NAAC

This criterion assesses how the curriculum of the HEI reflects its vision, mission, and goals, and how it addresses the needs and expectations of the stakeholders and the society. It also evaluates how the curriculum is designed, developed, implemented, and reviewed, and how it promotes academic flexibility, innovation, and diversity. Some of the key aspects of this criterion are:

• The process and mechanism of curriculum development and revision, and the involvement of various stakeholders such as faculty, students, alumni, industry, community, etc.
• The alignment of the curriculum with the learning outcomes, program objectives, and institutional goals, and the extent to which it incorporates the contemporary developments and emerging trends in the relevant disciplines and domains.
• The provision of academic flexibility and choice to the students, such as elective courses, interdisciplinary courses, open courses, MOOCs, credit transfer, etc., and the availability of bridge/remedial courses, add-on courses, enrichment courses, etc., to cater to the diverse needs and interests of the students.
• The adoption of innovative and learner-centric pedagogical approaches and methods, such as experiential learning, project-based learning, problem-based learning, flipped classroom, blended learning, etc., and the use of ICT and other technologies to enhance the teaching-learning process.
• The feedback mechanism for curriculum review and improvement, and the analysis and utilization of the feedback obtained from various sources, such as students, faculty, alumni, employers, academic peers, etc.

This criterion examines how the HEI facilitates effective teaching-learning processes, and how it ensures the quality and transparency of student evaluation. It also measures how the HEI attracts and retains qualified and competent faculty and students, and how it supports their academic and professional development. Some of the key aspects of this criterion are:

• The admission policy and process of the HEI, and the criteria and methods used for student selection, such as entrance tests, merit lists, reservations, etc.
• The diversity and inclusiveness of the student profile, and the measures taken by the HEI to address the issues of access, equity, and social justice, such as scholarships, fee concessions, hostel facilities, etc.
• The academic calendar and time table of the HEI, and the adherence to the planned schedule of academic activities, such as classes, examinations, results, etc.
• The mentoring and tutoring system of the HEI, and the availability and accessibility of faculty and counselors for academic and personal guidance of the students.
• The evaluation process and system of the HEI, and the transparency and reliability of the evaluation methods, such as internal assessment, external assessment, continuous assessment, etc., and the provision of grievance redressal mechanism for the students.
• The faculty recruitment and retention policy and process of the HEI, and the qualifications, experience, and diversity of the faculty members, and the ratio of full-time to part-time and permanent to temporary faculty.
• The professional development and welfare schemes of the HEI for the faculty, such as orientation, induction, refresher, training, research, consultancy, sabbatical, leave, etc., and the recognition and reward system for the faculty, such as awards, incentives, promotions, etc.

This criterion evaluates how the HEI fosters a culture of research, innovation, and extension, and how it contributes to the creation, dissemination, and application of knowledge. It also assesses how the HEI engages with the industry, community, and other stakeholders, and how it promotes social responsibility, inclusiveness, and environmental sustainability. Some of the key aspects of this criterion are:

• The research policy and strategy of the HEI, and the availability and adequacy of the research infrastructure and facilities, such as laboratories, libraries, databases, journals, etc., and the allocation and utilization of the research budget and grants.
• The research output and impact of the HEI, and the quantity and quality of the research publications, patents, awards, citations, h-index, etc., and the contribution of the research to the advancement of knowledge and the solution of societal problems.
• The research culture and environment of the HEI, and the promotion and facilitation of the research activities of the faculty and students, such as research projects, fellowships, collaborations, consultancies, etc., and the involvement of the research scholars and post-doctoral fellows in the research process.
• The innovation and entrepreneurship ecosystem of the HEI, and the encouragement and support of the innovative and entrepreneurial initiatives of the faculty and students, such as incubation centers, start-ups, spin-offs, technology transfer, etc., and the recognition and reward system for the innovators and entrepreneurs.
• The extension and outreach activities of the HEI, and the engagement and collaboration of the HEI with the industry, community, and other stakeholders, such as internships, placements, field visits, social service, community development, etc., and the impact and outcome of these activities on the society and the environment.
• The institutional social responsibility and good practices of the HEI, and the awareness and sensitivity of the HEI towards the issues of social justice, human rights, gender equity, inclusiveness, and environmental sustainability, and the adoption and implementation of the relevant policies, programs, and practices by the HEI.

This criterion appraises how the HEI provides adequate and optimal physical facilities and learning resources to enhance the quality of teaching-learning, research, and extension activities. It also examines how the HEI maintains and utilizes these facilities and resources, and how it ensures their accessibility, availability, and safety. Some of the key aspects of this criterion are:

• The physical infrastructure and facilities of the HEI, such as classrooms, laboratories, seminar halls, auditoriums, conference rooms, etc., and their adequacy, functionality, and maintenance.
• The library and information facilities of the HEI, such as books, journals, e-resources, databases, etc., and their adequacy, accessibility, and utilization.
• The ICT and other technological facilities of the HEI, such as computers, internet, software, hardware, etc., and their adequacy, functionality, and maintenance.
• The sports, recreation, and wellness facilities of the HEI, such as playgrounds, gymnasiums, health centers, counseling centers, etc., and their adequacy, accessibility, and utilization.
• The other support facilities and services of the HEI, such as hostels, canteens, transport, security, etc., and their adequacy, functionality, and maintenance.

This criterion reviews how the HEI supports the students in their academic, personal, and career development, and how it monitors and enhances their progression and achievements. It also analyzes how the HEI provides financial assistance, health and wellness services, counseling and guidance, and opportunities for co-curricular and extracurricular activities to the students. Some of the key aspects of this criterion are:

• The student support services and programs of the HEI, such as orientation, induction, mentoring, tutoring, counseling, guidance, placement, etc., and their effectiveness and impact on the student satisfaction and retention.
• The student progression and achievements of the HEI, and the analysis and tracking of the student performance, completion, dropout, and employability rates, and the awards and distinctions received by the students at various levels.
• The student participation and engagement of the HEI, and the involvement and representation of the students in various academic and administrative bodies and committees, such as academic council, board of studies, grievance redressal cell, etc., and the feedback mechanism for the students to express their views and suggestions.
• The student diversity and inclusiveness of the HEI, and the measures taken by the HEI to address the issues of access, equity, and social justice, such as scholarships, fee concessions, hostel facilities, etc., for the students from different backgrounds, categories, and regions.
• The student enrichment and empowerment of the HEI, and the provision and facilitation of the co-curricular and extracurricular activities of the students, such as clubs, societies, associations, cultural events, sports events, etc., and the recognition and reward system for the students who excel in these activities.

This criterion scrutinizes how the HEI articulates its vision, mission, and goals, and how it develops and implements its policies, plans, and strategies. It also evaluates how the HEI ensures effective and efficient governance, leadership, and management, and how it fosters a culture of excellence, accountability, and transparency. Some of the key aspects of this criterion are:

• The vision, mission, and goals of the HEI, and the alignment and communication of these statements with the stakeholders, and the periodic review and revision of these statements based on the feedback and changing needs of the society.
• The governance structure and system of the HEI, and the roles and responsibilities of the various governing bodies and committees, such as board of governors, board of management, academic council, finance committee, etc., and the participation and representation of the internal and external stakeholders in these bodies and committees.
• The leadership and management style and practices of the HEI, and the delegation and decentralization of the authority and responsibility, and the empowerment and motivation of the faculty, staff, and students, and the creation and sustenance of a conducive and collaborative work environment.
• The strategic planning and development of the HEI, and the formulation and implementation of the short-term and long-term plans and policies, and the alignment of these plans and policies with the institutional vision, mission, and goals

This criterion measures how the HEI promotes and practices the core values of higher education, such as equity, access, quality, innovation, and social relevance. It also assesses how the HEI identifies, documents, and disseminates its best practices, and how it addresses the challenges and opportunities in the changing global scenario. Some of the key aspects of this criterion are:

• The institutional vision and mission statements, and the alignment of these statements with the national goals and priorities, and the global trends and demands.
• The institutional values and culture, and the promotion and inculcation of these values among the stakeholders, such as human values, professional ethics, gender sensitivity, social justice, inclusiveness, etc.
• The institutional policies and practices for the promotion of equity and access, and the provision of financial and academic support to the disadvantaged and differently abled students, such as scholarships, fee waivers, remedial coaching, etc.
• The institutional policies and practices for the promotion of quality and excellence, and the adoption and implementation of the quality assurance mechanisms, such as IQAC, AQAR, SSR, NAAC, NBA, etc.
• The institutional policies and practices for the promotion of innovation and creativity, and the encouragement and support of the innovative and creative initiatives of the faculty and students, such as research, consultancy, patents, publications, awards, etc.
• The institutional policies and practices for the promotion of social responsibility and citizenship, and the engagement and collaboration of the HEI with the community and other stakeholders, such as NSS, NCC, extension activities, social service, community development, etc.
• The institutional policies and practices for the promotion of environmental consciousness and sustainability, and the adoption and implementation of the green practices, such as energy conservation, waste management, water harvesting, plantation, etc.
• The institutional best practices, and the identification, documentation, and dissemination of these practices, and the evidence of their impact and outcome on the institutional performance and stakeholder satisfaction.
• The institutional distinctiveness, and the articulation and communication of the distinctive features and strengths of the HEI, and the evidence of their contribution to the regional and national development and the global visibility.