have been taken by the committee to render the library student/user friendly?

Yes, the library has an Advisory Committee which comprises of:  Chief Finance Officer–Chairman  Librarian–Convenor  Registrar–Member  Director, Faculty of Engineering–Member  One faculty each from every Deanery–Members  Two Assistant Librarians–Members  An External Expert in the field of Library and Information Science

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Some of the major initiatives taken up by the committee are:  An additional 4 storey library space with latest facilities, namely Knowledge Centre with 90 computer work stations with internet facility and reprography facility  Soft copies of previous years question papers, MPhil thesis and faculty publications in the library repository for easy access by faculty and students.  Introduction to online databases and e-books facility such as JSTOR, EBSCO, Indiastat, Mathscinet, Sage Journals, LexisNexis, Westlaw, Manupatra, Emerald, Hein online, ProQuest ABI/INFORM, ProQuest Research Library, ProQuest Theses and Dissertations, ProQuest Science, ProQuest Newsstand, SpringerLink, OECD Library, Ebrary, Elgar online, IEEXplore etc  Library management is done by using library software KOHA 4.2.2 Provide details of the following:

* Total area of the library (in Sq. Mts.) * Total seating capacity

5781 sq mts 1230

* Working hours regular, before and during exams 08.00 am–09.00 pm On holidays Closed Vacation 08.00 am–05.00 pm * Layout of the library (individual reading carrels, lounge area for browsing and relaxed reading, IT zone for accessing e-resources)

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Excellence and Service

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MAIN LIBRARY FIRST FLOOR LAYOUT UG Library STACK SECTION RACKS

READING TABLE

OPAC

STAIRCASE

UG Library MAIN LIBRARY GROUND FLOOR LAYOUT Periodicals

Newspaper s

Door to Book Stack

New Arrivals center

center

Reference section

Reference Reading Area Checkout Counter Stack Section

Computer Centre

Glass Partition

Security gate

General Reading Area

ENTRANCE

Door

Property counter

Toilet

Books processing room

Librarian Photocopy

Staircase

Figure 3 Layout of the Libraries â&#x20AC;&#x201C; Knowledge Centre, Engineering Library, UG Library

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* Clear and prominent display of floor plan; adequate sign boards; fire alarm; access to differently-abled users and mode of access to collection Yes, there is a clear display of sign boards, hoardings, racks, fire alarm, and access to differently-abled users. The Libraries follow open access system and provide assistance to scholars. 4.2.3 Give details of the library holdings: * Print (books, back volumes and theses)

: 2,20,524

* Average number of books added during the last three years

: 18812

* Non Print (Microfiche, AV)

: 2776

* Electronic (e-books, e-journals)

: 18 online databases

* Special collections (e.g. textbooks, reference books, standards, patents)

: 4020 bound vols of journals; 8630 law reports and case

* Book Banks

: Nil

* Question Banks

: 4485 question papers-online

4.2.4 What tools does the library deploy to provide access to the collection? * OPAC

: Yes KOHA

* Electronic Resource Management package for e-journals

: Yes

* Federated searching tools to search articles in multiple databases

: Yes, â&#x20AC;&#x2DC;Summonsâ&#x20AC;&#x2122;

* Library Website

: Yes. http://library.christuniversity.in

* In-house/remote access to epublications

: Yes. Romote and IP based

4.2.5 To what extent is ICT deployed in the library? Give details with regard to * Library automation

: Yes, KOHA

* Total number of computers for general access

259

* Total numbers of printers for general access

* Internet band width speed

3.22 Gbps

* Institutional Repository

Yes, repository.christuniversity.in (e-prints)

* Content management system for elearning

Moodle

* Participation in resource sharing networks/consortia

Yes, Delnet andInstitutional membership with British Council Library IIM-B Library and ISEC

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4.2.6 Provide details (per month) with regard to * Average number of walk-ins

: 14500

* Average number of books issued/returned

: Issued 12,349, Returned: 12, 548

* Ratio of library books to students enrolled

: 14: 1

* Average number of books added during the last four years * Average number of login to OPAC (KOHA)

: 18331 per year

* Average number of login to e-resources

: 1000 per Month

* Average number of e-resources downloaded/printed

: 3000 downloads per month

* Number of IT (Information Technology) literacy trainings organized

: 8 training programmes per year

: 42000 Logins per Month

4.2.7 Give details of specialized services provided by the library with regard to * Manuscripts

: Nil

* Reference

: Yes

* Reprography/Scanning

: Yes

* Inter-library Loan Service

: Yes, Institutional member of IIM-B Library; British Council Library; ISEC, Library and DELNET.

* Information Deployment and Notification

:Through Notice Board, Email and Bulk SMS

* OPACS

: Yes, Web KOHAâ&#x20AC;&#x201C;Can be accessed anywhere

* Internet Access

: Yes, All the libraries are Wi-Fi enabled with computers and internet access

* Downloads

: Yes

* Printouts

: Yes

* Reading list/ Bibliography compilation

: KOHA

* In-house/remote access to e-resources

:for some databases remote access is available, while others are through static IP based access

* User Orientation

: Yes, provided for all students, faculty and staff

* Assistance in searching Databases

: Yes, Faculty and staff help scholars in locating information

* INFLIBNET/IUC facilities

: Yes

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4.2.8 Provide details of the annual library budget and the amount spent for purchasing new books and journals. Table 50 Annual library budget and amount spent on new books and journals

Year

Budget allocation in INR

Actual utilization in INR

2010-11

20,265,000

28,656,055

2011-12

26,333,000

33,167,056

2012-13

31,894,000

23,899,953

2013-14

29,115,000

23,395,633

2014-15

33,200,000

38,180,106

4.2.9 What initiatives has the university taken to make the library a ‘happening place’ on campus?

The library is renamed as Knowledge Centre to turn it into knowledge and ‘happening place’. Several initiatives have been taken to attract and sensitize the students and faculty to use library resources optimally such as Bookmark–Annual Book Exhibition, and Discussion Rooms in the Knowledge Centre, Book Club, library research-based CIA, compulsory library hours for MPhil and PhD scholars, online resources, and Braille text. 90 Computer terminals to access online databases, reference books and year books exclusively for reference on a dedicated floor of the Knowledge Centre, separate section for Magazines, Newspapers and General Reading. 4.2.10 What are the strategies used by the library to collect feedback from its users? How is the feedback analysed and used for the improvement of the library services?

Annual Student Satisfaction survey involves questionnaire having feedback and reviews. There are 10 questions based on library aspects. Faculty Feedback, Student feedback and evaluation are also taken. Library Services have been continually ranked the highest for the last five years in the Annual Student Satisfaction Survey. The outcome of the analysis of the student feedback is considered to sustain and improve library facilities and overall experience. 4.2.11 List the efforts made towards the infrastructural development of the library in the last four years.

    

Installation of anti-theft devices Use of Bio-Metric Access Gates Text-scanning for visually challenged students Procured Jaws software for use of visually challenged and dyslexia students Procurement of Braille books

Excellence and Service

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4.3 IT Infrastructure 4.3.1 Does the University have a comprehensive IT policy with regard to * IT Service Management

: Yes

* Information Security

: Yes

* Network Security

: Yes

* Risk Management

: Yes

* Software Asset Management

: Yes

* Open Source Resources

: Yes

* Green Computing

: Yes

4.3.2 Give details of the university’s computing facilities i.e., hardware and software

The University provides a wide range of computing facilities as follows: * Number of systems with individual configurations

: 1430

* Computer-student ratio

: 1:12 (Excluding student laptops)

* Dedicated computing facilities

: University has 11 Computer labs

* LAN facility

: Yes, the campus has 100% LAN facility

* Proprietary software

: Knowledge Pro-ERP, SPSS, MATLAB, Origin, IBH, Windows, MS Office, SAP 01, JAWS, NVivo, EViews, InDesign, MacPro, Protools, FCP, LogicPro, Motion, ISSUU among others.

* Number of nodes/computers with internet facility

: Desktops – 1430; Laptops – 13, 832; Tablets – 187; Smartphones – 1004

* Any other

: Apart from the other IT facilities, Microsoft Dreams Spark membership has been provided to faculty and lab systems to install genuine Microsoft Products.

4.3.3 What are the institutional plans and strategies for deploying and upgrading the IT infrastructure and associated facilities?

The University has a number of plans and strategies for deploying and upgrading the IT infrastructure and associated facilities as listed below:  Networking Infrastructure upgrade by implementing Virtual LAN (VLAN) Setup covering the entire campus  Departmentwise focus on VLAN setup to enhance the network performance  Centralized monitoring and maintenance of Network infrastructure by implementing manageable switches and high configured centralized Monitoring Switch  Network bandwidth management by effectively classifying the network for administrative offices/Faculty members/students and Wi-Fi Devices

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

Network Layout topology to be upgraded from ring topology to star topology to enforce high availability of LAN facility and backup  LAN cabling implementation to be isolated for desktop systems and Wi-Fi devices across the campus  Number of Wi-Fi devices to be upgraded to attain 100% campus Wi-Fi enabled.  Implementation of Manageable Wi-Fi Active devices to control centralized monitoring and management 4.3.4 Give details on access to on-line teaching and learning resources and other knowledge and information database/packages provided to the staff and students for quality teaching, learning and research.

The University provides a number of facilities to enhance quality teaching, learning and research. Following are some of the initiatives:  Learning Management System is a system for Staff and students for Online teaching and learning. Moodle is the application used.  Gmail applications like Gmail, Google Drive, Docs, Calendar, Sheets and Slides are used by staff members and students.  High Configured Servers have been implemented for the effective usage of video sessions through Moodle platform  Intranet Databank has been provided to students to download eBook, articles and study materials  Online Databases are made available for students to access books, articles, journals and research publications as detailed in 4.2.1  Repository service has been provided to assist students in the preparation for examinations by providing questions papers of the previous years  Access to e-journals and online databases have been provided for research, selflearning and assignments and presentations  Online library catalogue has been provided to search books, new book arrival details, online renewal/reservations  SMS and email alerts for all transactions  Digital learning training team takes the responsibility to assist and train staff and faculty in IT related activities. The team also trains faculty members to prepare and implement Online Certification courses using Moodle.  Office of IT Services coordinates and implements the SAP 01 certification programme. SAP01 which is procured by the University from SAP Ltd for Rs.1.7 Crores is offered to students and faculty without charging any fee. A joint certificate from SAP and Christ University is issued to all the successful students. 4.3.5 What are the new technologies deployed by the university in enhancing student learning and evaluation during the last four years and how do they meet new/future challenges?

Following are the new technologies deployed by the University in enhancing student learning and evaluation during the last four years.  Learning Management System–Moodle  Campus Management Software-Knowledge Pro Excellence and Service

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     

Email services from Google Online Digital sessions (Video Sessions) by faculty members Online Library Services Classwise group mail facility–group Mobile applications—Online attendance application for the faculty members Interactive Voice Response System (IVRS)- For attendance, exam results and admission status

Faculty members and students extensively use the new technologies implemented by the IT team to enhance effectiveness of teaching and learning. Online and live communication is practiced between faculty and students to extend the classroom sessions out of the campus. Group Mail ID has been assigned to each class of all programmes to enhance the effectiveness of communication. Faculty evaluation is done by students using Knowledge Pro to analyze and evaluate faculty performance. 4.3.6 What are the IT facilities available to individual teachers for effective teaching and quality research?

The University offers the following facilities to teachers for effective teaching and quality research Access and privilege to create and manage courses and various activities in Learning Management system (LMS)  Facility to upload digital video sessions in LMS  Google Apps (Gmail, Calendar, Docs, Sites etc.) to communicate effectively and to share documents  Group mailing facility for easy communication classwise  Desktop systems and printer facility  Wi-Fi facility to Laptop, Tablets and Mobile phones  IT infrastructure support team to handle IT related queries. Tool to track time bound resolutions of issues and queries.  LCD facility in classrooms  Scanning facilities 4.3.7 Give details of ICT-enabled classrooms/learning spaces available within the university? How are they utilized for enhancing the quality of teaching and learning?



 

152

All classrooms are ICT-enabled. Classrooms are equipped with LCD projectors, LCD display screens, and audio-video facilities. The entire campus is Wi-Fienabled with free internet access to students and staff. Data analysis software such as SPSS, MATLAB, NVivo, EViews and eresources and other proprietary software are made available. The departments have computer, books, online journals and databases for faculty to prepare computer-aided teaching-learning material. Faculty members are provided with institutional laptops, desktop computers and tablets.

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4.3.8 How are the faculty assisted in preparing computer-aided teaching-learning materials? What are the facilities available in the university for such initiatives?



 

  

Centre for Concept Design is an exclusive Centre to help teachers develop digital learning modules and courses. They also assist in recording the digital content as well as in compiling and editing the same. Session on LMS by training team with user manual to assist faculty members to maintain and implement courses in LMS Digital training sessions by IT team helps faculty members to have hands-on training on useful digital tools to prepare computer-aided teaching and learning materials The departments have computers to prepare computer-aided teaching-learning material Internet facility has been provided to desktops, laptops, tablets and mobile phones Faculty members are trained and provided with assistance to produce digital content

4.3.9 How are the computers and their accessories maintained?

The University has an Annual Maintenance Contract with Micro Hard Services Pvt. Ltd for onsite software and hardware related issues. Their services are monitored by dedicated IT team of Christ University, supervised by faculty members. 4.3.10 Does the university avail of the National Knowledge Network connectivity? If so, what are the services availed of?

Yes, one Gbps connectivity to National Knowledge Network is currently availed. The deployment involves co-sharing of information between different departments, remote access to advanced research facilities, virtual libraries, and sharing of high-performing computing. 4.3.11 Does the university avail of web resources such as Wikipedia, dictionary and other education enhancing resources? What are its policies in this regard?

Yes, the University avails access to web resources such as Wikipedia and edictionaries and other resources such as MOOCs provided by Coursera, Edx, FutureLearn, Udacity, and NPTL. The University actively promotes students to create and use resources in Wikipedia both in English and Indian languages. MOOCs are integrated into internal assessment of the courses. 4.3.12 Provide details on the provision made in the annual budget for the update, deployment and maintenance of computers in the university Table 51 Provision in annual budget for update, deployment and maintenance of computers

Year

Budget allocation in INR

2010-11 Excellence and Service

6,500,000

Actual utilization in INR 13,872,555 153

Self Study Report

2011-12

6,904,000

19,835,207

2012-13

16,828,000

24,915,860

2013-14

39,020,000

30,394,845

2014-15

19,900,000

22,666,414

4.3.13 What plans have been envisioned for the gradual transfer of teaching and learning from closed university information network to open environment?



     

Christ University has agreed to share its learning resources such as video lectures and digital course modules with the Higher Education Council of Karnataka to be shared with all the universities and colleges of Karnataka. University will continue to make the syllabus available for the benefit of others. Digitization of all University publications and sharing with open access The University plans to make multi-media content across all the programmes Realtime recording and sharing of lectures with open access Live-streaming of University lectures and programmes Campus FM Radio and Internet TV

4.4 Maintenance of Campus Facilities 4.4.1 Does the university have an estate office/designated officer for overseeing the maintenance of buildings, class-rooms and laboratories? If yes, mention a few campus specific initiatives undertaken to improve the physical ambience.

Yes, the University has a dedicated Estate Office and a designated Estate Officer. Some of the campus-specific initiatives are maintenance of Zero-Waste Campus, rainwater harvesting, water-recycling, and disable-friendly buildings among others. 4.4.2 How are the infrastructure facilities, services and equipments maintained? Give details.

The University has appointed fulltime staff for maintenance of infrastructure services and equipments. There are specialized staff for building maintenance and include electricians, plumbers, gardeners and other support staff. The University computer labs, information and communication equipment/ instrumentation and maintenance, networkings are under annual maintenance contract with Micro Hard Services (P) Ltd. The routine maintenance of other labs is done in-house, whereas professional agencies are engaged for major maintenance issues. Any other information regarding Infrastructure and Learning Resources which the university would like to include. 

154

Apart from the other facilities faculty members in many departments are provided with tablet computers to aid teaching-learning and research.

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 



School of Law uses Rainmaker, learning resource as in integrating it into the legal curriculum. Campus Radio—Decibel is an online radio station managed by students of Media Studies, where they hone their skills in the nuances of broadcast journalism. The University has a separate Office of Security Serivices headed by a Chief Security Officer taking care of the vigilance and security needs of the University on a day to day basis. The University as part of its extension services permits the use of its various facilities to key stakeholders such as government organizations, NGOs, institutions, boards and industry for academic-related activities such as meetings, AGMs discussions, workshops and competitive entrance examination services.

Excellence and Service

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Criterion V STUDENT SUPPORT AND PROGRESSION 5.1 Student Mentoring and Support 5.1.1 Does the university have a system for student support and mentoring? If yes, what are its structural and functional characteristics?

Yes, the University has a well-structured system for student mentorship and support involving the faculty, counsellors, parents and peers. The Director of Student Affairs heads student support and mentoring in the University as related to attendance, discipline, grievances, extracurricular activities etc. The Director works in consultation with the Deans in matters of student support. Deans, HODs and faculty members are involved in mentoring, remedial, tutorials for slow learners, programmes for advanced learners and overall well being of the students in terms of academic and personal growth. The Centre for Counselling and Health Services plays a key role in mentoring students who need psychological support. Peer mentoring is carried out on issues related to teenagers like rash driving, healthy living etc. Every year faculty train a group of 200 peer-mentors who involve in both, group and individual mentoring. They regularly keep in touch with Counsellors. The University involves the parents in the academic progress and disciplinary matters of the students. For International students apart from the above mentioned system, the Director, International Office regularly meets students and monitors their progress and needs. 5.1.2 Apart from classroom interaction, what are the provisions available for academic mentoring?

Academic mentoring is carried out beyond classrooms and teaching hours. Academic mentors are allotted to a group of around 15 students. The mentor and students meet regularly (usually once /twice a week) as per the time table. Mentors identify slow learners and advanced learners and maintain relevant records. Advanced learners are encouraged and introduced to different programmes where they put their talents to use. Slow learners are extended help either through peer learning or through remedial classes or discussion sessions conducted by teachers, to improve their capabilities. Excellence and Service

157

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Mentors closely monitor their academic progress with respect to marks/percentages/ranks in individual subjects. They keep a record of the scores obtained by the students in examinations and internal assessments. They mentor the students depending on their individual/group needs. The Faculty also mentor the students in choosing internships and career-related decisions. 5.1.3 Does the university have any personal enhancement and development schemes such as career counselling, soft skill development, career-path-identification, and orientation to well-being for its students? Give details of such schemes.

Yes, the University has personal enhancement and development schemes to help the holistic development as well as career planning of students. 



Soft Skill Development: Mandatory foundation courses in Holistic Education for the first four undergraduate and first two postgraduate semesters focus on personal, interpersonal and societal skills. Besides these the departments conduct personality development workshops, leadership programmes and many skill building workshops for the students. Career Counselling: Centre for Career Guidance and Placements organises orientation programmes on career guidance for the final year students. Students register online for campus placements. Career Counselling is done by placement officers along with specialisation experts. Students are offered training programmes on resume writing, public speaking, general knowledge, grooming, business etiquettes and other career-related matters. Orientation to Well-being: University organises programmes focussing on well-being of students at three levels. At the first level, at the beginning of each academic year a general orientation is organised for all students deanery wise on the first instruction day. At the second level, during the course of the semester peer educators speak to each class focussing on topics vital to the life of youth such as psycho-sexual health and overcoming/staying away from substance abuse. At the third level the University conducts foundation courses across the programmes on personal, interpersonal and societal skills. Co-curricular and Extra-curricular: In keeping with the University’s Mission of creating a nurturing environment for a holistic development, activities like Darpan—a talent search competition, In-Bloom—an interdeanery competition and In-Bloom—an inter-collegiate/university competition are organised. These events provide a platform to the students to showcase their hidden talents. Such activities promote team spirit, and leadership attitudes in them.

5.1.4 Does the university provide assistance to students for obtaining educational loans from banks and other financial institutions?

Yes, the University provides assistance to students for obtaining educational loans from banks and other financial institutions. The University gives recommendation letters to the needy students who apply for educational loans. 158

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5.1.5 Does the university publish its updated prospectus and handbook annually? If yes, what are the main issues/activities/information included/ provided to students through these documents? Is there a provision for online access?

Yes, the University publishes its prospectus and handbook annually. These documents provide a brief on the University, its Vision, Mission, Core Values, facilities, details of all academic programmes, assessment rules, grading pattern, list of certificate programmes, international programmes, Holistic education, Campus culture Regulations, library services, eligibility, guidelines, student development, fee concession and scholarships, regulation for prevention and control of ragging, Centres, administration and faculty, academic calendar, University Offices working schedule and University anthem. Each student is provided with a handbook. The handbook is also uploaded on the website for online access and perusal of stakeholders. 5.1.6 Specify the type and number of university scholarships / freeships given to the students during the last four years. Was financial aid given to them on time? Give details (in a tabular form) for the following categories: UG/ PG/ MPhil/ PhD/ Diploma/others (please specify).

The University has provision for supporting needy and deserving students financially through scholarships and fee concessions. The financial assistance is always reached on time. Table 52 Type and total number of University scholarships/freeships

Type of Aid

Total Disbursement in INR 2013-14

2012-13

2011-12

2010-11

Fee Concession and Scholarship/Financial assistance in rupees

4,78,36,225

5,55,85,158

43,858,791

31,453,802

No of Beneficiaries

3424

3,915

3,322

2,323

Table 53 Level of study and number of University scholarships/freeships

Level of Study

Total Disbursement in INR 2013-14

2012-13

2011-12

2010-11

2,15,03,744

2,88,34,048

3,13,32,690

2,51,00,366

2,36,93,713

2,29,34,345

76,57,799

56,02,566

58,000

5,35,333

4,36,469

3,00,500

17,25,214

32,18,783

39,75162

4,19,900

Diploma

1,12,150

14,000

Others

7,43,404

48,649

4,56,671

13,58,542

4,78,36,225

5,55,85,158

4,38,58,791

3,27,81,874

MPhil PhD

Total

Excellence and Service

159

Self Study Report Table 54 University scholarships/freeships with beneficiaries

No of Beneficiaries

Level of Study

2013-14

2012-13

2011-12

2010-11

1,262

1,601

1,299

723

1,975

2,178

1,843

1,471

PhD

108

110

Diploma

Others

3,424

3,915

3,322

2,323

M.Phil

Total

5.1.7 What percentage of students receive financial assistance from state government, central government and other national agencies (Kishore Vaigyanik Protsahan Yojana (KVPY), SN Bose Fellow, etc.)? Table 55 Financial assistance received from state, central government and other national agencies

Year

No.

Total Strength

2010-11

164

8,849

1.85%

2011-12

121

9,770

1.24%

2012-13

10,938

0.60%

2013-14

12,586

0.52%

Table 56 Scholarships from other agencies

Particulars

2013-14

2012-13

2011-12

2010-11

Directorates of Collegiate Education (Sir C.V. Raman Scholarship)

Director of Minorities, Bengaluru

Embassy of India Thimpu, Bhutan

Sainik Welfare Board

Government of India Social Welfare Department (SC/ST)

Government of Arunachal Pradesh

Government of Manipur, Directorate of Education

Govt. of Pondicherry Directorate of Higher Education

Indian Council for Cultural Relation (ICCR)

University Grant Commission - Indira Gandhi single child scholarship, Rajiv Gandhi Fellowship scheme

160

Christ University

Student Support and Progression

Karnataka Science and Technology Academy

Karnataka Minorities Development Corp. Ltd

Women and Child Development Bangalore

Directorates of Collegiate Education (Sanchi Honamma)

Total

121

164

5.1.8 Does the university have an International Student Cell to attract foreign students and cater to their needs?

Yes, Christ University has a dedicated International Office to attract foreign students and cater to their needs as a single window system. 5.1.9 Does the university provide assistance to students for obtaining educational loans from banks and other financial institutions?

Yes, the University provides assistance to students for obtaining educational loans from banks and other financial institutions. The University gives recommendation letters to the students applying for educational loans. 5.1.10 What types of support services are available for

* Overseas students: The University has established the International Office to exclusively provide support to international students and to solve any issues related to them. The Director of the International Office, Heads and teachers concerned takes special care in catering to their academic needs. International students coming for one/two semesters, the University assigns a dedicated faculty mentor to take care of issues arising out of day to day academics. Orientation/Induction programmes, monthly meetings are also organised. English Classes are conducted for students from non-English speaking countries. * Physically-challenged/differently-abled students: The University has provisions for differently-abled students based on specific needs. Scribes as well as extra time for slow learners and students with learning disability are made available at the institutional level. Further software like Jaws, Braille etc. and ramps, elevators and wheel-chairs are made available to them. Goldman Sachs provides financial support for ten disabled students and the University provides scholarships to differently-abled students. * SC/ST, OBC and economically-weaker sections: The University give preference in admissions to students belonging to SC/ST, OBC and economically weaker sections. They are encouraged and assisted to apply for scholarships. For grant in aid programmes the University follows the reservation policy of the government. There is an exclusive menâ&#x20AC;&#x2122;s hostel available for SC/ST/OBC and Economically Weaker Sections. With the objective of promoting the economic interest and

Excellence and Service

161

Self Study Report

academic career of students certain university tasks are assigned to them which are remunerated. * Students participating in various competitions/conferences in India and abroad: Students are encouraged to participate in competitions and conferences in India and abroad. Depending on the type of competition and the potential of student, travel costs and registration fees for the programmes are reimbursed by the University. * Health centre, health insurance etc: The University has a health centre, with an in-house Doctor and two nurses to take care of health needs. Gymnasium facilities are provided in the hostels as well as in the campus. * Skill development (spoken English, computer literacy, etc.): Skill development programmes like communication skills, spoken English, writing skills, soft skills, Excel training, Life skills, analytical skills, leadership skills, planning and organizing skills, descriptive spoken skills and special issues like disaster management etc. are regularly taken up by various disciplines. Non-core electives, diploma programmes are also taught. * Performance enhancement for slow learners: The departments have made various provisions for the performance enhancement of slow learners. 1 Bridge courses are conducted for students who migrate from one discipline to another so that they can understand the technical aspects of the new course in a better way. 2 Remedial courses are conducted for students who are academically weak. 3 In regular mentoring sessions slow learners are identified by the teachers and are given special training. The result analysis is conducted after examinations by the Deans, HoDs and subject teachers to understand the performance of the students. * Exposure of students to other institutions of higher learning/corporate /business houses, etc.:

1 2 3

Industry visits and corporate visits are arranged for all students. Faculty from other Universities are invited for regular guest lectures. Many corporates are involved in teaching and training of students in their area of expertise. 4 Summer internship is made mandatory for the students to give exposure to industry. * Publication of student magazines: Publication of student magazines is carried out both at department as well as at University level. 30 magazines of different streams are published periodically, such as Christ Cameo, Travelogue, Akshar, Lex Scripta, Frequent Flyer, We Care and Vagartha.

162

Christ University

Student Support and Progression

5.1.11 Does the university provide guidance and/or conduct coaching classes for students appearing for Civil Services, Defence Services, NET/SET and any other competitive examinations? If yes, what is the outcome?

Yes, several departments conduct regular NET/SET and Civil Services, Defence Services training. Many of the students have been successful. 5.1.12 Mention the policies of the university for enhancing student participation in sports and extracurricular activities through strategies/schemes such as * Additional academic support and academic flexibility in examinations * Special dietary requirements, sports uniform and materials * Any other (please specify)

Yes, the University has a policy to encourage and support to enhance student participation in sports and extra-curricular activities. The strategies adopted include a viable academic mentoring and academic support through special and extra classes on need basis. The outgoing outstanding students in sports of the University are given scholarships. Sportspersons who are economically poor are supported with fee concession. Flexibility in examination, and credits for sports and extracurricular activities is given. The University through the Department of Physical Education supports the athletes regarding the special dietary needs. As a policy, two months before major competitions, dietary supplements like egg, milk, banana etc are given. The University supports the athletes with adequate sports kit and uniforms. Expenses like TA of the athletes participating in various sports competitions are met by the University. 5.1.13 Does the university have an institutionalized mechanism for studentsâ&#x20AC;&#x2122; placement? What are the services provided to help students identify job opportunities, prepare themselves for interview, and develop entrepreneurship skills?

Yes, the University has developed its placement centres over a period of time to make the placement process more effective and efficient. Over the past 8 years, students have been placed in reputed and top firms across the country. The placement department strives to place the students in various organizations depending on their areas of interest and also provides guidance, training and facilitation to prepare the students for the challenges ahead in their career. The vision of the placement department is to achieve 100% placements. The cell conducts programmes on career awareness, leadership skills, resume writing and interview techniques. Career fairs are organised. Workshops on Personality development, confidence building, proposal writing, and creative thinking are given to develop entrepreneurship skills. The University has Centre for Entrepreneurship Development and Research (CEDAR) to incubate new ventures.

Excellence and Service

163

Self Study Report

5.1.14 Give the number of students selected during campus interviews by different employers (list the employers and the number of companies who visited the campus during the last four years). Table 57 Leading regular employers for Campus Placements during the last four years

                                           164

7C Holidays A C Nielsen ABN AMRO Accenture ACT TV Aegis Allegro Amazon Amba Research American Express Anand Rathi Anthem Biosciences ANZ Aon Aon Hewitt Apotex Pharma Aptuit Informatics Arvind Mills Au Bou Pain Axis Bank Bajaj Allianz Bajal Alliance Bank of India Bharti Airtel Bose Corp BrandComm British Airways CapGemini Capital First Cargill Carmatic CBRE Century Link Federal Bank Fenesta Fidelity Finmitra Flipkart Ford Motors Futures First Cerner CISCO Citigroup

                                         

Gandhi Fellowship Gandhi Fellowship Genpact Godrej Properties Goldman Sachs Grail Research Grant Thornton HCL HDFC Honeywell HP HSBC Huawei India HUL IB Times IBM ICICI Bank IDBI IFlex IGate Indegene India Bulls Indian Railways Indus International School Infosys ING Vysya Bank Ista ITC ITC Hotels ITC Infotech Jacob Fleming Jain University Jet Airways JP Morgan Justice & Care Kalki Keane King & Partridge Kotak Bank KPMG Kuoni L&T Construction

                                      

Ogilvy & Mather Oracle Oriental Bank of Commerce Pangea3 Pantaloons PL Worldways Practo Technologies Presidency School PTL Solar PWC Quest Global Reckitt Benckiser Reliance Life Insurance Roamware Robert Bosch Royal Orchid Ryan International School Sab Miller Sagar Apollo SAP Labs SapientNitro Societe Generale Sonata Software SOTC South Indian Bank Spandana State Bank of Hyderabad Taj Group Tally Solutions Target Corporation TAS Analytics Tata Coffee Tata Elxsi TCS Teach for India TelesTESCO Thomas Cook Thomson Reuters Thrillophilia Christ University

Student Support and Progression

              



Cognizant Copal Amba Research CPA Global Crisil Cross Domain Daimler Daimler AG Dalmia DE Shaw & Co Decathlon Deloitte Deustche Bank DMV EMC2 Ernst & Young Essar

             



           

L&T Infotech Last Mile E Laurus Infosystem LG LIC Logica M&M Mahindra Satyam Foundation Max Hypermarket Metro MGH Group MindTree MPhasis Northern Trust Oberoi

 

Timken Trilegal Trivium Tyco Electronics UBS Verity UCO Bank Union Bank Vidyashilp Academy VM Ware Webyog WEP Solution Wipro Xchanging Zomato

Table 58 Students selected through campus interviews 2010-15

2010-11 Programmes

No. Registered

No. Placed

Percentage

No. of Employers

UG & PG

1500

1230

82.00%

192

643

486

75.58%

857

744

86.50%

2011-12 Programmes

No. Registered

No. Placed

Percentage

UG & PG

1580

1305

82.59%

713

561

78.68%

867

744

85.81%

No. of Employers 247

2012-13 Programmes

No. Registered

No. Placed

Percentage

UG & PG

1484

1243

83.76%

654

535

81.80%

830

708

85.30%

No. of Employers 252

2013-14 Programmes

No. Registered

No. Placed

Percentage

UG & PG

1746

1486

85.11%

800

660

82.50%

Excellence and Service

No. of Employers 270

165

Self Study Report

946

826

87.31%

2014-15 All Courses

No. Registered

No. Placed

Percentage

UG & PG

1853

1555

83.92%

857

677

78.99%

996

878

88.15%

No. of Employers 275

5.1.15 Does the university have a registered Alumni Association? If yes, what are its activities and contributions to the development of the university?

Yes, the University has an official Alumni Association. A Committee comprising of the President, Vice-President and Secretary apart from other members form a part of the association. Every month, the Committee meets and discusses various developmental plans. The Alumni Association contributes to the development of the University through activities such as recognizing and honouring students who top in academics and sports. The Annual Alumni get together is held on 26 January, every year. Deserving students are identified and given a one time scholarship. The Association recognises teachers through the â&#x20AC;&#x2DC;Best Teacherâ&#x20AC;&#x2122; award and honours retired teachers annually. Alumni Association helps in Networking, Tracking students, generating funds, providing scholarships, assisting students in placements etc. 5.1.16 Does the university have a student grievance redressal cell? Give details of the nature of grievances reported. How were they redressed?

Yes, the grievance redressal is handled by the Deans, Head of the Departments and the counsellors. The University Student Council, Deanery Student Council and Class Representatives address the student grievances at various levels. The various grievances relating to academics are registered with the deans as the first step. The grievances are looked into as per the seriousness of the issues and based on that, decisions are judiciously taken and redressed. The grievances over the past years have been basically in relation to minor facility issues like mosquito menace, hot water, lighting arrangements, menus in cafeteria etc. These grievances were redressed by providing facilities like fumigation twice a day, installation of hot water dispensers in more blocks, additional lighting arrangements and variety in menu. 5.1.17 Does the university promote a gender-sensitive environment by (i) conducting gender related programmes (ii) establishing a cell and mechanism to deal with issues related to sexual harassment? Give details.

Yes, as part of gender sensitization drive, the Counsellors conduct sessions for students on gender sensitivity. Gender sensitivity is instilled in students through holistic development sessions. The University organizes a number of seminars, workshops and orientation programmes through legal literacy campaigns to sensitize students on gender issues. The University has a Committee to Promote Gender Equity to address issues related to sexual harassment.

166

Christ University

Student Support and Progression

5.1.18 Is there an anti-ragging committee? How many instances, if any, have been reported during the last four years and what action has been taken in these cases?

Yes, there is an anti-ragging committee constituted to redress any issues reported on ragging. The Committee is headed by the Director of Office of Student Welfare and includes the Registrar, the Counselling Coordinator, the Deans, two students and two parents. There is also an anti-ragging squad consisting of senior faculty members from each Deanery, administrative staff, wardens of all hostels, security persons and six members of the student council. NCC cadets and SWO volunteers are trained to be vigilant during the initial weeks of commencement of classes to report any incidence of ragging. There has not been any instance of ragging reported so far. 5.1.19 How does the university elicit the cooperation of all its stakeholders to ensure the overall development of its students?

The University elicits full cooperation from all its stakeholders. Faculty of the University is motivated and committed to work for Christ University as they are provided with congenial working environment and appropriate compensation. Hence it is easy to elicit cooperation from the faculty to bring in academic rigour and engagement with students. The students, the parents, the employees, the alumni and the community stay connected through formal and informal means. Bi-annual parent-teacher meetings, alumni meet at institutional and department levels, the employersâ&#x20AC;&#x2122; meet at campus recruitment, corporate connect, exhibitions and thanksgiving gatherings involve the stakeholders at all levels. The key vendors like the publishers meet during Book Mark, a book exhibition organized by the University. Industry and NGOs come together during departmental festivals, exhibition and other academic programmes. Academic Peers are invited during seminars workshops and conferences. While the employees come together during faculty development programmes for teachers and staff development programmes for non teaching staff and through other meetings and internal communication. 5.1.20 How does the university ensure the participation of women students in intra-and inter-institutional sports competitions and cultural activities? Provide details of sports and cultural activities where such efforts were made.

Women are encouraged to take part in intra and inter-institution sports competitions as well as inter university basketball and football tournaments. Regular coaching is provided for both the womenâ&#x20AC;&#x2122;s basketball and football teams. Women have consistently won in many games like Throw ball, Football, Basket Ball, Volley ball and Table Tennis in all the years at various intercollegiate competitions. Lady faculty members accompany the women students, they are given travel allowances, uniforms and are trained by a lady physical education director. They have also represented the University in National and International Tournaments.

Excellence and Service

167

Self Study Report Table 59 Women participants in intra and inter-institutional sports 2010-2015

2010-11- Results of Inter Deanery/Class Tournament SN

Event

Winners

Runner Up

Participants

Basketball

BCom

Throwball

BCom

Athletics

Results of CHRI-SPO-FEST SN

Event

Name of the College

Result

Participants

Basketball

Mount Carmel College, SJCC,

Winners Runners

Football

Mount Carmel College, Christ University,

Winners Runners

Volleyball

BMS College for Women, NMKRV College for Women,

Winners Runners

Throwball

BMS College for Women, Jyoti Nivas College,

Winners Runners

216

Achievements for the year Results of Inter Deanery/Class Tournament 2011-12 SN

Event

Winners

Runner Up

Participants

Basketball

BCom

Throwball

BCom

Athletics

Results of CHRI-SPO-FEST SN

Event

Name of the College

Result

Participants

Basketball

SJCC, Mount Carmel College,

Winners Runners

Football

Mount Carmel College, Christ University,

Winners Runners

Volleyball

BMS College for Women, Christ University,

Winners Runners

Throwball

BMS College for Women, Jyoti Nivas College,

Winners Runners

192

168

Christ University

Student Support and Progression

Achievements for the year Event

Tournament

Result

Basketball

Jyoti Nivas College,

Runners

Football

CHRI-SPO, Christ University,

Runners

Table Tennis

SJCC,

Runners

Volleyball

CHRI-SPO, Christ University,

Runners

2012-13-Results of Inter Deanery/Class Tournament SN

Event

Winners

Runner up

Participants

Basketball

School of Law

Football

BHM

Throwball

BCom

BA PSEco

Athletics

Results of CHRI-SPO-FEST SN

Event

Name of the College

Result

Participants

Basketball

Mount Carmel College, SJCC

Winners Runners

Football

Mount Carmel College, Jyoti Nivas College

Winners Runners

Volleyball

MGR College, Hosur BMS College for Women

Winners Runners

Throwball

Christ University, Surana College

Winners Runners

264

The following teams have won the tournament as follows Sl No 1 2

Team Throwball Table Tennis

Tournament

Result

CHRI-SPO, Christ University

Winners

SJCC

Winners

Vidyarthi Janathadal Sports Meet,

Winners

SJCC,

Runners up

2013-14-Results of Inter Deanery/Class Tournament SN

Event

Winners

Runner Up

Participants

Basketball

School of Law

Humanities & Science

Throwball

BCOM

Athletics

125

Excellence and Service

169

Self Study Report

Results of CHRI-SPO-FEST SN

Event

Winners

Runner Up

Participants

Basketball

MOP, Chennai Jain University,

Winners Runners

Football

Christ University, MCC,

Winners Runners

180

Volleyball

BMS College for Women, MLA College

Winners Runners

Throwball

Christ University, Mount Carmel College,

Winners Runners

252

The following teams have won the tournament as follows SN

Event

Throwball

Basketball

Table Tennis

Winners

Runner Up

CHRI-SPO, Christ University,

Winners

Sathyabama All India, Chennai

Winners

Maharaniâ&#x20AC;&#x2122;s Tournament

Winners

SJCC,

Winners

State League

Winners

SJCC,

Runners Up

BNM College,

Runner Up

Jyoti Nivas College,

Runners up

Jain University,

4th Place

Jain University,

4th Place

2014-15- Results of Inter Deanery/Class Tournament Sl No

Event

Winners

Runner Up

Participants

Basketball

Commerce

Humanities & Science

Throwball

Bcom

Athletics

180

Results of CHRI-SPO-FEST Sl No

Event

Winners

Runner Up

Participants

Basketball

Jain University, Christ University

Winners Runners

156

Football

Christ University, Mount Carmel College

Winners Runners

Volleyball

BMS College, Christ University

Winners Runners

170

Christ University

Student Support and Progression

Hockey

Christ University, Mount Carmel College

Winners Runners

Throwball

Christ University, Mount Carmel College

Winners Runners

180

Handball

BMS College, Christ University

Winners Runners

Tennis

Jain University, Christ University

Winners Runners

The following teams have won the tournament as follows Sl No

3 4 5 6

Team

Tournament

Result

CHRI-SPO, Christ University,

Winners

BNM College,

Winners

St Aloysius College, Mangalore

Winners

St Johnâ&#x20AC;&#x2122;s Alumni Association,

Winners

St Johnâ&#x20AC;&#x2122;s College,

Winners

Jyoti Nivas College,

Winners

SJCC,

Runners Up

Sathyabama University, Chennai

Third Place

City Jump ball Club,

Winners

St Aloysius College, Mangalore

Winners

SJCC,

Runners Up

CHRI-SPO, Christ University,

Runners Up

Jyoti Nivas College,

Runners Up

Basketball Federation of India

Runners Up

CHRI-SPO, Christ University,

Winners

Karnataka State Hockey Association

Winners

CHRI-SPO, Christ University,

Winners

SJCC,

Runners Up

Badminton

SJCC,

Runners Up

Volleyball

CHRI-SPO, Christ University,

Runners Up

St Aloysius College, Mangalore

Runners Up

Throwball

Basketball

Hockey Football

Table 60 Participation of women students in intra- and inter-institutional cultural activities

Year

University

National/State

Events Participated

2010-2011

All women compulsory

102

Stage, Art and Literary events

Excellence and Service

171

Self Study Report

2011-2012

All women compulsory

135

Stage, Art and Literary events

2012-2013

All women compulsory

148

Stage, Art and Literary events

2013-2014

All women compulsory

162

Stage, Art and Literary events

2014-2015

All women compulsory

193

Stage, Art and Literary events

5.2 Student Progression 5.2.1 What is the student strength of the university for the current academic year? Analyse the Programme-wise data and provide the trends for the last four years.

Student strength for the academic year 2015-16 is 16313. The nature of student progression with reference to passed student percentage and students progressing from UG to PG and PG to MPhil is represented in Table. Table 61 Student progression from UG to PG and PG to MPhil

Student Progression

UG to PG

42%

PG to MPhil

14.25%

PG to PhD

4.6%

Employed Campus Selection Other than campus recruitment

Approximately 90% of placements are through campus recruitment and 10% other than campus (for total placement details please refer 5.1.14)

5.2.3 What is the programme-wise completion rate during the time span stipulated by the university? Table 62 Programmewise completion rate

Year

Programme

2010-11

95.8

96.8

2011-12 2012-13 2013-14 2014-15

172

Completion rate in Percentage

Christ University

Student Support and Progression

Year of enrolment

Completion rate MPhil

Completion rate PhD

2008-09

98%

2009-10

85%

64%

2010-11

87%

25%

2011-12

89%

In progress

2012-13

22%

In progress

2013-14

56%

In progress

2014-15

In progress

5.2.4 What is the number and percentage of students who appeared/ qualified in examinations like UGC-CSIR-NET, UGC-NET, SLET, GATE / CAT / GRE / TOFEL / GMAT / Central / State services, Defence, Civil Services, etc.?

A large number of students have appeared for the competitive examinations. The University is in the process of compiling data. Number of students who qualified as per the information available is given below: Table 63 Students appeared/qualified in competitive examinations

CAT/MAT

All students of MBA

Defence Services examinations (SSB)

GATE

JRF/NET

CA/CPA

471 (641)

CS/III

41 (633)

ACCA

5 (212)

CIMA

30 (310)

Civil Services

Judicial Services

TIFR (Integrated PhD)

IBPS

GMAT/GRE/TOEFL/IELTS

Several Hundreds

5.2.5 Provide category-wise details regarding the number of PhD/ DLitt/DSc theses submitted/ accepted/ resubmitted/ rejected in the last four years. Table 64 PhD thesis submitted, accepted, rejected

PhD theses

2011-12

2012-13

2013-14

2014-15

Submitted

Accepted

Resubmitted

Nil

Rejected

Nil

DLitt./DSc courses are not offered by the university Excellence and Service

173

Self Study Report

5.3 Student Participation and Activities 5.3.1 List the range of sports, cultural and extracurricular activities available to students. Furnish the programme calendar and provide details of students’ participation.

Range of sports activities available to the students: Basketball, Volleyball, Hockey, Football, Tennis, Cricket other indoor games like Table Tennis. The students represent the University, Karnataka State and the country in various competitions. The University organises several major cultural activities involving, dance, Indian and Western vocal and acoustics, debates, literary and art events at the intrainstitutional, inter-collegiate/university, state and national level competitions. Calendar of sports, cultural and extracurricular conducted every year is given below: Table 65 Calendar of Events- Sports, Cultural and Extracurricular organized 2010-15

Name Team Selection of Sports and Games Pedagogic League – Games Chrispo Fest – Sports and Games Inter-Deanery Games Darpan – Talent Search Cultural Competitions Blossoms – Inter Denary Cultural Competitions Magnificat – Seasonal Music Festival University Dance In Bloom - Inter collegiate/university Cultural Competitions

Month June July August January July November December February January

5.3.2 Give details of the achievements of students in co-curricular, extracurricular and cultural activities at different levels: University/State/ Zonal/National/International, etc. during the last four years.

Following is a list of the achievements where the students have secured the first place. Apart from this, they have participated in many cultural, extracurricular and co-curricular competitions where they have secured the second and third positions too. Table 66 Achievements of students in co-curricular, extracurricular and cultural activities

Name of the Event/Fest/Competition

Place

Competitions

Indian music group - IIM-B – Unmaad

National

Western Acoustics, Movie Spoof, Theme dance, Nontheme Dance- SJCC – Dhwani

I, II, I, III

State

Indian rock, Classical Dance solo Jam Music quiz, Animusic, Blind art , Skim -BITS-GoaWaves

I, II, I, I, I, I

National

Movie spoof, Theme dance, Non-theme dance, On the spot dance- National Law School;

P, I, I, P

National

2011-12

174

Christ University

Student Support and Progression

Theme dance, Solo singing (Indian), Jam -St. John’s Medical College–Autumn Muse

I, I, I

National

Group Dance-Symbiosis Institute of Media & Communication, Bangalore-Centerstage

National

Non theme dance, Solo dance -PESIT-Vistas

State

Painting New Horizon College-Sargam

State

Group dance Cms Jain University Fest-Lasya

State

Theme dance Mount Carmel College–Cul-Ah

State

Group dance-Kristu Jayanthi College

State

2012-13 Mime, Indian Rock, Solo Singing, India quiz, Impromptu, Western Acquistics-BITS Goa

P, I , P, I , I , II

National

Painting and Sketching, Indian Theme Dance, Bollywood Dance, Indian Light Music, Indian Bollywood Solo Singing – SJCC-Dhwani 2012

I , I, II, I, P, P,

State

Indian Music, Theme Dance, Non Theme Dance, Treasure Hunt, Street play- St. Johns Medical College – Autumn Muse 2012

I, I, I, P, II

National

Pictionary, Debate - Symbiosis Bengaluru (SIMC) – Prayuddh 2012

P, P

National

Cartooning, Solo Dance, Indian Group Dance Baldwin I, P, I Womens Methodist College – Manthan 2012

State

Movie Spoof ,Science Jam ,Monumental Sketching,Rasa (Non Theme Dance), Lakshyantara(Theme Dance),Battle of the Bands Mount Carmel College – Culah 2012/13

State

I, II, I, I, I, II

2013-2014 Street Play, Non-Theme Dance: Dumb Charades - IIM Bangalore

P, I, I

National

Unplugged, Poster Making- IIT Madras

I, P

National

Indian Music, Sea Rock, Word, O’worth,Jam,Entertainment Quiz, Mr.Waves, Street Play-BITS GOA - Waves

I, P, I, P, I, I

National

Non-Theme Dance-Indian Academy, SFS College, Kristu Jayanti, NMKRV

I, I

State

Western Acoustic Group, 30seconds To Fame Pot Pourri, Creative Writing- Jain College

I, P, II, P

State

CREATIVE WRITING, Personality Contest, Jam, Mime, Street Play, Non Theme Dance, Theme Dance-St John’s Medical College

P, P, I, I, I, I, I

National

INDIAN MUSIC, Wester GROUP Music, Indian Group Music, Western Duet, Jam, Theme Dance-SJCC

P, II, I, P, I, II

State

Eastern Dance-NMIT

State

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Battle of the Bands

National

Indian Band-SRM University

National

Debate, Personality, JAM-PESIT South Campus

P, I , I

State

Debate, JAM, Personality-Oxford College

P, I , I

state

Debate, Jam, Quiz, Pot Pourri -Jain College

II , I , P, III

State

Indian Band-Strawberry Field

National

Western Acoustic, Photography, Personality, JAM -CMS - Jain

I , P, I , I

State

Indian Band –IISC

National

Indain Band, Western Acoustic group, solo, Debate, JAM, -RV

I , II , I , P, I

National

Street Play, Non-Theme Dance: Dumb Charades -IIM Bangalore

I, I, I

National

Unplugged, Poster Making -IIT Madras- Anna University, IISC, T. John college,

I, P

National

Indian Music, Sea Rock, Word O’worth,Jam,Entertainment Quiz, Mr.Waves, Street Play -BITS GOA - Waves

I, I, I, P, I, II

National

Non-Theme Dance- Indian Academy, SFS College, Kristu Jayanti, NMKRV

I, I

State

Western Acoustic Group, 30 Seconds To Fame Pot Pourri, Creative Writing -Jain College

I, P, II, P

State

2014-2015

Creative Writing, Personality Contest, Jam, Mime, Street P, P, I, I, I, Play, Non Theme Dance, Theme Dance-St John’s Medical I, I College

National

Indian Music, Western Group Music, Indian Group Music, Western Duet, Jam, Theme Dance- SJCC

I, II, I, P, I, II

State

Eastern Dance-NMIT

State

Battle Of The Bands - Anna University, IISC, T. John college,

National

Indian Band-SRM University

National

Debate, Personality, JAM-PESIT South Campus

P, I , I

State

Debate, JAM, Personality-Oxford College

P, I , I

state

Debate, Jam, Quiz, Pot Pourri-Jain College

II, I, P, III

State

Indian Band-Strawberry Field

National

Western Acoustic, Photography, Personality, JAM -CMS - Jain

I, P, I, I

State

Indian Band-IISC

National

Indain Band, Western Acoustic group, solo, Debate, JAM,-RV

I, II, I, P, I

National

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5.3.3 Does the university conduct special drives/campaigns for students to promote heritage cosciousness?

Yes, the University promotes heritage consciousness among students.  University celebrates with due importance Republic Day and Independence Day.  NCC celebrates Kargil day, Martyrs day, NCC day.  Gandhi Jayathi, Teachers day, World Tourism day, World Women’s day, Yoga Day, Thyagaraja Mahaotsav, Sham-e-Ghazal, Good Governance day are observed/organised every year.  On 3 January of every year Founders Day is celebrated in memory of Saint Kuraikose Elias Chavara, the founder of the Congregation of Carmelites of Mary Immaculate that founded the Institution. On this day, plays and programmes are held through which students get to understand the rich heritage and history of Christ University.  Exhibitions and fairs are held each year where stalls are put up to showcase the rich cultural heritage of different parts of the country highlighting traditions, cuisines and life style. Students participate in these exhibitions with lot of zest.  The Department of Languages each year celebrates a day-long festival known as Bhasha Utsav (Ethnic Day) where all the University students dress up in their traditional attires and dances are performed by students on the stage and off the stage. 5.3.4 How does the university involve and encourage its students to publish materials like catalogues, wall magazines, college magazine, and other material? List the major publications/ materials brought out by the students during the last four academic sessions

All departments are encouraged to publish materials like magazines, newsletters and blogs.  A faculty member of the department mentors and monitors the students in publishing.  Student magazines are available in University website for free downloads.  In each class wall-space/boards are provided to display and share news, information and current developments pertaining to their respective fields.  “Christite” is the University Annual Magazine brought out involving the students. Some of the magazines and newsletters of the University published by the students are as follows: Table 67 Student periodicals

Name of the Department

Magazines/Newsletters

Biotechnology

Biolink

Centre for Counselling & Health Services

Peer Treasure

Centre for Social Action

Niswath

Commerce

Mudra

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Computer Science

Infobahn, Infobyte

Deanery of Science

Catalyst

French

A Nous Le FranĂ§ais

Hotel Management

Akshar

Institute of Management

BIZZ 360

Institute of Management-Finance

Chaanakya

Kannada

Vagartha

Media Studies

Commix

Political Science

Avalokana

Psychology

Perspective

School of Education School of Law

Samvedhana Lex Scripta

Tourism and Travel Management

Frequent Flyer

Tourism Studies

Travelogue

Zoology

Intran, Inquiry

5.3.5 Does the university have a Student Council or any other similar body? Give details on its constitution, activities and funding

Yes, the University has a Student Council with a two tier structure-Deanery level and University Level. Constitution: The Council is constituted by representatives of students chosen from all the UG/PG programmes of the University. The University level Student Council is the apex student body consisting of 52 student members chosen from the Deanery level members and from the various Centres. It functions under Director-Student Council who is assisted by Deanery Faculty coordinators. Activities: The Student Council is trained by professional trainers every year. The Council meets regularly at the Deanery and University levels to discuss and make recommendations on issues related to academics, student life and facilities. It also meets the Vice Chancellor twice a year to appraise him of the activities and needs of the students. The Council also organises Daksh-Annual Carrier Fair. Funding: The funding for the training and activities of the Student Council are taken care of by the University. 5.3.6 Give details of various academic and administrative bodies that have student representatives on them. Also provide details of their activities.

Student representatives are part of various academic and administrative bodies of the University. ď&#x201A;ˇ Student Council: A body which has student representatives from all the Deaneries and it is constituted to ensure the holistic well-being of the students.

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

 

  

Student Welfare Office: A students-run body which coordinates various cultural, curricular and extracurricular activities of students and ensures quality life for students. Anti-ragging Committee: Two student representatives are a part of the Antiragging Committee. Peer Education: Student representatives from the various Deaneries form a part of the Peer Education programme, where they design and sensitize fellow students on various topics and issues. Committee for Promoting Gender Equity: Two students are members of the Committee. Internal Quality Assurance Cell (IQAC): IQAC has one student member. Sports Committee: Students also members of the Sport Committee, which also organises the annual sports meet-Pedagogic League

Any other information regarding Student Support and Progression which the university would like to include. The University permits needy students to pay the tuition fee in instalments Table 68 Tuition fee paid in instalment

Particulars

2013-14

2012-13

2011-12

2010-11

Fee amount collected in instalments (In Lakhs)

666.01

412.39

341.00

243.14

No. of Student beneficiaries

1,464

1,014

775

533

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Criterion VI GOVERNANCE, LEADERSHIP AND MANAGEMENT 6.1 Institutional Vision and Leadership 6.1.1 State the vision and the mission of the university.

Vision: Excellence and Service Mission: Christ University is a nurturing ground for an individual’s holistic development to make effective contribution to the society in a dynamic environment. 6.1.2 Does the mission statement define the institution’s distinctive characteristics in terms of addressing the needs of the society, the students it seeks to serve, the institution’s tradition and value orientations, its vision for the future, etc.?

Yes, the University’s mission statement defines the institution’s distinctive characteristics in terms of addressing the needs of the society, the students it seeks to serve, the institution’s traditions, value orientations and its vision for the future. The focus of education at Christ University is to provide holistic education through intellectual competence, personal skills, interpersonal skills and societal skills of students. The University is catering to the needs of students by nurturing their talents in a holistic way so that they make effective contribution to the society in a dynamic environment. Though the University is set up as a minority institution, it serves the needs of students irrespective of religion, race, caste, community or social status. The University attempts to inculcate in all its stakeholders the Core Values of the University that drives the foundation of its educational service to the development of the society. Christ University is a community for ‘learning and knowledge creation’ enabling the development of students to ‘excel and serve’ society at large. Future Vision of the University As stated in the Strategic Plan 2015-18 the future vision of the University is to emerge as a world class University of eminence through performance and differentiation in all areas of higher education.

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6.1.3 How is the leadership involved * in ensuring the organizationâ&#x20AC;&#x2122;s management system development, implementation and continuous improvement?

The administrative system of the University consisting of the Board of Management, Academic Council, Directors, Deans, and HoDs take responsibility for academics and administration of the University. Vice Chancellor is the Executive head of all the authorities of the University. The policies enacted and directed for implementation are carried out through the Academic Council, the various deaneries, heads of departments and the faculty through wide discussions, consultations, discernments. The Vice Chancellor through his delegation of authority, constitutes various committees for making relevant policies and their implementation. Board of Management, Academic Council, Planning and Monitoring Board, Management Committee, Finance Committee, Staff Selection Committee, Board of Studies promote, empower and encourage the Deans, HoDs and faculty for the implementation of various policies and decisions. * in interacting with its stakeholders?

Christ University leadership at different levels actively and regularly interacts with its stakeholders. Regular meetings/discussions are held between the Vice Chancellor, Deans, HODs, Faculty, students, alumni, industries and government officials at different forums. The interaction of stakeholders is enhanced through various constituents, the Student Council, Parent-Teacher meetings, Alumni association, and interaction with national and international academicians, industry and NGOs. Various forums have been created to initiate discussions, for policy decisions, formulate strategies and execute the actions decided upon. They include official meetings, consultative meetings, MOUs, seminars and workshops. * in reinforcing a culture of excellence?

Meetings of Board of Management, Finance Committee, Academic Council, deaneries and departments, heads of departments, student forum, sub committees and working committee emphasise the promotion of academic standards and reinforce a culture of excellence. * in identifying organizational needs and striving to fulfil them?

The University has well-defined policies and processes to assess the needs of the Universityâ&#x20AC;&#x2122;s academic and administrative departments. The needs are identified, and reviewed through a conscious discussion and decision making process. Inputs are considered from individual faculty, HOD, and Deans, to assess the organizational needs. To a large extent all the stakeholders concerned are consulted in the decision making process. The suggestions from the Board of Management, Academic Council and other authorities of the University are considered for initiating and introducing reforms. The Vice Chancellor exercises the powers bestowed thereof and provides academic and administrative leadership to the system in association and 182

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coordination with the Pro-Vice Chancellor, Registrar, Finance Officer, Personnel Officer, Controller of Examinations, Deans, Directors, Heads of the Departments and Coordinators, faculty members, Committees and Task forces of the University. All teachers are members of the BOS concerned, and department meetings are held to discuss various administrative and academic issues. They are also represented in various other committees constituted by the University as task force and committees to participate in the decision making process. 6.1.4 Were any of the top leadership positions of the university vacant for more than a year? If so, state the reasons.

No. 6.1.5 Does the university ensure that all positions in its various statutory bodies are filled and meetings conducted regularly? Yes, all positions in the statutory bodies are filled in time and meetings are conducted regularly. 6.1.6 Does the university promote a culture of participative management? If yes, indicate the levels of participative management.

Yes, the University has a strong administrative structure that consists of various bodies to carry out the day to day administration. The process of introduction of new initiatives, undertaking reforms and the decision making is very democratic and participative involving the key stakeholder members responsible. The process involves identifying the appropriate forum for the meeting, evolving specific specific goals and objectives, circulation of agenda, conduct of the meeting, recording the minutes of the meeting followed by actions. Various levels of participation include:  Student Council  Deanery-level meetings  Vice Chancellor’s meeting with Deans  Deans meeting with HODs  Weekly meetings of departments Administrative and academic decisions are arrived at through appropriate inputs from all stakeholders. 6.1.7 Give details of the academic and administrative leadership provided by the university to its affiliated colleges and the support and encouragement given to them to become autonomous.

NA 6.1.8 Have any provisions been incorporated/introduced in the University Act and Statutes to provide for conferment of degrees by autonomous colleges?

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6.1.9 How does the university groom leadership at various levels? Give details.

Academic Administration is achieved through the Dean, HOD and Coordinators. The identified potential leaders are groomed through workshops and training programmes organised periodically on various issues of leadership, management and administration. These persons are involved in decision-making processes at various levels. They are also sent to other institutions in India and abroad to learn from the innovations and best practices of lead institutions. 6.1.10 Has the university evolved a knowledge management strategy? If yes, give details.

Yes, over the years the University has evolved a robust Knowledge Management strategy. Knowledge management in the University is divided into two categories, one for knowledge generation and disseminated among the University faculty and students and the other for managing strategic knowledge information resources of the University. The University has an automated knowledge management system. The university learning resources and current data are managed through the web servers and application servers. All course details including course plan, curriculum and syllabi are managed by the software, â&#x20AC;&#x2DC;Knowledge Proâ&#x20AC;&#x2122;, which was built by a team of software engineers employed by the University for the said purpose. Question papers for all the University examinations are drawn from question bank through the ERP software. The repository of thesis, previous semester question papers and project documentation is maintained by the software, E-Prints. All library books are catalogued and maintained by the software, KOHA. Teachers and students use MOODLE as the platform for interactions and peer learning. The library, Knowledge Centre, ensures that its website and catalogue are updated at regular intervals and is accessible to all the stakeholders. The library-related communications, notices and new arrivals are made through e-mail. The online databases of international repute are available which can be accessed by the students and teachers in the campus. Previous years question papers, thesis and dissertations are made available through repositories to students and teachers. Library is Wi-Fi-enabled as well as web-enabled allowing the students to access the resources using seamless internet connectivity on campus. 6.1.11 How are the following values reflected in the functioning of the university? * Contributing to National development

Christ University through its various academic programmes provides holistic development of students thereby contributing to nationâ&#x20AC;&#x2122;s human resource. Every year on an average 3000 students graduate from the University in various disciplines. Programmes like MBA and Engineering directly serve the human resource requirements of the industry and nation. As students get adequate 184

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training in holistic education, they are capable of serving the needs of the community, and add to the wealth of human capital of the nation. CSA works exclusively for the downtrodden, weaker sections of the society by sensitizing the students and faculty through rural exposure events and service learning programmes. The University has one of the largest NCC wings in the Karnataka State and has been lauded for its community service on various occasions. The University has so far created employment for more than a thousand people with all the benefits and privileges under the statutory regulations. The University, through its various training centres provides training to academicians, NGOs, Government agencies and industry. * fostering global competencies among students

The University Vision of ‘Excellence and Service’ is realised by developing global competencies with regard to curricula, teaching-learning and evaluation that are on par with international standards. The faculty are provided with varied international exposure that enables them to integrate global perspectives and competencies and reach out to the students. The University is authorized by several Professional Institutes in and outside India. For example, the Association of Chartered Certified Accountants, UK (ACCA) has allowed nine paper exemption for its certification to students of BCom (Professional) programme. The highest exemption ACCA has allowed for any other institution or programmes in the world is only five. The international faculty recruited in various departments also add a global edge to courses, teaching-learning and in achieving global competencies. Besides, Christ University has collaborations with 53 leading universities from many countries, such as USA, UK, Germany, South Korea, Switzerland including those that are listed among the leading Universities as per Times Higher Education (THE) and Quacquarelli Symonds (QS) Survey. The University is also a recognised training centre for The International Air Transport Association, headquartered in Canada. These provisions by leading universities and professional organisations affirm the quality of curriculum of the University. These initiatives foster global competencies among students. * inculcating a sound value system among students

Christ University strives to realize its Vision “Excellence and Service” based on the Core Values through the holistic and integrated development of students. Holistic education and peer education programmes are used to inculcate values among students. Value components like ethics and humanism and are embedded in the course plan. The University believes in the formation of every aspect of a student’s personality to nurture them to be intellectually competent, spiritually mature, morally upright, psychologically integrated, physically healthy and socially acceptable. The Excellence and Service

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programmes are designed to blend intellectual competence, academic skills, professional skills, info-tech Awareness, creativity and objectivity through regular and day to day classroom interaction. Value system and social responsibility are inculcated through character formation of the individual by developing moral integrity, value consciousness, spiritual and emotional poise, courage and conviction, communication skills, vitality and sportsmanship. The holistic education provided by the University promotes healthy interpersonal relationship, empathy with the less fortunate, sensitivity towards social problems, responsiveness to environment, awareness of cultural heritage, commitment to society and knowledge of the Constitution. Several initiatives of the CSA and departmental activities realize a balanced value system in students through rural exposure, child sponsorship and community- based programmes. * Promoting use of technology

The University has realized the importance of use of technology through ICT integration. Faculty are encouraged to use technology for teaching and conduct of examinations. Similarly students are encouraged to submit their assignments on Moodle. The University campuses and computer labs are Wi-Fi-enabled and the classrooms are equipped with LCD projectors. Emphasis is laid to complement traditional pedagogy with the applications of information technology covering teaching, learning and classroom engagement for both online and blended courses. Faculty and students are encouraged and provided facilities to undertake MOOC courses to complement classroom teaching. The faculty members are trained in the use of technology through Moodle and other platforms. An exclusive Centre for Concept Design is set up to enable faculty to undergo training in instructional design that involves employing new and emerging technologies to make learning a dynamic one. Periodical training-cum-production is organized involving handson practice for e-content scripting, script finalization for the e-content, preparation of audio and video components based on a complete pre-production, production, post production video shoot and studio experience. The administration has also imbibed ICT for effective service and decision making. Postgraduate students and research scholars use several technology-based software packages such as SPSS, MATLAB etc. * Quest for excellence

The University tries to excel mainly through inculcating research culture and enhancing academic rigour. The quest for excellence of the University is manifested in the range and depth of courses offered to meet the challenges of the emerging world. The focus is to develop students in their knowledge, skills and competencies through the introduction of programmes in emerging areas of knowledge. Christ University believes in management of quality with stress on â&#x20AC;&#x153;continuous improvement and quality cultureâ&#x20AC;?. To maintain the highest standards of excellence physical infrastructure, quality faculty and latest technology are in place. To ensure sustained quality in teaching and research, the IQAC conducts annual internal audits of all the academic departments of the University. The practices of the best performing departments are mapped for other departments 186

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as benchmarks. The IQAC is also responsible for monitoring and guiding the implementation of the strategic plan and other quality initiatives to attain academic excellence. The university has set up several offices and centres to promote excellence. The details of all the offices and centres are in annexure. The details of all activities of the university are published in annual University report. 6.2 Strategy Development and Deployment 6.2.1 Does the university have a perspective plan for development? If yes, what aspects are considered in the development of policies and strategies?

Yes, the University has a perspective Strategic Plan for deployment. Strategic Plan Committee formulates Strategic Plan of the University for three years in consultation with Deans/Departments. SWOC is prepared as a precursor to the Strategic Plan. Deans/HODs are responsible for implementation of the plan. The Strategic Plan 2012-15 aims to strengthen the traditional programmes by innovative inter-disciplinary programmes at PG/Research level, and bench mark standards for curriculum/pedagogy in accordance with international accreditation models. The aspired goal of Strategic Plan 2015-18 is ‘To Emerge as a World-class University of Eminence through Performance and Differentiation’. The Strategic Plan aims to:  Promote globally competitive curriculum  Develop and demonstrate high standards of teaching and learning practices  Focus on quality assessment practices  Promote socially relevant research and consultancy  Enhance core competencies  Inculcate value-based leadership In the light of the past and current strategic plans, the following aspects are considered in the development of policies and strategies: * Vision and Mission:

All the policies and strategies are designed keeping in mind the Vision and Mission of the University. The Vision of the University ‘Excellence and Service’ has two dimensions; one, the earnest pursuit for academic excellence and the other to serve the society through creative and empathetic involvement in social issues. The Mission statement of the University emphasizes the holistic development of the individual through academic excellence, professional competence, and personal, interpersonal and societal skill development. * Teaching and learning:

Student-centric and participative learning are made part of the teaching-learning process. Research-informed and research-led teaching are thrusts of the teachinglearning process of Strategic Plan. Teaching and learning is aimed at achieving desired learning outcomes of programmes and courses. Excellence and Service

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The teaching learning-process emphasizes the following:  Innovative pedagogic tools and teaching aids using latest technology  Industrial, NGO and Teaching internships  Service learning with grades and credits  Peer-teaching, Peer-tutoring, Group study and Co-operative learning  Develop and build on case studies  Blended learning, flipped classroom and visual texts  Develop creative and critical thinking skills  Research-based learning and Exposure to research labs  External and internal research projects, summer projects  Seminars, workshops, group discussions and paper presentations  Team teaching, involvement of eminent scientists  Simulations  Use of main stream media content as pedagogic material  Focus on experiential learning ∗ Research and development

University considers research and publication as a major thrust area with the following goals: a. To inculcate and reinforce a research culture b. To enhance quality of research c. To encourage need-based applied research of relevance

Following initiatives are taken to achieve research goals:  Providing seed money  Setting up of advance laboratories  To improve quality of publications  Incentives for quality publications  Inter-departmental/ Inter-Institutional Collaborative research  Hiring faculty with International research exposure  International faculty exchanges for research  Joint research projects with students  Effective training on data analysis software through CART  Support faculty to take up national/international funded projects  Re-orient Centre for Social Research, Centre for Digital Innovation, Centre for Research Projects to support research endeavours and publications  Support filing of patents  Promotion of Industry-linked research The focus of research activities in the University is to encourage and nurture fundamental, theoretical and applied research and to have quality publications and patents. Financial support, scholarships and training is being initiated and envisaged for enriching the faculty to promote a culture of research.

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* Community Engagement

University is committed to strengthen community engagement through the following activities:  Making service learning as a mandatory requirement for all academic programmes  Working for women and child related welfare issues  Developing student and faculty to serve environmental causes  Adopt villages and urban slums for legal assistance/vocational training/education and creating awareness on critical issues.  To strengthen the ongoing initiatives of CSA ∗ Human Resource Planning and Development

In order to match Human Resource Planning and Development process with global practices following factors are considered:  Revise and improve recruitment policy  Sustain Gender equity and equality  Diversity among faculty–national/international  Recruit faculty as per cadre ratio  Enhance Training and development *Industry Interaction

University seeks to achieve more industry interactions and strengthen its academic programmes. The primary focus is to develop the employable skills of the students through industry interaction. The policy of the University is to engage with the industry at several levels. Christ University’s innovation in reversing the traditional academic-industry linkage to industry-academia linkage, a new paradigm where industries come forward to update their personnel in an academic environment, is significant. The main strategy is to strengthen the academics and creation of new knowledge. This is translated into the following objectives and outcomes for:  Strengthening and updating of curriculum  Internships for students and faculties for better practice-based learning.  Consultancy to watch industry requirements  Conducting Management Development Programmes (MDP) for industry  Enhance academic learning experience by involving industry experts in academic programmes  Promote industry-academia collaborative research ∗ Internationalisation

Christ University believes that internationalization is one of the important strategies to acquire excellence of world standards. University has the following plans for internationalization:  To strengthen existing collaborations  To encourage faculty and student exchanges Excellence and Service

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 

To explore new international collaborations for specific academic programmes and research To seek accreditation from international bodies

6.2.2 Describe the university’s internal organizational structure and decision making processes and their effectiveness.

The Internal organization structure of the University is as per the UGC (Institutions Deemed to be University) Regulations 2010 and its amendments. Internal Organisation Structure of Christ University

Figure 4 Internal organisation structure

Authorities:  Board of Management  Academic Council  Finance Committee  Staff Selection Committee  Planning and Monitoring Board Board of Management: The Board of Management is the principal Authority of the University. It oversees the functioning of the University. Academic Council: The Academic Council is the principal academic body of the University. It supports and approves plan for admissions, teaching and training, inter-departmental coordination, research, examinations and tests within the University and shall exercise such other powers and perform such other duties and functions as may be prescribed or conferred upon it by the Rules and/or byelaws.

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Finance Committee: The Finance Committee is responsible for the financial resources of the University. Staff Selection Committee: Staff Selection Committee identifies and determines the man-power requirements and implement the recruitment and promotion policies, pay scales, welfare schemes, training, academic advancements. Planning and Monitoring Board: The Planning and Monitoring Board plans and oversees the development of the University. The decisions based on discernments are used for effective implementation. 6.2.3 Does the university have a formal policy to ensure quality? How is it designed, driven, deployed and reviewed?

Yes, University has a formal policy to ensure quality. The quality policy of the University emphasizes continuous revaluation, benchmarking and revalidation of procedures and practices in all functional areas with reference to its Vision and Mission. The Quality policy covers the main principles and standards envisioned by Christ University on the basis of the Strategic Plan of the University and is driven by the principal criteria of NAAC. Institutional performance is evaluated on the basis of these standards. The University thus recognizes its responsibilities and importance for setting, maintaining and sustaining appropriate academic standards for ensuring the quality of the educational service it provides for its stakeholders. 6.2.4 Does the university encourage its academic departments to function independently and autonomously and how does it ensure accountability?

Yes, the University encourages all its departments to function independently and autonomously. The University has set up a deanery system for Academic Administration. The departments under the deaneries enjoy a great degree of academic flexibility with respect to curriculum development, teaching-learning and evaluation and student activities. Department Heads report to the Dean on a weekly basis to brief on academic matters of the department and submit periodical reports to the Dean. The Dean in turn briefs the activities during the meeting of Vice Chancellor with the departments. The annual 360 degree appraisal system and quality audit enables to assess the performance and accountability of the faculty and departments respectively. 6.2.5 During the last four years, have there been any instances of court cases filed by and against the institute? What were the critical issues and verdicts of the courts on these issues? There have been no court cases filed by and against the University during the last four years. However, University has been impleaded in Viplav Sharma vs Union of India before Supreme Court of India as PIL.

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6.2.6 How does the university ensure that grievances / complaints are promptly attended to and resolved effectively? Is there a mechanism to analyse the nature of grievances for promoting better stakeholder-relationship?

The University has a well-structured grievance redressal system. University ensures that grievances /complaints are promptly attended to and resolved. The grievance redressal process is published in the student and staff handbooks. On receipt of a grievance the fairness of the complaint is examined. Valid complaints are forwarded to the committee concerned for redressal. 

  

Students convey their grievances to the Class Teacher. In case of nonsatisfactory resolution they can approach Programme Coordinator, HOD, or Dean in person or through their Student Council representative concerned. Examination related grievances are forwarded to the Controller of Examinations through HoD/Dean. Employee grievances are addressed by Committee consisting of the Dean/Director concerned and Personnel Officer. There is also a provision to appeal to the Registrar and Vice Chancellor.

6.2.7 Does the university have a mechanism for analysing student feedback on institutional performance? If yes, what was the institutional response?

Yes, the University has a structured mechanism for analysing student feedback on University performance. This is done through feedback from student council members and annual Students Satisfaction Survey. The student satisfaction survey helps the University to understand the weak areas of operation and quality of service provided. Details of student satisfaction survey are mentioned in Item no. 7.3.1. The results of the survey provide the administration required information for the development and improvement of policy, planning and resources. The survey has enabled the University to assess the total learning experience as defined by students. The feedback from the student council members and student satisfaction survey conducted over last 5 years is analyzed and corrective actions are taken. Improvements are made in terms of infrastructure, internal assessments, pedagogic tools, curriculum etc. 6.2.8 Does the university conduct performance audit of the various departments?

Yes, the University conducts annual performance audit of the various departments through IQAC. An expert committee involving internal and external members scrutinise the compliance reports, past performance and future strategic plans. The audit committee awards individual scores to each of the department on a 5-point scale and also gives a report consisting of recommendations for improvement. As an outcome the audit committee appraises the management and the departments on the overall performance, self-evaluation and enhancement of quality output. This exercise has helped the departments to set strategic and realistic goals within a time frame.

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6.2.9 What mechanisms have been evolved by the university to identify the developmental needs of its affiliated institutions?

NA 6.2.10 Does the university have a vibrant College Development Council (CDC) / Board of College and University Development (BCUD)? If yes, detail its structure, functions and achievements.

NA 6.3 Faculty Empowerment Strategies 6.3.1 What efforts have been made to enhance the professional development of teaching and non-teaching staff?

University has made several efforts to enhance the professional development of teaching and non-teaching staff. The University has provisions to upgrade and update knowledge and professional skills of the staff. Orientation, Refresher and Quality Improvement Programmes are organized by the Academic Staff College of the University. University also organizes, Induction programme, Faculty Development Programmes. Further, there are provisions and incentives to staff who participate in Conferences/Workshops/ Seminars and training programmes. CART supports the faculty for learning data analysis and software development. Multimedia production facility is provided by CCD for enhancing efficiency and innovation in teaching. All departments conduct faculty enrichment programmes in their areas of discipline. 6.3.2 What is the outcome of the review of various appraisal methods used by the university? List the important decisions.

Outcome of reviews  Need to include Peer Evaluation to build team spirit  Need for automation of the Appraisal Process  Need to share Score Card among the faculty  Departmental meeting along with VC to discuss outcome of appraisal  Need to use differential score for different levels  Need to link appraisal score with promotion/incentives Based upon the outcome of the review, decisions in relation to the above have been taken and implemented in a phased manner. 6.3.3 What are the welfare schemes available for teaching and non- teaching staff? What percentage of staff have benefitted from these schemes in the last four years? Give details.

Several welfare schemes have been provided for teaching and non-teaching staff. Apart from statutory provisions for provident fund and gratuity, the University has provision for Group Insurance Scheme, financial assistance for higher studies, fee concession for children’s education, emergency loans, bus facilities, financial Excellence and Service

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assistance for attending conference/workshops and training programme, and incentives for research publications. Staff Welfare Fund has provision for personal loans. Non-teaching staff are given interest-free loans by the University. The University has a gymnasium and counselling facilities for employees. Need-based financial assistance is given for medical exigencies. All permanent employees of the University have benefitted from the welfare schemes. 6.3.4 What are the measures taken by the University for attracting and retaining eminent faculty?

The measures taken by the University for attracting and retaining eminent faculty include enhanced pay for eminent faculty, flexible timings, teaching/research assistance, accommodation/transport, provision for research fund and other facilities. 6.3.5 Has the university conducted a gender audit during the last four years? If yes, mention a few salient findings. Yes, the University has conducted gender audit.

   

University has a healthy gender ratio among the staff and students. Gender ratio is considered during recruitments and promotions, wherever the other eligibility criteria are satisfied. The University has a woman physical director and woman NCC officer to promote participation of woman students. There are separate facilities such as ladies room, ladies gymnasium, ladies hostel, lady counsellors, and lady security officers.

6.3.6 Does the university conduct any gender sensitization programmes for its faculty?

Yes, as per the UGC mandate a University-wide gender sensitization programme is organised through a module in the holistic education training for faculty. The Departments of Sociology and Social Work are actively involved in promoting gender related programmes and activities. International Women's Day is celebrated in the campus every year by the faculty and students. 6.3.7 What is the impact of the University’s Academic Staff College Programmes in enhancing the competencies of the university faculty?

The University Academic Staff College with its various programmes like Orientation, Refresher, and Quality improvement is able to build the competencies among the faculty members in the following areas:      

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Clarity on goals of higher education in the country and global trends Effectiveness in teaching through advanced pedagogical approaches Holistic thinking in development of thoughts and ideas Collegiality among the faculty members on the campus Recognition and appreciation of others’ skills, abilities and competencies Experiential learning through field visits/practices/problem solving, acquisition of knowledge, and intensive discussion on concept and practice

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           

Awareness about Christ University resources, centres, departments, values, vision, and how these can be liked to socio-economic aspects Intensive and in-depth understanding on implication of subject or discipline Advanced usage of specialised software in research, teaching, and learning Interaction with practicing executives, professionals, industrialists in understanding the socially relevant environment Mapping the advanced and applied topics during the discussion for research projects Creative thinking along with practitioner resource persons during the session and follow up meeting with them Recognition of intellectual ability of Christ University faculty by the external resource persons Building a data base of resource persons with due opportunity to internal faculty members. Scope for development of newer areas during curriculum review and updation Mapping contemporary, advanced, inter-disciplinary topics for CIA Bridge the gap between theory and practice Opportunity to know oneself and plan for career and professional progression

6.4 Financial Management and Resource Mobilization 6.4.1 What is the institutional mechanism available to monitor the effective and efficient use of financial resources?

The Finance Committee is responsible for effective management of financial resources of the University. The annual budget of the University is discussed and approved by the Finance Committee and Board of Management. The University has a budgeting process at Departmental and University Levels. Budget Formats are circulated to various departments and the proposed budgets are scrutinized at the Deanery level and forwarded to Finance Committee for approval and consolidation. The departmental budgets are scrutinized by the Finance Committee and incorporated in the University Budget. The same process is also applied for Man-power budgeting. 6.4.2 Does the university have a mechanism for internal and external audit? Give details.

Yes, the University has provision for both internal and external audit. The internal audit is carried out by John Thomas & Co., an Independent Chartered Accountancy Firm. The company’s chartered accountants verify all accounting transactions on a day to day basis and systems and procedures on a periodical basis. The External (Statutory) Audit is carried out on an interim basis by Mark D’Souza & Co., chartered accountants once every 6 months followed by the final audit at the end of the financial year. Financial audit of government grants towards the salary of Grant in Aid employees is done by government auditors. 6.4.3 Are the institution’s accounts audited regularly? Have there been any major audit objections, if so, how were they addressed?

Yes, the University accounts are audited regularly. There have been no major objections raised since the inception of the University. Excellence and Service

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6.4.4 Provide the audited income and expenditure statement of academic and administrative activities of the last four years. The audited income and expenditure statements for four years (2010-11, 2011-12, 201213, 2013-14) are given below.

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Figure 5 Audited income and expenditure statements 2010-14

6.4.5 Narrate the efforts taken by the University for resource mobilization.

The University mobilizes resources mainly from tuition fees, bank loans and consultancy. The University manages the available resources prudently by investing in fixed deposits based on the budget, for specific periods of time, to coincide with the payments such as monthly salary, developmental activities. Excellence and Service

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Further, activities are undertaken to attract funding from outside agencies for research. Resource mobilization is achieved by consultancy to corporate and nongovernmental organisations. 6.4.6 Is there any provision for the university to create a corpus fund? If yes, give details.

Yes, the University has a Corpus fund of Rs Five Crores which is invested in Fixed Deposits. 6.5 Internal Quality Assurance System 6.5.1 Does the university conduct an academic audit of its departments? If yes, give details.

Yes, the IQAC of the University plays an important role in the conduct of academic audit of the departments. The internal audit of the departments is carried out by a peer team consisting of three members chosen from among the heads of other departments. The peer team reviews the self-assessment reports and personally visits the departments to verify the documents and to interact with the members to identify strengths, weaknesses and recommend opportunities for improvement. The audit is carried out on an annual basis consequent to submission of self assessment reports by the departments. IQAC evaluates and suggests quality improvement measures in academic and administrative functions of the University, reviews and/or develops guidelines, systems and procedures in respect of student discipline, student concerns, faculty evaluation, faculty training and development, teaching methodology, examination and evaluation, and the like. The IQAC takes care of the development and application of quality benchmarks/parameters in various activities of the University like recording and monitoring of quality measures of the University including quality audit. The IQAC disseminates information on quality aspects and prepares Annual Quality Assurance Report and such other reports as may be decided from time to time. The audited reports are reviewed and suggestions are given to the Vice Chancellor and Deans/HoDs for bringing out need-based specific changes to improve the system. 6.5.2 Based on the recommendations of the academic audit, what specific measures have been taken by the university to improve teaching, learning and evaluation?

Based on the recommendations of the academic audit specific measures are undertaken by the University to improve teaching, learning and evaluation. Some of the measures are stated below:  Curriculum updation and validation  Improvement of Pedagogic tools  Consultancy from corporate and NGOs  Presentation in conferences/seminars  Effective mentoring  Objective assessment methods 200

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      

Research based internal assignments Research publication in Scopus journals Extension activities Skill development by the faculty Tutorials and bridge courses Improved usage of library Training and support in publications in indexed Journals, such as SCOPUS

6.5.3 Is there a central body within the university to continuously review the teaching learning process? Give details of its structure, methodologies of operations and outcome?

Yes, the Academic Review Committee (ARC) continuously reviews the teachinglearning process of the University. The composition of the ARC is as follows: 1. Vice Chancellor (Chairperson) 2. Deans of faculties 3. Four senior faculty members 4. Director of IQAC (Member Secretary) The course plan prepared by the teachers are validated by HODs of various departments. These validated reports along with the HODs’ comments are sent to the academic review committee for review. ARC during its monthly meetings deliberates and discusses the course plans validated by the HOD in presence of the Dean concerned. The outcome of the review are:  Course plans have been uploaded to KP and validation is made online  Course plans have to be presented before an external expert by all teachers before the commencement of the semester.  Course plan should contain more supplementary readings  Adopt more interactive teaching-learning techniques  Enhance quality of assessments 6.5.4 How has IQAC contributed to institutionalizing quality assurance strategies and processes?

One of the major contributions of IQAC is the creation of connectivity and networking with regard to quality enhancement. IQAC encourages ‘internal benchmarking’ between and among departments. Effort is made to treat Administrative benchmarking on par with academic benchmarking. The audit process of IQAC has enabled an internal peer review on predetermined academic parameters, making every faculty and departments responsible for continuous improvement. Since becoming a University the thrust has been to monitor the movement from just a Teaching University to a Teaching and Research University. 6.5.5 How many decisions of the IQAC have been placed before the statutory authorities of the University for Implementation? The following decisions have been placed before the statutory authorities. Excellence and Service

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      

Strategic Plan Holistic Education - sub themes Out-bound Training Digitization of Audit Researched-Informed Teaching Technology-Integrated teaching Rubrics for assessment

6.5.6 Does the IQAC have external members on its committees? If so, mention any significant contribution made by such members.

Yes, IQAC has external members on its committees. The significant contributions by external members are:  Academic Audit procedure  Criteria and Scoring Pattern  Online Academic Audit  Continuous review of academic quality  Pre audit meeting and Post audit review 6.5.7 Has the IQAC conducted any study on the incremental academic growth of students from disadvantaged sections of society?

Yes, IQAC has conducted a study and has maintained a record of the incremental academic growth of students hailing from the disadvantaged sections of the society. Based on their academic track record they are monitored through mentoring, remedial coaching and are given directions with regard to progression to higher levels of their career. 6.5.8 What policies are in place for the periodic review of administrative and academic departments, subject areas, research centres, etc.?

The University has set up a policy for the periodic review of administrative and academic departments including research centres. It is mandatory for the administrative and academic departments and research centres to submit a monthly report of their activities to the concerned Deans/Directors. The academic departments of the University review matters related to the subject areas, the quality of curriculum, teaching learning and assessment during the monthly meetings and annual faculty development Programmes. The administrative departments, including the research centres of the University review matters related to their policy, processes and procedures during the monthly meetings, year-end meetings and outbound Programmes. The outcome of suggestions made during the review meetings of the departments/centres are reviewed by the Vice Chancellor and discussed in the governing bodies of the University. Above all the annual quality audit of academic and administrative departments is coordinated by IQAC during September-October and reviewed by an audit panel. Any other information regarding Governance, Leadership and Management which the university would like to include. University strives to create a balance between governance, leadership and management acceptable to all with proven leadership.

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Criterion VII INNOVATIONS AND BEST PRACTICES 7.1 Environment Consciousness 7.1.1 Does the university conduct a Green Audit of its campus?

Yes, University conducts Green Audit once in two years. The general administration of the University takes decision on the green audit. A framework is created for Green Audit and implemented. The result of the audit is used to develop environmental sustainability plans and improve the campus environment. The Green Audit has led to the publication of a book titled Identification and taxonomical description of trees of Christ University Campus. Air quality index has been measured and reported by Bangalore Test House, Bengaluru. The results show that air pollutants on the campus are within the permissible levels. Several initiatives are taken by the University to make the campus eco-friendly. Centre for Social Action has established recycling plant, handmade paper unit, bio-gas plant, water harvesting and energy conservation systems. The University campus is blessed with several hundreds of flowering trees along with other shrubs and herbs which beautify the landscape and improve the atmosphere of the place with their beautiful flowers and glossy leaves. The air quality in and around the campus is without much of vehicular pollution due to the wide spread greenery around. A poly house within the campus is used to rear a large variety of flowering plants, which in turn contribute to a green and pleasant ambience within the campus. Regular flora and fauna audits are carried out to keep an eye on the biodiversity/species richness on the campus. Christ University has been making a conscious effort to establish the campus as an ‘environment-friendly zone, through a slew of scientific and environment-friendly measures. A number of initiatives have been put in place to promote the concept of ‘reduce, reuse and recycle’ and contribute to the protection the environment. During past few years attempts have been made at reducing the quantity of water used leading to less consumption per year. Through continuous recycling of water, water audits and leak detection and repair, water conservation is practiced in University effectively. A sewage water treatment plant has been established that treats around three lakh litres of water per day. It was found that nearly 50% reduction in water wastage was brought about by these conservation approaches.

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Rain water harvesting units have been constructed in different places in the campus. A total of 3 bio-gas plants have been set up in the campus, which convert food waste generated in the hostel and other eateries, into close to 750 kg of Biogas or 338 kg LPG every month that supplies gas to the kitchen. The use of solar energy has been promoted extensively in the hostels to provide lighting and water heating and reduce the dependence on electricity and promote usage of green and alternate energy. Also replacement of incandescent light with CFL and from CFL to LED, use of solar water heaters, passive solar building design and energy efficient windows have all contributed energy efficiency programme in the campus. The food packaging and serving in the canteens is done in eco-friendly materials and use of plastic is avoided thoroughly. Separate dust bins for segregation and collection of wet and dry waste have been put up at all the food outlets. Amount of waste generated in the campus is about 900 Kg and waste is divided as Wet waste (Food), Dry waste (Paper, tetra packs, Plastic) and E waste. The methods involved in waste management in the campus are Recycling, where all the waste paper generated in the campus is recycled into handmade paper, to make different eco-friendly products. 7.1.2 What are the initiatives taken by the university to make the campus eco-friendly?

Under the Parivarthana project Centre for Social Action (CSA), the development wing of Christ University, has undertaken numerous initiatives to make the campus eco-friendly. Student volunteers of CSA sensitize and educate the students and faculty through Zero Waste Campaign. Christ University generates around 900 kgs of waste everyday which includes both wet and dry waste. Seventy percent of primary segregation of waste generated in the campus is undertaken by the students and faculties. Thirty percent of secondary segregation is undertaken by sorting cum composting unit. The sorting cum composting unit and the handmade recycled paper make the initiative self-sustained. Students and faculty members are educated on waste management practices and encouraged to propagate the same in their families and neighbourhood community. CSA has established Handmade Paper Recycling at Christ University Campus. To process and recycle tetra packs University extends support to ANU Business Unit. * Energy conservation: Students and faculty are educated to use less electricity. Fans and lights are switched off when not in use. With a view to saving energy Christ University has been promoting use of CFL blubs in the campus. * Use of renewable energy: University has ensured use of solar energy in the campus, in this regard solar lights and solar water heaters are installed in the campus. In a very small scale solar lights and solar heaters etc. are installed in the campus. To use alternate sources of energy as means of using renewable energy Christ University has been promoting generation of energy from food waste. The 204

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bio-gas plant at Christ University-Dharmaram College has been a big success. The feeding capacity of bio-gas plant is 500 kgs of food waste which can generate about 25 kgs of methane gas every day. Additionally live demo water jacket model of bio-tech and ARTI model bio-gas plants at Christ University are in functional status for demonstration and training to various stakeholders. The Information Centre forms one of the important components of bio-gas plant operation. The primary objective of the information centre is to disseminate information on various technologies of bio-gas plants. * Water harvesting and check dam construction: Water harvesting systems established in Christ University is unique in all aspects. Every day in the main campus about 300000 litres of grey water is being treated and used for vegetation and gardening. Rain water harvesting promoted in Kengeri Campus is one of the unique features of judicious utilization of water resource. With the concept of “catch rain water where it falls”, Christ University ensures ground water recharge in the campus. Roof top rain water and run-off water is channelized through a system and collected in a sump tank and used for watering the garden. With regard to check dam, the campus of the University is located on a plain ground and there is no scope for check dams. However this process of check dams has been implemented by the University as part of Community based watershed and soil conservation intervention in Jiwati Taluk, Chandrapur district of Maharashtra, which has immensely benefitted the people of 24 villages for sustainable agriculture, animal husbandry and livelihood promotion. * Efforts for Carbon neutrality: The Zero Waste Campaign with primary focus on “Reduce, Reuse, Recycle and Safe and Scientific Disposal” is the major strategy adopted in Christ University as an effort for carbon neutrality. Due to our safe, sustainable and systematic waste management strategy in place, Christ University has achieved 80% of carbon neutrality in the campus based on the waste audit conducted in the campus for a week. In order to ensure carbon neutrality food waste is converted into bio-gas and kitchen waste, fruit/vegetable waste and other bio-mass are converted into organic manure and used for vegetations. Christ University does not use chemical or synthetic fertilizer. Paper and tetra packs are recycled and sold by which a sizeable amount of revenue is generated. Waste resources such as bottles, newspapers, aluminium foils, chocolate wrappers, plastics etc. which cannot be recycled are sold in the scrap market and revenue generated. By this process Christ University generates monthly revenue of Rs 150,000 which goes as the remuneration for the people working in the waste management unit. Nearly 75% of the waste resources generated in the campus is reused, recycled or sold in the scrap market. Only 25-30% rejects are sent to the scientific landfill for safe disposal and treatment. Parivarthana initiative of Christ University has been awarded by Rotary Club for comprehensive waste management initiative in the campus as well as in the slum community.

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* Plantation: Christ University has a green and clean environment known for its rich flora. Lots of trees have been planted. Varieties of shrubs, bushy plants and flower plants add beauty to the campus. Christ University has won awards and rewards for such efforts. Every year Christ University hosts Green Apple Day of Service (global event) and promotes tree plantations in various schools and colleges in the city. * Hazardous waste management: Christ University has adopted a very comprehensive and integrated waste management strategy. Food waste which could have generated harmful gases is safely and scientifically managed. Likewise toilet waste and laboratory wastes are managed safely and systematically. Thorny bushes/shrubs and thermocol are sent to the scientific landfills. Effort is also being made to send e-waste to e-waste procurement centres. Indeed Christ University is a hazard waste free environment. * E-waste management: Student volunteers of CSA-Christ University undertake awareness campaigns on E-waste Management. Christ University has ensured systematic way of collection of E-wastes which are sold in the scrap market to generate revenue for the Parivarthana unit. * Any other (please specify): Besides complying to the above sections the university has also been promoting its strong sustainable environment and livelihood promotion component. CSA-Christ University has initiated institutional based model in Christ University Campus and community based waste management in Ambedkar Nagar, Rajendra Nagar undertake decentralized solid waste management which includes collection, sorting and sale of recyclables, composting and paper recycling. The project employs women from slum communities. Around 4000 households were serviced in Rajendra Nagar, Ambedkar Nagar and L. R. Nagar. A total number of 4 community-based, Dry Waste Collection Centres (DWCC) have been established in collaboration with BBMP. While two DWCC are run by Parivarthana unit and the other two have been out-sourced to an NGO. Following are some of the important highlights: 



 

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With a view to making the children aware on solid waste management and environmental issues CSA has formed streetwise eco-club with children to educate the community in the slums. Working with other educational institutions: this intervention is aimed at creating a learning space for other educational institutions to understand the waste management system and help them undertake such initiatives in their own campus. Capacity building for members of Resident Welfare Associations on segregation concepts and utilization of food and dry wastes, water management etc. Street theatre training for the students of three colleges on segregation policies, safe disposal of food waste in bio-gas plant, waste management etc. Street theatre to educate the community on segregation of garbage, solid waste management and water management Christ University

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Carbon emission calculation: The composition of waste generated in the institute was found to be 53% food waste, 10% paper waste, 7% plastics & tetra packs and 30% bulk waste (mixed). Using the following formula it is calculated that Christ university would have generated 62,929.9055 CH4 kg/year (Carbon emission2,996.662CO2 kg/year) if the generated waste was not managed scientifically. The Methane emission reduced due to scientific treatment methods is 61,732.8735 CH4 kg/year (Carbon emission- 2,939.66 CO2 kg/year). Therefore the carbon footprint of Christ University is only 57.001 CO2 kg/year. Table 69 Methane Emission Calculation

Methane Emission= (MSWFxMCFxDOCxDOCFxFx16/12 - R)x(1-Ox) MSWF

Fraction of MSW sent to solid waste disposal sites =?

MCF

Methane correction factor (fraction) = (260.172 Gg)

DOC

Degradableorganiccarbon fraction = 0.18 (46.831Gg)

DOCF

Degradable org. C fraction similated = (36.06Gg)

Fraction of methane in landfill gas = 0.5 (18.03 Gg)

Recovered methane (Gg /yr) = 0.0 (18.03 Gg)

Methane oxidation factor = (1-0=1) (18.03 Gg)

Note: Methane emission= 21 Carbon emission

7.2 Innovations 7.2.1 Give details of innovations introduced during the last four years which have created a positive impact on the functioning of the university.

Innovations in curricular aspects: University is continuously revising its curricula and has introduced several innovative courses and labs during the last four years. Table 70 Innovative courses introduced in existing programmes

Sciences and Engineering Crystal Growth and Characterisation Image Processing Computational Fluid Dynamics Magneto Hydrodynamics Computational And Algorithmic Graph Theory Mathematical Modelling Renault â&#x20AC;&#x201C;Nissan Lab Automation (Festo Lab) Food Science Excellence and Service

Social Sciences, Law, Education

Commerce & Management

Cultural Studies, Translation Studies, Areas Studies, Gender And Architecture, Film Studies, Theatre Studies Performing Arts, Applied Economics Applied Sociology Positive Psychology Counselling And Spirituality, Forensic Law

Actuarial Science Lean Operations and Systems Business Analytics SAP Data Mining Big Data Logistics Management Entrepreneur Incubation Wine Studies Econometrics

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Environmental And Sustainable Development Ethno-Botany Riemannian Geometry Nanotechnology

Peace And Conflict Management Media Ethics

Table 71 Innovation in Curricula

Programme

Innovation in the Curriculum

MSc (Chemistry)

Specializations in Organic Chemistry, Analytic Chemistry and Medicinal Chemistry

MSc (Mathematics)

Specialization in Fluid Mechanics and Graph Theory

MSc (Physics)

One-year long project guided by scientists from IISc, RRI, IIA, Industries etc. Specializations offered in Materials Science, Electronics and Astrophysics

MBA(Financial Management)

SAP as Add-on Programme

MBA

100+ live projects from companies like Future group, Titan, Shoppers Stop, Nielsen, Jet Airways, Simulation Lab, Finance Modelling, Business Incubation Centre Harvard Marketing Simulation Games

MA (Media & Communication Studies)

Specialization in Digital and Visual Media, Internship with NGO

MSc (Psychology)

Specializations in Clinical, Human Resources and Counselling Cognitive Analytic Therapy, 1500 hours of supervised practicum and training in multicultural skills in lab format 600 hours of supervised internship for Counselling students 750 hours of supervised clinical internships Service learning based on a scholar- scientist-practitioner model with equal emphasis on Knowledge acquisition, research skills and clinical skills.

MSW

Project-based learning, Practice learning components in all courses

BBA

International Curriculum: An average of 20 students transfer their credits to various universities in UK, Australia and USA to complete degree from there

BHM

One semester-long internship and two summer internships, Chef of Campus programme

BSc (Biotechnology)

Summer Projects and Projects in the final Semester

BEd

Theatre, Teaching Model Exhibition

BSc (Electronics)

Tool learning programmes and use of software simulators

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ď&#x201A;ˇ

BA, MA (English)

English Language Teaching, Theatre, mandatory internship, technical writing

BA/BBA LLB, LLM

Collaborations with other Universities, NGOs, KFCCI and leading law firms Internship in Supreme Court and various other courts in India National and International Moot Courts, Law Journal

BSc (Mathematics)

Mathematics Lab

BSc (Statistics)

MS Excel and SPSS

BA (Theatre Studies)

First interdisciplinary intiative in Western Theatre Studies at the UG level in the country. Academic input in music, dance and drama

ACCA (Association of Chartered Certified Accountants) with their presence in more than 185 countries, has exempted 9 papers out of 14 for the students of BBA F&A programme exclusively.

Innovations in teaching-learning process: Over the last four years the departments have been experimenting and innovating several new techniques of teaching. Seminars, workshops, case studies, research paper presentations, team teaching, intra and intercollegiate programmes, personality development programmes, project exhibition, online teaching methodology, etc. are adopted. Latest and real time projects are encouraged to be undertaken by students. The teaching innovations that have been made are learning through reviewing movies, making power point presentations, group discussions in the class etc. Theatre, role play, movie reviews etc have been introduced to make teaching more effective and to develop necessary communication skills. The Department of English and Media Studies have adopted group teaching methodology where two different perspectives on a subject are transmitted to the students. The Department constantly makes efforts to see literature from different perspectives â&#x20AC;&#x201C; Poetry through motion allows students to interpret poetry through dance and other art forms. A postcard from everywhere is an exhibition that makes students interact with other cultures of the world. Their understanding translates in to an exhibition of cuisine, art forms, rituals, festivals etc. The Department of MSW extensively uses role play methods and teaching through Drama and Theatre. The Department of Sociology uses team teaching, teaching through theatre and street plays, classroom presentations, field trips and internships. The Department of Economics makes students take up live projects which are relevant and abreast of the trends and issues. The Institute of Management, Excellence and Service

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Department of Management Studies, Tourism and Commerce use simulation, field visits, management games, learning through databases like EBSCO, PROWESS, JSTOR, industrial visits, role plays, book reviews and open book assignments as teaching innovations. Implementation of Learning Management Systemâ&#x20AC;&#x201C;Moodle to meet the challenges of time management, objectivity and mutual interaction is a major step taken by some of the departments. The departments of the University use experiential and student-centred approaches in the teaching-learning process such as peer tutoring. The experiential activities that engage the learners in the learning process range from studentsâ&#x20AC;&#x2122; presentations, internship based project work, field experience and assignments which emphasize self learning and exploration. Exposure to learning through research through dissertation, research paper presentations, SPSS and journal club. Centre for Concept Design: Centre for Concept Design (CCD) was conceived in Christ University as a platform for blending the EMRC (Education Media Research Centre) Model of Central Universities in India and the very popular and effective MOOCs offered by Western Universities. The idea underpinning the objectives of the Centre is that teachers refine their communication skills and make it effective as well as accurate. The idea is to make classes digital so that students can access the sessions wherever and whenever they want. This makes learning more effective and durable for the students who are natives of technology and mostly visual learners. The teachers are trained to write scripts to produce their instructional videos and a full-fledged studio with the latest audio and video equipments and trained professional studio crew assist the teachers to produce the sessions which are then be uploaded into their official Learning Management System (Moodle) account. Business Analytics Laboratory: Business Analytics is an emerging area in the global business scenario and there is a dearth of quality infrastructure and training facilities in this extremely important area in the country. Institute of Management, Christ University, in collaboration with IBM has set up a Business Analytics Lab. The objectives are to develop state of the art Analytics skills among students and faculty members and to provide an environment for research in Analytics. The focus is on critical emerging technology areas such as Predictive Analytics, Descriptive Analytics and Big Data Analytics. IBM has provided relevant IBM software and curriculum content for various analytics courses in this Lab. Some of the software packages provided are IBM SPSS for Predictive Analytics, IBM Cognos for Descriptive Analytics and IBM Info Sphere Big Insight for Big Data Analytics. Faculty members were trained in this regard. Supply Chain Laboratory: Supply Chain Laboratory of Institute of Management enables hands-on learning of the concepts of operations, especially in the areas of 210

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supply chain and logistics. It provides a practical and learner centric environment where tough concepts such as bullwhip effect and effects of variability on operations can be understood by the students with the help of well-designed experiments. The concepts taught with the help of Supply Chain laboratory are: (a) Batch Production and Single Piece Flow (b) Seven Types of Waste (c) Value Steam Mapping (d) Takt Time and Cycle Times (e) Bullwhip Effect. Several game-based activities have been designed to bring out complex topics through experiments. The laboratory also has several artefacts to indicate the various metrics used in operations. Retail Laboratory: The retail lab simulates existing brick-and-mortar and e-tail setups in India. The purpose of retail laboratory is to create a platform that shall enable the generation of critical, marketable data and insights (Intellectual Property) by conducting experiments that will be useful to both industry and academia. It also supplements formal classroom teaching in Retail Management. Another objective is to facilitate R&D for teachers and students in a controlled environment that will help in new knowledge creation and innovation. The retail laboratory helps in enabling training Programmes as part of consultancy arrangements with corporate. It also helps to market the institute on an additional platform i.e., retail forte. Finally it enables inter-disciplinary linkages and consequently facilitate cross-functional/inter-departmental research. Presently the laboratory consists of two categories of retail, ie., fashion and processed foods. Centre for Case Research and Development (CCRD): The centre started in 2014 is focused on the development of teaching cases. The centre offers training to faculty to develop case studies. It also lends review and editing support to faculty and help in publishing of case studies. Christ University is a member with The Case Centre, UK for distribution of case studies. Examination Reforms: The University has introduced bar-coding system and question bank system as modern trends and innovations in evaluation reforms.  Bar-coding system: Students’ register numbers are encrypted and bar-coded for the purpose of confidentiality, objectivity and accelerating the valuation system. Further the marks awarded in each booklet are bar-coded for automated data entry.  Question Bank System: Question Banks are prepared for every paper by the teaching faculty and questions are selected at random depending on the pattern of the question paper for the respective exam. Questions prepared are validated by experts before entering into the data base.  Continuous Internal Assessment Rubrics: The University has evolved a rubric for Continuous Internal Assessment. All the faculty map their course assignments on to the University rubric in the University ERP—Knowledge Pro. The self-validated assignment rubric is validated by the peers in the department. Excellence and Service

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Innovation in Educational Administration Enterprise Resource Planning (ERP): An in house educational ERP namely Knowledge Pro is developed from the educational experiments and experiences of the University which serves as a single window system for students, parents, teachers and administrators for the effective and efficient administration of the educational activities. 7.3 Best Practices 7.3.1 Give details of any two best practices which have contributed to better academic and administrative functioning of the university.

Two Best Practices of Christ University which have contributed to add value to the better academic and administrative ambience are 1. Holistic Education 2. Student Satisfaction Survey. BEST PRACTICE 1 1. Title of the Practice: Holistic Education 2. Objectives of the Practice     

To enable the teachers and students to develop their personal, interpersonal and societal skills beyond their academic development To involve the entire faculty to foster unity and achieve the vision and mission of the University as a common goal To enable a creative link between students and teachers concerning all practical and pragmatic aspects of human Endeavour To create an opportunity for the students to identify, address and understand certain crucial , regional , national and global issues beyond the curriculum To groom the students to move beyond just being employable to grow into lovable and responsible citizens

3. The Context: Higher education institutions should strive to realize the holistic and integrated development of students. Integrated character development involves complete and solid formation of every aspect of a student’s personality beyond just formal education, an Endeavour to nurture essential component of fundamental and distinctive educational philosophy. Its goal is to mould them not only to be intellectually competent, but also spiritually mature, morally/ethically upright, psychologically integrated, physically healthy and socially acceptable. In the changing context of student life and educational scenario, emphasis on personal, interpersonal and societal elements scaffolding human development should form the significant aspect of holistic development through integrated education. In the above context, Holistic education guided by our vision—excellence and service—is an institutional commitment to realize our aspirations of achieving all around human development for humane wellbeing. Holistic education was initiated as part of the strategic planning process in the late 212

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90s of then Christ College and extended to the Christ University, and has emerged as an evolutionarily rich best practice of the University. Initially holistic education was launched to blend intellectual competence – academic skills, professional skills, info-tech awareness, creativity and objectivity, realized through academic brilliance and through regular and day to day classroom. This Best practice has achieved the fulfilment of individual and social responsibility of the students and faculty of the University, through personal development of character honing, moral integrity, value consciousness, spiritual development, emotional poise, courage and conviction, communication skills, goal setting, physical development and vitality and sportsmanship. Further, it has led to the development of healthy interpersonal relationship between individuals, thereby creating a better society through team work, leadership skills, and empathy with a growing sensitivity towards social problems. It has also contributed significantly to the realization of responsibility towards conservation of the environment, commitment to preserve our rich cultural heritage, knowledge of the Indian constitution and good citizenry. 4. The Practice: The rationale is to enable an individual to go beyond mere acquisition of knowledge, but transcend to higher realms of humane understanding and service that one is capable of. The aim of holistic education is to empower our teachers to imbibe “What it means to live fully as a human being” and to translate the same to the students, parents and the society at large by going through a very experiential analysis of human life. The process is to take them through various aspects of personal, interpersonal and societal dimensions of human life. The topics covered under the programme are an attempt to enrich the lives of both faculty and students of the University alike, to fully realize the institutional vision and contribute effectively to dynamic society. With the changing context and challenges of higher education, the themes covered under holistic education have been diversified to match the current relevance, to integrate theoretical knowledge with service-orientated practical life experiences of students. The approach of holistic education is two-pronged as the teachers imbibe, internalize and actualize the spirit of issues that are discoursed but make an effort to translate the same beyond didactic approaches of educational delivery. Holistic education, to effectively achieve its objective is transacted on a regular basis, in a particular dialectical style on real life situational topics of familiarity. At the end of the sessions, conclusions are drawn with a possible pledge resolved and to implement the conclusions through introspective follow up sessions. The academic community of the University firmly believes that Holistic education cannot be effective if it is based on mere instructional material or learning sessions of theoretical explanations not related to life applications. Methodology adopted:  Review and develop skill modules and the curriculum to imbibe the mission of the University. Create teams for developing Holistic Education study modules and for training the teachers. Excellence and Service

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

a. Guide the team for the development of life-related examples on Holistic Education modules b. Develop new areas of holistic significance and prepare study modules c. Develop methodologies for training the faculty members for conducting holistic education classes Develop holistic education as a culture, merging with the academic practices. a. Prescribe guidelines for applying holistic practices in teaching methodology – faculty attitude / behaviour/ communication and other skills. b. Conduct holistic training for new teachers – an orientation to familiarize them with the University culture, how to conduct themselves within and outside the class room/university. Train the teachers in imparting holistic education in its true spirit and perspective. a. Convene periodic meetings of teachers in groups to discuss, deliberate and highlight the holistic perspectives of life. b. Revitalize the qualities of a good teacher to be a friend, philosopher and a guide. c. Follow up of the sessions delivered in the classroom with experiential examples Conduct workshops/seminars for teachers on holistic education and development. a. Conduct holistic education seminars at least once in a semester by inviting personal skill experts/life –time achievers/philosophers etc. b. Conduct workshop for teachers at least once in a year to enable adaptation/ learning skills of holistic education. Develop and assess the impact and effectiveness of holistic education in the institution, towards quality improvement a. Conduct half-yearly survey on Holistic Education to elicit information on its usefulness and applications, through well designed questionnaires b. Based on the findings of the survey, assess the effectiveness and shortfalls c. Initiate rectification measures to overcome the shortfalls d. Advice/assist/guide student council in identifying and implementing ‘Holistic Education student projects’ Preparation of the half yearly Report on Holistic Development. a. Develop a suitable report format to disseminate information on Holistic Education modules handled, the initiatives and impacts resulted, drawbacks and rectifications. b. Submit the report to the Quality Council c. Discuss the report in faculty meetings d. Transact the CMI Vision of Education e. Holistic Education orientation is held at the beginning of the year for all newly admitted students.

5. Evidence of Success: Since the inception of the holistic education programme, the philosophy and methodology of holistic education is well ingrained in the institution’s 214

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philosophy, to integrate the three elements of human development-personal skills to discover from oneself of what he/she is capable, develop interpersonal skills to interact relate effectively with others and to develop healthy societal skills. The three dimensional construct of knowledge and experience is to supplement academic excellence and to make them excel and transcend to the understandings of higher levels of cognitive and non-cognitive experience. Interaction with members of the student council indicate that holistic education practiced is the unique selling proposition of the University. They appreciate the effort put in by all the teachers in impacting this education. They suggested to make the programme more dynamic and topics that are current to be included. Based on a random survey of teachers and students the results indicate that Holistic Education has enabled both teachers and students for holistic growth especially for students. Along with development and Strengthening Academic excellence, their Personal skills, Inter-personal skills and Societal skills are enhanced as realization of the vision and mission of the institution. An exclusive experimental study undertaken by a faculty on the impact of the HED programme on engineering students show that HED has enhanced the leadership Skills. The modules well thought out and developed has enabled students in the fulfilment of individual and social responsibility of human beings through personal development. It has enabled them in developing healthy relationship between individuals thereby creating a better society through team work, leadership skills, and empathy. It has strengthened their skills that enable an individual to empathize with the less fortunate, develop sensitivity towards social problems and contribute to the growth of the society realized through responsiveness to environment and commitment, awareness of cultural heritage, commitment to societal knowledge. Students receive one credit for holistic education based on online test. This unique feature of the university is well received by both teachers and students as the questions challenge to respond to rational and analytic thinking rather than merely to recall crammed information. In the process it stimulates their consciousness of several issues of mankind that need them to become sensitive to change the world order. The holistic education is exclusively organized and promoted by the Holistic Education Development Cell (HEDC). HEDC carries out the following functions with identified role descriptions:    

The cell develops and reviews skill modules and the curriculum to imbibe the mission of the Institution. It promotes holistic education as a culture merging with academic practices. It trains the teachers in imparting holistic education in its true spirit and perspective and It transacts the CMI Vision of Education

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The programme is implemented through a carefully designed timetable that includes One hour per week throughout the Semester in the first four semesters of UG and the first two semesters of PG Programmes. The programme culminates with the Semester-end online test for one credit and valuation is based on question bank. 6. Problems Encountered and Resources Required: 

To deliver Holistic education modules to effectively achieve its objective on regular basis in a particular dialectical style on real life situational topics of familiarity is a real challenge The modules as per design and a unique process is developed and presented by non specialists involves enormous effort by trainers and teachers As most content of the modules have to be developed in an original and creative form, supporting reading materials is a limitation. More dynamic and experiential methodology for delivering the holistic education modules are to developed Time constraint with regard to delivery of the holistic module is a challenge as teachers will have to adjust their holistic classes along with their core subject of teaching To present content or instructional material related to life applications away from theoretical explanations is really a challenge

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7. Notes: Quote the relevant publications that the University has published on Holistic Education 1.Thomas Chathamparampil, Kennedy Andrew Thomas and Grace Pais, Holistic Education: A Comprehensive Model for Teachers and Students of Higher Education Personal Skills, Interpersonal Skills and Societal Skills. (2005). Bangalore; Christ College. pp. vi, 174. Table 72 Holistic Education modules 2012-15

2012 ODD Semester

Personal

Inter Personal

Societal

Self Worth and Positive Attitude

Healthy Relationship and Positive Bonding

Adaptability and Living in a Community

Emotional Competency and Self Regulation

Empathy and Active Listening

Man and Nature

Etiquette and Responsibility

Managing Private and Public Space

Glocalization

Self Management and Goal Setting

Professionalism and Accountability

Media and the Message

III

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Self Esteem and Self Actualization

Image Management and Acceptance

Diversity and Inclusion

Ethics and Ethical Behaviour

Assertiveness and Collaborative Skills

Issues of the Marginalized

Art of Facilitating

Rational Evaluation

History and Tradition

Open-minded and Being Non-Judgemental

Connecting with Others

Intercultural Competence

Dignity and Self Respect

Learning to Listen

Negotiating Skills

Emotional SelfSufficiency

Art of Forgiving

Connecting with Society

Sensitivity and Tolerance

Positive Emotional Response

Intercultural Competence

Emotional Selfsufficiency

Connecting with Others

Cultural Diversity Social Dynamics

Goal Setting

Humility and Self Assertion

Responsible Citizenry

Managing Technologies

Followership

Waste Management

2012 EVEN II

2013 ODD I

III

Spirituality

Social Networking

Handling Stress

Gender Sensitization

Self Analysis Mindful Living

Managing Diversity Blocks in Relationships

Gender Sensitization Social Networking

Perseverance and Positivity

Respect for others

Water Conservation

Art of Listening

Think Win-Win

Safe guarding public property

Overcoming fear of failure

Anger Management

Inter cultural Competence

Emotional intelligence

Meaningful Relationships

Conscious consumerism

Positive Attitude Ethical Reasoning

Accommodative Behaviour Reciprocity

Inter Cultural Competence Ecological Sustainability

Goal Setting

Dealing with Competition

Gender Sensitization

Cyber Etiquettes

Leading and Following

Community Living

Spirituality

Alienation

Gender Sensitization

2013 EVEN II

2014 ODD I

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Transition to Adulthood

Blocks in Relationship

Good Governance

Accountability

Alienation

Gender Sensitization

Mindful Living

Blocks in Relationship

Sustainable Development

Personal Integrity

Respect of others

Water Conservation

Responsible Spending

Think Win-Win

Safe guarding public property

Self Management

Anger Management

Ecology, Culture and Development

Negotiating Changes

Meaningful Relationships

Social Media Ethics

Self Learning

Accommodative Behaviour

Inter cultural Competence

Negotiating changes

Reciprocity

Social Media Ethics

Goal Setting

Leading and Following

Gender Sensitization

Humility

Blocks in Relationship

Collective Responsibility

Positive Demeanour

Logical Argumentation

Social Consciousness

Managing Societal Expectation

Art of Forgiveness

Social Media Ethics

Career Orientation

Logical Argumentation

Gender Sensitization

Managing Societal Expectation

Accepting Differences

Global Mindedness

2014 EVEN II

2015 ODD I

III

BEST PRACTICE 2 1 Title of the Practice: Student Satisfaction Survey (SSS): A Reach-out Effort 2 Objectives of the Practice: The University considers that students are the most important stakeholders in any educational enterprise. In tune with its vision, the University, since its inception has been striving to provide the best learning environment to its students–a task which is being continuously fine tuned through a structured feedback system–the Students Satisfaction Survey (SSS)–an annuallyimplemented mechanism of gathering relevant information from the students on their experience of service provided by the university. Over the years, this practice has emerged as one of the Best Practices of the University and has the following objectives: 

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To procure feedback directly from the students on their needs, expectations and changes required to match their expectations in terms of all components of the University services.

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To analyse and use this feedback as significant for management decisions on bringing about need-based changes in its services to render them learnercentric. To maximise the quality of our student support and services so that their Quality of College Life (QCL) is rendered highly satisfactory and memorable. To ultimately build a brand of best student services that would be recognised as world class.

3. The Context: As a University in order to understand the perceptions of its major stakeholders Student Satisfaction Survey was organized. The survey was designed by incorporating the elements from similar surveys of many universities abroad. In India a comprehensive and extensive survey of this kind has been initiated by the University for the first time in 2010. Over the years, University has attracted and built up massive student strength, a large pool of faculty and a significant spread of infrastructure and technology architecture to deliver quality education. In order to continuously monitor and measure the effectiveness of our student support and services, a suitable, comprehensive and specifically-designed Student Satisfaction Survey Questionnaire (SSSQ) was developed, to reach out to the objectives as mentioned above, and to encompass all the areas of student interest as detailed below: 1. Student-determined questions: To assess the total learning experience as defined by students. 2. Satisfaction and importance ratings: The survey examines student satisfaction with respect to academic and infrastructure and then identifies which of those areas are important for students. 3. Management information for action: Those areas, which are important to students but where students are dissatisfied, are priority areas for management intervention. The University model of SSSQ first developed in 2010-11 was found to be invaluable as a mechanism to gather first-hand information on student experience of campus facilities in all areas and has been continued each year, with need-based fine tuning of the questionnaire. 4. The Practice: The SSS consists of two sections. The first section consists of questions related to the demographics and the second related to the satisfaction of students. In the SSS of 2010-11, there were 102 questions related to satisfaction. In the course of five years several questions have been modified, and a few dropped based on the analysis and in 2014-15, it consisted of 111 questions. Currently the Satisfaction level questions are stratified into nine areas of the University Life of the Student. They are: 1. Academic Life i. Faculty ii. Teaching Learning Excellence and Service

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iii. Research, Evaluation and Testing iv. Overall Impression 2. 3. 4. 5. 6. 7. 8. 9.

Campus Life Student Services Admission Process Computer and Networking Library Extra Curricular Activities Campus Facilities Impact of Christ University in i. Personal Life ii. Societal Life SSS is distributed among students who have recorded not less than 85% of attendance in the even semester. Feedback was collected in the popular–5 point Likert Scale viz., Very Good, Good, Average, Satisfactory (Fair) and Not Satisfactory. For the statistical analysis, integer points were awarded from 5 to 1. Satisfaction index was calculated using the formula (frequency×point/total number of respondents). 5. Evidence of Success: Since the initial survey in 2010, the practice has proved to be highly successful. Over the following years the instrument and process have been refined, aiming at more accuracy for need-based decision making by the Management. The recent survey of 2014-15 indicated an overall response of satisfaction level of 95% based on feedback data covering- Very Good, Good, Average and Satisfactory. Further, considering the Very Good, Good and Average scores the satisfaction level is found to be 89%.

Not Satisfactory Satisfactory (Fair) 5% 6% 5% 6%

2015 SSS RESULT

Average - 15% 15% Very Good - 35% 35%

Good - 39%…

Figure 6 Percentage of responses on five-point scale for 2014-15

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