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CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

4.1 INTRODUCTION

The present study aimed at one of the most important issues in

higher education – quality assurance – to deal with three challenges –

expansion, equity and excellence. This is to address to the demand of

enhanced level of human development index in the era of expanding

market economy and global economic order along with issues

concerning social and economic aspects of developing economy of the

nation. The concept of quality assurance in higher education – need of

the hour – has been focus of educational planners and administrators

since long but more markedly for the last 2 decades. It was mainly

conceived in the National Policy of Education (1986) to establish bodies

such as National Assessment and Accreditation Council (NAAC) to

evolve a mechanism for continuous monitoring and evaluation of higher

education institutions – dealing with graduate and post-graduate

programmes along with researchers and extension programmes.

4.2 ASSESSMENT AND ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS: NAAC OBSERVATIONS

The documentary analysis of evaluation reports of NAAC with

regard to assessment and accreditation of degree colleges and

universities has brought forward some significant observations

regarding the strengths, weaknesses and opportunities of these

institutions. An account of such observations has been given below:

4.2.1 Strengths of University System

1. A wide range of programme options in varied disciplines

including Languages, Humanities and Social Sciences, Fine Arts,

Basic Sciences, Professional Programmes (Engineering,

Pharmacy, Physiotherapy, Management, Law, Education), among

others along with continuing with the special thrust on the

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promotion of studies and research on language, literature,

religion, culture and heritage.

2. Taking the higher education programmes to the doorsteps of the

rural/backward regions through establishment of several

neighbourhood and satellite campuses, and also efforts to provide

professional education with subsidized fee structure for the

benefit of the poorest in the rural area.

3. Special efforts towards resource mobilization of resources, NRIs,

alumni and others; sizeable revenue generation through self-

financing professional programmes and from distance education

courses.

4. Quite an enterprising managerial initiative in getting several

structures/schemes sponsored and supported by

UGC/Government/NGOs; some buildings/facilities have also

come up thanks to magnificent contributions of donors.

5. Besides strong academic profile of a good number of Departments

of Studies and Research (especially in Science faculties), a

commendable and sustained record of accomplishments in

sports.

4.2.2 Strengths of Affiliated Colleges

1. Good academic ambience and work culture existing among

faculty.

2. Teachers are committed and sincere.

3. The performance of the students in the final examination and

active participation in sports and extension activities.

4. Proactive management and good scope for further expansion of

the infrastructure facilities.

5. Modern and Traditional based teaching-learning method.

4.2.3 Weaknesses of University Systems

1. A good number of faculty positions lying vacant; leaving some of

the Departments under-staffed or managed by adhoc faculty.

2. Despite a large number of programmes being offered in multiple

disciplines, there is little horizontal mobility for the students to

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choose across the disciplines. The curricular reform such as

choice-based credit system is yet to be attempted.

3. While there are some pockets of individual excellence in research,

the over-all strength in terms of research projects and quality

publications in refereed/high-impact-factor journals. Many of the

publications happen to be the books published by the university

publication bureau and a good number of articles in house

journals, particularly in humanities and social sciences.

4. A considerable amount of duplication/overlapping of activities by

a number of differently christened departments/chairs on

account of funding factors. Lack of co-ordination/interaction

among the related departments, for want of any umbrella

structure called school.

5. The functioning of student support-structures (placement cell,

grievance redressal cell and others) and conditions of hostels,

and of learning resources (particularly in access time, and

opportunity and ambience) deserve to be improved to ensure

better levels of student satisfaction of the campus.

4.2.4 Institutional Opportunities

1. Scope for developing some autonomous schools/centers of

excellence taking some strong departments as nodal points

(Biological Sciences, Physical Sciences).

2. A good opportunity for this multi-faculty University offering over

50 PG programmes in the campus, for giving adequate

freedom/flexibility for the students in the choice of credit-based

soft core courses across the disciplines.

3. Scope for improving career-focus of the programmes by imparting

soft-skills including communication skills in English and by

offering skill-based add-on certificates/diplomas on a concurrent

basis.

4. Opportunity for improving consultancy and extension thrust, for

dissemination of research findings relevant for application,

through better university-industry linkages, by creating a

separate catalytic structure for the purpose.

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5. Scope for improving the quality of the professional and other

programmes: for instance, longer time- span of integrated six-

year Engineering programme (plus two and BE together)

providing ample scope for enriching the curricula, more industry-

oriented and with internship.

4.2.5 Institutional Challenges

1. Location of the University in a region with low industry/urban

concentration and hence challenge of industry – interaction

(hence the visiting faculty, industry visit found to be minimal).

2. Having been established as a Punjabi (language) University with

the special goal of promoting Punjabi language, literature and

culture, the continuing challenge of striking a judicious balance

between the special thrust and other general role of a university.

3. Challenge of finding quality faculty/resources for expanding and

sustaining the quality of programmes in the so many

satellite/neighbourhood campuses (around 18 of them); the

pressures from other areas are also likely to mount.

4. Challenge of affiliation-related burdens and diversions generally

associated with an affiliating university: challenge of managing

large number of non-teaching staff.

5. At the macro level, emerging challenge of several central/national

universities which are likely to drain out good faculty and

resources from the general pool; posing a greater challenge of

competition to the state universities.

4.2.6 Recommendations for Quality Enhancement

1. Taking due advantage of the wide-ranging programme option

available on the campus, a flexible choice- based credit system

could be adopted for the advantage of the students and for better

and cross- border utilization of the faculty/facilities.

2. A number of Departments/Chairs doing very similar/related

programmes leading to inevitable overlapping/redundancies be

avoided. Grouping and integrating these smaller sub-units into

optimally sized schools may help better effective delivery of

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inter— disciplinary programs also. (Statutory concept of Faculty

may need to be readdressed in this regard). In contrast with the

existing sub-optimal Departments, the purposed Schools would

qualify for better funding support- under SAP/DSA of UGC and

other bodies.

3. Autonomous Centers of Excellence (leading to National Facilities)

be established on the strength of the research accomplishments

of the three Fellow Scientists in their fields of specialization.

Autonomy be extended to other deserving departments and

affiliated colleges.

4. Campus infra-structure needs to be expanded/toned up (eg.

Faculty cubicles/separate rooms, more of hostels to ease out the

current congestion in occupancy, making the entire campus with

wi-fl facility, more and free internet facility in the library, e-

teaching/learning gadgets to all the Departments including the

Departments of Fine and Performing Arts, generator facility for

all. the vital segments such as Library and others).

5. Central Instrumentation Facility by pooling the costly!

sophisticated equipments may be explored to ensure effective

utilization and maintenance.

6. Career-focused short-term add-on Diploma/certificates be offered

on a concurrent basis in most of the departments for the purpose

of enriching the skill-sets of students. Fees for such courses be

cross-subsidized from the revenue generated from self-financing

professional programmes.

7. A hassle-free structure/procedure be evolved to enable the Pis of

the sponsored research projects execute their projects without

wasting their time/energy on bureaucratic machinery. Whe

commending the incentive system recently introduced for the

Project Fellows (2% of the Project cost as incentive), a

comprehensive incentive system for better performers could be

explored.

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8. Student evaluation of teachers be extended to all the

departments. Eventually, a ‗three hundred sixty degree‘

comprehensive evaluation could be introduced to ensure an all-

round sensitization and involvement of all stakeholders on

quality parameters. IQAC be strengthened as an effective

proactive body.

9. Student support-structures and services be strengthened for

better career guidance and placement, and grievance redressal.

Training in soft skills including English communication skill and

computer literacy/training for the students (also for all the non-

teaching staff) be provided at free! subsidized cost. Establishment

of language lab and outsourcing of professional expertise may be

useful in this regard.

10. E-Governance in all branches of administration and networking

with the affiliated colleges and all the Departments! satellite and

neighborhood campuses, ensuring better transparency and

dissemination of information could be pursued in a systematic

manner.

11. NSS wing be made more active.

12. Students be given more opportunities and coaching to participate

in state and national level events.

13. The institute continues to bring about enhancement in teaching

quality by periodically including seminars, lectures and talks in

the various departments.

14. Establishing new faculty development centres.

15. Student mobility.

16. Evaluation of teachers by students and peer assessment,

17. Levergaging technolor for curriculum models, course-ware

development and participatory teaching-learning.

18. Reforming the self-financed teaching programme.

19. Seminar hail to be provided in each department.

20. Some more reference books, need to be added in the

departmental libraries.

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21. Full computerization of library management.

22. Promotion of research culture.

23. Modernization of various laboratories.

24. Continuous faculty improvement programmes.

25. Sports facilities may be strengthened.

26. University should be able to appoint some more fully qualified

permanent teachers for quality sustenance.

27. University may start more short term vocational and add on

courses based on expertise available in the departments.

28. University needs to organize more seminars, conferences etc. to

give exposure to its faculty and students.

29. The university faculty may try to get more major research

projects from outside funding agencies.

30. University should encourage the students to actively participate

in sports and co-curricular activities to enhance achievements in

these areas.

31. University may improve the functioning of student oriented and

other services like health centre, employment cell etc.

32. Alumni association has to be made more active and participative

in Institution development.

33. The parent teacher association and Alumni association need to

gear up in raising funds for welfare of university.

34. University may provide better hostel facilities for students

specially in case of girls.

35. University career counseling and guidance cell need to be

established.

36. The vacant teaching and non-teaching posts need to be filled up

for effective and efficient functioning.

4.2.7 Suggestions for Quality Enhancement

1. The university should create more residential facilities for faculty

and staff within the campus.

2. The university should focus on Testing and Consultancy services.

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3. The university should make special efforts to make differently

abled students, specially physically and visually challenged

students, at ease in the surroundings.

4. Anti-ragging posters need to be displayed in visible places in the

campus as well as hostels.

5. More efforts need to made for research publications by the

teachers.

4.3 VIEWS AND PERCEPTIONS OF TEACHERS ABOUT

QUALITY ASSURANCE IN HIGHER EDUCATION

A sample of 175 college and university teachers varying across

qualification, age and discipline was purposively chosen to get their

views and perceptions with regard to core quality issues on higher

education. These core issues were selected on the basis of NAAC's

criteria for the process of assessment and accreditation of higher

education institutions comprising of the following parameters:

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

7. Innovative Practices

The responses of teachers (on three points rating scale) regarding

various quality issues pertaining to the above parameters have been

analysed through percentage analysis. The results of this analysis have

been given under following headings:

4.3.1 Curricular Aspects

The observations of teachers regarding the quality issues related

to curricular aspects at higher education have been given in Table 4.1.

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Table 4.1 Teachers’ Perceptions about Quality of Curricular Aspects (N=175)

Sr.

No.

Aspects Response

Yes No No Response

N % N % N %

1. The syllabus of different courses is

reviewed and updated regularly in the

university in order to incorporate latest

knowledge.

135 77.14 27 15.43 13 7.43

2. The present syllabi of different courses

are equipping students with sufficient

knowledge and skills in accordance with

the emerging demands of the

employment market.

48 27.43 122 69.71 05 2.86

3. The syllabus nowadays is being

revised/designed to promote research

and develop analytical thinking among

students.

117 66.86 47 26.86 11 6.29

4. Any revision/designing of syllabus is

always a rigorous exercise taking

substantial time and involving serious

and intensive discussion among

members of the Board of Studies.

72 41.14 85 48.57 18 10.29

5. By consulting different stakeholders like

alumni, parents, industry and social

organizations while developing the

curriculum would improve its quality.

133 76.00 29 16.57 13 7.43

6. Introduction of a mechanism of student

feedback after revision of the course

content would improve the quality of

curriculum.

130 74.29 41 23.49 04 2.29

7. The move from the annual to the

semester system and from award of

marks to award of credits would

contribute towards improving the

quality of education.

164 93.71 0 0 11 6.29

As many as 77.14 per cent teachers responded in affirmative to

the statement that ‗the syllabus of different courses is reviewed and

updated regularly in the university in order to incorporate latest

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knowledge‘. Nearly equal number of respondents i.e. 76 per cent agreed

that ‗by consulting different stakeholders like alumni, parents, industry

and social organizations while developing the curriculum would

improve its quality‘. Further, 74.28 per cent per cent of the responding

teachers endorsed the view that ‗Introduction of a mechanism of

student feedback after revision of the course content would improve the

quality of curriculum‘.

Nearly two third of teachers (66.85%) were of the view that ‗the

syllabus now – a – days is being revised/designed to promote research

and develop analytical thinking among students‘. It may also be noted

that ‗the move from the annual to the semester system and from award

of marks to award of credits would contribute towards improving the

quality of education‘ was endorsed by almost all the teachers (98.71%).

However, there were only 41.14 per cent teachers who agreed with the

statement that ‗the present syllabi of different courses are equipping

students with sufficient knowledge and skills in accordance with the

emerging demands of the employment market‘, whereas 48.57 per cent

of the teachers expressed their disagreement with this statement.

Moreover, more than two third (69.71%) teachers disagreed with the

statement that ‗the present syllabi of different courses are equipping

students with sufficient knowledge and skills in accordance with the

emerging demands of the employment market‘.

However, there were a number of teachers who did not give a

specific response to different questions pertaining to quality of

curricular aspects. The number of such teachers varied from 4 (2.29%)

to 18 (10.29%).

4.3.2 Teaching-Learning and Evaluation

The views of teachers working in higher education institutions

about certain issues related to the quality of teaching-learning and

evaluation practices in higher education have been analysed and

presented in Table 4.2.

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Table 4.2 Teachers’ Perceptions about Quality of Teaching-Learning and

Evaluation (N=175)

Sr.

No.

Aspects Response

Yes No No Response

N % N % N %

1. Admission to all the courses in the

university is made on the basis of merit

at the qualifying examination or merit at

the entrance test.

175 100 00 00 00 00

2. The University ensures equality in

access through transparency and

adherence to rules during admission

process.

168 96 00 00 07 4.00

3. The university ensures the proper

implementation of the reservation policy

of the government for admissions at all

levels in order to ensure access to

students from marginalised sections of

the society.

175 100 00 00 00 00

4. The systematic planning in the form of

academic calendar is done by the

university which contributes towards

proper organization and implementation

of teaching, learning and evaluation

processes.

123 70.29 33 18.86 19 10.86

5. University teachers are effectively

employing such participatory activities

as seminars, assignments, projects and

fields studies for making the learning

process more student-centred.

109 62.29 44 25.14 22 12.57

6. Generally, the teachers make concerted

efforts to keep themselves and their

students abreast with the recent

developments in their subjects.

158 90.29 00 00 17 9.71

7. The modern teaching aids like LCD

projector, OHP, CD-ROMs and computer

systems in classroom instruction are

contributing towards making teaching-

learning process more effective.

72 41.14 85 48.57 18 10.29

8. The mechanism being adopted for

monitoring academic progress of

students by the university is quite

appropriate and effective.

79 45.14 93 53.14 03 1.71

100

It is clear from the table that all the teachers agreed that

‗admission to all the courses in the university is made on the basis of

merit at the qualifying examination or merit at the entrance test‘ and

also that ‗The university ensures the proper implementation of the

reservation policy of the government for admissions at all levels in order

to ensure access to students from marginalised sections of the society‘.

Similarly, nearly all of respodents (96%) were of the view that ‗The

University ensures equality in access through transparency and

adherence to rules during admission process‘.

Further, a good majority of teachers (70.29%) were in agreement

with the statement that ‗the systematic planning in the form of

academic calendar is done by the university which contributes towards

proper organization and implementation of teaching-learning and

evaluation processes‘.

Regarding the quality of classroom teaching and learning,

90.29% of the respondents agreed that ‗generally, the teachers make

concerted efforts to keep themselves and their students abreast with

the recent developments in their subjects‘. Similarly, 62.28 per cent of

the responding teachers were of the opinion that ‗university teachers

are effectively employing such participatory activities as seminars,

assignments, projects and fields studies for making the learning

process more student-centred‘.

However, there is a division of opinion among teachers on the

issue that ‗the modern teaching aids like LCD projector, OHP, CD-

ROMs and computer systems in classroom instruction are contributing

towards making teaching-learning process more effective‘, with 41.14

per cent respondents expressing their agreement as compared to 48.57

per cent expressing disagreement. Similarly, contrasting perceptions

among teachers were also noted with regard to the statement that ‗the

mechanism being adopted for monitoring academic progress of

students by the university is quite appropriate and effective‘. To this

statement, 53.14 per cent teachers showed their disagreement whereas

45.14 per cent of them were having agreement with this statement.

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However, a number of teachers (upto 12.57%) did not give any

response to certain issues regarding quality of teaching-learning and

evaluation in higher education.

4.3.3 Research, Consultancy and Extension Activities

The teachers' views on various aspects of quality of research,

consultancy and extension activites have been analysed through

percentage analysis and have been presented in Table 4.3.

While responding to the question pertaining to the research

activity in universities, 62.29 per cent of the teacher respondents were

in agreement with the statement that different departments ‗in

university are undertaking significant and good quality research‘.

Regarding the quality of research in universities, most of the these

respondents (89%) agreed that their respective universities are

‗providing excellent research facilities in the form of laboratory facilities,

library facilities, softwares for statistical analysis etc. for promoting

research work in all the departments‘. Besides, a majority of teachers

(73.7%) were of the view that ‗university promotes research activities

among teachers and students by organizing research development

programmmes and workshops‘.

However, regarding the issue of significant achievements of the

university faculty ‗in terms of research awards, patents, research

projects and publications of research papers and books‘, the opinions

of the responding teachers were divided with 41.71 per cent of them

responding in affirmative, whereas 48.57 per cent of them responding

in negative.

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Table 4.3 Teachers’ Perceptions about Quality of Research, Consultancy and

Extension Activities (N=175)

Sr.

No.

Aspects Response

Yes No No Response

N % N % N %

1. In the university, different departments

are undertaking significant and good

quality research.

109 62.29 37 21.14 29 16.57

2. The university is providing excellent

research facilities in the form of

laboratory facilities, library facilities,

softwares for statistical analysis etc. for

promoting research work in all the

departments.

156 89.14 00 00 19 10.86

3. University promotes research activities

among teachers and students by

organizing research development

programmmes and workshops.

129 73.71 28 16.00 18 10.29

4. Significant achievements have been

made by the university faculty in terms

of research awards, patents, research

projects and publications of research

papers and books.

73 41.71 85 48.57 17 9.72

5. The departments of the university have

national and international

collaborations in the field of research

expertise, exchange and use of

infrastructure and other facilities.

64 36.57 111 63.43 00 00

6. The collaboration of university with

industry and N.G.Os. would contribute

in making research more meaningful for

society.

90 51.43 85 48.57 00 00

7. The university is making significant

contribution to community development

programmes through extension

activities.

44 25.14 109 62.29 22 12.57

8. The university promotes the

particpation of faculty and students

in extension activities through such

programmes as NSS, NCC etc.

152 86.86 00 00 23 13.14

9. The research, consultancy and

extension activities of the university

have an orientation to ensure and

promote social justice and

empowerment of the disadvantageous

sections of the society.

72 41.14 85 48.57 18 10.29

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Further, a significant proportion of teachers (63.43%) responded

in negative to the statement that ‗the departments of the university

have national and international collaborations in the field of research

expertise, exchange and use of infrastructure and other facilities‘.

However, 36.57 per cent of the respondents responded in positive to

this statement.

Furthermore, nearly half of the respondents (51.43%) were in

agreement with the statement that ‗The collaboration of university with

industry and N.G.Os. would contribute in making research more

meaningful for society‘. However, 48.57 per cent of the repondents

disagreed with this statement.

Regarding the role of universities in providing extension services,

only 25.14 per cent of the respondents among teachers were of the

opinion that ‗the university is making significant contribution to

community development programmes through extension activities‘.

Therefore, a significant proportion of respondents (62.29%) did not

perceive any significant role of universities in extension services.

However, 86.86 per cent of the teachers agreed to the statement

that ‗the university promotes the particpation of faculty and students in

extension activities through such programmes as NSS, NCC etc.‘

While responding to the statement that ‗the research,

consultancy and extension activities of the university have an

orientation to ensure and promote social justice and empowerment of

the disadvantageous sections of the society‘, only 41.14 per cent of the

respondents replied in affirmative, whereas 48.57 per cent of them

responded in negative.

However, a small proportion of teachers (maximum 16.57%) did

not respond to a number of questions on the quality of research,

consultancy and extension activities as shown in the Table 4.3.

4.3.4 Infrastructure & Learning Resources

The teachers' perceptions on various aspects of the quality of

infrastructural facilities and learning resources have been analysed and

presented in Table 4.4.

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Table 4.4 Teachers’ Perceptions about Quality of Infrastructure and Learning

Resources (N=175)

Sr.

No.

Aspects Response

Yes No No Response

N % N % N %

1. The university has excellent

infrastructural facilities for different

curricular and co-curricular activities.

146 83.43 00 00 29 16.57

2. The university has excellent

infrastructural facilities for different

sports activities.

175 100 00 00 00 00

3. The infrastructural facilities in the

university are properly maintained and

are augmented from time to time.

129 73.71 33 18.86 13 7.43

4. Adequate budget allocation is made by

the university for the maintenance of

buildings, furniture, equipments etc.

72 41.14 103 58.86 00 00

5. The library facilities available in the

university are satisfactory in terms of

regular book addition and subscription

of reputed journals.

156 89.14 00 00 19 10.86

6. The availability of online and internet

services in the library and INFLIBNET/

DELNET/IUC facilities in the university

is beneficial to a greater extent for the

faculty and the students.

152 86.86 00 00 23 13.14

7. The university is providing good hostel

facility to the students. 27 15.43 148 84.57 00 00

8. The university has made available well-

equipped health centre facility for all in

the campus.

153 87.43 00 00 22 12.57

Regarding the quality of infrastructural facilities in the

universities, 83.43 per cent of the teachers responded that their

‗university has excellent infrastructural facilities for different curricular

and co-curricular activities‘. Further, all the teachers agreed that ‗the

university has excellent infrastructural facilities for different sports

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activities‘. A significant proportion of respondents (73.71%) also held

the view that ‗the infrastructural facilities in the university are properly

maintained and are augmented from time to time‘. However, regarding

the adequacy of budget allocation by the university for the maintenance

of buildings, furniture, equipments etc., less than half of the

respondents (41.14%) responded in affirmative.

Further, while responding to the statement viz. ‗The library

facilities available in the university are satisfactory in terms of regular

book addition and subscription of reputed journals‘, 89.14 per cent of

the respondents expressed their agreement with the statement.

Furthermore, 86.86 per cent of the responding teachers had the

perception that ‗the availability of online and internet services in the

library and INFLIBNET/ DELNET/IUC facilities in the university is

beneficial to a greater extent for the faculty and the students‘.

It is also noteworthy to point out almost all the teachers (84%) showed

disagreement with regard to availability of adequate hostel facilities for

students.

However, as far as the quality of hostel facility for students is

concerned only a small proportion of respondents (15.43%) were of the

opinion that ‗the university is providing good hostel facility to the

students, whereas 84.57 per cent of the respondents expressed their

dissatisfaction with the hostel facilities available to the students.

But, while responding to the statement that ‗the university has

made available well-equipped health centre facility for all in the

campus‘ a large proportion of the responding teachers (87.43%)

responded in affirmative.

4.3.5 Student Support and Progression

An account of teachers' perceptions on various aspects of student

support services in higher education have been presented in Table 4.5.

While responding to the statement that ‗the university has

evolved an effective mechanism of providing financial aid (scholarships/

freeships) in order to ensure equitable participation of students from

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the socio-economically weaker sections of the society‘, more than three-

forth of the respondents among teachers (79.43%) replied in affirmative.

Besides, a large majority of teachers (81.14%) were in agreement with

the statement that ‗Effective support services are in place in the

university for differently-abled students‘.

Table 4.5

Teachers’ Perceptions about Student Support and Progression (N=175)

Sr.

No.

Aspects Response

Yes No No Response

N % N % N %

1. The university has evolved an effective

mechanism of providing financial aid

(scholarships/freeships) in order to

ensure equitable participation of

students from the socio-economically

weaker sections of the society.

139 79.43 00 00 36 20.57

2. The University has been successfully

adopting some specific strategies to meet

the specific needs of advanced learners

as well as of slow learners.

77 44 85 48.57 13 7.43

3. Effective support services are in place in

the university for differently-abled

students.

142 81.14 14 8.00 19 10.86

4. The dropout rate for the different years

after admission in the university has

been negligible.

175 100 00 00 00 00

5. The placement record of the students

passing out from the university in recent

years has been very impressive.

53 30.29 106 60.57 16 9.14

6. The performance of the students passing

out from the university in Competitive

Examinations (UGC-CSIR-NET, SLET,

IAS, GATE/CAT/GRE/TOFEL/GMAT/

Central/State services) in recent years

has been quite impressive.

110 62.86 62 35.43 03 1.71

7. The university is effectively providing

placement and counseling services to

students.

37 21.14 138 78.86 10 5.71

8. The university has put into place an

effective students‘ grievance redressal

mechanism.

44 25.14 109 62.29 22 12.57

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But, 48.14 per cent of the teachers expressed their disagreement

with the statement that ‗the University has been successfully adopting

some specific strategies to meet the specific needs of advanced learners

as well as of slow learners‘. However 44% of the respondents agreed

with this statement.

Further, all the responding teachers agreed that ‗the dropout rate

for the different years after admission in the university has been

negligible‘.

A good majority of them (62.86%) were of the view that ‗the

performance of the students passing out from the university in

Competitive Examinations (UGC-CSIR-NET, SLET, IAS,

GATE/CAT/GRE/TOFEL/GMAT/Central/ State services) in recent

years has been quite impressive‘. But, on the other hand, less than

one-third of the respondents (30.29%) were in agreement with the

statement that ‗the placement record of the students passing out from

the university in recent years has been very impressive‘.

Further, a large majority of teachers (78.86%) disagreed with the

statement that ‗the university is effectively providing placement and

counseling services to students‘. Similarly, only one-fourth of the

respondents (25.14%) endorsed the view that ‗the university has put

into place an effective students‘ grievance redressal mechanism‘

It may also be noted that a good number of teachers (maximum

20.17%) have given no response on certain issues.

4.3.6 Governance and Leadership

The teachers' views about different quality issues in governance

and leadership in institutions of higher education have been presented

in Table 4.6.

While responding to the issues pertaining to governance and

leadership different response patterns emerged. Nearly half of the

respondents among teachers (56%) were in agreement with the

statement that ‗the university has outlined specific goals reflecting

108

quality in its prospective plan for institutional development‘, whereas

37.71 per cent of them disagreed with the statement.

Table 4.6 Teachers’ Perceptions about Governance and Leadership (N=175)

Sr.

No.

Aspects Response

Yes No No Response

N % N % N %

1. The university has outlined specific

goals reflecting quality in its prospective

plan for institutional development.

98 56.00 66 37.71 11 6.29

2. The faculty is involved in decision-

making regarding the functioning of the

university.

81 46.29 67 38.29 27 15.43

3. The university has been successful to a

considerable extent in effective quality

control in the affiliated colleges.

45 25.71 109 62.29 21 12

4. The university has in place an effective

mechanism to appraise the performance

of the teaching staff.

160 91.43 00 00 15 8.57

5. The university has in place an effective

mechanism to appraise the performance

of the non-teaching staff.

160 91.43 00 00 15 8.57

6. The university regularly conducts staff

development programmes for the

teaching and non-teaching staff.

143 81.71 00 00 33 18.86

7. The university has adequate funds at its

disposal for its smooth functioning. 14 8.00 152 86.86 09 5.14

8. The university is making concerted

efforts for resource mobilization from

non-governmental sector.

142 81.14 00 00 33 18.86

9. The fee being charged from the students

constitutes significant proportion of the

total cost of education in the university.

23 13.14 152 86.86 00 00

10. The faculty of the university has been

successful in mobilising considerable

financial resources by means of projects,

collaborations and sponsorships.

94 53.71 68 38.86 13 7.43

109

In response to the statement that ‗the faculty is involved in

decision-making regarding the functioning of the university‘ 46.29 per

cent of the respondents replied in affirmative, while 38.29 per cent of

them responded in negative.

Regarding the statement viz. ‗the university has been successful

to a considerable extent in effective quality control in the affiliated

colleges‘, only one-fouth of the respondents expressed their agreement,

whereas significant proportion of them (62.29%) disagreed with the

statement.

However, nearly all the teachers (91.42%) agreed with the

statement that ‗the university has in place an effective mechanism to

appraise the performance of the teaching and the non-teaching staff‘.

Similarly, a large majority of them (81.71%) were in agreement with the

statement that ‗the university regularly conducts staff development

programmes for the teaching and non-teaching staff‘.

However, to the question that whether ‗the university has

adequate funds at its disposal for its smooth functioning‘ only 8 per

cent of the teachers responded in affirmative, whereas 86.86 per cent of

them responded in negative. A large proportion of the respondents

(81.14%) agred that ‗the university is making concerted efforts for

resource mobilization from non-governmental sector‘.

Further, only 13.14 per cent of teachers responded in positive to

the statement that ‗the fee being charged from the students constitutes

significant proportion of the total cost of education in the university‘

Furthermore, with regard to the statement that ‗the faculty of the

university has been successful in mobilising considerable financial

resources by means of projects, collaborations and sponsorships‘,

53.71 per cent respondents expressed their agreement while 38.86 per

cent of them expressed their disagreement.

4.3.7 Innovative Practices as Quality Parameter

An account of teachers' perceptions about innovative practices

being introduced by faculty and institutions of higher education has

been given in Table 4.7.

110

Table 4.7 Teachers’ Perceptions about Innovative Practices (N=175)

Sr.

No.

Aspects Response

Yes No No Response

N % N % N %

1. The university has an internal quality

assurance mechanism and is effective to

a considerable extent in ensuring

quality of education.

156 89.14 00 00 19 10.86

2. Attempts are being regularly made by

Internal Quality Assurance Cell (IQAC)

of the university to institutionalize the

best practices and to develop academic

bench marks.

121 69.14 32 18.29 22 12.57

3. The university has evolved practices to

involve its different stakeholders in

planning, implementation and

evaluation of the academic programmes.

27 15.43 148 84.57 00 00

4. The university has evolved an effective

complaint management mechanism for

better stakeholder-relationship.

129 73.71 34 19.43 12 6.86

5. The university regularly organizes such

activities which promote a sense of social

responsibility and good citizenship

among the students.

133 76.00 26 14.86 16 9.14

While responding to the statement that ‗the university has an

internal quality assurance mechanism and is effective to a considerable

extent in ensuring quality of education‘ 89.14 per cent of the

respondents expressed their agreement. However, 69.14 per cent of the

teachers agreed with the statement that ‗attempts are being regularly

made by Internal Quality Assurance Cell (IQAC) of the university to

institutionalize the best practices and to develop academic bench

marks‘.

However, only a small proportion of respondents (15.43%)

responded in affirmative to the statement that ‗the university has

evolved practices to involve its different stakeholders in planning,

111

implementation and evaluation of the academic programmes‘. But,

73.71 per cent of the responding teachers agreed that ‗the university

has evolved an effective complaint management mechanism for better

stakeholder-relationship‘

Further, nearly three-fourth of the respondents (76%) were in

agreement with the statement that ‗the university regularly organizes

such activities which promote a sense of social responsibility and good

citizenship among the students‘.

4.3.8 Problems in Quality Assurance in Higher Education

On the basis of the views and perceptions of teachers, as

described on various aspects of quality issues in higher education two

kinds of threats or ‗dissent opinion‘ have been identified: one dealing

with certain contentious issues showing bipolarity among teaching

faculty; showing division of teachers' views on certain issues and

second showing disagreement or dissatisfaction on certain issues large

majority or high percentage showing dissatisfaction. These may be

listed as below:

i) Issue of Bipolarity in Views and Perceptions

The teachers have given divergent views on certain issues

concerning quality in higher education as listed hereunder.

Curricular Aspect

1. Any revision/designing of syllabus is always a rigorous exercise

taking substantial time and involving serious and intensive

discussion among members of the Board of Studies.

Teaching, Learning and Evaluation

2. The modern teaching aids like LCD projector, OHP, CD-ROMs

and computer systems in classroom instruction are contributing

towards making teaching-learning process more effective.

3. The mechanism being adopted for monitoring academic progress

of students by the university is quite appropriate and effective.

Research, Consultancy and Extension

4. Significant achievements have been made by the university

112

faculty in terms of research awards, patents, research projects

and publications of research papers and books.

5. The collaboration of university with industry and N.G.Os. would

contribute in making research more meaningful for society.

6. The research, consultancy and extension activities of the

university have an orientation to ensure and promote social

justice and empowerment of the disadvantageous sections of the

society.

Infrastructure and Learning Resources

7. Adequate budget allocation is made by the university for the

maintenance of buildings, furniture, equipments etc.

Student Support and Progression

8. The University has been successfully adopting some specific

strategies to meet the specific needs of advanced learners as well

as of slow learners.

Governance and Leadership

9. The teaching faculty is involved in decision-making regarding the

functioning of the university.

10. The teaching faculty of the university has been successful in

mobilising considerable financial resources by means of projects,

collaborations and sponsorships.

Thus it may be stated that teaching faculty has

difference in their views on ten important indicators across all the

seven parameters (except innovative practices) – as identified by

NAAC – being used for assessment – and accreditation of higher

education institutions.

ii) Threats to Quality Assurance in Higher Education

Following are the issues concerning quality in higher education

institutions on which teachers have shown dissatisfaction.

Curricular Aspect

1. The present syllabi of different courses are not equipping

students with sufficient knowledge and skills in accordance with

the emerging demands of the employment market.

113

Research, Consultancy and Extension

2. The departments of the university have limited number of

national and international collaborations in the field of research

expertise, exchange and use of infrastructure and other facilities.

3. The university system is not making significant contribution to

community development programmes through extension

activities.

Infrastructure and Learning Resources

4. The university is not able to provide good hostel facility to the

students.

Student Support and Progression

5. The placement record of the students passing-out from the

university in recent years has not been very impressive.

6. The university system is unable to provide placement and

counseling services to students in effective manner.

7. The university has not been able to put into place an effective

students‘ grievance redressal mechanism specially with regard

problem of girls, schedule caste students and students from

other parts of the country and outside the country.

Governance and Leadership

8. The university system has not been successful to a considerable

extent in effective quality control in the affiliated/degree colleges.

9. The fee being charged from the students constitutes only a small

proportion of the total cost of education in the university system

and it cannot be the reason for poor quality of services in the

system.

Innovative Practices

10. The university system has not been able to evolve practices to

involve its different stakeholders in planning, implementation

and evaluation of the academic programmes rather their system

is growing more and more in manner to socio-cultural economic

aspects of human existence in the society.

114

From these findings, it may be sum up that teaching faculty is

appreciative of system of higher education to quality measures in

higher education on a large number of issues. At the same time, they

have expressed on a number of issues either in bipolarity having

equally divergent view points on certain issues pertaining to Curricular

Aspect; Teaching Learning and Evaluation; Research, Consultancy and

Extension; Infrastructure and Learning Resources; Student Support

and Progression and Governance and Leadership or in terms of

dissatisfaction on another set of issues concerning certain issues on

the aspect of Curricular Aspect; Research, Consultancy and Extension;

Infrastructure and Learning Resources; Student Support and

Progression; Governance and Leadership and Innovative Practices. It is

indicative of the fact that teachers have a high concern over certain

aspects to ensure quality assurance in higher education. These findings

have an impirical support from some studies (Kaur, 2006; Singh,

2009).

4.4 VIEWS AND PERCEPTIONS OF UNIVERSITY STUDENTS

The Issue-wise responses of the students for total group were

analyzed in terms of seven aspects, namely,

1. Mode of admission criteria

2. Quality of curriculum

3. Quality of teaching-learning process

4. Infrastructural and learning resources

5. Examination and evaluation practices

6. Student support and progression

7. Research, Consultancy and Extension

The percentage responses in 'Yes', 'No' and 'Not Sure' for each

issue in these select areas were worked out.

In order to understand the views and perception of students

about quality assurance, on the basis of the percentage analysis are

given here under.

4.4.1 Mode of Admission Criteria

The students' views and perceptions regarding various aspects of

admission in institutions of higher education have been presented in

Table 4.8.

115

Table 4.8 Students' Perceptions about Admission Criteria

S.

No.

Aspect Response

Yes No Not Sure

N % N % N %

1. There is need of entrance

examination

368 73.60 102 20.40 30 06.00

2. Entrance examination should be

by external subject experts.

339 67.80 97 19.40 64 12.80

3. Entrance examination should be

objective type

325 65.00 124 24.80 51 10.20

4. Entrance examination should be a

combination of objective and

subjective type questions

271 54.20 143 28.60 86 17.20

5. There is provision of entrance

examination in university.

169 33.80 329 65.80 02 00.40

While expessing their opinions regarding the admission criteria

73.60 per cent students were in the favour of entrance examination;

67.80 per cent students were in the favour of entrance examination by

external subject experts; 65 per cent students were in the favour of

objective type tests; whereas 54.20 per cent students supported an

examination based on combination of objective and subjective type

questions. Further, 33.80 per cent students told that they were

admitted through entrance examination, while 65.80 per cent of them

were admitted on merit basis. The results show that students largely

favoured the entrance examination as preferable admission criteria.

The students expressed need for having external subject experts for

conducting entrance examination. Besides, majority of the students

favoured that entrance examination should be based on objective type

questions. However, a significant proportion of students were in favour

of test based on both descriptive and objective type questions.

116

4.4.2 Curricular Aspects

The views and perceptions of students regarding quality of

various curriculum related aspects have been percentage analysed and

have been presented in Table 4.9.

Table 4.9

Students’ Perceptions about Quality of Curricular Aspects

S.

No.

Aspects Response

Yes No Not Sure

N % N % N %

1. I am satisfied with

curriculum/course work

337 67.40 123 24.60 40 08.0

2. Curriculum is too theoretical 263 52.60 203 40.60 34 06.80

3. There is provision of project work

in curriculum

378 75.60 122 24.40 45 09.00

4. There is place of co-curricular

activities in curriculum

302 60.40 130 26.00 68 13.60

5. There is place of Physical

education in curriculum

253 50.60 222 44.40 25 05.00

6. Laboratory work in curriculum is

elaborate

325 65.00 148 29.60 27 05.40

7. There is need of laboratory field

work in curriculum

415 83.00 73 14.60 12 02.40

8. There is need of computer

application in the course

402 80.4 77 15.40 21 04.20

9. There is need of

change/improvement in

curriculum

301 60.20 170 34.00 29 05.80

Table 4.9 reveals that 67.4 per cent students were satisfied with

existing curriculum/course work, however in the view of 52.6 per cent

students the curriculum is too theoretical. Project work found

appropriate place in their curriculum as responded by 75.6 per cent of

students. 60.4 per cent and 50.6 per cent of the students respectively

117

demanded an appropriate place of co-curricular activities and physical

education in the curriculum. 80.4 per cent students demanded for

computer application and 83 per cent students demanded for need of

laboratory field work in the curriculum. Further, 60.20 per cent

students demanded for an improvement in the present curriculum,

whereas 34 per cent students did not find any need for any change in

the present curriculum. Thus, although the students were largely

satisfied with their present curriculum yet they desired to make it more

relevant by incorporating practical activities and co-curricular

activities.

4.4.3 Quality of Teaching-Learning Process

The students' perceptions regarding the quality of teaching-

learning process have been presented in Table 4.10.

Table 4.10 Students’ Perceptions about Quality of Teaching-Learning Process

S.

No.

Aspects Response

Yes No Not Sure

N % N % N %

1. I am satisfied with methods used

in class room teaching in campus

237 47.40 185 37.00 78 15.60

2. There is class room interaction by

teachers in most of the classes

246 49.20 193 38.60 61 12.20

3. I am satisfied with subject

competency of teachers

332 66.40 122 24.40 46 09.20

4. I am satisfied with timely

completion of courses in each

semester

329 65.80 134 26.80 37 07.40

5. There is regularity and punctuality

of teachers during academic

session

341 68.20 137 27.40 22 04.40

6. There is use of audio visual aids in

teaching-learning process

185 37.00 237 47.40 78 15.60

7. I am satisfied with use of ICTs in

teaching-learning process

179 35.80 253 50.60 68 13.60

118

It may be seen from Table 4.10 that only half of the responding

students (47.40%) expressed their satisfication with the methods of

teaching being employed in classroom teaching in the university. 49 per

cent of the students were satisfied with classroom interactions. 66.40

per cent students were satisfied with subject competency of their

teachers. Teachers were regular and they completed the courses timely

were the responsesof 65.80 per cent and 68.20 per cent respondents

respectively. 37 per cent of the respondents confirmed the use of audio-

visual aids in teaching while 35.80 per cent of them expressed

satifaction towards the use of information and communication

technology in teaching-learning process. These results indicate that

majority of university students are satisfied with ‗subject competency of

teachers', 'regularity and punctuality of teachers' and 'timely

completion of course'. However, there is division of opinion among

students regarding their satisfaction with 'methods of teaching' and

'classroom interaction by teachers'. The students‘ perceptions with

regard to use of 'audio visual aids' and 'ICT' in teaching-learning

process are not favouable.

4.4.4 Infrastructure and Learning Resources

The students' views on various aspects of infrastructural facilities

and learning resources have been presented in Table 4.11.

The Table 4.11 reveals that while responding to the questions

pertaining to the availability of requisite infrastructural facilities and

learning resources in the university, the students have articulated their

opinions differently on different issues. 84.2 per cent of the responding

students told that they were satisfied with the reading room and library

facilities available in the university. 60.8 per cent of the students were

satisfied with the availability of books and journals in library. However,

62.50 per cent students articulated that there was a need to improve

library services.

119

Table 4.11 Students’ Perceptions about Infrastructural and Learning Facilities

S.

No.

Aspects Response

Yes No Not Sure

N % N % N %

1. I am satisfied with availability of

library and reading room facilities

421 84.20 68 13.60 11 02.20

2. I am satisfied with availability of

books and journals in library

304 60.80 155 31.00 41 08.20

3. There is need of

improvement/reform in library

services

313 62.50 161 32.20 26 05.20

4. I am satisfied with hostel facility 154 30.80 317 63.40 29 05.80

5. I am satisfied with availability of

sports facilities

294 58.80 169 33.80 37 07.40

6. I am satisfied with laboratory

facility

272 54.40 171 34.20 57 11.40

7. I am satisfied with computer and

internet facilities

243 48.60 223 44.60 34 06.80

8. I am satisfied with medical facility 142 28.40 329 65.80 29 05.80

Further, only 30.80 per cent of the students were satisfied with

hostel facilities in the university. Thus, a significant proportion of

studnets (63.40%) were not satisfied with hostel facilities in the

university. 58.8 per cent students were satisfied with the available

sports facilities in the campus, whereas 33.80 per cent students were

not satisfied with these facilities. 54.40 per cent students expressed

satisfication with the available laboratory facilities. Only half of the

students (48.60%) were satisfied with computer and internet facilities

provided by the university, whereas 44.60 per cent students were not

satisfied with these facilities. Regarding the condition of medical facility

in the campus, only 28.40 per cent students expressed their

satisfaction, whereas 65.80 per cent students were not satisfied with

120

the available medical facility in the university campus. It may therefore

be summed up that majority of students have shown satisfaction with

regard to various aspects of infrastructural facilities and available

learning resources in the university. However, a majority of students

has not been satisfied with hostel facilities, sports facilities, medical

facilities and internet facilities.

4.4.5 Examination and Evaluation Practices

An account of students' views and perceptions regarding

examination and evaluation related practices has been given in Table

4.12.

Table 4.12

Students’ Perceptions about Examination and Evaluation Practices

S.

No.

Aspects Response

Yes No Not Sure

N % N % N %

1. There should be provision of

semester system of examination

361 72.20 103 20.60 36 09.00

2. Examinations should be based on

both descriptive and objective type

questions

353 70.60 107 21.40 40 08.00

3. I am satisfied with existing

evaluation system.

274 54.80 179 35.80 47 09.40

Table 4.12 shows that 72.20 per cent of the responding students

were in favour of semester system of examination. Regarding the

pattern of paper in examinations, 70.60 per cent students supported

that examination should be a combination of descriptive and objective

type questions. Further, only 54.80 per cent students were satisfied

with present evaluation system. It may be said that students have

mixed perceptions about the quality of exisiting examination and

evaluation system. A large proportion of students favoured semester

system of examination and introduction of 'descriptive-cum-objective'

type examination.

121

4.4.6 Student Support and Progression

The students' views on various aspects of student support

services have been presented in Table 4.13.

Table 4.13

Students’ perception about Student Support and Progression

S.

No.

Aspects Response

Yes No Not Sure

N % N % N %

1. There is availability of placement

cell for all graduates/post

graduates.

147 29.40 291 58.20 62 12.40

2. I am satisfied with functioning of

placement cell.

127 25.40 293 58.60 80 16.00

3. I am aware of availability of

Internal Quality Assurance Cell

(IQAC) in Campus.

136 27.20 287 57.40 77 15.40

4. Co-curricular activities are

promoted for inculcating pro-

social behaviour among

students.

272 54.40 187 37.40 41 08.20

5. I am aware of facility of remedial

teaching for academically weak

and backward students

163 32.60 289 57.80 48 09.60

6. I am satisfied with remedial

teaching facilities

198 39.60 265 53.00 37 07.40

The Table 4.13 shows that only 29.40 per cent student responded

in affirmative to the question regarding the availablity of placement cell

in the university, while 25.40 per cent of them were satisfied with its

functioning. Only 27.20 student respondents confirmed the availability

of Internal Quality Assessment Cell (IQAC) in the university, whereas

57.40 per cent students were not sure about its availability. Further,

122

54.40 per cent of the students agreed that co-curricular activities were

promoted in the university and these were contributing in the

development of pro-social behavour among the students. Only 32.60

per cent students told that there was a facility of remedial teaching for

academically weak and backward students, however 53 per cent of the

students were not satisfied with remedial teaching facilities. It may be

stated that the availability and quality of student support services in

the university was not satifactory. It was reported by majority of

students that the necessary conditions for study environment and

follow up were not adequate.

4.4.7 Research, Consultancy and Extension

The students' views on various aspects of research, consultancy

and extension are presented in Table 4.14.

It may be observed from Table 4.14 that 57.40 per cent

responding students agreed that the availability of research facilities

(such as computer, internet, journals and magazines/documents) were

encouraging. However, only 16.40 students responded in affirmative to

the question of availability of separate rooms in hostel for scholars

doing research work in the university. Further, 34.40 per cent students

were satisfied with research supervisor and faculty members available

in the university. Only 31.20 per cent students perceived the conditions

of community programme arranged by university as a regular feature,

while 56.60 per cent of the students expressed their ignorance about

the conduct of any such programme by the University. It may be

observed from Table 4.14 that 57.40 per cent responding students

agreed that the availability of research facilities (such as computer,

internet, journals and magazines/documents) were encouraging.

However, only 16.40 students responded in affirmative to the question

of availability of separate rooms in hostel for scholars doing research

work in the university. Further, 34.40 per cent students were satisfied

with research supervisor and faculty members available in the

university.

123

Table 4.14 Students’ Perceptions about Research, Consultancy and Extension

S.

No.

Aspects Response

Yes No Not

Sure

N % N % N %

1. Research facilities are encouraging in

University

287 57.40 187 37.40 36 07.20

2. There is provision of separate room

for scholars in hostel for research

work

82 16.40 324 64.80 94 18.80

3. The research scholars are usually

satisfied with their research

supervisors and faculty

172 34.40 249 49.80 79 15.80

4. Community programmes (e.g.

awareness/campaigns on social

issues) by University faculty are a

regular feature in the campus

156 31.20 283 56.60 61 12.20

5. The university has liaison and

collaboration with national and

international institutions for different

courses and research work

213 42.60 192 38.40 95 19.00

6. There is good sharing among fellow

scholars

132 26.40 345 69.00 23 04.60

Only 31.20 per cent students perceived the conditions of

community programme arranged by university as a regular feature,

while 56.60 per cent of the students expressed their ignorance about

the conduct of any such programme by the University. Furthermore,

42.60 per cent students told that their university had research

collaboration with other national/international institutions, whereas

38.40 per cent students responded in negative to this question and

124

another 19 per cent were not sure about any such

liaison/collaboration. Only 26.40 per cent students responded that

they were having good sharing with fellow scholars, while 69 per cent of

them did not responded favourably. Thus, the condition of research,

consultancy and extension activities in the university has been

perceived to be not comletely satisfactory.

The analysis and interpretation of views and perceptions of

students (the recipients) about certain quality related issues in their

education is indication of the fact that:

• The University students, by and large, are quite well aware of the issues in the quality of teaching-learning process and its evaluation.

• However, there are a good number of students who have not responded (ranging from 1% to 45%). It is a matter of worry that

some students are totally unaware of the educational process and its problems.

The quality concerns as being seen in market

context (in the era of liberalization, privatization and globalization) have

not been well received. The social and cultural concerns in society (as a

result of education) are not being catered to.

4.4.8 Suggestions by Students Regarding Quality Issues in Higher

Education

The students were requested to give their suggestions which may

lead to improvement in quality of higher education. Suggestions given

by them were content analysed and have been summarised as under:

• Each faculty member should be provided with separate room

where she/he prepares for class and interacts with students

during con sultancy hours. Each faculty member should also be

provided with a computer in his room for browsing internet far

academic matters, doing research and preparing for teaching etc..

• Infrastructural facilities in the university should not be limited

only to classrooms, library and laboratories. Sufficient

infrastructural facilities should be provided for sports, hobby

clubs etc. University should organize vents such as technology

125

festival, sports competition and cultural festivals.

• The academic structure should be flexible enough to meet the

expectations of different types of students.

• Feedback mechanism should include collecting feedback through

questionnaire, personal interaction with students and voluntary

feedback from students.

• Faculty members should engage the classes as per schedule with

passion and commitment. They must exhibit themselves as role

model in terms of punctuality, discipline and commitment, Both

the teachers and the taught should enjoy the teaching.. learning:

process.

4.5 DISCUSSION OF RESULTS

Thus, the National Assessment and Accreditation Council (NAAC)

entrusted with the role of sustaining and enhancing quality in Indian

higher education has evolved an assessment and accreditation

mechanism for ensuring quality of higher education. Its accreditation

mechanism is based on the assessment of strengths and weaknesses of

higher educational institutions in order to provide a direction to the

future development of these institutions. It undertakes a sort of quality

audit of higher education institutions. The criteria for assessment and

accreditation of higher education institutions developed by NAAC

provide a framework within which the higher education institutions

could strive to improve the quality of education. It sensitizes the

institutions to bring their levels in terms of infrastructural facilities,

quality of teachers, laboratory facilities, experimental learning to such a

level which ensures quality.

However, despite the efforts of NAAC since its inception in 1994,

an important fact remains that NAAC could not assess and accreditate

a significant proportion of higher educational institutions. Further, the

quality of higher education in the country is also far from satisfactory.

No Indian university figured amongst the top 200 universities in the

Times Higher Education (THE) Rankings. The Twelfth Five Year Plan

126

recognises that except at a few top-level institutions, quality is serious

concern (GOI, 2013: 106). It further laments that it is disappointing to

note that even the country‘s top universities remain largely teaching-

focused with limited research and doctoral education (Ibid.: 112).

Furthermore, in recent years, the rapid growth of private higher

educational institutions, most of which are basically oriented to profit-

making, has also posed a serious challenge not only to the quality of

higher education but also to‘ the working of quality assurance agencies.

The poor quality of Indian higher has also been recently highlighted by

the National Employability Report 2013, which states that 47% Indian

graduates are not employable in any sector of the knowledge economy.

Such a situation of quality of higher education in our country also

impedes the country‘s prospects to compete in the globalised world. In

this regards, Philip G. Altbach remarks that the situation in higher

education is even more problematic for Indian participation in the

global knowledge economy. The overall quality of the higher education

system is well below global standards and it has shown no significant

sign of improving. High-tech employers complaint that a large majority

of engineering and other graduates are inadequately trained and must

be ―re-educated‖ (Altbach, 2010:94).

While recognising the seriousness of the situation, the

Government of India through the Twelfth Plan document asserts that a

major goal of the Plan is, therefore, to improve the overall quality of

higher education in the country by improving the quality of the

‗average‘ institution in the system (GOI, 2013:106). To this effect the

Plan envisages that accreditation will play a central role in the

regulatory arrangements for higher education under the Twelfth Plan.

Accreditation will be mandatory with clear incentives and

consequences. In order to handle large-volume accreditation, multiple

accreditation bodies (in addition to NAAC for institutional accreditation

and NBA for programme accreditation) would be established. A new

accreditation law that provides for accreditation by independent

nonprofit agencies registered with a national accreditation authority is

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currently under consideration. While, the proper institutional structure

would only emerge once the new law is enacted, capacities of existing

agencies, NAAC and NBA should be enhanced in the interim. Indian

institutions would also be encouraged to obtain programmatic

accreditation from a select group of credible international accrediting

bodies (ibid.: 111). It would be worthwhile to quote Grewal (2013):

Assuring and improving quality are fundamental to the strength

and effectiveness of any regulatory mechanism. However, due care has

to be taken to pay heed to factors like the local environment, social

inequities and geographic diversity while formulating a regulatory

process. What may have worked in the West may not work in India.

Our conditions and environment are different. A debate involving all

stakeholders and transparency in decision-making process are vital, if

we have to arrive at workable solutions.

The real and the largest challenge that Indian higher education

system is facing is a dearth of devoted bureaucrats who guide its

destiny. However, they need to develop a penchant for learning and

grasp the nuances of the higher education sector. Their willingness to

comprehend the requirements and their capability to frame and

implement pragmatic policies can help India emerge as a knowledge

power.

In the days to come the quality of higher education would remain

a significant dimension of educational debates in our country and the

role of quality assuring mechanism would definitely of greater

significance in ensuring quality of higher education system.