Welcome to Andhra University :: Internal Quality Assurance Cell

The NAAC has identified the following seven criteria to serve as the basis for assessment of Universities.

1. Curricular Aspects

2. Teaching-Learning and Evaluation

3. Research, Consultancy and Extension

4. Infrastructure and Learning Resources

5. Student Support and Progression

6. Governance and Leadership and

7. Innovative Practice

CRITERIA AND KEY ASPECTS

Criterion I—Curricular Aspects:

This criterion deals with how the curriculum aligns with the mission statement of the institution. It also considers the practices of an institution in initiating a wide range of programme options and courses that are relevant to the local needs and in tune with the emerging national and global trends. Apart from issues of academic flexibility and diversity, to suit different levels of learners, aspects on career orientation, multi-skill development and involvement of stakeholders in curriculum updation, are also gauged under this criterion.

The focus of this criterion is captured in the following criterion statements and key aspects:

CRITERION STATEMENTS

The institution has clearly stated goals and objectives that are communicated systematically to all its constituencies.
The programmes of the institution are consistent with its goals and objectives.
The institution has a wide range of programme offerings that provide adequate academic flexibility.
Feedback from academic peers, students, employers and other stakeholders are used in the initiation, review and redesign of programmes.
The institution practices sustainable curricular practices, to achieve academic excellence.

KEY ASPECTS

Curricular design and development
Academic flexibility
Feedback on curriculum
Curriculum update
Best practices in curricular aspects

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The description of the key aspects are given below:

Curriculum design and development

It is a process of developing appropriate need based curricula in consultation with expert groups, based on the feedback from stakeholders, resulting in the development of relevant programmes with flexibility, to suit the professional and personal needs of the students and realization of core values.

Academic flexibility

Choice offered in the curriculum, in terms of programme, curricular transactions and time-frame options.

Feedback on curriculum

Responses from students, academic peers and employers, for review and re-design of curricula.

Curriculum update

The process of revision and redesign of curricula based on recent trends and developments, the feedback from all stakeholders and catering to the needs of the society/ economy/ environment.

Best practices in curricular aspects

Sustainable curricular practices which lead to academic effectiveness and excellence.

Criterion II— Teaching-Learning and Evaluation:

This criterion deals with the efforts of an institution to serve students of different backgrounds and abilities, through effective teaching-learning experiences. Interactive instructional techniques that engage students in higher order ‘thinking’ and investigation, through the use of interviews, focused group discussions, debates, projects, presentations, experiments, practicum, internship and application of ICT resources, are important considerations. It also probes into the adequacy, competence as well as the continuous professional development of the faculty who handle the programmes of study. The efficiency of the techniques used to continuously evaluate the performance of teachers and students is also a major concern of this criterion.

The focus of this criterion is captured in the following criterion statements and key aspects:

CRITERION STATEMENTS

The institution has a transparent admission process.
The programmes of teaching and learning cater to individual differences amongst learners.
The institution facilitates the effective conduct of the teaching-learning processes.
The institution has provision for use of ICT in the enhancement of teaching process.
The institution has a well-conceived plan for continuously monitoring student progress.
The institution has an effective mechanism to recruit adequate qualified faculty.
The student evaluation processes are reliable and valid.
The institution has an open and participative mechanism for evaluation of teaching and promoting work satisfaction of the faculty.
The teachers have opportunities for continued academic growth and professional development.
The institution has sustainable good practices in teaching, learning and evaluation to achieve academic excellence.

KEY ASPECTS

Admission process and student profile
Catering to diverse needs
Teaching-learning process
Teacher quality
Evaluation process and reforms
Best practices in teaching, learning and evaluation

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The description of the key aspects are given below:

Admission process and student profile

The process of admitting students to the programmes is by a transparent, well-administered mechanism, complying with all the educational norms of the Government. The student profile is reflected from the composition of the student community representing different socio-economic and learner backgrounds.

Catering to diverse needs

The programmes and strategies adopted by institutions satisfy the needs of the students from diverse backgrounds including backward community as well as from different locales. Gender equity and admission opportunity for differently-abled students are also considered.

Teaching-Learning process

Learner-centered education through appropriate methodologies to facilitate effective learning outcome.

Teacher quality

‘Teacher quality’ is a composite term to indicate the quality of teachers in terms of qualification of the faculty, teacher characteristics, the adequacy of recruitment procedures, faculty availability, professional development and recognition of teaching abilities.

Evaluation process and reforms

Assessment of teaching, learning and evaluative processes and reforms, to increase the efficiency and effectiveness of the system. Innovative evaluation process is to gauge the knowledge and skills acquired at various levels of the programmes.

Best practices in teaching- learning and evaluation

The institution has sustainable practices in teaching-learning and evaluation, which have the greatest impact on performance, leading to successful end result in Teaching, Learning and Evaluation

Criterion III— Research, Consultancy and Extension:

This criterion seeks information on the policies, practices and outcomes of the institution, with reference to research, consultancy and extension. It deals with the facilities provided and efforts made by the institution to promote a ‘research culture’. The institution has the responsibility to enable faculty to undertake research projects useful to the society. Serving the community through extension, which is a social responsibility and a core value to be demonstrated by institutions, is also a major aspect of this criterion.

The focus of this criterion is captured in the following criterion statements and key aspects:

CRITERION STATEMENTS

The institution promotes research culture among faculty and students.
The institution encourages faculty to publish in academic journals.
The institution encourages faculty to participate in professional academic programmes.
The institution promotes faculty participation in consultancy work.
The institution is responsive to community needs and conducts relevant extension programmes.
The institution has sustainable good practices in research, consultancy and extension to achieve academic excellence.

KEY ASPECTS

Promotion of research
Research and publication output
Consultancy
Extension activities
Collaborations
Best practices in research, consultancy & extension

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The descriptions of the Key Aspects are given below:

Promotion of research

The process of promoting research culture among faculty and students is ensured by facilitating participation in research and related activities, providing resources and other facilities

Research and publication output

Quality research outcome, beneficial for the discipline/ society/ industry/ region and the nation. Dissemination of knowledge including theoretical and practical findings of research, through various media.

Consultancy

Activity with or without remuneration, for which the expertise and the specific knowledge base of the faculty becomes the major input.

Extension activities

The aspect of education, which emphasizes community services. These are often integrated with curricula as extended opportunities, intended to help, serve, reflect and learn. The curriculum-extension interface has an educational value, especially in rural India.

Collaborations

A formal agreement/ understanding between any two or more institutions for training/student exchange/faculty exchange or research with or without resource sharing.

Best practices in research, consultancy and extension

Sustainable practices in Research, Consultancy and Extension leading to superior performance resulting in successful outcome in terms of generating knowledge which will be useful for the learner as well as the community.

Criterion IV—Infrastructure and Learning Resources:

This criterion seeks to elicit data on the adequacy and optimal use of the facilities available in an institution to maintain the quality of academic and other programmes on the campus. It also requires information on how every constituent of the institution - students, teachers and staff - benefit from these facilities. Expansion of facilities to meet future development is included among other concerns.

The focus of this criterion is captured in the following criterion statements and key aspects:

CRITERION STATEMENTS

The institution has adequate physical facilities for the conduct of the educational programmes efficiently.
The growth of the infrastructure keeps pace with the academic growth of the institution.
The institution has effective mechanisms for maintenance and optimal use of infrastructure.
The institution has adequate library, computer facilities and other learning resources, with easy access to all its constituencies.
The institution has sustainable good practices for ensuring adequate infrastructure and learning resources and its optimum use to facilitate student learning.

KEY ASPECTS

Physical facilities

Maintenance of infrastructure

Library as a learning resource

ICT as learning resources

Other facilities

Best practices in the development of infrastructure and learning resources

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The descriptions of the key aspects are given below:

Physical facilities

Adequate infrastructure facilities to conduct the educational programmes. The growth of the infrastructure keeps pace with the academic developments in the institution.

Maintenance of infrastructure

Effective mechanism for the upkeep of the infrastructure facilities and promote the optimum use of the same.

Library as a learning resource

The library holdings in terms of books, journals and other learning materials and technology-aided learning mechanisms which enable students to acquire information, knowledge and skills required for their study programmes.

ICT as learning resources

The ICT facilities and other learning resources are adequately available in the institution for academic purposes.

Other facilities

The other supportive facilities on the campus, which contribute to the effective ambience for curricular, extra- curricular and administrative activities.

Best practices in the development of infrastructure and learning resources

Sustained practices leading to continuous improvement of infrastructure and learning resource development to create an optimum learning ambience.

Criterion V-Student Support and Progression:

The highlights of this criterion are the efforts of an institution to provide necessary assistance to students, to acquire meaningful experiences for learning at the campus and to facilitate their holistic progression. It also seeks information on student and alumni profiles.

The focus of this criterion is captured in the following criterion statements and key aspects:

CRITERION STATEMENTS

The institution provides clear information to students about admission, completion requirements for all programmes; the fee-structure and refund policies; financial aid and student support services.
The institution has sufficient and well-run support services to all its students.
Student progression is monitored effectively.
Institution has mechanisms for student counseling and placement services.
The institution has an effective mechanism to use student feedback for quality enhancement.
The institution has good sustainable practices for effective student support and progression.

KEY ASPECTS

Student progression

Student support

Student activities

Best practices in student support and progression

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The descriptions of the key aspects are given below:

Student progression

Vertical movement of students from one level of education to the next higher level or towards gainful employment.

Student support

Facilitating mechanisms like guidance cell, placement cell, grievance redressal cell and welfare measures to support students.

Student activities

The participation of the students in activities, which can develop various skills, to foster holistic personality development.

Best practices in student support and progression

Sustainable good practices which effectively support the students and facilitate optimal progression. Benefits often include the assurance of quality results.

Criterion VI—Governance and Leadership:

This criterion helps gather data on the policies and practices of an institution in the matter of planning human power requirement, recruitment, training, performance appraisal, finance management and the role of leadership in institution building.

The focus of this criterion is captured in the following criterion statements and key aspects:

CRITERION STATEMENTS

The leadership provides clear vision and mission to the institution.

The functions of the institution and its academic and administrative units are governed by the principles of participation and transparency.
Academic and administrative planning in the institution move hand in hand.
The institution practices relevant welfare schemes for all its constituencies.
There are fair and expeditious grievance redressal mechanisms at all levels of the institution’s functioning.
The institution is effective in resource mobilization and planning development strategies.
The finances of the institution are judiciously allocated and effectively utilized by proper budgeting system.
Auditing procedures and the follow up actions are systematized.
Institution has sustainable practices for governance and leadership.

KEY ASPECTS

Institutional vision and leadership

Organizational arrangements

Strategy development and deployment

Human resource management

Financial management and resource mobilization

Best practices in governance and leadership

Effective leadership in building the organizational culture by setting values, and demonstrating effectiveness through participative decision-making process to achieve the vision, mission and goals of the institution.

The formal and informal arrangements in the institution to co-ordinate the academic and administrative planning and implementation.

Formulation of development objectives, directives and guidelines with specific plans for implementation

The process of assessing adequate human power requirements; staff recruiting, monitoring and planning professional development programmes for personnel development and seeking appropriate feedback responses.

Budgeting and optimum utilization of finance, including mobilization of resources. The planning and development strategies adopted by the institution, for mobilizing resources.

Sustainable good practices of Governance and Leadership that would lead to administrative and academic excellence.

This criterion focuses on the innovative efforts of an institution that help in its academic excellence. An innovative practice could be a pathway created to further the interest of the student and the institution, for internal quality assurance, inclusive practices and stakeholder relationships.

The focus of this criterion is captured in the following criterion statements and key aspects:

Internal quality assurance System
Inclusive practices
Stakeholder relationships

Self-regulated responsibilities of the higher education institutions, aimed at continuous improvement of quality, for achieving academic excellence.

New and creative approaches in education involving all stakeholders for adopting inclusive practices to promote social justice.

Affiliation and interaction with groups or individuals who have an interest in the activities of the institution and the ability to influence the actions, decisions, policies, practices or goals of the organization.

Weightages for each of the seven criteria are included as detailed in the table below:
(The numbers in the parentheses indicate the weightages as percentages of the total score)

The Key Aspects and the Key Aspect-wise differential Weightages under each Criterion are also specified as detailed in the following table:

Criteria	Key Aspects	University
I. Curricular Aspects	1. 1 Curricular design and development	90
	1. 2 Academic flexibility	30
	1. 3 Feedback on curriculum	10
	1. 4 Curriculum update	10
	1. 5 Best Practices in curricular Aspects	10
	Total	150

II. Teaching Learning and Evaluation	2. 1 Admission process and student profile	20
	2. 2 Catering to diverse needs	20
	2. 3 Teaching-learning process	90
	2. 4 Teacher quality	60
	2. 5 Evaluation process and reforms	50
	2. 6 Best practices in teaching, learning and evaluation	10
	Total	250

III. Research	3. 1 Promotion of research	40
	3. 2 Research and publication output	90
	3. 3 Consultancy	20
	3. 4 Extension activities	30
	3. 5 Collaborations	10
	3. 6 Best practices in research, consultancy & extension	10
	Total	200

IV. Infrastructure and Learning Resources	4. 1 Physical facilities	20
	4. 2 Maintenance of infrastructure	10
	4. 3 Library as a learning resource	35
	4. 4 ICT as learning resources	15
	4. 5 Other facilities	10
	4. 6 Best Practices in the development of infrastructure and learning resources	10
	Total	100

V. Student Support and Progression	5. 1 Student progression	30
	5. 2 Student support	30
	5. 3 Student activities	30
	5. 4 Best practices in student support and progression	10
	Total	100

VI. Governance and Leadership	6. 1 Institutional vision and leadership	15
	6. 2 Organizational arrangements	20
	6. 3 Strategy development and deployment	30
	6. 4 Human resource management	40
	6. 5 Financial management and resource mobilization	35
	6. 6 Best practices in governance and leadership	10
	Total	150

VII. Innovative Practices	7. 1 Internal quality assurance system	20
	7. 2 Inclusive practices	15
	7. 3 Stakeholder relationships	15
	Total	50
	TOTAL SCORE	1000

A significant outcome of the Assessment is the final Institutional grading. After Assessment, the Cumulative Grade Point Average (CGPA) of an Institution is computed. If the overall CGPA is more than 1.50, the institution will get the “Accredited” status and a CGPA equal to or less than 1.50, will lead to the “Not Accredited” status.

Institutions which secure a CGPA equal to or less than 1.50, are notionally categorized under the letter grade “D” (Performance Descriptor: Unsatisfactory; Status: Not Accredited). Such institutions will also be intimated and notified by NAAC as “Assessed and Found not Qualified for Accreditation”.

The Peer Team constituted by NAAC will visit the University during 31-03-08 to 03-04-08 for Re-accreditation