naac – self study report (ssr)
TRANSCRIPT
L.J INSTITUTE OF MANAGEMENT STUDIES
AHMEDABAD
Self Study Report (SSR)
-
Self-Study Report (SSR)
SUBMITTED TO
NATIONAL ASSESSMENT AND ACCREDITATION
COUNCIL
SUBMITTED BY:
L.J INSTITUTE OF MANAGEMENT STUDIES,
SARKHEJ-GANDHINAGAR HIGHWAY,
AHMEDABAD, GUJARAT
CONTENTS
CONTENTS PAGE No.
Preface
Declaration by the Director
Compliance Report
Executive Summary and SWOC Analysis
1. Profile of the Institute
2. Criteria – Wise Inputs
Criterion 1: Curricular Aspects
Criterion 2: Teaching-Learning and Evaluation
Criterion 3: Research, Consultancy and Extension
Criterion 4: Infrastructure and Learning Resources
Criterion 5: Student Support and Progression
Criterion 6: Governance Leadership and Management
Criterion 7: Innovations and Best Practices
3. Evaluative Reports of the Departments
PREFACE
PREFACE
L.J Institute of Management Studies (LJIMS), a part of the L.J Group of Institutes, is
promoted and managed by Lok Jagruti Kendra, a charitable Trust and a Registered
Society founded by eminent educationists and professionals who envisioned it as “a
key player in education and social development by promoting and nurturing
creativity, scholarship, innovation and excellence through a chain of quality
institutes.”
With its role defined in this context, LJIMS was established in 2001. The institute
soon put in place its “Quality Policy” followed it by developing several systems and
processes towards achieving quality in varied activities, and trying to meet the
expectations of all stakeholders.
At LJIMS, we have been evolving internal mechanisms for monitoring and review
over the past years. In the light we undertook the exercise of preparing the Self Study
Report (SSR). The entire faculty and the non-teaching staff have actively
participated and contributed to the SSR, for whom it was it was great challenge as
well as a learning opportunity. After necessary discussions with the Trustees and
office bearers of the Governing Body, a Steering Committee of senior faculty
members was constituted. Then, criterion-wise seven Task Forces were constituted.
Each task force had one member of the Steering Committee as Coordinator and other
faculties as members. Keeping the NAAC guidelines in mind each Task Force
collected relevant information and documents, held internal discussions and prepared
the respective write-ups of the allocated criterion. Criterion-wise drafts were
reviewed at two levels: by the Chairman and Coordinator of the Steering Committee,
and finally by the Director. The drafts were resubmitted after necessary revisions.
The resubmitted drafts were reviewed and the SSR was finalized by the Steering
Committee after due briefing to the Governing Body.
The whole process has been extremely rewarding experience both for the institute
and the individuals involved in the preparation of the SSR. I take this opportunity to
compliment all members of the teaching as well as non-teaching staff for the
dedication and commitment shown by them in preparing the SSR. I also appreciate
the efforts of the Steering Committee who have tirelessly worked by editing,
correcting, facilitating Task Forces and accomplishing the completion of the first
stage of the accreditation process. I also thank the Trustees of Lok Jagruti Kendra for
encouraging, guiding and supporting throughout the process.
(P.K Mehta)
Director
DECLARATION
BY THE
DIRECTOR
Compliance
Report
Executive
Summary and
SWOC
Analysis
EXECUTIVE SUMMARY
The forces of globalization have influenced professional institutes in undertaking quality
assurance initiatives to compete internationally. Creating opportunities and systems for
exploitation of talents of students and providing access to quality education to these talented
students of socially, economically and geographically disadvantaged sections has been the
primary objectives of the institute. These objectives further lead to national development in
general and skills development of students in particular. The institute has always strived to
develop as a Centre of Excellence and the quest for this Excellence started when institute
decided to obtain accreditation from NAAC. A Steering Committee comprising of senior
faculty members was established in July 2014 in view of the accreditation process. The
institute further constituted self-managed task forces for preparation of Self Study Report
(SSR). The preparation of the SSR was a collective effort wherein all the faculties were
involved. Each task force was given a specific criteria and the coordinator of the task force
was a member from the Steering Committee. While developing the SSR the Steering
Committee primarily focused on identification of the strengths and weaknesses in the
teaching-learning and other processes as carried out by the institution.
ABOUT THE INSTITUTE:
L.J Institute of Management Studies (LJIMS) was established in the year 2001 under the
aegis of Lok Jagruti Kendra trust as an AICTE approved prost graduate centre of Gujarat
University imparting a two year full time MBA program. Lok Jagruti Kendra has a rich and
glorious history of nurturing educational institutes. LJK has achieved excellence in education
largely due to the efforts of its visionary founders like Prof. B.M Peerzada. Padma Vibushana
Lord Meghnad Desai, Prof. Gautam Appa, Laate Prof. M.S. Trivedi and renowed jurish Shri
Girish B. Patel and Shri Subodh Shah.
Spread across a sprawling 560000 sq yard campus, LJIMS has lush green surroundings, neat
internal access roads and the vivacious hunt of knowledge by the young aspirants which
provides the perfect academic ambience.
The Self Study Report consists of following criteria giving details of the core functions and
activities of the institute pertaining to curricular aspects, teaching-learning, research,
community development and holistic development of the students:
1. CURRICULAR ASPECTS
LJIMS intends to generate educational excellence in management education and create
dynamic managerial leaders for the society which is clearly indicated in its vision and
mission mentioned below.
Vision: LJIMS will be a key player in management education and corporate development by
promoting creativity, scholarship, innovation and excellence.
Mission: LJIMS will endeavor to create dynamic professionals equipped with conceptual
clarity, practical knowledge, effective soft skills, self confidence, innovativeness and ethical
concern.
At the institute, the academic curriculum is implemented in a manner that ensures proper
student learning. The faculty chooses the subject as per teaching interest and prepares an
academic plan where teaching objectives, detailed syllabus, session required, teaching
pedagogy and reading material is specified. In order to ensure correct implementation of the
teaching plan, an academic review process (ARP) is carried out after to audit the actual
implementation. The Institute organizes faculty development programs and corporate
interactions in order to generate innovative teaching practices. The faculty also participates in
syllabus development at university level. The faculty members developed a new assessment
scheme for the MBA program which was implemented at Gujarat Technological University.
The Institute has developed several novel and innovative initiatives like Marketing
Excellence Series (MAX), Financial Excellence Series (FINEX), Human Resource
Excellence Series (HRX), CRADLE (Capability Recognition and Development Lessons in
Entrepreneurship) in the areas of marketing, finance, human resource management and
entrepreneurship where the focus is on developing skills among students. The Institute had
initiated several innovative measures like Prashikshan(The Immersion Program), Vikalpa
(The case study forum), Vimarsh(The Debate forum), Reincarnation (The Role Play),
Mindstein (The Quiz Competition), Parivartan (The Extension Activity), Kshitij (The Wall
Magazine), Envisage (The Poster Making Competition) and XCEL (The Movie Club). All
these activities are focused on providing learning and holistic developmental activities to the
students. The Institute also has a strong feedback mechanism where feedback is taken from
different stakeholders like students, employers, parents and alumni on issues like summer
internship, final placement, teaching and infrastructure.
2. TEACHING –LEARNING AND EVALUATION
The Institute has a rigorous teaching, learning and evaluation process. Candidates who have
appeared in Common Management Admission Test (CMAT) secure admission through a
committee called “Admission Committee for Professional Courses (ACPC)”. The Institute
has been sanctioned 180 seats in the first shift and 120 seats in the second shift. For the
purpose of admission to the first year, 75% of the total sanctioned seats are open seats, while
the rest 25 % are in the management quota.
The Institute works extensively on the student to ensure proper understanding of student
requirement. The student’s profile is collected as a part of the reporting procedure at the Institute. An intake analysis is done to study the composition of the students in terms of their
basic field of graduation, additional qualification, achievements, work experience etc. This
helps to identify if there is any need for Bridge/remedial courses to enable them to cope with
the MBA programme. As a part of the Induction Programme for the fresh entrants to the
MBA programme, the first phase of Executive Personality Development Programme (EPDP)
is conducted. The program is targeted at recognizing student’s true potential by identifying their strength and weaknesses. The students are evaluated on the basis of following criteria-
analytical skills, presentation skills, communication skills (Both verbal and non-verbal),
techniques of facing interviews and group discussions.
The Institute works extensively for student placement. A need assessment is done for the
students and once the need is being correctly identified, various programmes like Placement
Assistance Program are designed to impart knowledge and improve their presentation and
communication skills. Placement Assistance Programme is specifically aimed at updating
students with current trends of industry by providing in-depth knowledge of conduct and
techniques necessary to crack Group Discussions and different types of Interviews. This
programme includes activities like- CV Writing, Techniques for Group Discussion,
Techniques to crack a Personal Interview, Mock GD’s and PI’s and Interaction with Industry Experts. Another program called Student Ability Mapping Interviews is also conducted
where interviews are conducted for all the students by faculty members and external experts
before their summer internship programme and final placement. The entire interview of each
student is captured as a video and is used to give the student feedback regarding his/her
performance. The weak points and improvement areas in terms of communication, attitude,
knowledge, etiquettes and body language are shared with the student in order to make
corrective improvements.
The importance of soft skills is stressed amongst the students throughout the year. During the
first week of every odd semester, faculties engage in lectures for assessing student as a part of
EPDP Programme. Different activities like aptitude test, prose-writing test, mock interviews,
micro presentation, group discussions, and team building exercises are conducted to assess
their aptitude, communications skills, areas of interest and also weak areas. Further, extra
sessions are conducted by the specially engaged full-time soft skill trainer for developing the
communication skills among students, their strengths and weaknesses are identified
appropriate remedial steps are taken.
The institute is having a Student Mentorship Programme in order to enhance student
academic performance. The mechanism comprises of a senior faculty who acts as the Section
Head for each class. The Section Heads meet the students of respective sections twice a week
to discuss academic and other related issues. Every fifteen days individual subject faculty
reports the student academic performance and attendance to the respective Section Heads.
Further, the Section Heads discuss each individual case with the Dean and Director to take
appropriate actions. Mentoring of the students is done by the Section Heads and the Dean.
For slow learners, additional sessions are arranged.
Besides the regular class-room teaching methods like delivering lectures, power point
presentations, case studies, group discussions and role plays, the faculties also adopt
innovative teaching approaches like peer learning, live projects and live case studies and take
students for educational trips to various industries to give them a real time exposure to
different areas of management. Faculty members use a range of innovative teaching
techniques as mentioned below: Opinionated Case Study, Self Positioning Statement, Live
Research Projects, Cue cards, Theater Workshop, Flash cards, Peer Learning, Film Review,
Live stock market trading, Scrap Book on an International Theme, weekly news sharing and
Movie Analysis.
The Institute has a rich library containing over 20000 books, 35 magazines 69
journals and 659 CDs & DVDs. All these resources are effectively used by the faculties as
well as students for the teaching and learning process. To ensure the right kind of academic
processes, regular interactions take place between the Director and faculties, wherein the
Director spends considerable time in mentoring the newly appointed faculties and motivating
them to undertake research and involve in continuous improvement. A full-fledged Faculty
Mentorship Programme is in place, wherein the newly appointed faculties are allocated
domain specific senior professor as Mentors for a minimum period of two years. The
objective is to make the new faculties comfortable in the work set-up and aid them in
delivering lectures in a better manner by suggesting appropriate pedagogical tools and
materials. This scheme includes academic guidance, development of materials and delivery
strategies, learning new tools and methods and also gives a scope for collaborative research.
At the end of the term, the mentors are required to submit a report regarding the progress of
the mentee to the Director. Systemic feedback is obtained from both Mentors and Mentees in
prescribed formats.
The institution provides dedicated computer systems with latest configuration and un-
interrupted internet access. One computer lab out of the five labs is dedicated to internet
access by students to enumerate research activities involving computer systems. In order to
make the environment more conducive, Wi-Fi connectivity is provided. The students get
access to computing and internet facility through a computer lab which houses many
computers.The faculty is fully equipped to handle all kinds of multi-media aids like OHP,
LCD projectors, multi-media systems. Faculties are also duly trained to use advanced
packages like SPSS for individual research and also in classes. Faculty members are very
active in research and actively participate in seminars and conferences. Almost all faculty
members engage in research and present papers in different conferences.
3. RESEARCH, CONSULTANCY AND EXTENSION
The Institute has a research committee to monitor and address the issues of research, and also
to encourage research culture among faculty members and students. The Institute has started
an initiative named VIKALPA wherein faculty members along with a group of fifteen
students are encouraged to visit different companies and write case studies on the same. In
order to promote case writing skills, special workshops for the faculty members are
conducted and experts are invited to mentor the faculty members in case writing. The trust
has started working on its own annual research journal wherein faculties have been invited to
publish their research papers. The faculty is encouraged to attend conferences and seminars
for paper presentation and duty leaves are granted to them for the same. The faculty is also
paid one side 3 Tier AC fare for travelling. The institute has also purchased the licensed
version of SYSTAT with life time validity to facilitate statistical analysis for research. The
institution has a rich collection of the student reports with over 1000 Comprehensive Project
reports and over 1500 Summer Internship Programme reports on different areas of Finance,
Marketing, Human Resource and Information Technology. Over 170 Global Country Study
reports on different sectors are also available in the library.
LJIMS believes that the research output of the institute is a major criterion for growth and
sustainability in the future. The institute faculty collectively has published over 90 papers in
national and international peer reviewed journals, presented over 80 papers in national and
international conferences, participated in 30 FDPs, workshops and seminars, and authored/
co-authored 7 national/ international books.
4. INFRASTRUCTURE AND LEARNING RESOURCES
The Institute has state of art infrastructure that facilitates the student’s quest for learning. The institute has properly ventilated and spacious classrooms with comfortable seating
arrangements, black boards and soft boards. Technology enabled learning spaces have been
created by providing dedicated computer systems, permanently installed LCD projectors &
screens and CCTV cameras in all classrooms. There are tutorial rooms for conducting and
small group interactions. The institute has a well equipped and fully air conditioned
auditorium with a capacity of 450 people and a seminar hall with capacity of 250 people.
Specialized facilities and equipments like collar microphones, Language Laboratory, IIPC,
Business Incubator, SYSTAT Station have been made available for teaching, learning,
research and industry interaction. There is a Health Centre on the campus with all minimum
necessary equipments, medicines, and a qualified doctor. “L.J. Arogya Kendra”, a mobile van
of LJK Trust, for providing all medical services and medicines to the slum dwellers of Vadaj
locality of Ahmedabad. It is also available for students and staff. The timings of the van are
from 8 am to 12 noon and the medicines are distributed at a subsidized rate. Health awareness
camps are also conducted for the slum dwellers. LJK Trust has a tie up with a pathological
laboratory for conducting health check-ups and tests at subsidized rates.
5. STUDENT SUPPORT AND PROGRESSION
The criterion highlights the efforts of the institution in providing necessary assistance to
students to promote their holistic development and progression.
The institution prepares its updated prospectus before the commencement of every academic
year providing information to students about location, contact details, courses, intake,
timings, vision, mission, Quality Policy, approval status, academic systems and processes,
co-curricular and extra-curricular activities, student welfare measures, placement activity,
alumni, faculty details, faculty development programme, research and extension activities,
innovations and initiatives, fee structure, infrastructure facilities, computer laboratories,
library resources, sports facilities, medical and healthcare facilities, conferencing facilities,
canteen, Women Development Cell, Grievance Redressal mechanism, Feedback Mechanism,
institutional achievements etc.
Institute provides personal, career and psycho-social counselling services to the students.
Student counselling is done at several levels. In order to provide counselling and mentoring
by maintaining one-to-one interaction with students, the institute has designed a unique
Section Head mechanism wherein each senior faculty member is assigned one class of 60
students. The Section Head is a contact point for students who regularly interacts with the
students. They provide personal and academic counselling, monitor attendance, overall
progress, and help them overcome challenges (if any).
The institute is committed towards providing financial assistance to needy and
deserving students. It provides support to students in three ways:
One, the institute is an intermediary for the state government scholarships provided to
students from SC, ST, OBC and minority communities. These scholarships are
channelized through the institution.
Two, many students take an education loan to finance the cost of education. The
institute provides all administrative support required by the banks to process the
loans.
Three, LJ Kendra has supported needy but deserving students by providing fee
concessions and/or by giving an option of paying fees in easy installments and/or by
providing infrastructural facility at concession rate.
The institution has taken various initiatives and created mechanisms to facilitate student
progression towards employment or self-employment. There is an Industry Interaction and
Placement Cell (IIPC), and a separate dedicated Placement Cell for LJMBA to plan and
execute pre-placement and placement services and provide all necessary support to students.
Various programmes are conducted in a planned way to ensure students’ effective progression to their desired goal.
The institution promotes participation of students in extracurricular and co-curricular
activities such as sports, games, quiz competitions, debate and discussions, cultural activities
etc. It organizes co-curricular and extra-curricular activities for ensuring the overall
development of students during an academic year. Students are encouraged to participate in
youth festival and sports meet organized by the university as well as cultural
festivals/technical events and other academic programmes organized by other B Schools of
the country. Institute provides incentives, relaxations and support to students for participation
as well to give special awards to those who excel at the University/inter-university/national
level. Academic support is provided by organizing special sessions for students who may
have missed their studies due to participation in activities at the university/inter-university
level.
6. GOVERNANCE, LEADERSHIP AND MANAGEMENT
The institute has a formally stated Quality Policy. It was developed after a series of
interactions with the members of Trust and the teaching fraternity for continuous
improvement of the institute in all aspects of the field. The Institute strives to translate
quality to its various administrative and academic activities and thereby convert its
vision into reality. In order to reinforce and create a permanent reminder to the
espousal of the Quality Policy, the same has been framed and displayed at various
places in the institute.
The institute delegates authority and provides operational autonomy to all units. In
view of the academic activities and operations, the governance of the institute is
decentralized. The academic operations of the institute are divided into the following
specialized areas: marketing, finance, human resources and general management.
Complete authority is delegated to each specialized area to work out their independent
pedagogical system.
Management encourages and supports involvement of the staff in improving the
effectiveness and efficiency of the institutional processes. Involvement of staff in
improving the effectiveness and efficiency of the institutional processes is done by
providing all necessary support by the Institute. Apart from being actively involved in
classroom teaching activity, the teaching staff is invited to participate in the various
functional activities like MAX, FINEX, HRX, etc and their suggestions are always
accepted by the management for further improvement. The institute staff also supports
the students in their entrepreneurial ventures through the Business Incubator -
Antrapreneur.
The institute makes continuous efforts made to enhance the professional development
of its staff. There is continuous encouragement by the top management including the
Director for the teaching and non-teaching staff to enhance their qualification and
skills. For achieving this, the institute has taken several initiatives like organizing
FDPs, having provision for Faculty Mentorship Program, organizing regular faculty
seminars, encouraging faculty for pursuing PhD. At present almost all faculty
members have either completed their PhD or are pursuing it. The institute also
provides all necessary financial and administrative support for attending conferences
and seminars. Incentives are provided to faculty for presenting their papers in such
events
7. INNOVATIONS AND BEST PRACTICES This criterion provides information reflecting environmental consciousness of the
institute and various innovative initiatives undertaken by the institute in achieving
academic excellence.
The institute has engaged itself in various environmental management initiatives that
have improved its environmental performance and has also led to other benefits like
financial savings and reduced risk of liability. These environmental management
initiatives or “Green Initiatives” as we call them primarily seek to deepen students’ understanding of today’s environmental challenges and assist them in developing effective solutions.
Capability Recognition And Development Lessons for Entrepreneurship (CRADLE),
Executive Personality Development Programme (EPDP), Employability Enhancement
Programme (EEP), ARCHETYPE – the Management Model Competition, VIKALPA
are some of the innovative practices initiated by the institute.
The criterion also provides details on two best practices adopted by the institute for
achieving quality assurance. ‘Summer Internship Project (SIP) Audit’ and ‘Developing an Entrepreneurial Ecosystem’ are the two best practices that have led to quality improvement and have had a significant impact on overall quality of the
institute.
SWOC analysis:
The SWOC analysis is discussed as under
Strengths
Excellent infrastructure
Well qualified and experienced faculty members
Rich library and well equipped computer laboratories
2500 plus alumni base
Rigorous academic process that focuses on conceptual learning and skill development
Weakness
No control over quality of student intake as the admission process is controlled by ACPC (A
Committee of Professional Courses)
No autonomy of deciding syllabus as it is controlled by the affiliating University
Opportunity
To tie up with corporate and develop industry ready management graduates.
Establish international footprints by tie up with top foreign universities.
Challenges
Bridging the gap between management education and the ever changing and dynamic
requirement of the corporate world.
\
1. Profile of
the Institute
Profile of the Affiliated / Constituent College
1. Name and Address of the College:
Name : L.J Institute of Management Studies
Address : Near Nagdev Kalyan mandir, Sarkhej Gandhinagar Highway, Sanand
Cross roads, Ahmedabad
City : Pin :382210 State : Gujarat
Website : www.ljinstitutes.org
2. For Communication:
Designation Name Telephone
with STD code
Mobile F
a
x
Principal Dr. P.K Mehta O:07929096840 R:
9426511132 079-
26750417
pramodmehta0@g
mail.com
Vice Principal Dr. Siddarth
Singh Bist O:079 29096840
R: 0727660081
9824029413 079-
26750417
siddarth_bist@yaho
o.com
Steering
Committee
Co-
ordinator
Dr. Manisha Jalla
Dhar O: 07929096840
R: 07926740475
9824025753 079-
26750417
manisha_jalla@yah
oo.com
3. Status of the Institution:
Affiliated College : YES
Constituent College
Any other (specify)
4. Type of Institution:
a. By Gender
i. For Men
ii. iii.
For Women Co-education YES
b. By Shift i. Regular: YES ii. Day: YES iii. Evening
5. It is a recognized minority institution?
No
If yes specify the minority status (Religious/linguistic/ any other) and provide documentary
evidence.
6. Sources of
funding:
Government
Grant-in-aid
Self-financing
YES Any other
7. a. Date of establishment of the college: ……23/8/2001………
b. University to which the college is affiliated /or which governs the college (If it is a
constituent college) GUJARAT TECHNOLOGICAL UNIVERSITY
c. Details of UGC recognition: N.A.
Under Section Date, Month & Year
(dd-mm-yyyy)
Remarks(If any)
i. 2 (f)
ii. 12 (B)
(Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act)
d. Details of recognition/approval by statutory/regulatory bodies other than UGC (AICTE,
NCTE, MCI, DCI, PCI, RCI etc.)
Under Section/
clause
Recognition/Approval
details
Institution/Department
Programme
(AICTE )
Day, Month
and Year
(dd-mm-yyyy)
Validity
Remarks
i. MBA (1st shift) 23/8/2001 Annual Extension of
approval from
AICTE has to
be sought
every year
ii. MBA (2nd
shift) Annual Extension of
approval from
AICTE has to
be sought
every year
iii. MCA Annual Extension of
approval from
AICTE has to
be sought
every year
iv. MAM Annual Extension of
approval from
AICTE has to
be sought
every year
8. Does the affiliating university Act provide for conferment of autonomy (as recognized by the
UGC), on its affiliated colleges?
Yes No √
If yes, has the College applied for availing the autonomous status?
Yes No
9. Is the college recognized
a. by UGC as a College with Potential for Excellence (CPE)?
Yes No √
If yes, date of recognition: …………………… (dd/mm/yyyy)
b. for its performance by any other governmental agency?
No √
If yes, Name of the agency …………………… and
Date of recognition: …………………… (dd/mm/yyyy)
10. Location of the campus and area in sq.mts:
Location * URBAN
Campus area in sq. mts. 45025.32 sq. mts. (11.126 acres)
Built up area in sq. mts. 4572 sq. mts.
(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)
11. Facilities available on the campus (Tick the available facility and provide numbers or
other details at appropriate places) or in case the institute has an agreement with other
agencies in using any of the listed facilities provide information on the facilities covered
under the agreement.
• Auditorium/seminar complex with infrastructural facilities √
• Sports facilities ∗ play ground √ ∗ swimming pool ∗ gymnasium
• Hostel
∗ Boys’ hostel
i. Number of hostels
ii. Number of inmates
iii. Facilities (mention available facilities)
∗ Girls’ hostel
i. Number of hostels
ii. Number of inmates
iii. Facilities (mention available facilities)
∗ Working women’s hostel
i. Number of inmates
ii. Facilities (mention available facilities)
• Residential facilities for teaching and non-teaching staff (give numbers available
— cadre wise)
• Cafeteria —√
• Health centre –√
First aid, Inpatient, Outpatient, Emergency care facility, Ambulance……. Health
centre staff –
Qualified doctor
Full time
Part-time YES
Qualified Nurse Full time Part-time
• Facilities like banking, post office, book shops
• Transport facilities to cater to the needs of students and staff
• Animal house
• Biological waste disposal
• Generator or other facility for management/regulation of electricity and voltage√
• Solid waste management facility√
• Waste water management√
• Water harvesting√
12. Details of programmes offered by the college (Give data for current academic year)
SI
.
N
o.
Programme
Level
Name of the Programme/ Course
Duration
Entry
Qualificatio
n
Medium of
instruction
Sanctioned/ approved Student strength
No. of
students
admitted
Under-
Graduate
Post-Graduate
MBA (1st shift)
MBA (2nd
shift)
MCA
2 Years
2 Years
3 years
Bachelors
degree
Bachelors
degree
Bachelors
degree
English
English
English
180
120
60
176
72
7
Integrated
Programm
es PG
MAM 5years
12th
English
60 48
Ph.D.
M.Phil.
Ph.D
Certifica
te
courses
UG Diploma
PG Diploma
Any Other
(specify and
provide
details)
13. Does the college offer self-financed Programmes?
Yes √ No
If yes, how many? 3
14. New programmes introduced in the college during the last five years if any?
Yes √ No Number ONE
(MAM)
15. List the departments: (respond if applicable only and do not list facilities like Library, Physical
Education as departments, unless they are also offering academic degree awarding
programmes. Similarly, do not list the departments offering common compulsory subjects for
all the programmes
like English, regional languages etc.)
Faculty Departments
(eg. Physics, Botany,
History etc.)
UG PG Researc
h
Science
Arts
Commerce
Any Other
(1. Management
MBA,
MAM (Dual Degree)
BAM
MBA,
MAM
2. Computer
Application
MCA MCA
16. Number of Programmes offered under (Programme means a degree course like BA, BSc,
MA, M.Com…) a. annual system
b. semester system 3
c. trimester system
17. Number of Programmes with
a. Choice Based Credit System
b. Inter/Multidisciplinary Approach
c. Any other (specify and provide details) 3 (MBA, MCA AND MAM)
6. Does the college offer UG and/or PG programmes in Teacher Education?
Yes No √
If yes,
a. Year of Introduction of the programme(s)…… (dd/mm/yyyy)
and number of batches that completed the programme
b. NCTE recognition details (if applicable)
Notification No.: ……………………………………
Date: …………………………… (dd/mm/yyyy)
Validity:………………
c. Is the institution opting for assessment and accreditation of Teacher Education
Programme separately?
Yes No
√
19. Does the college offer UG or PG programme in Physical Education?
Yes No √
If yes,
a. Year of Introduction of the programme(s)………………. (dd/mm/yyyy)
and number of batches that completed the programme b.
NCTE recognition details (if applicable)
Notification No.: ……………………………………
Date: …………………………… (dd/mm/yyyy)
Validity:……………………
c. Is the institution opting for assessment and accreditation of Physical Education
Programme separately?
Yes No
20. Number of teaching and non-teaching positions in the Institution
Positions
Teaching faculty
Non-teaching
staff
Technical
staff
Professor Associate
Professor
Assistant
Professor
*M *F *M *
F
*M *F *M *F *M *F
Sanctioned by the
UGC / University /
State Government
Recruited
Yet to recruit
Sanctioned by the
Management/
society or other
authorized bodies
Recruited
3 5 4 7 21 12 2 1
Yet to recruit - - -
-
- 3 - - - - -
*M-Male *F-Female
21. Qualifications of the teaching staff:
Highest
qualification
Professor Associate Professor
Assistant
Professor
Total
Male Female Male Female Male Female
Permanent teachers
D.Sc./D.Litt. 0 0 0 0 0 0 0
Ph.D. 2 0 5 4 1 3 15
M.Phil. 0 0 0 0 0 0 0
PG 1 0 0 0 4 16 21
Temporary teachers 4 (Appointment yet to be endorsed by the University
selection committee)
Ph.D. 1 1
M.Phil.
PG 1 2 3
Part-time teachers
Ph.D.
M.Phil.
PG
22. Number of Visiting Faculty /Guest Faculty engaged with the College 04
23. Furnish the number of the students admitted to the college during the last four academic
years.
Categories
Year 1
(2015-16)
Year 2
(2014-15)
Year 3
(2013-14)
Year 4
(2012-13)
Male Female Male Female Male Female Male Female
SC 14 6 42 12 23 6 20 10
ST 1 1 3 1 0 0 4 1
OBC 31 15 101 23 65 6 88 16
General 145 90 174 61 144 67 134 75
Others
24. Details on students enrollment in the college during the current academic year:
Type of students UG PG M.
Phil.
Ph.D. Total
Students from the same state where the college is located
MBA:236
MCA: 7
MAM:41
Students from other states of India MBA: 12
MCA:0
MAM: 7
NRI students MBA:0
MCA:0
MAM:0
Foreign students MBA:0
MCA:0
MAM:0
Total
25. Dropout rate in UG and PG (average of the last two batches)
PG 3%
26. Unit Cost of Education
(Unit cost = total annual recurring expenditure (actual) divided by total number of students
enrolled )
(a) including the salary component Rs. 63137
(b) excluding the salary component Rs. 37009
27. Does the college offer any programme/s in distance education mode (DEP)?
Yes No √
If yes,
a) is it a registered centre for offering distance education programmes of another
Universi
ty
Yes No
b) Name of the University which has granted such registration.
c) Number of programmes offered
d) Programmes carry the recognition of the Distance Education Council.
Yes No
28. Provide Teacher-student ratio for each of the programme/course offered
MBA 1: 15
MCA 1:15
MAM 1:18
29. Is the college applying for
Accreditation : Cycle 1 √ Cycle 2 Cycle 3 Cycle 4
Re-Assessment:
(Cycle 1refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4 refers to re-
accreditation)
30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only)
Cycle 1: ……………… (dd/mm/yyyy) Accreditation Outcome/Result….….... Cycle 2:
……………… (dd/mm/yyyy) Accreditation Outcome/Result……..... Cycle 3:
……………… (dd/mm/yyyy) Accreditation Outcome/Result……..... * Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an
annexure.
31. Number of working days during the last academic year.
110 days
32. Number of teaching days during the last academic year
(Teaching days means days on which lectures were engaged excluding the
examination days)
92 days
33. Date of establishment of Internal Quality Assurance Cell (IQAC) IQAC
…………………… (dd/mm/yyyy)
34. Details regarding submission of Annual Quality Assurance Reports (AQAR) to
NA
AC.
AQAR (i) ……………… (dd/mm/yyyy)
AQAR (ii) ……………… (dd/mm/yyyy)
AQAR (iii) ……………… (dd/mm/yyyy)
AQAR (iv) ……………… (dd/mm/yyyy)
35. Any other relevant data (not covered above) the college would like to include. (Do
not include explanatory/descriptive information)
1. Criteria – Wise
Inputs
CRITERION - 1: CURRICULAR ASPECTS
1.1 Curriculum Planning and Implementation
1.1.1 State the vision, mission and objectives of the institution, and describe how these are
communicated to the students, teachers, staff and other stakeholders.
Vision: LJIMS will be a key player in management education and corporate development by promoting
creativity, scholarship, innovation and excellence.
Mission: LJIMS will endeavour to create dynamic professionals equipped with conceptual clarity,
practical knowledge, effective soft skills, self confidence, innovativeness and ethical concern.
Objectives:
To exploit new advances in knowledge and technology
To attract and retain the best faculty.
To build links with institutions, both in India and abroad, and industry for enrichment of
academic programmes and for providing learning and employment avenues to students.
To create opportunities and systems for exploitation of talents of students.
To provide access to quality education to talented students of socially, economically and
geographically disadvantaged sections.
To create and support systems for providing exposure, to the students and the faculty, to the latest
developments in the field of management, technology and business.
To encourage and support research among faculty and students.
The Vision, Mission and Objectives are generally discussed in faculty meetings and communicated to
them. They are also prominently displayed at different places like entrance of the institute, conference
room, library and administrative office, and also printed in brochures.
1.1.2 How does the institution develop and deploy action plans for effective implementation of the
curriculum? Give details of the process and substantiate through specific examples(s).
The institute has a mechanism for efficiently implementing the curriculum. The process is as follows:
The faculty members are given choice of indicating their preferences of the subjects as per their
qualifications and expertise, which taken into consideration while making the final allotment.
Faculty will discuss the subjects and syllabus with industry and academic experts to decide the
pedagogy and evaluation pattern.
Once the subjects are allotted to the faculties, they need to prepare an Academic Plan in the
subject file incorporating the following:
- Objectives and Scope of the subject
- Detailed syllabus prescribed by the University
- Number of sessions required to complete the syllabus
- Probable dates/time to finish different units/chapters/topics
- Pedagogy/Delivery mechanism for different units/chapters/topics (for eg. ppt
presentation, case study, role play, project etc.)
- Evaluation components for different units/chapters/topics (class test, quiz,
presentation, assignment, project study, company project, movie screening, student
seminar etc.)
- The list of text books, reference books, journals, magazines, articles to be used.
- Continuous evaluation schedule is also part of the subject file.
- Supplementary reading material like notes, case studies, research articles are also
included.
The sessions and evaluation are conducted in accordance to the above mentioned plan.
To ensure effective implementation of the curriculum an academic review, in the middle and the
end of semester, is conducted under the mechanism of an Academic Review Process (ARP).
The review process is carried out twice a semester:
i. In the mid semester an Academic Review Committee comprising senior faculty
members and the Dean of the institute, meet each faculty member and audit the
academic progress.
ii. Another audit is conducted at the end of the semester by an expert panel that consists
of the Director, Professor Emeritus and the Dean.
The review which is conducted twice during every semester ensures the adherence to the
session plan, delivery mechanism, completion of evaluation components and use of
innovative pedagogical techniques in delivery and evaluation as suggested in the respective
schemes of the faculty. As a follow up to the ARP, a seminar is also conducted for sharing of
good practices noticed during the review process.
Institute also conducts seminars and workshops for faculties on innovative tools to be used
for subject delivery and evaluation on regular basis.
1.1.3 What type of support (procedural and practical) do the teachers receive from the University
and/or institution for effectively translating the curriculum and improving teaching
practices?
There are different initiatives taken by the University and the Institute for improving teaching practices
and curriculum improvement.
By the University:
The university conducts subject workshops for all the subjects of all the semesters, in
which they invite the faculties teaching the subject in different institutes. The faculties
discuss the syllabus, delivery style, evaluation pattern, doubts if any, practices of
different institutes, question paper format and style, continuous evaluation components
etc.
University also organizes the workshops on effective teaching pedagogies which provide
a platform to all the faculties to contribute in this area.
University also invites faculties to give review on the syllabus which increases the scope
of improvement.
The University also organizes seminars, workshops and Faculty Development
Programmes on regular basis for improving the curriculum.
The University regularly conducts paper setting and evaluation workshops to ensure
better student assessment.
By the Institution:
Institute invites subject and area experts from industry and academics for discussion
on content and delivery for different subjects.
The Institute also organizes Faculty Development Programmes and Corporate
Interaction with Industry experts for the improvement in subject content and delivery.
The Institute organizes brain storming sessions for faculty sessions to devise
innovative teaching techniques for better student understanding.
1.1.4 Specify the initiatives taken up or contribution made by the institution for effective
curriculum delivery and transaction on the Curriculum provided by the affiliating
University or other Statutory agency.
From 2001 to 2010, the institute was affiliated to Gujarat University. During those times the faculty
members actively participated in the syllabus revision and new syllabus development exercise conducted
at the university level.
Faculties have participated in upgrading the curriculum of different subjects. Dr. Siddarth Singh Bist
designed the syllabus of Consumer Behaviour and Marketing Management. Ms. Manisha Jalla Dhar
developed the syllabus for Compensation Management and International HRM. The university
implemented the syllabus of all the four subjects.
In 2014, the Institute was invited by Gujarat Technological University to participate in developing a new
assessment scheme. Later the institute organised a brain storming session where faculties from different
institutes (affiliated to GTU) suggested a new format of assessment to Gujarat Technological University
which was approved by the Vice Chancellor and implemented. Based on the format all the faculties of the
institute designed sample question papers for their respective subjects which was then uploaded on the
University’s website.
Gujarat Technological University had also requested the Institute for an assessment of the new evaluation
pattern for the academic year 2014-15 and the Institute submitted a report that critically evaluated all the
question papers generated as per the new pattern of assessment.
1.1.5 How does the institution network and interact with the beneficiaries such as industry,
research bodies and the university in effective operationalisation of the curriculum?
The Institute has introduced a new practice in the Summer Internship Programme known
as Summer Internship Project Audit wherein the faculties conduct a personal visit to
those companies where students are undertaking the summer internship project. Apart
from obtaining the feedback pertaining to students’ performance in the project these visits are also aimed at understanding the company requirements and expectations so that the
students can be trained accordingly. This practice of audit ensures that Summer
Internship Projects that is part of the curriculum gets effectively operationalised.
The institute has a unique series called CRADLE where entrepreneurs come and share
their experiences with the students. They also give their suggestions on the current needs
of the market/industry which the institute tries to incorporate in the curriculum delivery.
The institute has started an initiative called PRASHIKSHAN wherein students work on
short term project with different companies and field experience. The students have
worked on different projects for companies like TCS, TATA Motors, LG, Whirlpool,
Havmor, Bajaj finserve, Central Mall to name a few.
The institute conducts skill workshop series in the areas of marketing, finance and HR. In
the area of marketing, the institute conducts MAX (Marketing Excellence Series),
Finance Excellence Series( FINEX) and Human Resource Excellence Series (HRX)
where senior managers are invited to share their corporate experiences. These
programmes have an inbuilt module of skill development wherein the participants spend
time working on different assignments with the corporate and practicing managers in
order to develop real time skills required at the work place.
1.1.6 What are the contributions of the institute and/or its staff members to the development of
the curriculum by the University? (Number of staff members/departments represented on
the Board of Studies, student feedback, teacher feedback, stakeholder feedback provided,
specific suggestions, etc.
The Institute faculties regularly participate in the University Curriculum Development Meetings and the
institute faculty conducted a brain storming session regarding the same and developed a new paper style
which was adopted by the University subsequently.
The faculties have presented different suggestions to the University to improve the curriculum, delivery
style and evaluation techniques. The suggestions are under consideration right now at University.
1.1.7 Does the institution develop curriculum for any of the courses offered (other than those
under the purview of the affiliating university) by it? If ‘yes’ give details on the process (Needs Assessment, design, development and planning) and the courses for which the
curriculum has been developed.
The Institute is working on certain certificate courses that shall be offered to students
Certificate Course in Behavioural Finance
The course was developed on the following lines
Need Assessment: There is a need of for financial professionals dealing in stock market
to understanding the psychology of investors in the stock market
Curriculum Design and Development: The entire curriculum has been designed after
consulting practicing managers and senior professor and researchers regarding topics to
be included in the syllabus.
Entrepreneurship Development Programme: The Institute has tied up with Entrepreneurship
Development Institute and Centre for Entrepreneurship, Govt. of Gujarat, MSME Department to
offer short term certificate to budding entrepreneurship and students interested in
Entrepreneurship.
Need Assessment: It was observed that there was a dearth of good entrepreneurship
induction and inculcation programmes that imparted real-time skills for practicing
entrepreneurs.
Curriculum Design and Development: The course was designed by consulting
successful entrepreneurs and these experts were roped in to play the pivotal role of
mentor to the students.
Skill Courses: The Institute has developed skill based courses under the names of Marketing
Excellence Series (MAX), Financial Excellence Series (FINEX) and Human Resource
Management Excellence (HRX) in order to inculcate real time working skills among student
participants.
Need Assessment: It was observed that that there was a serious dearth of real time
marketing, finance and HR skills required at the work place by the student.
Curriculum Design and Development: The course was designed by consulting experts
in their respective fields. For example: Mr. Malay Biswas, CFO, Astra Lifecare designed
the skill programme for FINEX where in after a few orientation sessions towards
corporate finance and Forex, the students shall be trained by him at Astra Lifecare and
then at Bank of Baroda. The Institute has tied up with National Stock Exchange to deliver
skill oriented courses.
1.1.8. How does institution analyze/ensure that the stated objectives of curriculum are achieved in
the course of its implementation?
In order to ensure that the stated objectives are achieved in its course of implementation, all the faculty
members teaching a subject discuss and decide upon three critical parameters regarding the curriculum
implementation.
Subject topics: The faculty identifies the subject topics that need to be covered in order to achieve
the course objective.
Teaching methodology: The faculty decides upon the pedagogy which shall best achieve the
teaching objective. A gamut of pedagogies like lecture, group discussion, presentation, project,
company visit, field visit, expert session, expert interview etc are chosen on the basis of the
teaching objective.
Assessment: The faculty then decides upon the assessment technique to determine the student’s learning. A host of techniques like mid term exam, project submission, presentation, theory and
multiple choice questions etc are included to better assess the student.
To further ensure that the curriculum objectives are met and the academic plan is followed as
planned, the Institute has an Academic Review Process twice in every semester in which the Director
and Dean of the institute review the subject progress and evaluation by individually meeting each
faculty member and checking the progress.
1.2 Academic Flexibility
1.2.1 Specifying the goals and objectives give details of the certificate/diploma/skill development
courses etc., offered by the institution.
The Institute has different certificate/skill development programmes. They are mentioned below.
EPDP: The Executive Personality and Development Programme (EPDP) is a week long
programme.
Objective: To increase student’s employability by enhancing their communication, corporate
knowledge and developing their personality and soft skills.
The programme consists of different activities like communication skill, presentation skill,
interview skill, CV writing, general awareness, corporate etiquettes, group discussions etc. This
week long programme is delivered at the beginning of the third semester, and it is compulsory for
all students seeking placement.
FINEX: It stands for Finance Excellence Series (FINEX) series
Objective: It intends to bridge the gap between students and the corporate world through a
specially designed course curriculum that develops the necessary finance based skills need in the
corporate world.
It is structured series, designed to initially include interactive sessions delivered by industry
experts which is backed by rigorous practical sessions to develop skills among finance students. It
covers areas like corporate finance, banking, insurance and capital market respectively. The goal
of this series is to provide a platform for the holistic development of budding financial managers.
MAX: It stands for Marketing Excellence Series
Objective: The objective of the series was to inculcate marketing skills at work place among
students opting for marketing and sales as a career.
MAX is conceived as a series of interactions with successful marketing professionals from
industry and academia, sharing their experiences of marketing successes and failures. The
speakers share their experiences in the following areas: New launches, product and brand
management, marketing strategies and programmes, IMC strategies, branding strategies, sales and
distribution management, positioning strategies, CRM strategies, and marketing research. It is
followed by live training in the field under the experts so that the students get a chance to develop
marketing and sales skills to function successfully in the field.
HRX: It stands for Human Resource Management Excellence Series
Objectives: HRX was conceived with the objective of making students aware with the practical
issues pertaining the practices of human resource management.
HRM involves many issues ranging from recruitment and selection to training and development.
In includes labor welfare, labor laws and compensation management, HRX was envisaged with
the objective of getting the best practicing HR professionals to interact with the students and
bring to them the cutting edge HR practices in the leading corporate houses.
1.2.2 Does the institution offer programmes that facilitate twinning/dual degree? If ‘yes’, give details.
No, the Institute does not offer any twinning/dual degree programmes.
1.2.3 Give details on the various institutional provisions with reference to academic flexibility
and how it has been helpful to students in terms of skills development, academic mobility,
progression to higher studies and improved potential for employability. Issues may cover
the following and beyond:
- Range of Core/ Elective options offered by the University and those opted by the college: The institute was among the first to offer Human Resource Management as a third area of
specialization apart from Marketing and Finance in 2001. Looking into the interest levels and
subsequent requests made by seven students (in a batch of 40) to have human resource
management as an area of specialization the institute decided to offer it as an elective and thus
contribute towards offering more academic choice improving the potential for the employability
of these students.
Under the current set up the institute offers three electives each in semesters III and IV. The
choice of electives offered depends upon student interest their preference and current demand
industry demands. These electives help in enabling students develop those skills which may
enhance their potential for better employment.
Choice based Credit System and range of subject options: NA
- Courses offered in modular form: NA
- Credit transfer and accumulation facility: NA
- Lateral and vertical mobility within and across programmes and courses: NA
- Enrichment courses: The institute has different programmes to enrich the courses, the details are
as under:
Considering the finance specialization, every year the institute organizes Finance Excellence
Series (FINEX) for two to three days. In this series of sessions people from industry/corporate
comes and share their experiences with the students who opts finance as their specialization.
For marketing specialization students the institute organizes Marketing Excellence Series (MAX).
In this series of sessions people from industry/corporate comes and share their experiences with
the students who opts marketing as their specialization.
In the same line for HR specialization students the institute organizes the Human Recourses
excellence Series (HIREX). In this series of sessions people from industry/corporate comes and
share their experiences with the students who opts HR as their specialization.
1.2.4 Does the institution offer self-financed programmes? If ‘yes’, list them and indicate how they differ from other programmes, with reference to admission, curriculum, fee structure,
teacher qualifications, salary, etc. Although L.J Institute of Management Studies, is a self-financed institute offering programmes
launched by the affiliating University, it does not offer any programme developed by itself on the
lines specified in the question.
1.2.5 Does the college provide additional skill oriented progammes, relevant to regional and
global employment markets? If ‘yes’ provide details of such programmes and the beneficiaries.
Yes, the institute offers various programmes to provide its students with the necessary skills
required to work in the corporate world. These are as follows:
1. The Executive Personality and Development Programme (EPDP)
2. Finance Excellence Series (FINEX)
3. Marketing Excellence Series (MAX)
4. Human Resource Excellence Series (HRX)
The details of these programmes have briefly been discussed in section 1.2.1.
EPDP: The Executive Personality and Development Programme (EPDP) is a week long
programme.
Objective: To increase student’s employability by enhancing their communication, corporate knowledge and developing their personality and soft skills.
The programme consists of different activities like communication skill, presentation skill,
interview skill, CV writing, general awareness, corporate etiquettes, group discussions etc. This
week long programme is delivered at the beginning of the third semester, and it is compulsory for
all students seeking placement.
FINEX: It stands for Finance Excellence Series (FINEX) series
Objective: It intends to bridge the gap between students and the corporate world through a
specially designed course curriculum that develops the necessary finance based skills need in the
corporate world.
It is structured series, designed to initially include interactive sessions delivered by industry
experts which is backed by rigorous practical sessions to develop skills among finance students. It
covers areas like corporate finance, banking, insurance and capital market respectively. The goal
of this series is to provide a platform for the holistic development of budding financial managers.
MAX: It stands for Marketing Excellence Series
Objective: The objective of the series was to inculcate marketing skills at work place among
students opting for marketing and sales as a career.
MAX is conceived as a series of interactions with successful marketing professionals from
industry and academia, sharing their experiences of marketing successes and failures. The
speakers shared their experiences in the following areas: New launches, product and brand
management, marketing strategies and programmes, IMC strategies, branding strategies, sales and
distribution management, positioning strategies, CRM strategies, and marketing research. It is
followed by live training in the field under the experts so that the students get a chance to develop
marketing and sales skills to function successfully in the field.
HRX: It stands for Human Resource Management Excellence Series
Objectives: HRX was conceived with the objective of making students aware with the practical
issues pertaining to the practices of human resource management.
HRM involves many issues ranging from recruitment and selection to training and development.
In includes labor welfare, labor laws and compensation management, HRX was envisaged with
the objective of getting the best practicing HR professionals to interact with the students and
bring to them the cutting edge HR practices in the leading corporate houses.
Prashikshan: It is the name given to the live project immersion conducted at the institute.
Objective: To give students an opportunity to take up live project in companies in order to
generate practical knowledge and networking opportunities.
Under this activity students are going to different firms and take the real life experiences and
work for the companies. This activity helps them to understand the market, skills required, and
give them the exposure to the real life situations as well as it creates the final placement
opportunities.
1.2.6 Does the University provide for the flexibility of combining the conventional face-to-face
and Distance Mode of Education for students to choose the course/combination of their
choice? If ‘yes’, how does the institute take advantage of such provision for the benefit of
students? NO
1.3 Curriculum Enrichment
1.3.1 Describe the efforts made by the institution to supplement the University’s Curriculum to ensure that the academic programmes and Institution’s goals and objectives are integrated?
The institute wants to ensure that student learning has to be rigorous and objective oriented and so the
institute faculties have taken concrete steps to make the university syllabus more rigorous and objective in
nature. The university curriculum consists of objectives, topics and books to be referred. The institute
faculty along with insights from corporate managers have divided the entire curriculum into four parts as
mentioned below.
1. Course objective
2. Topics to be covered
3. Teaching methodology/Pedagogy
4. Assessment
This methodology is adhered to and the institute faculty is doing it in order to make the student learning
process extremely rigorous.
Further, in order to supplement the learning values of the curriculum prescribed the University, the
institute organizes a host of skill oriented courses and workshops like EPDP, FINEX, MAX, HRX,
CRADLE which have been discussed in detail earlier. This is done in order to make the student learning
more practical in nature.
1.3.2 What are the efforts made by the institution to enrich and organize the curriculum to
enhance the experience of the students so as to cope with the needs of the dynamic
employment market?
The institute is taking interest in the employability of the students by taking different actions.
The institute has a faculty team for Summer Internship Programme in which they arrange sessions
to make the students understand need of the market and they place also all the students in
different firms.
The institute has a dedicated final placement team which runs the immersion programme for the
students. In this week long programme faculties from different specialization participate and
groom the students on subject knowledge, communication, presentation, etiquettes, skills required
from the industry etc.
The Institute conducts a programme called Prashikshan in which students are given an
opportunity for the live projects in the company. Through this activity students get a chance to
interact with industry people and try to understand their skill requirements.
1.3.3 Enumerate the efforts made by the institution to integrate the cross cutting issues such as
Gender, Climate Change, Environment, Education, Human Rights, ICT, etc. into the
curriculum? The curriculum is designed by Gujarat technological University therefore incorporating new
elements and issues lies outside the purview of the institute. But the institute has taken initiative
for incorporating the below mentioned issues in the curriculum to sensitise and educate the
students
Gender sensitivity: As a part of business ethics subject, a leading lawyers/women right
activists are invited to speak to students about gender sensitivity and women rights at the
work place.
Education: As a part of the topic of Corporate Social Responsibility (CSR) in Business Ethics
subject, the students of the institute are encouraged at teach slum kids of nearby areas in order
to sensitize them to social issues.
Human rights: The students are encouraged to work with Blind People’s Association to increase sensitivity towards the physically challenged.
1.3.4 What are the various value-added courses/enrichment programmes offered to ensure holistic
development of students?
Moral and ethical values: A small initiative of LJMBA where the students from the college
impart some knowledge and enhance the skill of the underprivileged kids of slum and perform the
recreational activity to spark their future. Various trips and camps are organized to upgrade their
overall knowledge and ignite their spark in them to know more. Blood donation camps and visits
to deprived sections of the society are regularly organized under the extension activities.
Employability and life skills: The institute has different programmes to improve the
employability and skills of the students by offering different programmes like;
EPDP
FINEX
MAX
HRX
(The details of these programmes have been discussed in section 1.2.1.)
XCEL (The movie club): XCEL is the movie club at LJMBA that brings a new concept of
“EDUTAINMENT”. It means education plus entertainment. Watching movies can also boost the
locus of control of people and helps to stimulate the self motivation power. It also relaxes the
burden of the student.
MIND STEIN (The Quiz Competition): the basic objective of MAN Q is to provide a common
platform to students to explore, hunt, build and cultivate their knowledge bank. The format of
MAN Q will include sections like corporate knowledge, global corporate knowledge, general
awareness and industry specific information.
Archetype (The Management Model Competition): Archetype is a Business Model
competition has been conducted at LJMBA since 2005. It is one of a kind of unique activity
which involves management students, help them generate business ideas and convert them into
feasible business ventures. It is hugely popular and anticipated event wherein the first year
students participate and work for 3 weeks on different business ideas. Every year more than 400
students work on 70 different business ideas.
The Executive Personality and Development Programme (EPDP) is a week long programme
targeted at enhancing student’s employability by enhancing their corporate knowledge and developing their personality and soft skills. The programme consists of different activities like
communication skill, presentation skill, interview skill, CV writing, general awareness, corporate
etiquettes, group discussions etc. This week long programme is delivered at the beginning of the
third semester, and it is compulsory for all students seeking placement.
Better career options: Through different activities like Immersion, Final Placement, EPDP and
Prashikshan the institute tries to give the best career options to the sunders.
Prashikshan (The live project Immersion): Prashikshan is a unique immersion programme where
students undertake live projects in companies on a part time basis. These projects include New
product launch, consumer surveys, distributor survey, auditing, event management, client
acquisition, customer relationship[p management, MIS, training and development, financial
planning, etc. the students have in past undertaken and currently working on part time projects at
Sharp, Central Mall, TCS, Bajaj FinServe, Planet Health, Coke, Tata Motors, Airtel etc.
Industrial Visits: industrial visit for LJMBA students are regularly organized for different SMEs
to provide students an opportunity for experiential learning and research.
Community orientation: The institute runs various extension activities for the upliftment of
society.
Prayas: It is an extension activity where students of the institute under the guidance of a faculty
member teach uneducated students of villages in the vicinity of the institute.
Parivartan: It is an extension activity where students under the guidance of a faculty member
undertake development activities for underprivileged children at and women at destitute home
and old persons at old age homes.
1.3.5 Citing a few examples enumerate on the extent of use of the feedback from stakeholders in
enriching the curriculum?
The institute obtains feedback from stakeholders like parents, employers, alumni and students. Feedback
from employers is very crucial in understanding the current industry requirements. For example, feedback
received from employers highlighted lack of soft skills and lack of domain specific subject knowledge.
Based on it programmes like EDDP, MAX, FINEX and HRX were introduced. Further, since the
curriculum is designed By Gujarat technological University the institute has no control over it. But for the
enrichment the institute has many co-curricular activities like MAX, FINEX, HIREX, Management
Model Competition, CRADLE etc. which helps the students to get a practical aspect of different areas of
management. These activities also enhance the employability of the students by providing them the
industry exposure and knowledge of different areas.
1.3.6 How does the institution monitor and evaluate the quality of its enrichment programmes?
The institute has in place a feedback mechanism where after each activity the feedback is taken for e.g.
EPDP, Teaching, Placement, SIP, feedback from employers, feedback from parents etc. At the end of
every programme feedback is obtained from the learners. For example, based on the feedback obtained
from the learners after completion of EPDP new tracks were added in subsequent years. Further, formats
of MAX, FINEX and HRX were changed. It was linked with Immersion, Field Visits and Industry
training.
1.4 Feedback System
1.4.1 What are the contributions of the institution in the design and development of the
curriculum prepared by the University?
Curriculum is designed By Gujarat technological University and institute has no control over it. But the
faculties of the institute have a brain storming session on how to use innovative techniques of evaluation
and delivery system to enrich the curriculum. Faculty members have given many suggestions which are
under consideration at University.
Faculty members have attended different seminars and workshop at University on curriculum discussion
and paper drawing style.
1.4.2 Is there a formal mechanism to obtain feedback from students and stakeholders on
Curriculum? If ‘yes’, how is it communicated to the University and made use internally for curriculum enrichment and introducing changes/new programmes?
The institute has a formal feedback mechanism in which feedback is taken from different
stakeholders like students, Employers ( Final placement and Summer placement), Parents and
Alumni.
Student’s feedback on quality of teaching: Student feedback is taken every semester on quality of teaching of all faculties teaching
them. After the analysis of feedback, the Director discusses the feedback with each
faculty member in order to make corrective action in the teaching method if required.
Feedback from Employers (Final Placement): After the final placement the institute collects
feedback to know the performance of the students from employers and corrective action is taken.
Feedback from Employers (Summer Internship): During summer internship, the institute sends
faculty members to the companies to know the performance of the students placed there. The
faculties talk to the project guide and take the feedback of the student performance. The students
are then briefed in order to bring corrective change in their working at the company.
Feedback from Parents: Parent feedback is taken to understand their views on the institutional
functioning and progress of their ward.
Feedback of students on Institute: Student feedback is also taken on overall institute details like
infrastructural facilities and other facilities like library, computer lab, class room facilities,
canteen, playground etc. It helps the institute for improvement in different areas.
Alumni Feedback: The institute also takes feedback from the passed out students to know their
current job details and obtain their inputs on institutional improvement and develop necessary
network.
1.4.3 How many new programmes/courses were introduced by the institution during the last four
years? What was the rationale for introducing new courses/programmes? The institute has started Master in Applied Management (a five years integrated programme in
applied management). The rationale to start this programme is to give exposure of management
education especially applied management right from the undergraduate level.
Criterion - 2: Teaching Learning and Evaluation
2.1 Students Enrolments and Profile
2.1.1 How does the college ensure publicity and transparency in the admission process?
The Government of Gujarat by way of a notification has constituted a committee called “Admission
Committee for Professional Courses(ACPC)” to regulate admissions to the professional degree and
diploma courses .The mission assigned to this committee is to carry out the counsellingprocess in a fair
and transparent manner. The admission process is conducted by the Committee strictly on the basis of merit and preference of the candidate.
The ACPC supervises, monitors and controls the entire admission process. It prepares the merit list and
allocates the open seats and regulates management seats in accordance with the provisions and the rules
made thereunder. It also ensures that admissions are made as per the merit list prepared and that no
candidate is admitted unless his/her name appears in the merit list.
The eligibility criteria for admissions are that a candidate shall have appeared in the Common
Management Admission Test (CMAT), conducted by AICTE, for the corresponding year. The candidates
should have passed the Bachelor’s Degree examination with minimum 50 % marks (45% in case of SC, ST and SEBC candidates).
The institute strictly follows the prescribed reservation norms. The norms of reservation as per the guidelines are as follows:
Reserved Category % Reservation
Scheduled Castes 7%
Scheduled Tribes 15%
Socially and Educationally Backward Classes(SEBC) 27%
Physically Handicapped Candidates 3%
Children of Defense Personnel and Ex-Servicemen 1%
The institute has been sanctioned 180 seats in the first shift and 120 seats in the second shift. For the
purpose of admission to the first year, 75% of the total sanctioned seats are open seats, while the rest 25
% are in the management quota. The admission process for the filling up of the management seats is
carried out by the Institute in accordance with the guidelines and procedure laid down by the ACPC. All
information regarding the admission process is advertised in leading newspapers having circulation of
50000 or more copies as well as displayed on the website of the Institute. A separate register is
maintained for the sale and receipt of admission forms. Time schedule and the place of submission are
clearly mentioned in the advertisement and the website. The institute prepares and displays this Inter-se
Merit list on the Institute’s notice board, as well as on web site. This way Institute ensures that the process of admission is carried out in fair, transparent and non-exploitative manner.
2.1.2 Explain in detail the criteria adopted and the process of admission( Ex. (i) merit (ii) common
admission test conducted by state agencies and national agencies(iii) combination of merit and
entrance test or merit ,entrance test and interview (iv) any other)to various programmes of the
Institution
The qualifying examination for the admission process in MBA programme as per AICTE guidelines is
Common Management Admission Test (CMAT). It is carried out for facilitating institutions to select
suitable students for admission in management programmes. CMAT is a computer based test (CBT)
comprising four equal sections on- quantitative technique, logical reasoning, language comprehension and
general awareness. The other eligibility criterion is obtaining at least 50% (45% in case of candidate belonging to reserved category) in Bachelor’s Degree.
The Admission Committee, through advertisements in the prominent newspapers, publishes the date of
registration, list of help centres, last date for submission of registration form and other necessary
information. A candidate seeking admission is required to apply on-line within the time limit specified by
the Admission Committee. A candidate is required to obtain the print out of the registration form, sign
and submit the same along with the self-attested copies of the requisite certificates and testimonial as
specified in the registration form at the help centre. The merit list of the candidates is prepared on the
basis of marks obtained in Common Management Aptitude Test CMAT) after verification of the
documents. The Admission committee displays the merit list and the schedule of online counselling
programme on its website. The candidate is required to indicate his/her order of preference of the
institutes through the online media. Allotment of seats is made on the basis of merit of the candidate and
availability of seats. The allotment of seats is also published on the website of the committee. The
candidate is required to secure his/her admission by producing information letter, receipt of fee, all original documents and testimonials for verification at the help centre within the specified time limit.
The admission to management quota seats is also done as per the guidelines of the admission committee.
The institute prepares the time schedule of the admission process within the time duration fixed by the
Admission Committee. All the information regarding the admission process is advertised in leading
newspaper having circulation of 50000 or more copies as well as displayed on the website of the Institute.
Minimum seven working days is given for filling up and receiving the admission forms. A Nodal Officer
is appointed to look after the admission process of management seats. The nodal officer attends to the
complaints and queries raised by candidates or the ACPC and resolves the same within the specified time
limit. A separate register is maintained for the sale and receipt of admission forms. Time schedule and the
place of submission are clearly mentioned in the advertisement and the website. The institute prepares the
Inter-se Merit list of the eligible candidates having merit number of Admission Committee. The institute
displays this Inter-se Merit list on the Institute’s notice board, as well as on website. The Nodal Officer
personally submits the management quota file to the ACPC.
2.1.3 Details of Minimum and Maximum Ranking for admission at entry level and their comparisons with other institutes affiliated with university within city and District.
S.NO Name of institute Comparative
ranking (Gen)
1. Ahmedabad Institute of Technology Gota, Ahmedabad (SFI) 1045-3972
2. B.K.School of Business Management, Gujarat University (GIA) 43- 50
3. B.K.School of Business Management,Gujarat University -MBA (Maritime Mgt.)
(SFI)
22-680
4. GLS Institute of Computer Technology Ahmedabad (SFI) 308- 578
5. L.J.Institute of Computer Applications (SFI)-Ahmedabad 1635- 4326
6. L.J.Institute of Engineering & Technology (SFI)-Ahmedabad 2360- 4170
7. L.J.Institute of Management Studies (SFI)- Ahmedabad 737.-3881
8. L.J.Institute of Management Studies (SFI)-second Shift Ahmedabad 1714- 4274
9. R.B.Institute of Management Studies (SFI),Ahmedabad. 1649- 4171
10. Sal Institute of Management (SFI) ,Opp. Science City, Bhadaj,Ahmedabad 542- 2288
11 Shayona Institute of Business Management, Ahmedabad.(SFI) 3291- 3906
12 ShriChimanbhai Patel Institute of Management and Research (SFI)-Ahmedabad 425- 2449
13 Som-Lalit Institute of Business Management Studies (SFI) Ahmedabad 53- 585
2.1.4 Is there a mechanism in the institution to review the admission process and student’s profile annually? If ‘yes’ what is the outcome of such an effort and how has it contributed to the
improvement of the process?
The institute adheres to the guidelines issued by the Admission Committee for Professional Courses
(ACPC) for the admission process. A student profile is collected as a part of the reporting procedure at the
Institute. An intake analysis is done to study the composition of the students in terms of their basic field
of graduation, additional qualification, achievements, work experience etc. This helps to identify if there
is any need for Bridge/remedial courses to enable them to cope with the MBA programme.
As a part of the Induction Programme for the fresh entrants to the MBA programme, the first phase of
Executive Personality Development Programme (EPDP) is conducted. This programme facilitates the
Institute to recognize student’s true potential by identifying their strength and weaknesses. The first phase is a three day programme, where students are evaluated on the basis of following criteria- analytical skills,
presentation skills, communication skills (Both verbal and non-verbal), techniques of facing interviews
and group discussions. Various individual and group activities are administered to analyse behavioural
and psychological skills of the first year students.
Once the need is being correctly identified, various programmes are designed to impart knowledge and
improve their presentation and communication skills. For example Placement Assistance Programme –It is a programme specifically aimed at updating students with current trends of industry by providing in-
depth knowledge of conduct and techniques necessary to crack Group Discussions and different types of
Interviews. This programme includes activities like- CV Writing, Techniques for Group Discussion,
Techniques to crack a Personal Interview, Mock GD’s and PI’s and Interaction with Industry Experts. Student Ability Mapping Interviews: As a part of the placement assistance programme, interviews are
conducted for all the students by faculty members and external experts before their summer internship
programme and final placement. The entire interview of each student is captured as a video and is used to
give the student feedback regarding his/her performance. The weak points and improvement areas in
terms of communication, attitude, knowledge, etiquettes and body language are shared with the student in
order to make corrective improvements.
2.1.5. Reflecting on the strategies adopted to increase/improve access for following categories of
students, enumerate on how the admission policy of the institution and its student profiles
demonstrate/reflect the National commitment to diversity and inclusion
SC/ST; OBC; Women ; Differently abled ;Economically weaker sections ;Minority
community ; Any other-
To increase /improve access for the above mentioned category of students for admission in the Institute,
following strategies are adopted:
1. The criteria for reservation in admission is displayed on Institute’s notice board. 2. During the process of admission, aspiring students are provided guidance
3. Students are informed about the scholarships, which are available to them from the
Government, through Notices on the Board and in the classrooms.
Details of category wise details of students admitted is given below:-
Category Students
Admitted
category wise
in 2012
Students
Admitted
category wise
in 2013
Students Admitted
category wise in
2014
Students
Admitted
category wise in
2015
SC 35 37 35 32
ST 0 0 1 1
SEBC 36 60 52 49
Minority Jain 0 0 5 24
Minority –Muslims 3 16 25 43
Minority –Others -
Total category wise
diversified
communities
74 113 118 149
2.1.6. Provide the following details for various programmes offered by the institution during the
last four years and comment on the trends. i.e. reasons for increase / decrease and actions initiated
for improvement.
The institute’s intake was 40 students in year 2001. The intake is now 180 students in the first shift and 120 in the second shift. This itself shows that there is an increase in the demand for the MBA programme.
The Institute also launched a 5-year integrated AICTE approved Master’s in Applied Management(MAM) programme.
Programme Name 2012 2013 2014 2015
MBA 1st shift 180 180 180 180
MBA 2nd
shift 120 120 120 120
MCA 60 60 60 60
MAM 60 60 60
2.2. Catering to Student Diversity
2.2.1. How does the institution cater to the needs of differently-abled students and ensures
adherence to government policies in this regard?
Admissions to differently-abled students are given as per the norms prescribed by the Government. The
Institute provides necessary facilities/assistance to differently-abled students such as providing separate
seating arrangement at the ground floor.
2.2.2. Does the institution assess the students‟ needs in terms of knowledge and skills before the
commencement of the programme? If „yes‟, give details on the process?
Yes. During the first week of every odd semester, faculties engage in lectures for assessing student ‟
knowledge, needs and skills” as a part of EPDP Programme. Different activities like aptitude test, pros-
writing test, mock interviews, micro presentation, group discussions, and team building exercises are
conducted to assess their aptitude, communications skills, areas of interest and also weak areas. A
Diagnostic Test is conducted to assess the language proficiency of newly admitted students. Accordingly,
the institute takes further necessary steps to work on their weaknesses so as to develop them as efficient
professionals. Further, extra sessions are conducted by the specially engaged full-time Soft Skill Trainer
for developing the communication skills among students, their strengths and weaknesses are identified
appropriate remedial steps are taken.
2.2.3. What are the strategies drawn and deployed by the institution to bridge the knowledge gap of
the enrolled students to enable them to cope with the programme of their choice?
(Bridge/Remedial/Addon/Enrichment Courses, etc.)
At the beginning of the academic session, an intake analysis is done to identify the background of the
student. The students having done their graduation in science stream have no exposure towards subjects
like accounting. Special bridge courses covering the fundamentals of accounting are taught to them in the
beginning of the semester. Similarly, students who have studied in a medium other than English are
exposed to bridge courses on English language.
To further enable the students to cope with the programme and expose them to the corporate world, the
following co-curricular activities are conducted:
1. Vikalp-the case study forum: Students along with faculty members visit the corporate and study
different function areas of the company. The students are then supposed to write a report which is
available on the institute’s website.
2. Vimarsh – a platform of group discussion, where the students are promoted to indulge in group
discussions and present their views on different topics under the guidance of the faculty members.
3. Prashiksan is a short term immersion activity where both first and second year students can
undertake part time projects at top companies from the institute. This gives them a real-time
exposure in the job market and also creates an earning opportunity for them
4. Executive Personality Development Programme week (EPDP) is organized for first and second
year students where different sessions are taken by senior faculty members and external experts
on communication skills, clarity on subject concepts, interview etiquettes and body language,
how to present their views during group discussions and overall general knowledge.
5. A series of sessions are organized under the programmes called FINEX, HRX and MAX where
corporate people are invited from all over the country to share and interact with students their
views on upcoming topics in areas related to finance, human resource and marketing. This
enhances the knowledge of students and prepares them to face the corporate world. In these
programmes there are inbuilt modules of skill development, where the students get to work along
with industry practitioners and develop real time working skills.
6. A series of interactive sessions is organized every semester under the activity called –CRADLE
where successful first generation entrepreneurs are invited from SME’s to share their experiences with students which motivates them and helps develop their entrepreneurial skills so as to enable
them to start up their own business venture. Field visits for students are also conducted at the
entrepreneur’s organization to enhance understanding and learning.
2.2.4. How does the college sensitize its staff and students on issues such as gender, inclusion,
environment etc.?
The institute organizes seminars on the gender sensitization, inclusion, environment in order to sensitise
its staff and students. The list of activities to achieve the same are mentioned below.
Women Development Cell: The Institute runs a Women Development Cell which works for issues on
women empowerment. Regular seminars are conducted on women rights and empowerment. Field
activities, like development work for destitute women in society, are also undertaken by the Cell for co-
ordination of such seminars and other women right awareness and development activities.
Green Council: The Institute has a Green Council that works to make the campus green. Initiatives like
sapling plantation and greenery mapping is done by students under the guidance of faculty and experts.
At the same time, paperless communication is promoted by actively using social networks and mobile
applications to facilitate communication with students and faculty members.
Prayas: The Institute runs an initiative called Prayas where underprivileged children from the nearby
slums are educated by the students of the institute under the guidance of a senior faculty member. Under
this initiative, during festivals gifts are collected from various places by the students working for Prayas
and are distributed among underprivileged children of the neighbouring areas.
2.2.5. How does the institution identify and respond to special educational/learning needs of
advanced learners?
Advanced learners fall in two categories:
1) Students from science background facing problems in Accounting and related subjects
2) Students who have pursued their education in a medium other than English
For the first type of students, elementary classes on accounting are taken before the commencement of the
semester in order to provide them with conceptual clarity.
For the second type of students, special sessions on English language are taken by a language trainer who
helps them in developing proficiency in reading, writing and speaking English.
2.2.6. How does the institute collect, analyze and use the data and information on the academic
performance (through the programme duration) of the students at risk of drop out (students from
the disadvantaged sections of society, physically challenged, slow learners, economically weaker
sections etc.)?
The institute is having a Student Mentorship Programme in order to enhance student academic
performance. The mechanism comprises of a senior faculty who acts as the Section Head for each class.
The Section Heads meet the students of respective sections twice a week to discuss academic and other
related issues. Every fifteen days individual subject faculty reports the student academic performance and
attendance to the respective Section Heads. Further, the Section Heads discuss each individual case with
the Dean and Director to take appropriate actions. Mentoring of the students is done by the Section Heads
and the Dean. For slow learners, additional sessions are arranged.
Apart from the Student Mentorship Programme following activities are also undertaken:
Institute maintains the data of student performance at the internal exams.
The data of their performance at the external exam is sent by the university to the
institute.
The students are given appropriate opportunities for taking part in various activities other
than teaching/learning i.e co-curricular activities.
The Sc, ST, SEBC and minorities students are informed in time about the financial
help/grant/scholarship available from the Government.
During examinations, physically challenged students, if any, are provided separate
seating arrangement at the ground floor.
Students from the economically weaker sections are helped out by arranging part-time
jobs/projects during the semesters under the activity called Prashiksan.
Slow learners are attached to the specific faculty for the necessary help/guidance.
2.3. Teaching-Learning Process:
2.3.1. How does the college plan and organise the teaching, learning and evaluation schedules?
(Academic calendar, teaching plan, evaluation blue print, etc.)
The academic year is divided into two semesters. The teaching – learning – evaluation schedule is
planned for the entire academic year to ensure that prescribed syllabus is completed and evaluation of the
learning process is done. The process of allocation of teaching work is done before the summer vacation.
Based on the University Calendar an academic schedule is prepared. The Institute designs its own
academic calendar (two-year calendar prepared and given to every student at the time of Induction). The
calendar contains the schedule of all the curricular, co-curricular and extracurricular events to be
organized in an academic year. The planning is done in a way that the syllabus is completed and the
events are organized for the overall development of the students.
At the beginning of each semester, each faculty member makes a subject-wise detailed academic plan
covering the session plan along with the means and methods used for delivery of the session. The session
plan is based upon the University’s syllabus which is followed throughout the semester. A
Comprehensive Evaluation Blue Print is prepared by the institute at the beginning of the academic year
containing various components like- class participation, assignment, project study, case study analysis,
quiz, class test and presentation. Using this evaluation blueprint, faculty members specify the topic
wise/module wise evaluation method in their academic plan. Besides the process of continuous evaluation
of students based upon these criteria, the mid-term examination is conducted every semester. A remedial
examination is scheduled for students failing in the regular exams. Every faculty, throughout the
semester, ensures that students are continuously learning through the chain of continuous evaluation
components and tools of pedagogy.
The Committee for Academic Excellence and Assessment, constituted by the Dean and the Director,
regularly monitors the planning and implementation of the academic plan and execution of evaluation
related activities. An academic review is also conducted at the end of the semester by this expert
committee. In this review, all faculty members are required to submit their subject file comprising of
sessions plan, scheme of evaluation, attendance records, assessment marks and documents showing the
activities given to students. The file is first reviewed by the team of senior faculty members to identify
discrepancies between the academic plan and its execution and then forwarded to the Committee for
futher action.
2.3.2. How does IQAC contribute to improve the teaching –learning process?
Though the institute has not established a formal IQAC but in pursuance of the Quality Policy the
institute has constituted an internal Quality Assurance Cell (QAC) for developing a system for consistent
improvement in overall performance of the institute. The QAC regularly meets for the discussion of
prospective plans for academic development. It makes suggestions to the Director/Management about the
desired development in the teaching–learning process. The Cell motivates the faculty to incorporate
innovative teaching methods and assessment strategies in the academic plan. Facilities like installation of
computers, internet facility, Wi-Fi connections, audio visual aids, sound amplifier system, updating of
library were created on the basis of the suggestions of the QAC.
The Cell also comes up with innovative suggestions that enhance the teaching- learning process by way of
various co-curricular and extra-curricular activities. Activities like CRADLE (Capability Recognition and
Development Lessons for Entrepreneurship), MAX (Marketing Excellence Series), HRX (Human
Resource Excellence Series), FINEX (Finance Excellence Series) are some of the many activities that
have been implemented by way of suggestion from QAC. The suggestions are reviewed and
implemented, as and when found appropriate. The Cell also introduced a new monitoring mechanism
called Academic Review Process (ARP) from 2011-12. (Refer section 1.1.2)
2.3.3 How is learning made more student-centric? Give details on the support structures and
systems available for teachers to develop skills like interactive learning, collaborative learning and
independent learning among the students? .
With the motive of making learning more student centric, the institute provides various resources like wi-
fi enabled campus, hardware & software resources to cater to various needs of students and faculties as
well as a good infrastructure that acts as a platform for interactive, collaborative and independent
learning.
Besides the basic methods of class room teaching like delivering lectures, power point presentations, case
studies, group discussions and role plays, other interesting methods like live projects for students and
activities that give real time practical exposure to students are being regularly conducted at the institute.
This enables students to develop the interactive and collaborative learning related skills. Students are also
constantly motivated to read current articles from various magazines/journals available in the rich college
library as well as from other sources and then make presentation in the class room. This caters to the
independent learning skills.
The following are the details of some of the activities and support structures and systems to enhance the
entire learning process which serves as a combination of independent learning, collaborative learning as
well as develops independent learning skills in students:-
CRADLE (Capability Recognition and Development Lessons for Entrepreneurship) It is an initiative where the participant learns about entrepreneurship from successful industrialists. Its
broad objectives are to recognize the entrepreneurship capabilities of students and create opportunities for
development of entrepreneurship skills besides building long-term mutually beneficial relationships with
the SMEs and provide opportunities for experiential learning to students. It consists of a host of activities
as mentioned below.
Interactive sessions with the Chief Executive Officers/ Promoters of highly reputed small and medium
enterprises are organized regularly to promote entrepreneurship among students. Such sessions are not
conducted in the form of formal lectures, but more as informal interactions through experience sharing.
This given activity provides a good platform for students to develop the interactive learning skills.
Antrapreneur - The Business Incubator With the vision of promoting the spirit of entrepreneurship, Antrapreneur – The Business Incubator was
established. Its mission is to develop an institutional mechanism to create entrepreneurial culture among
the stakeholders and foster the growth of entrepreneurship in the campus. It is envisaged that students
participating in its activities will have a unique mind set which will make them “intrapreneurial” in the
organizations that they will join, making them a unique asset.
A series of activities were conducted by Antrepreneur – The Business Incubator, amongst which
noteworthy was START UP 24*7 – a start up week where more than 10000 students from Management,
Engineering, Computer Applications, Pharmacy, Commerce and Architecture were sensitized. More than
432 business ideas were generated. The students worked in cross specialization teams for better insights
and creativity. This activity not only develops the collaborative learning skills of students, but also helps
them develop independent and interactive learning skills as the students are guided by a team of experts
and faculties as and when needed.
EXPLORE – the Industrial visits
Industrial Visit for students are regularly organized to different SMEs to provide students an opportunity
for experiential learning and research. The students then with the help of the faculty members and
industry experts make a report on the industry visited and also write a case study on the same. This
activity develops collaborative and interactive learning skills amongst students.
VIKALPA: It is a process in which a faculty member along with 10-15 students visit a company and then
collaborate to write a case study along with the students. It gives a chance to the student to jointly publish
with the faculty member and enhance learning.
XCEL (Excellent Cinema Enabled Learning) -The Movie Club
Xcel is the movie club at LJMBA that brings a new concept of "EDUTAINMENT". It means education
plus entertainment. Watching movies can also boost the locus of control of people and helps to stimulate
the self motivation power. It also relaxes the burden of the student. LJMBA has an auditorium where in
students gather and watch an educational movie and carry out discussions by establishing a link of the
movie with the management concepts and lessons learnt. As students prepare reports independently on the
movies and derive management lessons from the same, this activity develops the independent learning
skills in students.
Prashikshan - The Live Project Immersion
Prashikshan is a unique immersion programme where students undertake live projects in companies on a
part time basis. These projects include New Product Launch, Consumer Surveys, Distributor Surveys,
Auditing, Event Management, Client Acquisition, Customer Relationship Management, MIS, Training
and Development, financial planning etc. The students have in past undertaken and are currently working
on part time projects at Sharp, Central Mall, TCS, Bajaj Finserve, Planet Health, Coke, Tata Motors,
Airtel etc. Prashikshan offers a unique opportunity to students to augment their theoretical concepts with
real time learning. Students get a chance to hone their managerial skills besides getting opportunities to
successful network with the corporate world. Prashiskshan acts as a great platform to develop the
independent learning skills in students as they get a very good exposure to the functioning of various
industries.
SIP (Summer Internship Programme):
As a part of University’s curriculum, the students undergo a Summer Internship Programme in at the end
of the second semester in which they undergo practical work experience at various companies. The
students undergo the internship based upon their area of interest like finance, marketing or HRM. At the
end of the internship, students prepare a report on the training undergone and appear for a viva conducted
by the University. SIP develops independent learning skills as well as interactive learning skills in
students.
2.3.4. How does the institution nurture critical thinking, creativity and scientific temper among the
students to transform them into lifelong learners and innovators?
Instead of employing didactic method of teaching in the classroom, faculties try to carry out various
innovative methods for teaching. Case studies are presented not only by the faculties but also by the
students. Active analysis is done to reach practical conclusions. Thus, ability to think critically and
logically is developed in the students, which in turn helps them in practical experiences of life. Following
activities are regularly conducted at LJMBA for inculcating such skills among students:
VIKALP: (The Case Study Forum)
Vikalp is the case study edition of LJMBA. Case studies are the widely used as the method of enhancing
the rational decision making power and practical thinking.
VIMARSH: (The forum for Group Discussion) Vimarsh is a collective amalgamation of Group discussion, Debates and Extempore speeches. Debates,
Group discussions and Extempore speeches have contributed to the development of humans right from
the age of Vedas and Upanishads. We are also continuing this tradition by envisaging Vimarsh at
LJMBA. Vimarsh is both learner-centric and subject-centric based upon three P's-Purpose, Planning and
Participation with two major determinants Leadership and Casualness.
REINCARNATION: (The Role Play) Role play is one of the most effective teaching methods for professional management education. It
sensitizes the upcoming managers with the hypothetical business situations.
MIND STEIN: (The Quiz Competition) The basic objective of MINDSTEIN is to provide a common platform to students to explore, hunt, build,
and cultivate their knowledge bank. The format of MINDSTEIN will include sections like corporate
knowledge, global corporate knowledge, general awareness, and industry specific information.
XCEL: (The Movie Club) XCEL is the movie club at LJMBA that brings a new concept of "EDUTAINMENT". Briefly explained
in section 2.3.3
PARIVARTAN: (The Extension Activity)
An initiative of LJMBA where students from the institute impart knowledge and enhance the skills of the
underprivileged kids of the slum and perform the recreational activity to spark their future. Various trips
and camps are organized to upgrade their overall knowledge and ignite the spark in them to know more.
Blood Donation camps and visits to the deprived sections of the society are regularly organized under this
extension activity.
ENVISAGE: Poster Making Competition The main objective of organizing the event is to provide an outlet to the students for demonstrating their
inherent creativity.
KSHITIJ: (The Wall Magazine) It provides an outlet for the creative talent of all LJ- ITES, besides serving as an instrument of
information sharing. This wall magazine also promotes the creativity along with sensitivity amongst the
students.
ARCHETYPE: The Management Model Competition This unique co-curricular activity of LJMBA is being organized since 2005 for all students of the first
year. It brings out the creativity of students by enabling them to give a physical shape to the management
concepts they learn in classes. The students prepare a business model along with a working prototype and
financial projections. They make a presentation of the entire business model to an expert jury of
entrepreneurs and experts who rate them and give them feedback. The motive of the activity is to promote
entrepreneurship and business sense among students.
Antrapreneur - The Business Incubator
With the vision of promoting the spirit of entrepreneurship, Antrapreneur – The Business Incubator was
established. Briefly explained in section 2.3.3
Seminars
The institute conducts seminars of local, state and national levels regularly.
Recently, the Institute conducted a National Seminar on Entrepreneurship which was sponsored by All
India Council of Technical Education (AICTE), Gujarat Council for Science and Technology
(GUJCOST) and Department of Science and Technology (DST). The seminar consisted of interesting
themes like New Age Entrepreneurship, Successful Models in Entrepreneurship, Role of Incubators in
promoting Entrepreneurship, Role of Government Institutions in promoting Entrepreneurship, Role of
Academic Institutions in promoting entrepreneurship and Role of Media in promoting Entrepreneurship.
Experts from different institutions and streams had come share their views with the participants.
2.3.5. What are the technologies and facilities available and used by the faculty for effective
teaching? Eg: Virtual laboratories, e-learning -resources from National Programme on Technology
Enhanced Learning (NPTEL) and National Mission on Education through Information and
Communication Technology (NME-ICT), open educational resources, mobile education, etc.
The Institute uses LCD Projectors and other audio visual aids for classroom teaching as and when
required. The institute also has a computer lab enriched with various hardware and software resources for
statistical analysis, dedicated e-resources and e-journals for educational usage. The campus is wi-fi
enabled and also provides facilities like e-learning with the help of a satellite antenna. The institute has
developed videos in which the faculty members deliver lectures for making knowledge easily accessible
to the students. The institute is also enriched with open educational resources in the form of print & video
programmes developed by IGNOU.
The institute is also equipped with a Language Lab that acts as an e-platform to provide students tutorials
on various language learning skills like pronunciations, sentence formations, grammar and other vital
aspects of English language.
2.3.6. How are the students and faculty exposed to advanced level of knowledge and skills (blended
learning, expert lectures, seminars, workshops etc.)?
In order to provide an exposure of practical knowledge to the students, experts in different fields are
invited to the institute to share their experiences and views in respective areas. Faculty members regularly
attend and present research papers on varied subjects in seminars/conferences at state, national and
international level. The details of such activities and programmes conducted at the institute are as
follows:-
Marketing Excellence Series (MAX)
The Institute wanted to promote marketing skills at work place among students, and as a part of that
initiative, the institute created MAX, under which, the institute planned a series of interactions with
successful marketing professionals from the industry and academia, sharing their experiences of
marketing successes and failures. The speakers shared their experiences in the following areas: New
Launches, Product and Brand Management, Marketing strategies and programmes, IMC strategies,
Branding Strategies,Sales and Distribution Management, Positioning Strategies, CRM Strategies and
Marketing Research.
Finance Excellence Series (FINEX) LJMBA conceived the idea of organizing FINEX series in order to bridge the gap between the academic
learning through pre designed course curriculum and corporate expectations which arises due to time and
resources constraints. In order to strengthen the domain knowledge of finance and to expose the students
to practices in the arena of financial markets and services, LJMBA has initiated an innovative programme
the “Finance Excellence Series” (FINEX). It is a structured lecture series, designed to include interactive
sessions delivered by industry experts, spread over a few days catering to Corporate Finance, Banking,
Insurance and Capital Market respectively. The vital objective of this series is to provide a platform for
the holistic development of budding financial managers.
Human Resource Management Excellence Series (HRX) In order to give an experiential learning to the management students about common HR practices as well
as a proper knowhow on how the corporate world functions, LJMBA came up with the idea of HRX in
which various dignitaries holding a strong position in the HR department from various companies are
invited to share their experiences and knowledge with our students.
Capability Recognition and Development Lessons for Entrepreneurship (CRADLE) It is an initiative where the participant learns about entrepreneurship from successful industrialists. Its
broad objectives are to recognize the entrepreneurship capabilities of students and create opportunities for
development of entrepreneurship skills besides building long-term mutually beneficial relationships with
the SMEs and provide opportunities for experiential learning to students.
Seminars The institute understands the needs for advanced learning not only for students to shape them as better
professionals, but also for faculty members to make them well equipped with the latest developments and
knowledge in the field of management. As a result, the institute focuses on organising such seminars that
not only add value, but also necessary skills among students and faculties for their growth.
The institute regularly conducts faculty seminars in which the faculties actively participate and come up
with various innovative presentations on management related as well as general topics. This given forum
is followed by group discussions and value addition is thus done by all the faculties on the topic taken by
the presenter.
The Institute conducted a National seminar on Entrepreneurship which was sponsored by All India
Council of Technical Education (AICTE), Gujarat Council for Science and Technology (GUJCOST) and
Department of Science and Technology (DST). The seminar consisted of interesting themes like New
Age Entrepreneurship, Successful Models in Entrepreneurship, Role of Incubators in promoting
Entrepreneurship, Role of Government Institutions in promoting Entrepreneurship, Role of Academic
Institutions in promoting entrepreneurship and Role of Media in promoting Entrepreneurship. Experts
from different institutions and streams had come to share their views with the participants.
2.3.7. Detail (process and the number of students \benefitted) on the academic, personal and
psycho-social support and guidance services (professional counseling/mentoring/academic advise)
provided to students?
Academic Advice and Student Mentorship Programme: Student counselling is done at several
levels. In order to provide counselling and mentoring by maintaining one-to-one interaction with
students, the institute has designed a unique Section Head mechanism wherein each senior faculty
member is assigned one class of 60 students. The Section Head is one contact point for students
who regularly interact with the students. They provide personal and academic counselling,
monitor attendance, overall progress, and help them overcome challenges (if any). The entire
class of 60 students benefits from this programme.
Career Counselling: Students are given career counselling in various ways.
It starts with the induction of first year students where diagnostic test and mock interviews
are conducted to determine their IQ, communication skills, group discussion, resume
building, interview skill and other soft skills. Based on the findings of the test and the mock
interviews, students are groomed likewise.
Students are counselled for the Summer Internship Project (SIP) at the end of their first year.
This is their first corporate immersion experience. They are oriented about corporate
professionalism, etiquettes, punctuality and ethics. Their interest and aptitude for the subject
is checked and accordingly they are counselled to opt for a particular specialization.
For the final placement, the Placement Team conducts mock interviews (video recorded) at
the beginning of the third semester and guides students about relevant job profiles and career
options. The alumni also actively participate in counseling students about the market
scenario. Placement Team also trains the students in resume writing, facing interviews,
making presentation, selection of industry and salary negotiation.
2.3.8. Provide details of innovative teaching approaches/methods adopted by the faculty during the
last four years? What are the efforts made by the institution to encourage the faulty to adopt new
and innovative approaches and the impact of such innovative practices on student learning?
Besides the regular class-room teaching methods like delivering lectures, power point presentations, case
studies, group discussions and role plays, the faculties also adopt innovative teaching approaches like peer
learning, live projects and live case studies and take students for educational trips to various industries to
give them a real time exposure to different areas of management. The details are as follows:-
Name of
Innovative
Programme
conducted
Name of faculty
conducting the
programme
Objective of the
programme
Outcome of the
programme on student
learning
Opinionated Case
Study Dr. Siddharth Das
To enhance class
participation and learning
Better understanding of the
concepts
XCEL
Dr. Abhinava S.
Singh, Prof. Kiran
Khatri
Management lessons
(Strategic Management, Sales
& Distribution Management,
etc) from select movies.
Better understanding of the
subject
Envisage
Disha Mehta and
Neha Mehta
To make students learn
managerial aspects and
display their creativity
Brainstorming, out of the
box thinking, skill
development, creativity,
logical thinking, team
work, knowledge
enhancement, awareness
about the topic
Experiential
Exercise on What is
Strategy?
Dr. Abhinava S.
Singh
To encourage the use of
creativity and imagination to
interpret the term strategy
Helps them broaden their
perspective on the concept
of strategy and builds their
diagnostic learning skills
Self Positioning
Statement
Dr. Abhinava S.
Singh
To help them understand the
concept of brand positioning
through their own example
Help them understand,
appreciate, and apply brand
positioning in real-life
situations
Live Research
Projects Mehul Yogi
To impart real-life research
exposure along with
classroom teaching
Understanding on research
technique and data analysis
using latest software
Cue cards
Dr. Sushant
Nagpal
To provide the students a
great study aid to memorize
the concepts using cues and
increase their communication
skills by present on the same
in a simpler words for 1-2
minutes.
Improved presentation
skills and enhanced
understanding of the
technical concepts.
News Room Dr. Neha Shah
Relate theory with practice
and enable to analyse
business environment
Exposure to analysis of
current events
Theater Workshop Dr. Neha Shah Soft skill development
Improved ability to face the
audience among the
participating students
Flash cards
Dr. Sushant
Nagpal
To bring outer world 'into'
the classroom
Provided fastest and easiest
way to learn and remember
new information
Peer Learning Dr. Anitha Sunil
The students were divided in
groups. They were required
to solve the sums in groups
and were required to learn
from each other. This
technique was used in
following subjects:
quantitative analysis in
semester I and operations
research in semester II. The
objective was learner to
learner teaching and better
understanding of the concept
Other than the faculty
teaching in the class,
students learned a lot from
their batch mates
Live stock market
trading Prof. Sweety Shah
To make students aware
about the functionality of
Secondary Capital Market.
Helped students to know
about the real time trading
system of NSE and BSE
exchange.
Film Review Dr. Neha Shah
Making Complex ethical
issues easy to understand
Understanding ethical
issues faced by business
and developed ability of
critical analysis
Designing a training
programme HIMANI SHETH
conceptual clarity on
Training and development (
A textbook topic )
The students got to
understand how the
training programmes are
designed and could analyze
pros and cons involved in
doing the same
Use of comic book
(Adventures of
Asterix) Dr. Neha Shah
Making complex economic
phenomenon of rise and
collapse of market easy to
understand Concepts were conveyed
Finance Literacy
test
Dr. Priyanka
Pathak, Prof.
Sweety Shah,
Prof. Kiran Khatri,
Prof. Dhara Shah,
Prof. Disha Mehta,
Prof. Reshma
Pilai, Dr. Sushant
Nagpal, Prof.
Rajni Mehta
To check the knowledge of
the students pertaining to
basics of finance and
financial terminology.
To check the knowledge of
the students pertaining to
basics of finance and
financial terminology.
1. Scrap Book on an
International Theme
2. International
weekly news
sharing
3. Movie Analysis, Dr. Manisha Jalla
1. Scrap book programme
was introduced to widen the
horizens of students opting
for International business on
any theme with international
context, related to sports or
political relations, war and
terrorism, business
2. International weekly news
sharing was introduced to
keep students updated on
developments on the
international front.
3. Movie analysis was used
in strategic management to
ensure how concepts
discussed in movie relate to
strategy
All the programmes
ensured that students got
exposed to much wider
knowledge beyond their
books and were updated on
current development in the
world. It was led to
significant improvement in
their analytical skills and
ability to apply the
concepts studied in the
class to the real world of
business.
Scrap book making
in the subject of
Integrated
Marketing
Communication
related to
advertising of
students' chosen
brand Prof. Neha Mehta
Students must learn how
marketing communication
has evolved
subject knowledge,
creativity, brand and
advertising knowledge
Ad Making Prof. Neha Mehta
learning nuances of ad
making
learning entire process of
the subject IMC
2.3.9. How are library resources used to augment the teaching-learning process?
The institute has a rich library containing over 20000 books, 35 magazines 69 journals and 659 CDs &
DVDs. All these resources are effectively used by the faculties as well as students for the teaching and
learning process. The Library is maintained in a regular and prompt manner. The Librarian guides the
students to the relevant sections where books of different subjects are kept. The College has formed a
Library Development committee comprising faculty members who regularly keep the library updated
with the necessary resources. The Committee actively monitors provision of services at the Library and
enrichment of resources by acquisition of new titles and subscription of required journals. Latest
catalogues of publishers are given to the committee for selection of new titles. The library also has a
section that constitutes of all the comprehensive project reports as well as summer internship project
reports carried out by the past batch students in a classified form. This provides a guideline for all the new
students who are carrying out such projects for the first time on how to conduct a research and write a
report on the same.
The library is accessible to all the students as well as faculties on all the working days. Students and
faculties can procure books and journals for specific time intervals and also get the same renewed as and
when needed. Library is also enabled with multimedia computer systems that make the learning process
easier and effective for all the users. Besides this, a computer is also installed with statistical software for
data analysis (SYSTAT).
2.3.10. Does the institution face any challenges in completing the curriculum within the planned
time frame and calendar? If „yes‟, elaborate on the challenges encountered and the institutional
approaches to overcome these.
As the admissions of students to MBA/MCA programmes are finalized by a centralized body (ACPC),
hence there is a delay in completion of the admission procedure, which results in delayed commencement
of academic activities of the first semester by four to six weeks. As a result the institute faces the
challenge of dealing with the syllabus prescribed by the university in a reduced time period. The institute
arranges for extra sessions for each subject in order to overcome the time constraint and give proper
justice to the curriculum.
The other challenge is the problem encountered by first year students on facing the rigours of post
graduation after having come from under graduation. To acclimatize and assist them, the institute every
year carries out an Induction Programme for the first year students in order to make them feel comfortable
and help them get used to the new challenge concerning their academic career. The Induction programme
talks about the syllabus, co-curricular and extra activities, infrastructure support available and other
facilities the student can avail. The amount of rigour and effort required from the student is also
highlighted along with an insight about student life on the campus. The faculties constantly guide, counsel
and motivate them in order to adapt to the new environment quickly.
In order to make the entire system more effective, the institute has designed a Student Mentorship
Programme. Under this Programme all the students in different sections are allotted mentors (a senior
faculty member) in the form of Section Heads whom students can contact in case of any queries or
problems, and the Section Heads in turn guide and help them resolve their problems.
2.3.11. How does the institute monitor and evaluate the quality of teaching learning?
The institute has put in place a number of systems for constant monitoring and evaluation of teaching-
learning. At the beginning of each semester all faculty members are required to prepare an academic plan,
comprising of sessions plan, teaching methods and evaluation strategies. In order to make the entire
system more channelized and effective, the institute has formulated a mechanism called Academic
Review Process (ARP). A committee comprising of senior faculty members evaluates the academic plan
and give suggestions wherever required to improve the teaching learning process. During the semester the
committee monitors the status of each and every subject covered by the respective faculty members. It
also gives suggestions for improvising the means and methods adopted to teach the subject. Towards end
of the semester an audit is done by the committee followed by an expert committee. A qualitative analysis
of how the syllabus has been communicated to the students, activities in which students were involved as
per the syllabus requirement and other such related matters are discussed.
There is also a qualitative feedback mechanism where the section heads take feedback of the faculty from
a group of students. They identify what are the strength and the weakness of the faculty member and how
can the teaching learning process be improved. There is also a Student Feedback Mechanism, at the end
of every semester, where all students are required to rate the faculty on various dimensions related to
effective teaching. A feedback is also taken from parents on the quality of teaching, infrastructure of the
institute and the learning processes at the institute. The institute also takes measures in order to improve
the educational processes based upon the student and parent feedback. This mechanism has brought about
remarkable improvement in the quality of teaching learning.
2.4. Teacher Quality:
2.4.1. Provide the following details and elaborate on the strategies adopted by the college in
planning and management (recruitment and retention) of its human resource (qualified and
competent teachers) to meet the changing requirements of the curriculum.
Lok Jagruti Kendra focuses on merit and academic competence as the main criteria for recruitment of
faculty. The detailed process is listed below:
In case of recruitment of any faculty, an advertisement is published in the local
English and Gujarati dailies.
After receiving applications, the institute invites eligible prospective candidates
for delivering demonstration lectures to judge their performance in class and for
an informal evaluation of other abilities. At the same time, the candidates also
interact with the Director and the Managing Trustee. Based on such informal
interactions, candidates are short-listed and appointed on an ad-hoc basis.
Candidates are constantly monitored and reviewed during this provisional tenure.
The formal procedure for recruitment in affiliated colleges is as per the norms
and regulations laid down in the Statutes and Ordinances of the University and
Department of Higher Education, Gujarat State. The candidates face their
interviews in a duly constituted interview committee, and thereby are endorsed
by the University.
Retention of faculties is also given importance and various schemes are developed by the institute to
support the same. Faculty Mentorship Programme is one such scheme under which the newly appointed
faculties are allocated an internal mentor, who constantly guide and support them in carrying out their
duties. Hence, it helps to make the environment conducive for the new faculty and develops his/her skills
for teaching at the PG level.
Highest
Qualification
Professor Associate
Professor
Assistant
Professor
Total
Male Female Male Female Male Female
Permanent teachers
D.Sc. / D. Litt. 0 0 0 0 0 0 0
Ph.D. 2 0 5 4 1 3 15
M.Phil. 0 0 0 0 0 0 0
PG 1 0 0 0 4 16 21
Temporary teachers : 4 (Appointment yet to be endorsed by University)
Part-time teachers : NIL
2.4.2 How does the institution cope with the growing demand/ scarcity of qualified senior faculty to
teach new programmes/ modern areas (emerging areas) of study being introduced (Biotechnology,
IT, Bioinformatics etc.)? Provide details on the efforts made by the institution in this direction and the outcome during the last three years.
The institution believes in developing internal resources and promoting existing faculties. For this
purpose, various initiatives are undertaken. The management promotes research related activities, as a
result of which majority faculties are pursuing their Doctoral studies. Faculties are also encouraged to
update their knowledge by way of attending workshops/ conferences/ seminars at the state, national and
international level. IT & Library resources, as required, are made available. The recruitment process also
takes into account the level to which the candidate has updated his knowledge in his domain. Moreover,
Faculty Mentorship Programme helps the new faculties in adjusting with the ambience and develops their
skills which are required to teach at the Post-graduate level. The newly appointed faculties under this
scheme are assigned a senior faculty in the role of a mentor by the Director for an initial period of two
years. This scheme includes academic guidance, development of materials and delivery strategies,
learning new tools and methods and also gives a scope for collaborative research. At the end of the term,
the mentors are required to submit a report regarding the progress of the mentee to the Director. Similarly,
mentees shall also give a feedback report to the Director.
2.4.3 Providing details on staff development programmes during the last four years elaborate on
the strategies adopted by the institution in enhancing the teacher quality.
a) Nomination to staff development programmes:
Academic Staff Development Programmes Number of faculty
Nominated
Refresher courses 0
HRD programmes 3
Orientation programmes 5
Staff training conducted by the university 5
Staff training conducted by other institutions 1
Summer / winter schools, workshops, etc. 26
b) Faculty Training programmes organized by the institution to empower and enable the use of various
tools and technology for improved teaching-learning
Teaching learning methods/approaches
Handling new curriculum
Content/knowledge management
Selection, development and use of enrichment materials
Assessment
Cross cutting issues
Audio Visual Aids/multimedia
OER’s
Teaching learning material development, selection and use
Regular interactions take place between the Director and faculties, wherein the Director spends
considerable time in mentoring the newly appointed faculties and motivating them to undertake
research and involve in continuous improvement.
A full-fledged Faculty Mentorship Programme is in place, wherein the newly appointed faculties
are allocated domain specific senior professor as Mentors for a minimum period of two years.
The objective is to make the new faculties comfortable in the work set-up and aid them in
delivering lectures in a better manner by suggesting appropriate pedagogical tools and materials.
This scheme includes academic guidance, development of materials and delivery strategies,
learning new tools and methods and also gives a scope for collaborative research. At the end of
the term, the mentors are required to submit a report regarding the progress of the mentee to the
Director. Systemic feedback is obtained from both Mentors and Mentees in prescribed formats.
Faculties are nominated for several Faculty Development Programmes to enhance their
knowledge and skills. Research is actively promoted such that faculties are motivated in writing
research papers and attending conferences on National and International level.
Faculty Seminars are organized on a periodic basis, wherein faculties disseminate information
related to their domain areas and latest updates, research and its nuances and other topics of
academic interest which can enhance teaching skills and widen their perspective.
Salt Workshops are held for informal interaction of faculties, wherein faculties present their
interest areas which become a value addition for the faculties and also help in all-round
development of the students.
Introduced the regular use of LCD projectors to make teaching more effective and focused.
Access of the Internet has been provided to the faculty which enables them to give websites and
connecting links to students, thus encouraging them to gather a storehouse of information and
knowledge, and share the latest information with students.
Library facilities, especially the latest journals and magazines facilitate the faculties in updating
themselves with the latest material pertaining to their areas, which are distributed among the
students.
The institute motivates and provides linkages for visits to industries by faculties and students.
These visits are conducted regularly, allowing students to get firsthand experience of such units.
Faculty interactions with the Director take place on a regular basis, and effective pedagogical
tools are identified for teaching specific topics. Hence, various methods of role-play, group
discussion and case study discussion are used extensively.
The institute has a well equipped Computer Laboratory and it is managed by a full-time technical person.
Though the institute has not devised a formal training programme for its faculty in computer usage, yet
the entire faculty is computer savvy and Internet friendly. For developing listening skills and
conversational skills, the faculty is fully equipped to handle all kinds of multi-media aids like OHP, LCD
projectors, multi-media systems. Faculties are also duly trained to use advanced packages like SPSS for
individual research and also in classes.
c) Percentage of faculty
Invited as resource persons in Workshops / Seminars / Conferences organized by external
professional agencies
40% i.e. 10 out of 39 faculty members have been invited as resource persons in Workshops /
Seminars / Conferences organized by external professional agencies participated in external
Workshops / Seminars / Conferences recognized by national/ international professional
bodies
77% i.e. 30 out of 39 faculty members have participated in external Workshops / Seminars /
Conferences recognized by national/ international professional bodies. presented papers in
Workshops / Seminars / Conferences conducted or recognized by professional agencies
40% i.e. 16 out of 39 faculty members have presented papers in Workshops / Seminars /
Conferences conducted or recognized by professional agencies.
2.4.4 What policies/systems are in place to recharge teachers? (e.g.: providing research grants,
study leave, support for research and academic publications teaching experience in other national
institutions and specialized programmes industrial engagement etc.)
Several positive steps are taken by the institution for recharging teachers. The L.J. Journal of Research
and Studies (LJJRS) is being published as a step to encourage and facilitate research. Faculty members
are sanctioned duty leave to attend seminars, deliver lectures and to represent the institute at other
institutions of national importance. The relevant data of last five years is as follows [2010-11 onwards]:
S.No. Particulars Number*
1 Seminars attended by faculty 86
2 Papers presented by faculty 47
3 Papers published in magazines 95
4 Invited as keynote speaker or chair person / 27
5 Articles/ columns in newspapers 264
6 Position held at academic association/university 13
7 Further academic courses completed/pursuing 34
8 No. of Books authored/co-authored 11
2.4.5 Give the number of faculty who received awards / recognition at the state, national and
international level for excellence in teaching during the last four years. Enunciate how the
institutional culture and environment contributed to such performance/achievement of the faculty.
The institute motivates and provides support to the faculty for achieving excellence, and many of
our faculty members have been recognized by outside agencies for their contributions in the area
of academics and social activities. For example, many of our teachers have been awarded prizes
for Best Papers at various seminars and conferences as is evident from personal profiles of faculty
members. Similarly, papers/articles contributed to journals have been awarded Best Paper Prizes.
The institute also supports innovations, as a result of which Dr. Siddarth Singh Bist was
felicitated by GTU with the award for Innovation in Pedagogy. This was specifically given for the
activity CRADLE (Capability Recognition and Development Lessons in Entrepreneurship),
wherein first generation entrepreneurs were invited to speak about their journey, share their
experiences and solve queries related to entrepreneurship.
As a matter of fact, there is an in-house body named L.J. Innovation Council, which is entrusted
with the task of undertaking various initiatives. Some of them which are in current practice are
FINEX (Financial Excellence Series), MAX (Marketing Excellence Series), HREX (HR
Excellence Series), EPDP (Executive Personality Development Programme), etc.
From the academic year 2015, the Institute took an initiative of promoting a culture conducive to
learning and introduced Director’s award for Academic Excellence, wherein top six faculty members (who consistently scored high on student feedback) were awarded trophies.
2.4.6 Has the institution introduced evaluation of teachers by the students and external Peers? If
yes, how is the evaluation used for improving the quality of the teaching-learning process?
Faculty Feedback system is in place, wherein at the end of each semester, students are asked to
rate the faculties in the formats specially designed keeping in mind the important factors involved
in the process of teaching and learning. After the calculation of final rating, faculties have a one-
on-one meeting with the Director and they discuss the areas of improvement.
Academic Audit Report is also prepared, wherein at periodic intervals during each semester,
faculties meet the Director and discuss their session plan, coverage of topics, pedagogical tools,
materials used, details of projects/assignments and other components of internal evaluation. It
gives scope to compare the plans of the faculties to what they have actually done in class, and the
faculties can make suggestions for improving the lecture delivery in class.
External experts are also called for evaluation of faculties of MCA programme. For the past 6 years,
LJMCA has relied on an annual “Faculty Appraisal System” – to serve the purpose of not only allowing
the Institute to internally assess faculty performances on an annual basis, but also to identify key
elements that can assist in growth of individual faculty members. The self Appraisal format provides for
recording the data of participation of the faculty in a wide range of activities. The intention, is to indicate
a wide spectrum of activities and functions in which members of the faculty can gainfully involve
themselves, and to elicit information on their participation in them. The Faculty members are required to
provide their achievements and any supporting document with the faculty appraisal form. A panel
consisting of Head of the Institute and experts from renowned organization evaluate the faculty
members on parameters like Teaching Proficiency, Communication skill, Research and
development etc. The Head of the institute holds separate meeting with each faculty member to discuss
the final scores and identify the action plan for further improvement.
2.5. Evaluation Process and Reforms
2.5.1. How does the institution ensure that the stakeholders of the institution especially students
and faculty are aware of the evaluation process?
As a part of the orientation programme, the first year students are informed about the overall evaluation
pattern that is prescribed by the University. The detailed evaluation scheme is communicated to the
students in the beginning of the semester for each subject. The students are informed about the weightage
of internal and external assessment, probable dates of examination, as well as continuous evaluation
components. All this information is personally communicated to students in respective classes, and also
displayed on the Notice Board. The following scheme of marks and evaluation distribution for each
subject is as per university guidelines:
A. Continuous evaluation component (CEC) (Projects/ Assignments/ Quizzes/ Individual or group
Presentation/ Class participation/ Case studies etc): Weightage 50 Marks (Internal Assessment)
B. Mid-Semester examination: Weightage 30 Marks (Internal Assessment)
C. End –Semester Examination: Weightage 70 Marks (External Assessment)
As the students are already informed about the evaluation process, they need to follow the system
thoroughly. The continuous assessment is carried out by faculty members to find the chronic defaulters.
For such students, the parents are invited to meet the institute head. The whole evaluation process and its
importance are explained to the parents. For more details, the faculty members may interact with parents
to discuss where the student is not following the evaluation process norms which make him / her serious
defaulter. The parents are made aware of the consequences which may be faced by their son/ daughter,
being a serious defaulter.
Faculty meetings are organized in the beginning of every academic year to discuss and finalize the
evaluation plan. So each faculty is aware of evaluation process which needs to be followed by them.
While the institution prepares a comprehensive list of continuous evaluation components, faculty
members have the freedom to choose specific components and also to innovate. [Annexure-1: List of
continuous evaluation components] The faculty also knows that they will be evaluated at the end of the
semester by students whom they have taught.
2.5.2. What are the major evaluation reforms of the university that the institution has adopted
and what are the reforms initiated by institution on its own?
The university has introduced many reforms in the evaluation system.
Summer Internship viva which was earlier conducted at the institute by internal examiners is now
conducted at the University by the external examiners.
Freedom has been given to the institutes in respect of the continuous evaluation component and conduct
of internal examination.
E-assessment has also been introduced where answer sheets are scanned and uploaded on the University
portal. The faculty evaluates them online and submits the result.
In 2014-15, the University has initiated the process of reforms in question paper format.
The University has prescribed installation of CCTV cameras in all rooms of an examination centre.
Examination centres are required to send the CD of CCTV footage to the University along with answer
sheets every day.
In a major departure from the traditional way of conducting examination, the University has stopped the
practice of sending printed question papers of semester-end examinations to the examination centres. The
University sends encrypted CDs of the question papers to the examination centres in advance. The
examination has to do the decryption with the help of the password received on the registered
institutional mobile number about 40 minutes before the commencement of the examination, and print the
required number of copies in the presence of the University Observer.
The institute has also initiated some reforms in evaluation pattern within limits of university guidelines.
Before the semester begins, the subject faculties of same area or same subject discuss and brainstorm
about the innovative methods of teaching and evaluation. The continuous evaluation components are
designed by each subject faculty and the weightage is also decided by them. The various continuous
evaluation components includes- class test/quiz, Group projects presentation, live project study,
assignment etc. The Institute has also brought changes in the paper style of internal examination by
incorporating multiple choice questions, application-based questions and case studies. The faculty has
devised innovative question paper pattern and submitted the draft to the University for the Examinations
to be conducted by it.
2.5.3. How does the institution ensure effective implementation of the evaluation reforms of the
university and those initiated by the institution on its own?
In order to ensure proper and effective implementation of the University guidelines/
instructions/.reforms, the institute has designated a senior faculty member as GTU Coordinator.
The institute voluntarily accepts the role of examination centre for all semester-end examinations of GTU.
As per the university norms and requirements, the institute has installed CCTV cameras in all the rooms
and corridors of the building.
The faculty is involved in paper setting and evaluation of answer scripts. The institute actively
participates in the workshops conducted by the University for evaluation related matter, especially those
connected with reforms.
In the year 2014 Vice Chancellor of the University introduced a new reform in the examination system by
suggesting introduction of a new question paper format. Various meetings of Directors and Deans were
conducted at the University level regarding the same. The institute actively participated in all the
meetings. After several brainstorming sessions between senior faculty members of some select institutes,
including ours, a new question paper format was introduced. The faculty of the institute played an
instrumental role in this process by not only suggesting and finalising the new pattern of question paper
but also designing sample papers based on the format. The same were uploaded on the university’s website.
All faculty members are required to prepare an academic plan comprising sessions plan, delivery
strategies, and scheme of evaluation and library resources at the start of the semester. The mid-semester
examination and continuous evaluation components are monitored by the institute for effective
implementation. The mechanism of Academic Review Process regularly monitors the planning and
outcome of the evaluation process.
As a part of ARP two reviews, mid-semester and end-semester, are conducted. In the Mid semester Audit
the ARP committee along with the Dean interacts with faculty members to know the progress as per the
academic plan. At the end of semester another review is done. At the time of review all faculty members
are required to produce the status on academic plan, attendance records and appropriate supporting
documents.
The MCA department has pioneered an On Demand Examination(ODE) to improve quality of continuous
learning and to measure of the student performance. In this students get a chance to select online the
examination they want to take and then can appear in it on a day of their choice.
Three to four ODEs are conducted every semester. Each ODE is conducted for two weeks and a gap
of one week is maintained between two ODEs. A committee comprising faculty members has been
formed in order to coordinate various activities of ODE. Faculty members and student volunteers
have designed and developed a software application for automating various tasks related to it.
Faculty members submit syllabus of their respective subjects a couple of weeks prior to the scheduled
duration of the each examination. Subject faculty members announce the syllabus in the class and the
ODE committee displays the same on the notice board. Students register themselves along with their
preferred dates for appearing in examination of each subject using the software. The faculty members
send six question paper sets to the ODE committee at least one week prior to the scheduled
examination period. Each question paper is of twenty eight marks with time duration of fifty five
minutes.
After the examinations, the ODE committee allocates the answer sheets to faculty members of
respective subjects for evaluation. The faculty members evaluate the answer sheets and return them
along with the mark sheets to administrative office within two working days of allocation.
The marks are entered into the ODE software by the administrative staff and evaluated answer sheets
are returned to the students. In case of any discrepancy in the evaluated answer sheets, the students
contact the ODE committee, and the committee get those answer sheets re evaluated by subject
faculty members.
2.5.4. Provide details on the formative and summative assessment approaches adopted to measure
student achievement. Cite a few examples which have positively impacted the system.
The continuous evaluation components are used as formative assessment approaches and internal mid-
semester exam is considered as summative assessment approach.
As part of formative assessment approach, the continuous evaluation components and their respective
marks are decided prior to commencement of semester. The students are also informed about the same
and the evaluation for each component takes place regularly as decided. The marks achieved by the
students are also communicated to them after the accomplishment of each evaluation component. This has
created the positive impact because the students know in advance about their performance and they get a
time and chance to improve upon it. If any student has not completed work for assigned evaluation
components, the corrective actions are taken for them. This formative assessment approach helps in
ensuring continuous participation of students in each subject during the semester.
The formative assessment approach is also adopted for the Global Country Studies Research (GCSR)
project and comprehensive project (CP). This approach ensures regular research work being carried by
students along with timely submission. This approach helps to maintain and monitor the quality of project
of students.
As part of summative assessment approach, the mid-semester exam is carried out at the institute where
the exam paper focuses more on application-based questions, and its practical implications. The answer
sheets are discussed with students to make them understand their mistakes and the scope of improvement
is also suggested to the students. As the exam is conducted at mid of the semester, students get time to
understand the concepts again where the improvement is suggested.
For the Global Country Studies Research (GCSR) project and Comprehensive Project (CP), the report
submission along with presentation is taken as a part of summative approach. The student presentations
are conducted by faculty members and suggestions are given to them along with assessment. These
suggestions help them improve their project to be submitted to the University.
2.5.5. Detail on the significant improvements made in ensuring rigor and transparency in the
internal assessment during the last four years and weightages assigned for the overall development
of students (weightage for behavioural aspects, independent learning, communication skills etc)
The internal assessment which happens at the institute is divided in two parts: CEC-continuous evaluation
component (50 Marks) and Mid-semester Exam (30 Marks). The marks distribution and evaluation
pattern for each components of CEC is discussed in advance with the students. The students are also
given probable dates for the accomplishment of respective components of CEC. By providing all the
information about evaluation to students the transparency is maintained. To ensure the rigor of internal
assessment, as the activity takes place, the students are evaluated, their scores are announced and a
feedback is given. The CEC gives weightage to behavioural aspects like attendance, class participation
and discipline, independent/group learning aspects like projects, assignments and viva and
communication skills like presentations, etc. Mid-exam is conducted at the institute by the faculty
members. To ensure transparency in paper setting, there is a common paper for all sections drawn by
faculty members teaching the same subject. The marks are displayed on notice board and the students are
allowed to see their evaluated answer scripts, and also discuss the same with the concerned faculty.
2.5.6. What are the graduate-attributes specified by the college/ affiliating university? How does
the college ensure the attainment of these by the students?
As per the affiliating university guidelines, it is mandatory for the student to maintain 75 % attendance.
The Institute have its own attendance monitoring mechanism were a student is given 12 leaves per year
and that too with prior approval from the section head. In case any student is defaulting on this attendance
criteria, his/her name is displayed on the notice. If the attendance criterion at term end is not met, the
examination forms of the student is withdrawn and not sent to the university.
The assessment pattern for MBA programme comprises a module of a final semester-end examination
carried out by the Gujarat Technological University and internal evaluation by the college as well. All the
subjects have 70 marks of GTU’s final exam(E), 30 marks of mid –semester college exam(M) and 50
marks of internal assessment/Continuous Evaluation Component.(I). Constant analysis of assignment,
seminars, quizzes, attendance, regularity and behaviour takes place by the concerned faculty who decides
the scheme of assessment and announces at the beginning of the term.(semester)
The passing norm is minimum 50 % of marks in each individual head of University exam, mid semester
exam and internal assessment /Continuous Evaluation Component.(I) for all the subjects. In case of the
backlog(less than 50% marks in any component); whenever student clears the component, only
50%marks (max) is considered out of total marks for the subjects /head.
There is one mid-semester examination in a semester for University exam as well as remedial test. In case
of failure to clear the remedial, student has to appear in the regular semester test in the subsequent year.
Student having more than 4 backlogs after declaration of remedial exam result is not allowed for further
studies till he/she clears backlog/s; so as total number of backlogs are not more than 4. The weight age
given in the syllabus is for the guidance only.
After adding the internal marks with the marks secured by the student in the University examination, the
marks will be converted to a letter grade as per the following:
1. 85 -100 marks - AA grade
2. 75 - 84 marks - AB grade
3. 65 - 74 marks - BB grade
4. 55 - 64 marks - BC grade
5. 50 - 54 marks - CC grade
6. Less than 50 marks is FF grade
2.5.7. What are the mechanisms for redressal of grievances with reference to evaluation both at
the college and university level?
If a student is not satisfied with her/his evaluation at the internal college exam, then she/he can submit an
application to the faculty member who had originally examined the answer-sheets. The concerned faculty
member reviews the answer-sheet carefully again, and looks whether the cause of dissatisfaction is
justified. In case there are changes in the marks given earlier, the faculty member enters the corrected
marks on the answer sheet after necessary approval from examination committee and informs the office
about it. Even if there is no change in the marks, it is reported to the student.
There is a university online portal for entry of internal marks and it is open to students for checking their
marks for a week. The result is also displayed on the notice board of the Institute. In case of any
discrepancy between the two, the student is supposed to bring it to the notice of concerned faculty. The
faculty will look into the matter and inform the GTU coordinator to initiate the process of correction of
marks if required.
Any grievance regarding evaluation at external exam of University has to be addressed by the student to
the GTU coordinator. An application is submitted to the institute and if required representation is made at
the University Level. The GTU coordinator will write a mail to the university with the appropriate details.
An application is also submitted in the university. The GTU coordinator remains in constant touch with
the university to get the problem resolved.
2.6 Student Performance and Learning Outcomes
2.6.1. Does the college have clearly stated learning outcomes? If ‘yes’, give details on how the students and staff are made aware of these?
The institute have clearly stated learning outcomes which are specified in the Mission statement and the
Quality Policy. The Mission statement and the quality Policy emphasizes on continuously striving to
create and maintain quality in all spheres of activities. By focusing on quality of teaching, research,
development of faculty, student activities and library resources, Institute is trying to provide the corporate
world and society in general with:
Dynamic and forward looking managers
Professionals equipped with conceptual clarity and practical knowledge
Well groomed and with effective soft skills
Self confident and innovative individuals
Managers striving for excellence
Managers driven by values like discipline, integrity
The students are made aware of the learning outcomes by mentioning it in their induction programme and
are continuously reminded of the same by the faculties. For the benefit of students and faculties, copies of
Quality Policy have been displayed in the library and in faculty staffrooms. Similarly in the mission
statement these attributes are clearly mentioned.
The academic, co-curricular, extra-curricular activities are designed in a way to explicitly/ implicitly
convey the learning outcomes to the student. For example, to inculcate discipline in students, there are a
set of rules being framed and students are clearly communicated about it. There is a discipline committee
headed by senior faculty members to make sure that all the rules and religiously followed by the students.
2.6.2. Enumerate on how the institution monitors and communicates the progress and
performance of students through the duration of the course/programme? Provide an analysis of the
students’ results/achievements (programme/course wise for last four years) and explain the differences if any and patterns of achievement across the programmes/courses offered.
As a part of the curriculum the delivery strategies of the faculty is not limited to lectures , but
involve interactive sessions, case study discussion, presentation, role play etc. There are also
other co-curricular activities like Vimarsh, Vilalpa, Man Q, mock interviews etc where the
student is required to participate. Through this process all faculty members monitors the progress
and performance of the students. The student is also given a qualitative feedback on his/her areas
of improvement.
For quantitative feedback, every fifteen days the continuous evaluation components score is
displayed on the notice. The mid semester examination score is also displayed on notice board.
The students who are failing in this examination are required to appear for remedial
examinations. Tutorial classes are also given to students whose performance is not meeting the
set standards. To the weak students additional assignments are given so as to improve their
chances of performance.
The university result analysis of also shows an upward trend barring one or two occasions, where
the total university result was relatively poor that year.
LJIMS- First shift
Sr.no Year Semester No of students
appeared
No of students
passed
No of students
with SPI>=7
1 2011-12 1 177 74 51
2 3 116 59 54
3 2 174 84 46
4 4 117 79 79
5 2012-13 1 177 47 35
6 3 166 95 92
7 2 173 34 29
8 4 166 114 113
9 2013-14 1 179 57 43
10 3 172 86 80
11 2 171 44 28
12 4 169 106 106
13 2014-15 1 173 34 27
14 3 163 80 72
15 2 172 71 27
16 4 161 99 90
LJIMS- Second Shift
Sr.no Year Semester No of students
appeared
No of students
passed
No of students
with SPI>=7
1 2011-12 1 117 35 22
2 3 114 60 48
3 2 117 43 19
4 4 113 75 69
5 2012-13 1 119 39 27
6 3 115 53 49
7 2 113 25 25
8 4 110 69 63
9 2013-14 1 119 31 20
10 3 111 53 50
11 2 113 44 28
12 4 111 63 57
13 2014-15 1 113 25 7
14 3 107 48 48
15 2 106 30 7
16 4 101 56 46
MCA RESULTS
Year Semester No of students
appeared
No of students
passed
Pass
Percentage
2011-12 1 58 23 39.66
2 59 23 38.98
3 55 28 50.91
4 47 29 61.70
5 45 24 53.33
6 43 25 58
2012-13 1 59 15 25.42
2 53 19 35.85
3 48 20 41.67
4 51 22 43.14
5 50 27 54.00
6 44 43 97.73
2013-14 1 0 0 NA
2 57 21 36.84
3 65 14 21.54
4 44 26 59.09
5 42 25 59.52
6 48 41 85.42
2014-15 1 0 0 NA
2 0 0 NA
3 60 20 33.33
4 60 12 20.00
5 55 23 41.82
6 41 37 90.24
2.6.3. How are the teaching, learning and assessment strategies of the institution structured to
facilitate the achievement of the intended learning outcomes?
At the beginning of the semester, every faculty member prepares an academic plan
comprising session plan, teaching-learning strategies and assessment strategy. Each subject
has a course objective. This plan is made keeping in mind the objectives and the learning
outcomes. For example, the teaching-learning strategies are a combination of lecture and case
study discussion so as to achieve practical knowledge with conceptual clarity.
The teaching and the assessment strategies include the following- lectures, interactive
sessions, case studies, role play, live projects, presentation etc. All the delivery strategies are
aimed at imparting knowledge and developing the skills of our students to make them
dynamic and forward looking managers.
Various learning strategies are used to achieve the specified learning outcomes. To promote
understanding and remembering among students pictorial information using power point
slides are used to deliver sessions. Students are also motivated to ask questions which directly
enhance their learning and understanding. Group work is given in the class, exercises given
the class assignments given outside the class also facilitates learning among students.
The institute has also formulated a faculty review mechanism called Academic Review
Process (ARP) to make sure that the faculty is working according to the academic plan and is
facilitating the students for achievement of the intended leaning outcomes.
2.6.4. What are the measures/ initiatives taken up by the institution to enhance the social and
economic relevance (student placements, entrepreneurship, innovation and research aptitude
developed among students etc.) of the courses offered?
The curriculum itself is designed in a way that enhance the social and economic relevance by including
subjects like- New Enterprise & Innovation Management (NEIM), Research Methodology, Managerial
Communication, , Technology & Business, etc
The institute organises faculty visits to the companies where the students are doing their Summer
Internship Programme (SIP). The faculty takes a feedback of the student from the project guide and
utilises their inputs in designing EPDP sessions.
CRADLE is an initiative where the participant learns about entrepreneurship from successful
industrialists. Its broad objectives are to recognize the entrepreneurship capabilities of students and create
opportunities for development of entrepreneurship skills besides building long-term mutually beneficial
relationships with the SMEs and provide opportunities for experiential learning to students.
As a part of Vikalpa the College organizes educational visits to various institutions including industrial
enterprises, manufacturing units, dairies, NGOs, media offices and ports. At the end of each visit, students
submit a report, in the form of a live case study on the visited industry with the help of the respective
faculty members who accompanied them to the given industry.
ARCHETYPE is a unique co-curricular activity of being organized for all students of the first year.
Students are required to develop models based on management lesions they have learned in class. It
brings out the creativity of students by enabling them to give a physical shape to the management
concepts they learn in classes.
Antrapreneur – The Business Incubator is an initiative with a vision of promoting the spirit of
entrepreneurship, among students. Its mission is to develop an institutional mechanism to create
entrepreneurial culture among the stakeholders and foster the growth of entrepreneurship in the campus.
There are project studies like- Summer Internship project, comprehensive project and Global Country
study Report, which inculcate research orientation among students. All these activities make our students
more learned and competent individuals having excellent chances of being absorbed in the corporate
world. That is the reason that 85 % of the needed students were placed and the highest package this year
was Rs six lakhs.
2.6.5. How does the institution collect and analyze data on student performance and learning
outcomes and use it for planning and overcoming barriers of learning?
As already explained above there is a mechanism of the institute to continuously monitor students
performance and learning outcomes. There is also a mechanism of SIP audit where a feedback about the
student is taken from the company guide. The form is designed in a way to identify if the student is
achieving the desired learning outcomes. The areas of improvement are identified for every student on the
basis of all the activities done in the institute. Further improvement and tutorial sessions are conducted as
per the requirement.
As a part of the Induction Programme for the fresh entrants to the MBA programme, the first phase of
Executive Personality Development Programme (EPDP) is conducted. This programme facilitates the
Institute to recognize student’s true potential by identifying their strength and weaknesses. The first phase is a three day programme, where students are evaluated on the basis of following criteria- analytical skills,
presentation skills, communication skills (Both verbal and non-verbal), techniques of facing interviews
and group discussions. Various individual and group activities are administered to analyse behavioural
and psychological skills of the first year students.
For the second year students, interviews are conducted by different panels including faculty member as
expert in their areas. The interviews are recorded in order to analyse the aptitude, strength and weakness
of Students. The Interviewer evaluates knowledge and communication skills of student and if student is
not up to the mark, extra inputs are given to improve their skills. Then specially designed training
programmes are conducted to improve their communication skills. If student is lacking in their content
part, special sessions for different specialization are conducted to develop subject knowledge among
students.
2.6.6. How does the institution monitor and ensure the achievement of learning outcomes?
The students have to undergo Summer Internship Programme (SIP) after completion of first year. The
institution takes feedback from the company guide of the student on basis of parameters such as
discipline, regularity, performance, sincerity, etc. which helps to identify the achievement of learning
outcomes by the students. The procedure is repeated for the final placements as well.
Once the need is being correctly identified, various remedial programmes are designed to impart
knowledge and improve their presentation and communication skills. For example Placement Assistance
Programme –It is a programme specifically aims at updating students with current trends of industry by
providing in depth knowledge of conduct and techniques necessary to crack Group Discussions and
different types of Interviews. This programme includes activities like- CV Writing, Techniques for
Group Discussion, Techniques to crack a Personal Interview, Mock GD’s and PI’s and Interaction with Industry Experts.
2.6.7. Does the institution and individual teachers use assessment/evaluation outcomes as an
indicator for evaluating student performance, achievement of learning objectives and planning? If
‘yes’, provide details on the process and cite a few examples.
Both the institution and the faculties use different assessment/evaluation tools as mentioned below:
Feedback forms during SIP: The Institute offers summer internship training of 8 weeks to each
and every student who have to compulsorily undertake it from the Institute. A faculty member
visits the company twice during the internship to take a feedback on the student’s performance at the company and make amendments in the student’s work if needed. The rationale is to assess the student’s work in the SIP and evaluating whether the student has developed real time working
skills and understood corporate dynamics.
Final Placements: The Institute offers 100% final placement assistance to its final year students.
All the companies who have recruited from the Institute are send feedback forms to assess the
performance of the graduating students in order to assess the student’s competencies and skills that he/she has learnt from the institute.
Continuous Evaluation Components : The student is also assessed during his academic term in
each subject on a set of evaluation components like attendance, class participation, submission of
individual and group projects, class presentations, viva voce etc. The objective of the entire
process is an overall assessment of the student in order to check his/her academic learning and
overall performance in a subject.
CRITERION 3: RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research:
3.1.1 Does the institution have recognized research centre/s of the affiliating University or any
other agency/organization? LJ Institute of Management Studies (LJIMS) has no recognized research center of the affiliating
University or any other agency/organization
3.1.2 Does the Institution have a research committee to monitor and address the issues of
research? If so, what is its composition? Mention a few recommendations made by the Committee for implementation and their impact.
Yes, the Institute has a research committee to monitor and address the issues of research, and also
to encourage research culture among faculty members and students.
(A) The composition of the Research Committee:
Dr. P. K. Mehta, Director – Chairman (Ex-officio)
Prof. Dhawal Mehta, Professor Emeritus
Prof. D.M.Mithani, Professor Emeritus
Dr. Siddarth Singh Bist, Dean
Dr Sushant Nagpal
Prof. Rinal Shah
Dr. Abhinava Singh, Secretary
The Committee has formed, from among its members, a Research Cell, for operational
convenience, as follows:
Dr. Abhinava Singh, - Coordinator
Dr. Sushant Nagpal
Prof. Rinal Shah
(B) Recommendations made by the Committee for implementation:
All faculty members engaged in research should participate in research workshops and
conferences.
A forum may be created for the faculty to share their ideas, experiences, and knowledge
related to their areas of expertise/ research/ interest.
Special sessions/ workshops may be organized on specific and basic areas pertaining to
research.
Information about research output of the faculty as well as students should be made available
in the library, and also accessible to those who may be interested.
(C) Impact of the recommendations:
Special session on research in management was presented by Dr D.M. Mithani, Professor
Emeritus & former Professor, Universiti Utara Malaysia on 4th September 2010.
A presentation on ‘Research Methodology for the Beginners’ was made by Dr. Siddharth Das on 13
th July 2013.
A workshop for the internal faculty was conducted on ‘Case Writing Techniques by Prof. Dhawal Mehta, Professor Emeritus and Dr. Abhinava Singh on 10
th May 2014.
A presentation on ‘Methodology of Literature Review’ was made by Dr Anita Sunil on 3rd
August 2013.
A two-day workshop on ‘Research Methodology with an Emphasis on Quantitative Analysis’ for the internal researchers was conducted by Dr. Anita Sunil, Prof. Mehul Yogi and Prof. Rinal Shah on 8
th and 9
th August, 2014.
Formation of SALT (Sharing And Learning in Totality) Café, a forum where the LJMBA
faculty share their ideas, research, and knowledge.
Details of SALT Sessions:
Sr No Date Presenter Topic
1 27th March, 2014 Himani Sheth World Travel
2 24th July, 2014 Dr Siddarth G. Das Coin Collection as a Hobby
and Investment
3 20th December,2014 Dr. Abhinava S.
Singh
Insights on Academic
Writing
4 27th December, 2014 Prof. Anita Sunil Experience sharing of PhD
journey
(1) The institute encourages and supports faculty members to pursue Ph.D., and rewards them on
successful completion of the same.
(2) The institute ensures availability of resources to facilitate research culture by continuously
augmenting the library. The details of the library resources are as follows:
Total Volumes 20383
Total Title 15077
Journals 69
Magazine 35
3.1.3 What are the measures taken by the institution to facilitate smooth progress and
implementation of research schemes/projects?
• Autonomy to the principal investigator: • Timely availability or release of resources:
• Adequate infrastructure and human resources: • Time-off, reduced teaching load, special leave etc. to teachers:
• Support in terms of technology and information needs: • Facilitate timely auditing and submission of utilization certificate to the funding
authorities:
• Any other:
(A) Although no major research schemes/projects have been sanctioned to the institute so far, yet
to facilitate smooth progress and implementation of research schemes/projects, the institute
follows the practice as detailed below:
The Coordinator of the project is given full autonomy within the framework of the
norms and guidelines of the given project;
All necessary infrastructure facilities, human resources and funds are made available
in time for smooth implementation of the project;
Necessary flexibility/exemption in terms of duty hours and work load is given to the
faculty involved to enable them to focus on the project;
Provide them all necessary support in terms of technology (e.g. dedicated internet
connection, computer and printer etc);
Give all administrative support and guidance for proper preparation of accounts,
auditing, and timely preparation and submission of utilization certification to the
respective funding authorities.
(B) In addition, the Institute has taken some other initiatives to promote research amongst faculty
members as listed below:
The Institute has started an initiative named VIKALPA wherein faculty members along with
a group of fifteen students are encouraged to visit different companies and write case studies
on the same.
In order to promote case writing skills, special workshops for the faculty members are
conducted and experts are invited to mentor the faculty members in case writing.
The trust has started working on its own annual research journal wherein faculties have been
invited to publish their research papers.
The faculty is encouraged to attend conferences and seminars for paper presentation and duty
leaves are granted to them for the same. The faculty is also paid one side 3 Tier AC fare for
travelling.
The institute has also purchased the licensed version of SYSTAT with life time validity to
facilitate statistical analysis for research.
3.1.4 What are the efforts made by the institution in developing scientific temper and research
culture and aptitude among students?
The institutional policy to create the ambience and provide encouragement for research is
reflected in the increased numbers of faculty members completing and getting registered
for Ph.D.
The institute encourages faculty members to participate in FDP programmes,
conferences, seminars, workshops conducted by reputed institutes & organizations by
providing duty leave, and one way conveyance to the faculty if their papers are accepted
for presentation at national/international levels.
Faculty members obtaining the degree of Ph. D. are suitably rewarded by the institution.
To foster research culture, the Institute has started industry visit programme in 2009,
whereby faculties and students jointly visit selected company and study various
management concepts like accounting concepts, financial statement analysis, principles
of economics, organizational culture, organizational dynamics of behavior, managements
aspects like planning, organizing, directing and controlling, cost management accounting,
organization and information systems, principles of working capital management, human
resource management, marketing management production and operations management.
The Institution initiated Vikalp, the case study forum in the year 2009. While it’s Phase I activity of ‘identification, analysis and discussion’ of cases in respective classes/subjects has been going on since 2009, its Phase II, involving ‘Research and Case Writing’, was introduced in the year 2013. For this all students of the 1
st year of MBA are divided into
groups of 12 to 15, and each group is assigned a faculty guide. Each group identifies an
industry, visits it to do a comprehensive study of its strategies, products, processes and
functions. Each group collects data of the industry relating to the parameters decided by
the institution. After data analysis and extensive research the faculty guide of each group
does the case writing with active involvement of students. 26 case studies have been
written and submitted in 2013-14.
The Institution inculcates among students critical thinking and research culture through
Vimarsh- the group discussion forum which involves faculty members and students. The
activity involves important discussion which encourages development of thought
processes among the participants. (Annexure)
The Institution utilizes the curricular components of Summer-Internship-Programme
(SIP), Global Country Study Report (GCSR) and Comprehensive Project (CP) for
making the students do considerable research under the guidance of faculty members.
3.1.5 Give details of the faculty involvement in active research (Guiding student research, leading
Research Projects, engaged in individual/collaborative research activity, etc.)
The faculty members are involved in active research, which has resulted in good research works,
projects and collaborative research activity.
(a) Guiding student research – the management programme emphasizes on practical learning by
focusing on research projects at three stages:
1. Summer Internship Programme (SIP) is an integral part of the academic
curriculum of MBA. For the successful completion of the MBA programme, the
students are required to complete the SIP. After completion of the 1st year of the
programme, i.e., after the 2nd semester and before the commencement of the second
year of the programme, the students are required to work with an organization for
hands on experience. The duration of the SIP is six to eight weeks. During the
internship, the student has the chance to put whatever he/she learned in the 1st year
of MBA into practice while working on a business plan or trying out a new industry,
job function or organization. Students work on projects for in the areas of strategy
formulation, business process reengineering, MIS, ERP implementation,
retail/investment banking, industry analysis, new product launches, sales and
distribution, market research and advertising, etc. The SIP process requires students
to work under the mentorship of an executive of the concerned organization and also
with a faculty member of the institute. Thereafter, the student is required to prepare a
report. Later, the university arranges for evaluation of the SIP reports submitted by
the students.
2. Global Country Study Report (GCSR) is a practical study, whereby the student
carries out study in small Groups of 6 Students each, partly in Semester III and partly
in Semester IV during the 2nd year of MBA programme. The students are required to
study and understand the people, business environment and demographic profile of
the selected country or its Province or State, study the selected sector/industry of
selected country or province, carry out feasibility analysis of the selected
sector/industry of Gujarat or India with the latest data and compare with feasibility
analysis of Selected country to find relative strengths and weakness, as well as
opportunities and threats for selected sector/industry, identify business segments or
products or services in which Gujarat or India has substantial bilateral trade (export –
import) and bilateral investment in each-other countries or Provinces or States by
using SWOT analysis, study the export – import and investment opportunities, based
on published data of last 3 to 5 years, for selected industry or business segment or
products or services between India or Gujarat and the selected country / province /
state of foreign country. One industry / segment/ product-group or services is studied
by a group of 6 students and there are 10 groups in total.
The countries on which the GCSR was studied:
Year Countries
2012-2013 Tanzania, North Korea, Netherlands, Turkey, Ethiopia
2013-2014 Hong Kong, Indonesia, Malaysia, China, Nepal
2014-2015 Hong Kong, Indonesia, Malaysia, Portugal, Nepal
3. Comprehensive Project (CP) in semester II &IV:
Introduction
The Comprehensive Project (CP) report has to be prepared by using appropriate scientific statistical
research tools in consultation with the faculty guide. The work of the CP report is divided in Semester -
III and Semester - IV and students have to undertake the work as per the guidelines of GTU under the
guidance of the internal Guide and submit the progress report in Semester - III for evaluation. The final
report is to be submitted by the students at the end of Semester - IV.
Objective
It is to enable the student to study the practical working and the management issues of an organization /
sector / industry / business / NGO / Government organization and develop an insight into management
practices in different functions, sectors and regions, as also to exchange ideas to promote innovation and
skills in Industry and Academia for mutual benefits.
Activity
For Semester – III
A student in a group of two has to opt for any one of the recommended sector al areas and select an
Industry Defined Problem (IDP) for commencing their project work in Semester III (1 Credit), and submit
a Research Proposal as per the schedule suggested by the faculty guide. A Performance Evaluation
Committee will review the performance of the work done by the students as per the schedule / date
suggested by the GTU.
For Semester – IV
In continuation with the study from Semester – III through Semester IV (6 credits), the CP has to be
completed and submitted in soft-copy and in a hard-bound copy. In Semester – IV students are expected
to visit / consult / interact with their respective faculty guides and follow the General Model Format for
the CP Project given by GTU. Students have to appear for the Viva with regard to their CP report before
the Panel prepared by the GTU.
Submissions
For Semester – III, Research Proposals are to be submitted before the commencement of Diwali holidays.
The same shall be announced upon the allocation of faculty guides.
For Semester – IV, the final CPs are generally submitted in the month of March.
CP Study Trends
Students of the batch 2011-13 have selected and done their CP study on the following top 5 industries:
Banking
Mutual Fund
Pharmaceutical
Information Technology (e-commerce)
Automobile
Students of the batch 2012-14 have selected and done their CP study on the following top 5 industries:
Banking
Capital Market
Food
Retail
Insurance
Students of the batch 2013-15 have selected and done their CP study on the following top 5 industries:
Banking
Capital Market
Apparel
Insurance
Pharmaceutical
(b) Under Faculty-Student Research:
1. Vikalp
Under this forum faculties and students gain an exposure to the different industries and
companies and on the basis of the data collected by them during the industrial visit, they
write a case study. The students in the group of 15 are allocated to the faculties. Under
the programme, they visit the company and collect data regarding the business processes
and functions of that industry which enables students to learn concepts related to finance,
marketing, human resource, production and operations, and information technology. The
team also identifies the problems/issues faced by the company. Faculty guides and
students discuss the information and write a case study on the same. Faculties write the
case study based on the extensive research study and comprehensive analysis.
2. Research Paper/s between faculty and student:
Date Presenters Topic Outcome
4th May, 2013 1.Raji Bhavsar,
Faculty, LJMBA
2.Bhavesh Rathi,
Student (2011-
2013 Batch)
A study of
effectiveness of
BRTS as public
transportation system
with special emphasis
on BRTS in
Ahmedabad City
The research work was
presented in the ‘National Conference on Contemporary
Issues in Management and Co-
operation: Prospects and
Challenges’ organized by NICM, Gandhinagar, 4-5 May,
2013.
The research paper was
published in NICM, The
Journal of Management and
Co-operation, Jan-March 2013
Issue. ISSN: 22492275
(c) Individual Research Activity:
The Institute encourages faculty members to conduct research work by providing required
infrastructural support and proper environment for research. The details of faculty research
have been covered in annexure 3.4.3
(d) Collaborative Research Activity:
The faculty members are actively involved in collaborative research, which contributes to
quality research. The activity provides a wider platform to share research experience,
discussion and knowledge sharing.
3.1.6 Give details of workshops/training programmes/sensitization programmes
conducted/organized by the institution with focus on capacity building in terms of research
and imbibing research culture among the staff and students. The details of workshops and sensitization programmes conducted by LJIMS are as follows:
MAX, FINEX and HRX Workshops:
Marketing excellence series (MAX) To promote marketing skills at work place among our students, the workshop called MAX has been
introduced, under which, there are planned series of interactions with successful marketing professionals
from the industry and academia, sharing their experiences of marketing successes and failures. The
speakers shared their experiences related to marketing in the following areas:
New Launches
Product and Brand Management
Marketing strategies and programmes
IMC strategies
Branding Strategies
Sales and Distribution Management
Positioning Strategies
CRM Strategies
Marketing Research
Some of the prominent guests invited for the series are:
Mr. Achal N. Ranagaswamy, Director, ACT Ltd.
Mr. Sanjay Chakraborty, Vice President, Triton Communications.
Mr. Yogesh Shinde, GM – Marketing, Waghbakri.
Mr. Rahul Sanghvi, CEO-MD, Dexter group of companies.
Ms. Krupa Dave, RJ and Content Head, MYFM.
Mr. Chaitanya Joshi, Group Account Director, DDB Mudra.
Dr. Rajneesh Krishna, Senior Professor, MICA.
Mr. Dilip Pandya, Head – Customer Service, TATA Teleservices.
Mr. Hardik Pota, Marketing Head, Radio Mirchi
Mr. Kamal Jethva, Sales Head, Radio Mirchi
Mr. D.T. Rawal, Zonal Incharge, AMUL.
Mr. Malhar Dave, CEO-MD, Viewfinder
Mr. Vijay Sharma, Coca Cola
Mr. Medhir Pandya, Havmor
Finance excellence series (FINEX)
LJMBA conceived the idea of organizing FINEX series in order to bridge the gap between the academic
learning through pre designed course curriculum and corporate expectations which arises due to time and
resources constraints. In order to strengthen the domain knowledge of finance and to expose the students
to practices in the arena of financial markets and services, LJMBA has initiated an innovative programme
the “Finance Excellence Series” (FINEX). It is a structured lecture series, designed to include interactive
sessions delivered by industry experts, spread over a few days catering to Corporate Finance, Banking,
Insurance and Capital Market respectively. The vital objective of this series is to provide a platform for
the holistic development of budding financial managers.
Some of the eminent guests invited for the series were:
Mr. M.G. Diwan, Ex-chairman, LIC
Mr. Vijay Chaturvedi, Unit Manager, Religare Securities.
Mr. Hemal Parikh, Director, Interface Capital.
Mr. Prakash Nayak, Senior Vice President, Kotak Bank.
Mr. Neeraj Kalawatia, V.P. and Zonal Head, Religare Finvest
Mr. A. Khandual, General Manager, IDBI Bank.
Mr. Nishant Mehta, Zonal head, Metlife.
Mr. Nilam Patel, Associate Director, SNL Financial.
Mr. A. V. Nair, Income Tax Department.
Mr. Malay Biswas, CFO, Astra Lifecare.
Mr. Jesal Mehta, General Manager – India Operations, APTTUS
HR excellence series (HRX)
HREX (the HR Excellence Series) which is in its 2nd
year and exposes the LJIMS students to the
dynamics of the HR field and helps them understand various concepts of HR better through direct
interaction with the HR professionals. Some of the prominent speakers invited are as follows:
Mr. Aditya Jain, MD & CEO, Addrec Solutions Ltd.
Mr. Raghuraman R, Manager HR, Arvind Retail
Mr. Haresh Chaturvedi, Zonal Head HR, Coca Cola
The Institution has initiated sensitization programme through Business Incubation initiative under
Antrapreneur which imbibes research culture among the staff and the students.
The Institution organizes regular research workshops (as mentioned in 3.1.2).
3.1.7 Provide details of prioritized research areas and the expertise available with the institution.
The Institution has rich source of faculty which holds specialization in prioritized areas like
Marketing, Finance, and HR. Many of the faculty members also specialize in Economics,
Entrepreneurship, IT, Business Communication, Strategic Management, and other research areas
of Management.
S.No. Research Area Faculty Member (Expertise Available)
1. Entrepreneurship and Innovation Dr Abhijeet Singh, Dr Siddarth Singh Bist, Prof
Meetali Saxena
2. Microfinance Dr Neha Shah, Dr Siddarth Singh Bist, Prof Rajni
Mehta
3. Strategic Management Prof Dhaval Mehta, Dr Abhinava Singh, Dr
Manisha Jalla
4. Skill Development Dr P.K Mehta, Dr Siddarth Singh Bist, Prof
Sushma Jacob
5. Consumer Behaviour Prof Neha Mehta, Prof Raji Bhavsar, Dr Anitha
Sunil, Prof Indra Meghrajani
6. Banking and Finance Dr Priyanka Pathak, Prof Sweety Shah, Prof
Kiran Khatri,
LJMB A Faculty Specialization and Research areas
Sr No Faculty Name Area of Specialization Area of Interest and Research
1 Dr Siddarth Singh Bist Marketing
Strategic Management,
Entreprenurship, Microfinance,
Research, Consumer Behaviour
2 Dr. Abhinava S. Singh
Strategic Management
and Marketing
Strategic Leadership, Business Model
Innovation
3 Rinal Shah Marketing, IT, QA
Branding, Telecom services,
Technology
4 Sweta Patel
Human Resources
Management,Indian
system of Medicines
Industrial Relations(IR) & Labor
Laws,Ethics & Corporate
Governance,Cooperative
movements,Health
5 Dr. Sushant Nagpal Finance
Behavioral finance, Financial
planning, Wealth Management,
Financial education
6 Amola Bhatt Finance Corporate Finance, Microfinance
7 Rajani Shah Finance, IT, QA, OR
Information Technology, Banking,
Investments
8 Rutuja Brahmbhatt Marketing Advertisements
9 Raji Bhavsar
Consumer behavior &
Marketing Consumer behavior, IMC
10 Ranjana Dureja HR OD, HR and action research
11 Preeti Pillai Marketing Green marketing, retailing, branding
12 Dr. Manisha Jalla
Strategic management,
Information system, HR
resource based view, knowledge
management, strategic HR,
international strategies, cross-cultural
difference
13 Dr. Priyanka Pathak Finance valuations M&A, corporate finance
14 Meetali Saxena
Information system,
Strategic IT management
ICT adoption, Strategic IT
management, Entrepreneurship, SME's
15 Dr. Archan Mehta HR, Communication, GM Nothing in particular
16 Indra Meghrajani Marketing
Rural marketing, Retailing,
Advertisement & Promotion
17 Nidhi Srivastava HR HR management,
18 Shini Unni
Managerial (Business)
Communication Business communication, english
19 Disha Mehta Finance Banking, Portfolio Management
20 Sweety Shah Finance Personal finance, security markets
21 Dr. Bilva Desai Singh Marketing Service quality
22 Kiran Khatri Finance
Reading (Fiction), Music & Travel,
Accounting, Governance, Taxes,
SME's, Corporate finance
23 Neha Mehta Marketing
Reading, visual merchandising,
Consumer Behavior, Retail,
Advertising, Travelling, Music
24 Dr. Neha Shah
Economics,
Microfinance, Social
securities, employment
Development issues, women issues,
Society & Politics
25 Himani Sheth HR
Compensation Practices, Change
Management
26 Dr Anita Sunil Marketing, QA, OR Services marketing, Statistics
27 Dr. Siddharth G. Das
Business Law, FA, FM,
Banking
Business Ethics, Corporate
Governance, Behavioral Sciences,
Science Fiction, Temporal Sciences
28 Garima Sharda Marketing
Information system, Consumer
behavior, Strategic management
29
30 Mehul Yogi Marketing
Statistics, Randomness, Marketing
Communications
31 Dr. Abhijit Singh
General Management and
IT
Entrepreneurship, Sports, Music,
Innovation
32 Dhara Shah Finance
Dhrupa Trivedi HR, Marketing
Change Management, Emotional
Intelligence
3.1.8 Enumerate the efforts of the institution in attracting researchers of eminence to visit the
campus and interact with teachers and students.
The Institution has successfully attracted researchers of eminence to visit, address and interact
with the teachers and students
Under the Expert Lecture Series, eminent Professors from reputed institutes in the world have
visited the institute in the last four years. A Detailed list is as follows:
Sr No Speakers
1 Lord Meghnad Desai, Professor Emeritus,
London School of Economics
2 Dr Gautam Appa, Professor Emeritus,
London School of Economics
3 Dr G S Gupta, Ex IIMA Professor
4 Dr Abraham Koshy, Professor, IIMA
5 Mr Arvind Patwari, Director, MSME-DI,
Ahmedabad
6 Dr Chandan Chatterjee, Director, Centre
for Entrepreneurship DIC, Govt. of
Gujarat
7 Dr Arbind Sinha, Director General, Shanti
Business School, Ex- Professor and HOD
MICA
8 Mr Ajay Umat, Bennett, Coleman and Co.
Ltd.
9 Mr H D Shrimali, Additonal Industries
Commissioner, Govt. of Gujarat
10 Dr Hemant Trivedi, Director-Institute of
Petroleum Management, PDPU
11 Dr Rakesh Basant, Professor, IIMA
12 Prof S B Sareen, Professor, EDI
13 Prof Pradyumna Vyas, Director, NID
14 Mr Rajen Jaswa, CEO, Dyyno Selectica,
USA
15 Dr V G Patel, Chairman CERC, Founder
Director of EDI
16 Dr. Nagesh Rao, President & Director,
MICA
17 Dr Sunil Shukla, Director EDI
3.1.9 What percentage of the faculty has utilized Sabbatical Leave for research activities? How
has the provision contributed to improve the quality of research and imbibe research
culture on the campus? The Institution has facilitated the following faculty members to involve in research by providing
sabbatical leaves:
1. Ms Monica Kapoor
2. Dr. Shubhra Anand
3. Ms Garima Sharda
4. Ms Rinal Shah
Although a very small percentage of the faculty has utilized ‘Sabbatical Leave’ for research activities, the remaining faculty members are actively engaged in research while working in the
institution.
3.1.10 Provide details of the initiatives taken up by the institution in creating
awareness/advocating/transfer of relative findings of research of the institution and
elsewhere to students and community (lab to land)
The Institution has taken initiatives in creating awareness and advocating research through
various programmes. The details are as follows:
ANTRAPRENEUR – The Business Incubator
Antrapreneur by means of incubation, investment and training provides the necessary resources to
the ones are passionate enough to follow their dreams and carve a niche of their own in a world
full of people who are willing to mingle with the crowd because of their inability to take risks.
Antrapreneur brings together students, faculty of Lok Jagruti Kendra and also consists of alumni,
budding entrepreneurs, industrialists and mentors from across sectors, who are dedicated to the
cause of endorsing the zest of entrepreneurship amongst individuals. The initiative provides early
stage and seed funding to gain better valuation for the start-ups before a venture capitalist enters.
Vikalp- Case Writing
Vikalp – the case study forum was formed in the year 2009. While it’s Phase I activity of ‘identification, analysis and discussion’ of cases in respective classes/subjects has been going on since 2009, its Phase II, involving ‘Research and Case Writing’, was introduced in the year 2013.
For this all students of the 1st year of MBA are divided into groups of 12 to 15, and each group is
assigned a faculty guide. Each group identifies an industry, visits it to do a comprehensive study
of its strategies, products, processes and functions. Each group collects data of the industry
relating to the parameters decided by the institution. After data analysis and extensive research
the faculty guide of each group does the case writing with active involvement of students.
Resource Mobilization for Research
3.2.1 What percentage of the total budget is earmarked for research? Give details of major heads
of expenditure, financial allocation and actual utilization.
Adequate and necessary funds are made available by the institute as and when the requirement
arises for the conduct of research activities including FDP, workshops, and industry visits
irrespective of any budgetary allocation.
3.2.2 Is there a provision in the institution to provide seed money to the faculty for research? If
so, specify the amount disbursed and the percentage of the faculty that has availed the facility in last four years.
Yes, there is a provision in the institution to provide seed money to the faculty for research. The
institute’s trust Lok Jagruti Kendra (LJK), created a special unit under the banner of LJ
Knowledge Foundation recently (May, 2014) in order to systematically provide support to the
faculty members of the institute as and when required.
3.2.3 What are the financial provisions made available to support student research projects by
students?
Financial Provisions are made available to support student research project under Antrapreneur -
The Business Incubator and allied activities like the startup village undertaken in the campus.
Green Campus project started by the students has also been funded by the Institution.
The students’ talent has been encouraged by the trust by giving them opportunities to design the Institute’s website and social media pages.
The solar projects undertaken by students have been supported by the institution through the LJ
Knowledge Foundation.
3.2.4 How does the various departments/units/staff of the institute interact in undertaking inter-
disciplinary research? Cite examples of successful endeavours and challenges faced in
organizing interdisciplinary research. 1. Faculty members from different areas of research are encouraged to come together to
undertake research and publish research papers in interdisciplinary journals.
2. Internal faculty seminars are undertaken with lead discussant and presenter from inter-
disciplinary areas leading to myriad interaction.
3.2.5 How does the institution ensure optimal use of various equipment and research facilities of
the institution by its staff and students?
The institution facilitates its staff and students by providing richly sourced library, computer lab
with internet connection, and 2 auditoriums (one within the institute building and other in the
campus) with 200 and 300+ seating capacity for guest sessions and discussions, and business
incubator cell with all the required facilities.
All faculty members are provided dedicated internet connection in their cubicles to assist
in their research work.
The library has installed SYSTAT software application for the faculty members and
students to undertake statistical analysis.
The library has computers with internet connection for use by faculty members and
students for searching information and research.
A dedicated internet enabled computer lab for students to help in their assignments and
project work.
The library has black bound volumes of journals with number available for research by
faculty members and students.
All classrooms have computers with internet connection and projectors for use by faculty
members and students helping in better student faculty interaction and knowledge
exchange.
3.2.6 Has the institution received any special grants or finances from the industry or other
beneficiary agency for developing research facility? If yes, give details.
No, the institution has not received any special grants or finances from the industry or other
beneficiary agency. However, the Institution in keen for applying for such grants in the near
future.
3.2.7 Enumerate the support provided to the faculty in securing research funds from various
funding agencies, industry and other organizations. Provide details of ongoing and
completed projects and grants received during the last four years.
Sr.No. EVENT/PROJECT FUNDING AGENCY GRANTS
RECEIVED
STATUS
1 National Seminar on
Entrepreneurship
AICTE 1,00,000 Completed
2 National Seminar on
Entrepreneurship
GUJARAT COUNCIL OF
SCIENCE AND
TECHNOLOGY
40,000 Completed
3 ENTREPRENEURSHIP
DEVELOPMENT
ENTREPRENEURSHIP
DEVELOPMENT
INSTITUTE (EDI)
75,000 Completed
4 ENTREPRENEURSHIP
DEVELOPMENT
CENTRE FOR
ENTREPRENEURSHIP
DEVELOPMENT (CED),
INDUSTRIES
COMMISSIONERATE,
15,00,000 Ongoing
GOVT OF GUJARAT
3.3 Research Facilities
3.3.1 What are the research facilities available to the students and research scholars within the
campus? The research facilities available to the students and researchers include:
Fully resourced library with spacious seating arrangement
Past issues of bound volume journals in library
SYSTAT software installed for research in the library
Rich libraries of other institutes/ colleges in the campus
Internet enabled computer lab for students
Incubator Cell with all the facilities
Personal computers with internet connections for all faculty members
3.3.2 What are the institutional strategies for planning, upgrading and creating infrastructural
facilities to meet the needs of researchers especially in the new and emerging areas of
research?
The Institution has upgraded and created infrastructural facilities by facilitating research
work for budding entrepreneurs by creating Antrapreneur - Business Incubator cell.
The Institution has air-conditioned 300+ seating capacitor auditorium to conduct
seminars and workshops
The institute has acquired the dedicated lease line optical fiber network which gives
uninterrupted internet connection to the researchers and students for the quick research.
The ‘Industry Interaction and Placement Cell’ (IIPC) has been set up, with dedicated
infrastructure facilities and personnel, in the building of LJIMS for establishing and
maintaining institute-industry interface, for conducting MDPs, centralized pre-
placement training and placement process across the L.J. Group of Institutes. The
objective of the IIPC is to reduce the gap between industry expectations (practice) and
academic offerings (theory) by direct involvement of industry to attain a symbiosis.
3.3.3 Has the institution received any special grants or finances from the industry or other
beneficiary agency for developing research facilities? If, yes, what are the
instruments/facilities created during the last four years?
No special grants of finances have been received by the institution from the industry or other
beneficiary agency for developing research facilities.
However, a two-day National Seminar on “Entrepreneurship The New Age Tune: Developing an
Entrepreneurial Ecosystem in Academic Institutions”, sponsored by the All India Council for
Technical (AICTE) and the Gujarat Council of Science and Technology (GUJCOST), was
organized by the LJ Institute of Management Studies in the LJ Auditorium, LJ Campus, S. G.
Road on 29th and 30th January 2014.Very eminent persons, both academic and professional,
from the area of entrepreneurship participated as Resource Persons.
3.3.4 What are the research facilities made available to the students and research scholars outside
the campus/other research laboratories?
Besides a rich library, free and uninterrupted internet access, Wi-Fi enabled campus; the research
facilities of all institutes of the LJ Group of Institutes are available to the students and faculties of the
institute, whenever required for research work. A letter is provided by the institute to facilitate such
requests when the need arises.
Owing to efforts being made by the institute, the faculty members and students of the institute are allowed
access to the libraries of some institutes of national repute namely, Indian Institute of Management
Ahmedabad(IIM), Entrepreneurship Development Institute (EDI), Techpedia, Mudra Institute of
Management, Ahmedabad (MICA), Ahmedabad Management Association.
3.3.5 Provide details on the library/information resource centre or any other facilities available
specifically for the researchers?
The Institute has a rich library containing over 20000 books, 35 magazines 69 journals and 659
CDs & DVDs. In totality the library offers rich paper back and digital resources to facilitate research
work.
The institution provides dedicated computer systems with latest configuration and un-interrupted internet
access. One computer lab out of the five labs is dedicated to internet access by students to enumerate
research activities involving computer systems. In order to make the environment more conducive, Wi-Fi
connectivity is provided. The students get access to computing and internet facility through a computer
lab which houses many computers.
The institution has a rich collection of the student reports with over 1000 Comprehensive Project reports
and over 1500 Summer Internship Programme reports on different areas of Finance, Marketing, Human
Resource and Information Technology. Over 170 Global Country Study reports on different sectors are
also available in the library.
3.3.6 What are the collaborative research facilities developed/created by the research institutes in
the college. For ex. Laboratories, library, instruments, computers, new technology etc.
LJ Institute of Management Studies runs an activity called – ‘Antrapreneur – the Business Incubator’. The forum conducts several activities to promote entrepreneurship. The institute has developed a business
incubation cell for collaborative working. The students from different areas and streams come with their
business ideas to the forum where they are evaluated and analyzed and their feasibility is tested. Feasible
projects are then selected and students are guided and provided support to convert them into viable
businesses. Experts and faculty members of different institutions work together in this venture and use the
facility developed for the same.
3.4 Research Publications and Awards
3.4.1 Highlight the major research achievements of the staff and students in terms of
Patents obtained and filed (process and product)
Original research contributing to product development
Research studies or surveys benefiting the community or improving the services
Research inputs contributing to new initiatives and social development
As of now, number of patents have been filed and/or obtained by LJIMS but the
ANTRAPRENEUR – The Business Incubator of LJK has short-listed 12 business ideas for
incubation, many of which have been sent for patent filing process. Prof. Abhijeet Singh, LJIMS
faculty is the COO of ANTRAPRENEUR –The Business Incubator.
The following projects have applied for patents and out of the 6 projects 4 of them have got
provisional approval for the same.
A CAPSULE CLEANING AND POLISHING MACHINE"(LJ-03-2013)
A PORTABLE TABLET COATING MACHINE
AN APPARATUS FOR MEASURING THE ANGLE OF REPOSE
A COMPACT SIZE REDUCTION, SEPARATION AND MIXING MACHINE (Our
Ref. No.LJ-05-2013)
AN AUTOMATIC SECTION CUTTER (Our Ref No.LJ-02-2013)
Auto HPTLC
At the moment, LJIMS has not contributed to product development through original research but
the incubation process of 12 business ideas through LJK’s ANTRAPRENEUR – The Business
Incubator will lead to original research contributing to product development in the near future.
Several initiatives by the institution like PARIVARTAN, VIKALP, CRADLE and LJK’s ANTRAPRENEUR – The Business incubator which are coordinated by LJMBA faculty are
poised to make significant contributions (in the form of research) to the community, new
initiatives and social development in due course of time.
At institution faculty level, research studies/ inputs/ surveys benefiting the community and
contributing to social development are listed as follows:
1. Dr. Neha Shah has worked as a consultant for SEWA-Union for their projects on Beedi (thin
Indian cigarette) workers of Ajmer (2011-12) and Bhagalpur (2012-13). The Objective of
both the projects was to identify socio-economic issues faced by the Beedi workers. The
study was used to identify the issues that SEWA as a trade union will use to mobilize the
workers. The data was used for advocacy purpose in negotiating for wage rate,
implementation of social security provision available for the beedi workers and implementing
welfare programmes.
2. Dr. Neha Shah has worked as consultant for SEWA for mapping social security for
unorganized workers in Gujarat 2011. This mapping was used by NASS (National Alliance
for Social Security) in advocacy programmes to get the social security act for unorganized
workers (2008) implemented.
3. Dr. Neha Shah has worked on a project on Human Development for Tribal Population in
Gujarat in 2008. The project was carried out at CFDA (center For Development Alternatives,
Ahmedabad) and was supported by The Tribal Development Department, Government of
Gujarat). She contributed in the chapters on education and Health indices.
4. Dr. Neha Shah has contributed to Human development report for the Sabarkantha District,
that as prepared at Sardar Patel Institute of Economic and Social Research (SPISER). This
project was assigned to SPISER by the government of Gujarat. The project was carried out
during 2010-12.
3.4.2 Does the Institute publish or partner in publication of research journal (s)? If ‘Yes’, indicate the composition of the editorial board, publication policies and whether such publication is listed in
any international database?
Yes, the L.J. Journal of Research and Studies (LJJRS), a peer-reviewed bi-annual inter-disciplinary
journal with a ‘double blind’ review process is being published.
The Aim(s) and Scope of the journal is as follows:
The main objective of the L.J. Journal of Research and Studies (LJJRS) is to promote and enhance the
research abilities of the faculties and students of the LJ Group of Institutes (LJK) and make notable
contributions in the fields of management, commerce, engineering, technology, humanities, and social
sciences.
It aims at engaging rigorously with ideas, concepts, and practices in the fields of management, commerce,
engineering, technology, humanities, and social sciences with an emphasis on providing meaningful
insights to individuals and groups from the industry and the society.
Its mission is to create research communities who share would objectives related to management,
commerce, engineering, technology, humanities, and social sciences and in the process contribute to a
better understanding of management and social issues pertaining to organizations, industries, and to the
society as a whole.
The Editorial Team for the journal is drawn from the different institutes of the LJ Group with Dr.
Abhinava Singh, Associate Professor at LJIMS handling the responsibility of the Coordinator who has
successfully coordinated the collection, review and proof-reading process of research papers/ articles/
cases.
3.4.3 Give details of publications by the faculty and students:
LJIMS believes that the research output of the institute is a major criterion for growth and sustainability
in the future. The institute faculty collectively has published over 90 papers in national and international
peer reviewed journals, presented over 80 papers in national and international conferences, participated in
30 FDPs, workshops and seminars, and authored/ co-authored 7 national/ international books.
Number of papers published by the faculty and students in peer reviewed journals
(national/ international)
Total number of papers published by the faculty is 90+ and out of that more than 20 papers are
published in international journals. 1 paper has been contributed by a student in collaboration
with a faculty member in a national journal.
Number of publications listed in the International Database (for Eg: Web of Science,
Scopus, Humanities International Complete, Dare Database – International Social Sciences
Directory, EBSCO host, etc.)
LJMBA faculties have published over 90 research papers out of which more than 10 papers are
listed in Ulrich’s Periodicals Directory, 5 papers are listed in International ISSN directory, 3 papers are listed in EBSCO host Database and 2 Papers are listed in Pro Quest Database.
Monographs
As of now, no monographs have been published by LJIMS faculties.
Chapter in Books
Books Edited
None
Books with ISBN/ ISSN numbers with details of publishers
Books Authored and Published by LJMBA Faculty
Sr.
No.
Name of
faculty Book Published Total
`
Name of Book Publication
1 Dr.
Abhinava
S. Singh
A Study of the Indian Pharmaceutical
Industry in the New Patent Regime:
Untangling Sources of Competitive
Advantage in Unpredictable
Environments
LAP Lambert Academic
Publishing, Germany,
ISBN: 978-3-8494-9693-8 2
A Study of Modern Blood Banking in
India: Creating a Cause for Donating
Blood
LAP Lambert Academic
Publishing, Germany,
ISBN: 978-3-659-20029-8
2 Dr.
Siddharth
G. Das
A Study of Modern Blood Banking in
India: Creating a Cause for Donating
Blood (Co-authored)
LAP Lambert Academic
Publishing, Germany,
ISBN: 978-3-659-20029-8
2
Chapter in Books Authored and Published by LJMBA Faculty
Sr.
No.
Name of
faculty Book Published Total
Name of Book Chapter Name in Book
1 Dr. Neha
Shah
An Edited Book - "Tribal
Development in Western India" by
Amita Shah and Jharna Pathak,
Routledge, New Delhi, ISBN - 978-0-
415-71006-0
Health Status of the Tribal
Population
2
An Edited Book - "Growth or
development - which way is Gujarat
going", Oxford university Press,
India, ISBN 13: 978-0-19-945118-0)
Political Economy of
Subsidies and Incentives to
Industries in Gujarat-Sun
Issues
Elements of Banking & Insurance Sri Gajanan Publications,
Surat 1997
3 Dr.
Priyanka
Pathak
Global India and World Trade
Organization; Effects and Issues on
Indian Agribusiness Industry
Everest Publication House,
Pune, April 2007. 1
4 Dr.
Sushant
Nagpal
Psychology of Investments and
Investor’s Preferences
Regal Publications, New
Delhi; 2007 edition, ISBN:
81-89915-63-0
1
5 Ms.
Meetali
Saxena
ICT in Rural India: e-Governance IUP, ISBN - 978-81-314-
20782 1
Citation Index
Over 30 citations have been observed through google scholar for research papers by the institute
faculty members.
SNIP
None
SJR
None
Impact factor
The impact factor of journals in which the institute faculty members have published research
papers is mentioned (as applicable) in annexure 3.4.3
h-index
Over 2 h –index have been observed through google scholar for research papers by the institute
faculty members.
3.4.4 Provide details (if any) of
research awards received by the faculty
recognition received by the faculty from reputed professional bodies and agencies,
nationally and internationally
incentives given to faculty for receiving state, national and international recognitions for
research contributions.
Prof. Sweety Shah and Prof. Amola Bhatt contributed a research paper titled, “Factors Affecting
risk tolerance capacity of Investors: An Empirical study in Ahmedabad” at National Conference-
National Institute of Co-operative Management (NICM), Gandhinagar in May 2013. Their paper
won the 2nd
prize in the area of finance in the conference.
Prof. Sweety Shah contributed a research paper titled, “Financial Literacy: An Outcome of Global
Economic Crisis” at the International Conference by GTU and Parul group of Institutes in
January, 2013. Her paper won the 3rd
prize in the finance category at the conference.
Prof. Rajani Shah won the 1st prize in general category in paper presentation on “ Challenges and
Opportunities faced by Higher Education System with Special reference to management
Institutions” (2nd
International conference on Global markets by GTU & Parul Group of
Institutes, Jan 2013, ISBN- 978-93-82062-90-5).
Prof. Amola Bhatt was awarded best paper in the category of Ethics at the 3rd
International
Conference on Business Ethics and Corporate Governance organized by GTU in collaboration
with CKSVIM, Baroda in February 2013 for the research paper “Factors influencing Budding
Managers’ Perceptions on Ethics: An Empirical Study in Ahmedabad and Gandhinagar”.
Dr. Siddarth Bist, Dean – LJIMS was conferred the Innovation-best pedagogy award in
recognition for the CRADLE initiative by GTU in 2013.
Prof. Amola Bhatt was awarded best paper in the category - 2nd National Conference on Business
Ethics and Corporate Governance organized by GTU, FGI, CKSVIM, Baroda for the research
paper “Advertising – The Ethical Way” in September, 2011.
3.5 Consultancy
3.5.1 Give details of the systems and strategies for establishing institute-industry Interface.
The institute has created a number of systems for establishing and maintaining institute-industry interface
for students pursuing professional programmes. The details are as follows:
(A) The ‘Industry Interaction and Placement Cell’ (IIPC) has been set up, with dedicated
infrastructure facilities and personnel, in the building of LJIMS for establishing and maintaining
institute-industry interface, for conducting MDPs, centralized pre-placement training and
placement process across the L.J. Group of Institutes. The objective of the IIPC is to reduce the
gap between industry expectations (practice) and academic offerings (theory) by direct
involvement of industry to attain a symbiosis. All the stakeholders namely: Institutions, Industry,
Students and Society stand to gain as it can be a win-win partnership.
(B) As a part of the strategy, the institute has taken several other initiatives of co-curricular nature
which ensure a constant institute-industry interface and further strengthen it.
Vikalp – The Case Study Forum: This involves industrial visits through a group of students
headed by a faculty, data collection, research, analysis and writing a case.
CRADLE (Capability Recognition And Development Lessons for Entrepreneurship) which
includes interactive sessions with first generation entrepreneurs, workshops, research projects and
MDPs with a focus on the SME sector. The activity has completed 3 years and Gujarat
Technological University (GTU) in 2013 conferred the best pedagogy award to LJIMS for
CRADLE.
ANTRAPRENEUR – The Business Incubator for entrepreneurship development and support by
means of start-ups, incubation, investment and training by bringing together students, faculty,
alumni, budding entrepreneurs, industrialists and mentors from across sectors.
XPLORE (Excellence in Practical Learning Over Real Encounter) exposes the LJIMS students
towards the dynamics of corporate world through industrial visits.
MAX (the Marketing Excellence Series) which is in its 3rd
year and promotes marketing skills
among LJIMS students through a series of interactions with leading marketing professionals from
the industry and academia.
FINEX ( the Finance Excellence Series) which is in its 3rd
year and exposes the LJIMS students
to practices in the arena of financial markets and services through a structured lecture series
designed to include interactive sessions delivered by industry experts.
HREX (the HR Excellence Series) exposes the LJIMS students to the dynamics of the HR field
and helps them understand various concepts of HR better through direct interaction with the HR
professionals.
3.5.2 What is the stated policy of the institution to promote consultancy? How is the available
expertise advocated and publicized?
Introduction:
LJIMS believes that as a management institute, it is very important to bridge the gap between research
and practice and contribute significantly to the cause of business enterprises and the society. Consulting at
LJIMS is viewed as a dynamic process of learning for the faculty and extends it to the industry and the
social community.
The main objective/s of consultancy at LJMBA is:
To provide an opportunity for the faculty to share insights with industry and contribute to
experimentation and new learning by the industry.
To bring the faculty in contact with real-life managerial problems, and thus greatly enriches
teaching and research.
To promote small and medium sized enterprises to help them realize their potential and contribute
to the society as a whole.
Consultancy Process at LJIMS:
LJMBA faculty comprise of groups based on area of specialization and interest (competency mapping).
Consultancy and training needs are identified from the industry (through leads, network, and personal
visits) through a faculty team and are matched with faculty expert areas and specialization. Depending on
the match, consulting and training is proposed and offered to the respective client/s (enterprise and/or
organization).
The faculty expert areas and specialization are promoted through placement brochure, industrial visits,
MDP brochure and institute website.
3.5.3 How does the institution encourage the staff to utilize their expertise and available facilities
for consultancy services?
LJIMS faculty comprise of groups based on area of specialization and interest (competency mapping).
Consultancy and training needs are identified from the industry (through leads, network, and personal
visits) through a faculty team and are matched with faculty expert areas and specialization. Depending on
the match, consulting and training is proposed and offered to the respective client/s (enterprise and/or
organization).
Besides this, faculty members are also deputed on exploratory visit to industries for identifying industry
needs. LJIMS management keenly promotes the activity of consultancy and training as it enriches the
teaching and research abilities of its faculty members and contributes to the cause of good management
practices especially at SME level. Moreover, it may also generate additional income for the institute and
its faculty. Dedicated infrastructure facilities on the campus through IIPC and auditoria.
3.5.4 List the broad areas and major consultancy services provided by the institution and the
revenue generated during the last four years.
The broad areas identified by LJMBA for consultancy and training are based on the area of specialization/
interest of the faculty. They include Marketing, Finance, HR, General Management & IT, Managerial
Communication, Business Law & Ethics, Strategic Management and Economics. The institute is involved
in consultancy and training for a number of companies since 2014. The details of the consultancy and
training are as follows:
Sr. No. Event Time Duration Resource Person name
M
a
k
s
t
e
e
l
Wire Healds Pvt. Ltd, Baroda (August 2014 – Present): We are working on an
assignment to help Maksteel expand/ improve in terms of market, production capacity,
R&D and design. The management wishes to become a leading player in Jacquard
harness parts in the world (from current position of No. 2 in the world). The institute
conducted a 1 day staff training programme for the managers and supervisors of
Maksteel in Baroda on the 19th September, 2015. The trainer team included the Director,
Dean, Professor Emeritus and Associate Professor from LJIMS. The details of the
programme are mentioned below:
Mighty Group of Companies, Mumbai (October 2014 – Present): The task was to help
Mighty group in framing their vision, mission, values, strategic positioning and strategic
intent. Mighty group wanted to move from current 1-2 projects to 5-50 projects in 1-3 years
timeline.
Shubham Buildmart Pvt. Ltd (November 2015 to present):
1 Welcome speech by Shri
Ramesh Siddhpura
11.15 am
(10 minutes)
Shri Ramesh Siddhpura,
CMD, MakSteel
2 Self Introduction of
participants
11.25 am
(10 minutes)
3 Introduction to the Training
programme & the Trainers
11.35 am
(10 minutes)
Dr. Abhinava Singh
4 Session 1 – The Importance of
Vision, Mission, & Values for
an Organization
11.45 am – 12.30
pm
(45 minutes)
Dr. P.K. Mehta
5 Session 2 – Vision, Mission
and Values of Mak Steel
12.30 pm –
1.15pm)
(45 minutes)
Prof. Dhawal Mehta
Break for lunch 1.15 pm-2.15 pm
(1 hour)
6 Session 3 Team building
exercise- I
2.15pm – 3.15pm
(1 hour)
Dr. Abhinava Singh and Dr.
Siddarth Singh Bist
7 Session 4 Team building
exercise-II
3.15 pm – 4.00pm
(45 minutes)
Dr. Abhinava Singh and Dr.
Siddarth Singh Bist
8 Closing remarks 4.00 pm Shri Arpit Siddhpura
A leading distributor and retailer of steel, cement, paint, and other building materials has
engaged us to create system & structure for their HO and retail outlets so as to help them
achieve their 2020 target/ objective.
CareTree Wellness (December 2014 to present):
We are consulting them for marketing of ayurvedic/ herbal brands in the online arena.
The brands have been exclusively launched and are available at Amazon, India and one
of the brands became the no.1 best seller in its category.
Ofzone Digital Marketing, Ahmedabad (December 2014 – April 2015): We provided
marketing and strategy related advise to Ofzone, a digital marketing company planning
to launch a mobile application which would provide businesses with an alternative
medium for marketing (targeted advertising)
The institute is also keen to take up more such assignments and it is in advanced stages of negotiations
with some of the well known industrial organizations in the state and country. No significant revenue has
been generated from the above assignments as in most cases; it has been undertaken as a gesture of
goodwill.
3.5.5 What is the policy of the institution in sharing the income generated through consultancy
(staff involved: Institution) and its use for institutional development ?
The institute’s policy for sharing of income generated through consultancy is based on mutual understanding between the concerned faculty and the institute. In case of consultancy visits by faculty, the
sharing for the faculty ranges between 60 to 90% and for the institute, 10 to 40%. In case of institutional
resources being used extensively, the sharing for the faculty ranges from 10-40% and for the institute, 60
to 90%.
3.6 Extension Activities and Institutional Social Responsibility (ISR)
3.6.1 How does the institution promote institution-neighbourhood community network and student
engagement, contributing to good citizenship, service orientation and holistic development of
students?
The institution understands its responsibility towards the society and in order to fulfill that it has designed
several extension activities with an objective to reach out to the community or creates a platform through
which it can inculcate a citizenship role in its students and also enable their overall development. For the
holistic development of students, the institute encourages students and teachers to participate in
community welfare activities. Students are guided to contribute to exhibit good citizenship behaviour,
develop service orientation and thereby enable overall development .The institute runs a programme,
‘Parivartan’ in which students under the guidance of a faculty member, teach the kids of the nearby locality and the slum dwellings. In addition they also make visits to the Orphanage, Old Age home,
Remand Home Blind People’s Association, contributing to their welfare through services and sometimes financially also. They also participate in Blood Donation Camps organized every year. The details of
these activities are as under.
Parivartan
LJ Institute of Management Studies have started an initiative, ‘Parivartan’, for bringing about change in the lives of people of the disadvantaged sections living in its neighbouring areas. Parivartan’s focus is to
provide literacy and also generate awareness about various social, environmental, health and hygiene as
well as political issues faced by them. Such project of extending education to people living outside the
campus serves the dual purpose:
i. Equip the students of LJ to understand the reality of other half of the population of the
country so as to make them more sensitive and responsible citizens.
ii. Provide literacy to the children living in the surrounding area.
Under this initiative, 25 children have been imparted basic education. The students of the institute even
volunteer to collect donation of stationary items, books, toys and clothes and distribute them among these
children.
Blood Donation Camp– As a mark of celebrating humanity, LJ Institute of Management Studies,
frequently organizes Blood Donation Camp with hand in hand with Prathama Blood Centre& Red cross
society ;Ahmedabad . Seven such camps have been organized in which a total 502 units of blood was
donated. Both faculty and students have participated in large numbers in these camps and supported the
event.
The details of the camps organised are as under:
Sr.
No
Date of Blood
Donation
Camps
No. of students
donatedblood in blood
donation camp
(Total=Boys+Girls)
1 20-03-2015 58
2 22-02-2014 49
3 27-01-2012 93
4 02-03-2012 26
5 01-10-2010 117
6 01-10-2009 117
7 17-02 2009 38
8 11-08-2008 70
Training Programmes –The institute collaborated with the Gujarat Chamber of Commerce and
Industries and the Ahmedabad Traffic Police for conducting a 10-day management training programme
for over 1500 personnel of the Ahmedabad Traffic Police in 2013 providing its infrastructure facilities
and expertise free of cost.
Plantation Drive –The students of the institute have conducted a plantation drive on 11-02-2010, which
was celebrated as ‘Go Green Day’ to increase the green cover in and around the campus and make it more eco –friendly.
3.6.2 What is the institutional mechanism to track students’ involvement in various social movements/activities, which promote citizenship roles?
The institute has organized many activities with involvement of students to promote citizenship roles e.g.
theme based functions co-curricular and extracurricular activities with social themes etc. The details of
such events are as under:
‘Walk For a Cause’- (1-3-2011) To create awareness about ‘save the girl child’, ‘corruption’, ‘aids awareness’, ‘save environment’, the institute organized ‘Walk for a cause’ in which students walked with placards & slogans from the campus to the city & back creating awareness about
such socially important issues .
‘Traffic Awareness Programme’ – Keeping in mind the increasing number of vehicles on road
and the arising chaos owing to people not following traffic rules. On 01/03/2012 the students of
LJMBA tried to streamline the unmanaged traffic by manning major traffic junctions of the city
and distributing chocolates and flowers to the violators. With this gesture they humbly requested
the violators to follow traffic rules and effectively played their role as good citizens.
Archetype 2010 – Reinventing Rural India – LJMBA organized a business model contest for
students on 13-12-2010, with the theme of ‘Reinventing Rural India’. The theme was aimed at helping our students identify the real challenges faced by rural people, create awareness about
social responsibility, identify opportunities and simultaneously develop viable business projects.
3.6.3 How does the institution solicit stakeholder perception on the overall performance and quality
of the institution?
The stakeholders of the institute comprise of the students, their parents, faculty members, industry,
various employers who employ our students and our alumni who are huge in numbers. The institute has a
mechanism for taking regular feedback from all these stakeholders, which covers in detail the perception
on overall performance and quality of the institute.
3.6.4 How does the institution plan and organize its extension and outreach programmes?
Providing the budgetary details for last four years, list the major extension, outreach programmes,
and their impact on the overall development of students.
As a part of the extension and outreach programmes, the institution has taken up several initiatives and
under these initiatives regular activities are conducted every year in an organized manner.
Every year with the new batch of students joining the institute, new student volunteers join the Parivartan
programme and the institute continues to work towards the betterment of people of the weaker and the
underprivileged section residing in the nearby areas.
Recently, about 70 Kashmiri flood affected families have taken shelter in Ahmedabad city for some time.
They migrated to the city in the month of November 2015 and are expected to be here till April 2016. As
these families do not have any source of livelihood, they are in dire state of poverty. Though the state
government had provided them support, but it too got exhausted and these families needed support till
their shelters are ready in their native places.
Students and faculty members of LJIMS came to know about these migrants. A team of faculty and
students personally visited them to identify their requirements. It was realized that food is their main
concern. The team appealed the students and faculty to donate food items like grains and spices for them.
With a collective effort, items like food grains, spices, oil, vegetables etc were collected. The material
was collected at the campus, which was supplied to them by student volunteers. These migrant families
were extremely appreciative of the care and concern shown by the LJ fraternity.
As a result of these regular extension and outreach programme being conducted in the institute, the
institute has observed and increase participation of students in such activities which make them socially
responsible citizens in addition, few of our students have also joined NGO’s as full time employees.
3.6.5 How does the institution promote the participation of students and faculty in extension
activities including participation in NSS, NCC,YEC and other National/International agencies?
Although the institute does not independently run NSS/NCC, however in keeping with its mission of
education and social development it conducts extension activities and encourages faculty and student
participation in it. The trust (LJK) has been sanctioned the unit of NSS by the University where students
from all the institutes of the trust including LJIMS participate enthusiastically in all related activities.
3.6.6 Give details on social surveys, research or extension work (if any) undertaken by the college
to ensure social justice and empower students from under-privileged and vulnerable sections of
society.
In order to focus on the issues of social justice and empower female students of the LJ Campus, a
survey was conducted by the Collegiate Women’s Development Cell Team of the institution to
identify the issues and concerns of safety of girls coming to the LJ campus. The study focused on
understanding perception of girl students about their safety, and find out the types and magnitude
of the problem of sexual harassment on the campus.
The results and findings of the survey led to policy decisions been taken regarding making the
campus more safe for the female students.
A talk was organised on ‘Perspectives on Violence Against Women’ on 4th February 2014
where Ms. Manjula Pradeep, Executive Director, Navasarjan and Dr. Kalpana Shah, A women’s Study Scholar addressed the students on the issue.
A gender sensitization workshop was conducted by the CWDC on 21st February 2014 and Ms.
Sophia Khan, a lawyer and the director of an NGO-named SAFAR sensitized the students and
faculty members on how gender discrimination starts in society and what measures need to be
taken to abate that.
3.6.7 Reflecting on objectives and expected outcomes of the extension activities organized by the
institution, comment on how they complement students‟ academic learning experiences and specify the values and skills inculcated
To fulfill the institution’s social responsibility, LJMBA has designed several extension activities through which it reaches out to the community or creates a platform through which it can inculcate a citizenship
role in its students and also enable their overall development.
The various activities like Parivartan, Blood Donation Camps, Visits to the Orphanage, Old Age home,
Remand Home and Blind People’s Association, Plantation Drive, Theme based curricular and extra-
curricular activities serve dual purpose. The benfits observed are as under:
25 children of the nearby areas have been imparted basic education and now the Parivartan team
is working on designing curriculum based teaching for these children. The parents and family
members of these children are very happy with the work and dedication of students enrolled in
the activity.
502 units of blood has been voluntarily donated to Prathama and the Red Cross Society,
Ahmedabad, in different camps organized by LJMBA and the same has been appreciated by
them.
Theme based activities has seen an upsurge in student participation and there is a visible change
in students awareness and attitude towards the weaker section of the society and for their
upliftment.
As a result of the different extension and outreach programme conducted by the institute, it has helped in
making the students more aware about the society at large. They have become socially more responsible
which is exhibited in their increased response in the different activities conducted by the institute.
3.6.8 How does the institution ensure the involvement of the community in its reach out activities
and contribute to the community development? Details on the initiatives of the institution that
encourage community participation in its activities
As a part of Parivartan, the faculty member co-coordinating the activity has started involving the parents
of the children whom they are teaching. There are regular discussions that are being held regarding
nutritional requirements of the children, creating awareness about health and hygiene, and parenting
styles.
3.6.9 Give details on the constructive relationships forged (if any) with other institutions of the
locality for working on various outreach and extension activities.
The institute aims at developing a constructive relationship with other institutions of the locality for
various outreach and extension activities; however, as of now no such relationship exists.
3.6.10 Give details of awards received by the institution for extension activities and/contributions to
the social/community development during the last four years.
The institute has received certificates of recognition/ award by different agencies like Prathama Blood
Centre and Red Cross Society with whom the institute has collaborated for the extension and outreach
activities.
3.7 Collaboration
3.7.1 How does the institution collaborate and interact with research laboratories, institutes and
industry for research activities. Cite examples and benefits accrued of the initiatives – collaborative
research, staff exchange, sharing facilities and equipment, research scholarship etc.
Institute collaborates and interacts with industries with initiatives like:
Vikalp: The Case Study Forum which involves
1. Identification, analysis and discussion of case studies in every class
2. Data collection through visits to identifies industries, data analysis and case writing which
resulted into collaborative research, sharing facilities, and providing solutions to industries.
CRADLE (Capability Recognition And Development Lessons for Entrepreneurship) which
provides
1. Interactive sessions and inviting first generation entrepreneurs
2. Workshops for development of entrepreneurship, bridge workshops, MDPs
3. Research projects with SMEs and corporate
Antrapreneur: The Business Incubator: Antrapreneur by means of incubation, investment and
training provides the necessary resources to the ones are passionate enough to follow their dreams
and carve a niche of their own in a world full of people who are willing to mingle with the crowd
because of their inability to take risks. Antrapreneur brings together students, faculty of Lok
Jagruti Kendra and also consists of alumni, budding entrepreneurs, industrialists and mentors
from across sectors, who are dedicated to the cause of endorsing the zest of entrepreneurship
amongst individuals.
Startup Week 24x7: LJK Antrapreneur Startup 24x7 was a week-long hands-on experience
training programme in September 2013 where student entrepreneurs as well as aspiring student
entrepreneurs put their entrepreneurial skills to test and launch their startups.
EXPLORE (Excellence in Practical Learning Over Real Encounter) to expose students
towards the dynamics of corporate world and make them understand the business processes
through direct interaction.
Prashikshan- the Managerial Skills Development Programme. The programme aims at providing
the student with the opportunity of consolidating and applying theory through field experience. A
part time role for a short duration of one to two weeks will help the students to build confidence,
make useful employer contacts and could even lead to a permanent job placement.
LJCIA (LJ Centre for International Affairs) provides international exposure to its students and
the faculty on regular basis. With rapid globalization in every sphere of activities, especially in
education, business and industry, it has become necessary for a good educational organization to
put in place systems and processes for providing international exposure to its students and the
faculty on a regular basis.
IIPC (Institute Industry Interaction and Placement Cell): LJ-INDUSTRY INTERACTION
AND PLACEMENT CELL (LJIIPC) is a centralized training and placement cell across the L.J.
Group of Institutes.
The objective of the IIPC is to reduce the gap between industry expectations (practice) and
academic offerings (theory) by direct involvement of industry to attain a symbiosis. All the
Stakeholders, namely: Institutions, Industry, Students and Society stand to gain as it can be a win-
win partnership.
3.7.2 Provide details on the MOUs/collaborative arrangements (if any) with institutions of national
importance/other universities/industries/ Corporate (Corporate entities) etc. and how they have
contributed to the development of the institution. LJK has signed MOUs with:
University of Bielefeld, Germany
Universiti Utara Malaysia
Herzing University, USA
The process for tie up with other universities abroad is on. (HELP University, University Kuala Lumpur,
University of Malaya, Asia Pacific University, Malaysia)
3.7.3 Give details (if any) on the industry-institution-community interactions that have contributed
to the establishment/creation/up gradation of academic facilities, student and staff support,
infrastructure facilities of the institution viz. laboratories/library/new technology/placement
services etc.
Institute has tied up with many corporate to provide placement assistance and valuable job opportunities
for management students. For e.g. XL Dynamics, TCS, etc.
3.7.4 Highlight the names of eminent scientists/participants who contributed to the events, provide
details of national and international conferences organized by the college during the last four years. 1. Name of the event: NATIONAL CONFERENCE ON Business in Emerging Markets: Management
Practices & Research
Dates: 23/04/2011
Topics/Areas Covered: Primarily topics were under the theme of Business in Emerging Markets:
Management Practices & Research
Eminent Names:
Prof. Dhaval Mehta, Professor Emeritus, and former Director- B K School of Business
Management, Gujarat University
Prof. B S Dave, MD & CEO, Interlink Marketing (Europe) Ltd., London
Mr. Ajay Shaad, Director - NIS Academy (ADAG)
Total No. of participants: 150.
Total No. of papers presented: 15.
2. Name of the event: “Entrepreneurship The New Age Tune: Developing an Entrepreneurial
Ecosystem in Academic Institutions”
Dates: 29/01/2014 to 30/01/2014
Total No. of participants: 450
Grants Fetched: AICTE gave grant of Rs. 1, 30,000 and GUJCOST gave grant of Rs. 40,000 for the
event.
3. Startup Week 24x7:
The dates of the events were from 23rd to 29th September 2013 at LJK Campus Ahmedabad.
LJK Antrapreneur Startup 24x7 was a week-long hands-on experience training programme where student
entrepreneurs as well as aspiring student entrepreneurs put their entrepreneurial skills to test and launch
their startups.
This programme helped students to set up their company just within a week.
The programme began with idea pitches on Monday morning; student attendees vote for the best 20 ideas
every day and based on that, teams are formed on that idea.
Over Friday, Saturday and Sunday, teams focused on idea improvisation, product development, and
customer validation, practicing LEAN Startup Methodologies and building a minimal viable product with
help from mentors belonging to diverse background.
On Sunday evening, teams pitch their demo prototypes and receive valuable feedback from a panel of
experts and emerge as winners.
The event programme had more than 10,000 student participants filtered to final 90 and every form
application was scrutinized for the programme and later the selected ones were notified through a mail or
telephonic confirmation.
4. MAX (Marketing Excellence Series)
As a part of our strategy to promote marketing skills at work place among our students, we have created
MAX, under which, we have planned a series of interactions with successful marketing professionals
from the industry and academia, sharing their experiences of marketing successes and failures. The
speakers are sharing their experiences related to marketing in the following areas:
New Launches
Product and Brand Management
Marketing strategies and programmes
IMC strategies
Branding Strategies
Sales and Distribution Management
Positioning Strategies
CRM Strategies
Marketing Research
5. FINEX (Finance Excellence Series)
LJMBA conceived the idea of organizing FINEX series in order to bridge the gap between the academic
learning through pre designed course curriculum and corporate expectations which arises due to time and
resources constraints. In order to strengthen the domain knowledge of finance and to expose the students
to practices in the arena of financial markets and services, LJMBA has initiated an innovative programme
the “Finance Excellence Series” (FINEX). It is a structured lecture series, designed to include interactive
sessions delivered by industry experts, spread over a few days catering to Corporate Finance, Banking,
Insurance and Capital Market respectively. The vital objective of this series is to provide a platform for
the holistic development of budding financial managers.
6. HRX (HR Excellence Series)
HRX (the HR Excellence Series) exposes the LJIMS students to the dynamics of the HR field and helps
them understand various concepts of HR better through direct interaction with the HR professionals.
Expert Professor Series
In expert professor series we invite eminent faculty members from institutes of National Importance.
Expert Professor Lectures are generally held twice in a year and represent the Institute's ongoing
commitment to furthering translational of management studies by creating opportunities for the most
talented management students, faculty members to exchange knowledge and ideas. Dr. Nagesh Rao,
President and Director, MICA was invited in 2015 as part of the series.
3.7.5 How many of the linkages/collaborations have actually resulted in formal MoUs and
agreements? List out the activities and beneficiaries and cite examples (if any) of the established
linkages that enhanced and/or facilitated –
(a) Curriculum development/enrichment
(b) Internship/On-the-job training
(c) Summer placement
(d) Faculty exchange and professional development
(e) Research
(f) Consultancy
(g) Extension
(h) Publication
(i) Student Placement
(j) Twinning programmes
(k) Introduction of new courses
(l) Student exchange
(m) Any other
Institute has established several linkages/collaborations by exchanging MoUs and agreements with 3
Cultural Forums, 7 Foreign Universities, 9 Industrial bodies, 13 academic institutions, 4 National
Universities, 5 NGOs, 2 Open Universities, 12 State/International Organizations, 9 Private Universities, 6
Research institutes, 22 State universities, which has resulted into development of many activities and
benefits like Joint Curriculum development, Internship/On the job training, Summer Placement, Student
exchange, faculty exchange and professional development, Research, Consultancy, Extension activities
with SRISTI, research publications, student final placement, working towards development and
introduction of new courses.
3.7.6 Details on the systematic efforts of the institution in planning, establishing and implementing
the initiatives of the linkages/collaborations.
Systematic efforts have been planned, established and implemented with several initiatives like Vikalp,
CRADLE, Antrapreneur - The Business Incubator, Startup Week 24x7, EXPLORE, Prashikshan,
Parivartan, LJ Centre for International Affairs, Industry Interaction and Placement Cell (IIPC). The details
have been stated earlier.
CRITERION 4: Infrastructure & Learning Resources
4.1 Physical facilities
4.1.1
What is the policy of the institution for creation and enhancement of infrastructure that facilitate
effective teaching and learning?
The policy of the institute for creation and enhancement of infrastructure is as follows:
To follow the norms and guidelines of the AICTE and the affiliating university
To ensure that the infrastructure created is adequate, comfortable, spacious, ventilated, has
functional utility and is equipped with modern technological gadgets
To make value additions for creating an academic ambience and a smooth user-friendly working
environment for both teachers and students.
4.1.2
Details of the facilities available for
A) Curricular and co curricular activities
The institute has properly ventilated and spacious classrooms with comfortable seating
arrangements, black boards and soft boards.
Technology enabled learning spaces have been created by providing dedicated computer
systems, permanently installed LCD projectors & screens and CCTV cameras in all
classrooms.
There are tutorial rooms for conducting and small group interactions.
The institute has a well equipped and fully air conditioned auditorium with a capacity of 450
people and a seminar hall with capacity of 250 people.
Specialized facilities and equipments like collar microphones, Language Laboratory, IIPC,
Business Incubator, SYSTAT Station have been made available for teaching, learning,
research and industry interaction.
B) Extra curricular activities
The institute has playground and facilities on the campus for outdoor and indoor games such as
cricket, foot ball, basket ball, volley ball, tennis, table tennis, carrom, chess etc.
Flood lights have been installed in the playground to facilitate day night games.
There is an Open Air Theatre on the campus with provision of green rooms. This facility is being
used for organizing cultural activities like ‘Adventure’ – the Annual cultural festival, Inter B-
School competition and Garba Festival.
The institute has set up a Health Centre with dedicated infrastructure equipped with facilities for
providing basic health services to students and staff. The Health Centre also helps in creating
awareness about health and hygiene.
4.1.3
How does the institution plan and ensure that the available infrastructure is in line with its
academic growth and is optimum utilized? Give specific examples of the facilities developed /
augmented and the amount spent during the last four years (Enclose the master plan of the
institution / campus and indicate the existing physical infrastructure and the future planned
expansions, if any )
L. J. Institute of Management Studies was the first among the L. J. Group of Institutes to start functioning
(2001) on the present campus. It was later joined by the L. J. Institute of Computer Applications (2004),
L. J. Institute of Pharmacy (2004), L. J. Institute of Engineering & Technology (2007), L. J. Polytechnic
(2008), New L. J. Commerce College (2011), L. J. School of Architecture (2013) and L. J. Institute of
Radio Programmeming (2014), L. J School of Law (2015), L.J Institute of Applied Sciences (2015), L.J.
Institute of Media and Communication (2015)
The institute plans its infrastructure on the basis of
a) Norms of AICTE/University
b) Requirements of the programme
c) Requirements of various co-curricular/extra-curricular activities conducted by the institute
d) Requirements of the faculty & students
e) Classrooms, Computer Labs and Library are planned as per the number of students
f) The institute prepares an academic calendar that lists out all the institutional activities planned for
the coming year. This ensures that the infrastructure facilities are optimally utilized.
The institute started in 2001 with an intake of 40 students for MBA, and has grown to an intake of
300 in MBA and 60 in the MCA programme. There has been a constant increase in the number of
student, faculty and a range of activities necessitating further development and augmentation of
infrastructure including the IT infrastructure and the library.
The following specific infrastructure facilities that have been developed/ augmented
2001 – Only ground floor
2004 – Half of the first floor was constructed
2007 – other half of the first floor constructed; provision of separate library for MCA; the
Governing Body decided to provide LCD projectors in all classrooms of all institutes on the
campus; second faculty room made functional
2008 – 2nd
floor constructed with 7 classrooms; one 250 seater auditorium; dedicated
infrastructure for the proposed Industry Interaction and Placement Cell(IIPC); Health Centre
started on the 2nd
floor; third faculty room made functional
2010 - Construction the basket ball court and augmenting the playground facilities by installing
flood lights
2010- Dedicated state-of-the-art infrastructure facilities created for IIPC
2011 – IT infrastructure further augmented and networked with optical fibre network; separate
office for the Dean created on the ground floor; a well equipped and fully air-conditioned 450
seater auditorium constructed and made functional; IIPC made functional on the 2nd
floor of the
building
2013 – Library floor area expanded by covering the adjoining passage, and book storage
arrangements were expanded by fully utilizing the wall spaces up to ceiling
2013- Third floor of the building was constructed and seven additional rooms were allotted to the
Institute.
2014 – The institute installed CCTV cameras in all the classrooms as per the university
requirement.
2014 – The Business Incubator was constructed on the second floor of the institute to incubate
and promote different business ideas of the students on the campus.
2015 – Provision of Air Conditioning of the 250 seater auditorium
4.1.4
How does the institution ensure that the infrastructure facilities meet the requirements of students
with physical disabilities?
The institute has taken following steps in meeting the requirements of differently- abled students:
Providing necessary infrastructure support for meeting the requirements of these students.
Making administrative arrangements for ensuring that the facilities are maintained properly and
are in ready-to-use condition.
Making human assistance available in cases of severe disabilities.
Arranging the classes and examinations of these students on the ground floor.
4.1.5 Give details on the residential facility and various provisions available within them
There is no residential facility on the campus.
4.1.6 What are the provisions made available to students and staff in terms of health care on
the campus and off the campus?
There is a Health Centre on the campus with all minimum necessary equipments, medicines, and
a qualified doctor.
“L.J. Arogya Kendra”, a mobile van of LJK Trust, for providing all medical services and
medicines to the slum dwellers of Vadaj locality of Ahmedabad. It is also available for students
and staff. The timings of the van are from 8 am to 12 noon and the medicines are distributed at a
subsidized rate. Health awareness camps are also conducted for the slum dwellers.
LJK Trust has a tie up with a pathological laboratory for conducting health check-ups and tests at
subsidized rates.
4.1.7 Give details of the common facilities available on the campus
Separate dedicated space has been provided for LJCIA (L. J. Centre for International Affairs) on
the third floor of the building.
Women’s Cell: There is a Collegiate Women Development Cell (CWDC) for creating awareness in women on issues related to gender equality, women empowerment, discrimination etc.
Counselling and Career Guidance: Counselling is provided through a mechanism of mentorship
programme in which a senior faculty is made the Section Head of group of 60 students. Section
Heads also ensure career guidance by involving faculty members of specific specializations.
Placement Unit: There is a full-fledged Placement Committee comprising faculty and student
coordinators. The committee coordinates pre-placement talks, conducts company and profile
specific training and skills development. The Placement Committee also provides post-placement
assistance on regular basis. Dedicated and well-equipped infrastructure facilities have been
created for the placement unit on the 2nd
floor of the building.
Health centre: A Health Centre with a qualified doctor has been provided on the 2nd
floor of the
building.
Canteen: A Canteen with adequate space and dining facilities functions in the basement of the
institute building.
Recreational spaces for staff and students – Sports facilities for Cricket, Basket ball field, volley
ball, table tennis, carrom board and chess are available.
Safe drinking water facility: RO drinking water facility is available on all floors in the building.
Auditorium: There is one auditorium in the institute building with a seating capacity of 250, and
another bigger, fully equipped and air-conditioned auditorium on the campus with a seating
capacity of 450 on the campus.
4.2 Library as a learning resource
4.2.1 Does the library have an advisory committee? Specify the composition of such a committee.
What significant initiatives have been implemented by the committee to render the library student /
user friendly?
Yes, the institute has a Library Advisory Committee. Its composition is as follows:
Prof. B. M. Peerzada, President, LJK - Chairman
Prof. Dhawal Mehta, Professor Emeritus - Expert (Academic)
Prof. Bela Shah, Librarian, RJTC - Expert (Technical)
Dr. Siddarth Singh Bist, Dean, LJIMS
Dr. Siddharth Das, Coordinator, Library Development Committee
Ms. Kashmira Barot, Librarian, LJIMS Secretary
Significant initiatives undertaken by the Committee are as follows:
Expansion of the library by including a passage area within the library.
Optimal utilization of wall space for storage purpose creating shelves with glass doors
from floor-to-ceiling.
Removal of steel cupboards for increasing the floor space of the reading room.
Re-organization of the seating arrangements so as to provide separate seating for students
and the faculty.
Installation of CCTV in library and at the entrance.
More computers with internet access have been added to the library.
4.2.2 Provide details of the following:
Total area of library ( in Sq. Mts. ) : 200 sq meters
Total seating capacity: 100
Working hours:
On working days: 8 AM to 9 PM
Before Examination days: 8 AM to 9 PM
During examination days: 9 AM to 8.30 PM
During vacation: 9 AM to 2 PM
On holidays: Generally remains closed
Layout: The library has comfortable seating arrangements for students and faculty with separate
space being provided for internet browsing, accessing e-resources and catalogue search.
4.2.3 How does the library ensure purchase and use of current titles, print and e journals and other
reading materials? Specify the amount spent on procuring new books, journals and e – resources
during the last four years
A) Purchase of current titles, print and e journals and other reading materials
L J has a tie up with “Unique Book Agency”. All the textbooks and reference books are
purchased from the above mentioned Agency.
The books other than textbooks & reference books are purchased from Delhi Book fair.
In case any faculty requires textbook which may not be mentioned in the syllabus, they have
to fill up a requisition form.
The same is signed by the Director & sent to the Trust Office.
The trust office then purchases the required books and sends them to the library.
In case of journals and magazines, publisher sends a reminder to the librarian for the renewal
of the same.
The librarian consults the faculties and decides whether the subscription of the respective
magazines/ journals should be renewed or not
Once it is decided to renew the subscription, the renewal forms are sent to the trust office.
The trust office sends a cheque to the librarian which is then sent to the publisher.
In case of newspapers, the vendor comes directly to the MBA office and presents the bill. The
Administration department checks the bill and makes the payment to the vendor directly
B ) The amount spent on procuring new books, journals and e – resources during the last four
years
2011 2012 2013 2014 2015
Library
holdings
Total
Cost (Rs)
Total
Cost (Rs)
Total
Cost (Rs)
Total
Cost (Rs)
Total
Cost
(Rs)
Text Books 1304644 155640 48424 18123 122187
Reference
Books 319719 980838
461170
479777 1484186
Journals /
Periodicals 111533 86163 57602 44297 35042
News Papers 7541 7622 9204 7754 17644
C) Use of books and other Reading Material
The institute reviews the usage of books, prints and other reading material bi-monthly. A report is made
in the following format:
Library Review for the Months of September & October 2015
1. Student Library Visit Register
SEPTEMBER OCTOBER
Average Visit: 77 78
Highest Visit: 200 (28/9/2015) 136 (29/10/2015)
Lowest Visit: 22 (04/9/2015) 34 (12/10/2015)
2. Photocopy Register
No photocopy
3. Inter-Library Register
New LJ College – issued and returned on the same day
4. Subscription Received Register (September & October)
SEPTEMBER
Journals: Indian Management, Pajnan, The Economist, Business India, Business World, Yojana,
HBR
Magazines: Capital Market, Down to Earth, Femina (H & E), HPH News, Human Capital, India
Today, Productivity News, The Teenager, Knowledge, Pratiyogita, Men’s Health, Filmfare, Lonely
Planet, Good Homes, Outlook, Frontline, Mainstream, Men’s Health, The Week, Time.
OCTOBER
Journals: Anvesha, Indian Journal of Human Development, Indian Journal of Industrial Relations,
Organizational Management, HBR
Magazines: Femina (H & E), Filmfare, Lonely Planet, Frontline, Mainstream, The Week, Time,
Capital Market, Down to Earth, HPH News, Human Capital, India Today, Lonely Planet.
5. Faculty Books Issue Register (September – October)
Faculty No. of Books issued
(September)
No. of Books issued
(October)
Dr. Neha Shah 3 -
Dr. Siddharth Das - 1
Dr. Sushant Nagpal 1 -
Prof. Mehul Yogi - 1
Prof. Kiran Khatri 2 -
Prof. Himani Sheth - 3
Dr. Anitha Sunil 1 -
Prof. Dhaval Mehta - 1
Dr. Bilva Desai 3 -
Prof. Neha Mehta 4 -
Prof. Sushma Jacob - 1
Prof. Indra Meghrajani 1 -
Prof. Raji Bhavsar 6 -
Prof. Nidhi Srivastava 1 -
Prof. Meetali Saxena 4 3
6. Faculty Subscription Issue Register
Prof. Rajani Shah – 4 (September)
Prof. Sushma Jacob - 4 (October)
Prof. Meetali Saxena - 2 (October)
Dr. Siddharth Das - 1 (October)
Dr. Sushant Naggpal - 1 (October)
4.2.4 Provide details on the ICT and other tools deployed to provide maximum access to the library
collection?
Electronic resource management package for e journals
The institute has subscribed to following journals:
American Marketing Association & American Accounting Association Online
American Economic Association
However, the current renewal of these journals is pending due to technical difficulties.
Federated searching tools to search articles in multiple data bases
There are no on-line databases subscribed at present
Library website
No separate website for the library. Library information is available on the institute’s website
In – house / remote access to e – publications
All 8 PCs have internet connection. Faculties and students can download the relevant
information as and when required.
List of recent e – publications
Business-Fundamentals - Global Text Project - http://cnx.org/content/col11227/1.4/
20 Ways to Improve Your Story - http://www.writefine.com
Accounting Principles –Team FME – management-ebooks.com, (free management e books)
Effective Communication - Team FME –management-ebooks.com, (free management e books)
Leadership theories - Team FME –management-ebooks.com, (free management e books)
Team building - Team FME –management-ebooks.com, (free management e books)
Understanding Emotional-Intelligence..- Team FME –management-ebooks.com,
(free management e books)
Mutual Funds-A-Guide-For- Investors.. U.S. Securities and Exchange Commission -Website:
www.investor.gov
Savings-Fitness-A-Guide-To Your financial future - http://www.free-ebooks.net/tos.html
Theory- of Business-Enterprise - http://www.Free-eBooks.net
Working-Capital- Management – Robert Alan Hill –e books at bookboon.com
How-to-write-an- Essay. – Alan Barker - e books at bookboon.com
I –Still-cant- Speak-English.- Jason West - e books at bookboon.com
English- out-there –ss1-beginner-level-1- e books at bookboon.com
English-Grammar- for Economics - Ellman Patricia - - e books at bookboon.com
Library automation
o Computers are used to automate the typical procedures of cataloguing and circulation, . The
institute’s library has a dedicated ERP system. Total number of computers for public access
o Total 10 computers are available out of which 8 are for public access and 2 for the library
management
Total number of printers for public access
o One printer and One scanner
Internet band width / speed - 2 mbps , 10 mbps, 1 gb ( GB )
o Yes, 2 Mbps
Institutional Repository
o Text books, reference books, Journals & Periodicals, Comprehensive Projects, Grand projects,
Global Country reports, Research papers, Research Articles
Content management system for e – learning
o There is a dedicated drive for e- resources. The same helps the students to upgrade and work
on their projects and assignments.
Participation in resource sharing networks / consortia ( Like Inflibnet )
o The institute uses INFLIBNET software for searching classification number of books
4.2.5 Provide details on the following items
Average number of walk – ins – 250 - 300
Average number of books issued / returned – 300
Ratio of library books to students enrolled : – 26:1
Average number of books added during last 3 years –6000
Average number of login to OPAC - 35
Average number of log in to e resources –52
Average number of e –resources downloaded / printed – 65
Number of information literacy trainings organized – LJ trust organizes a training programme
for all the librarians. Training is provided on library software upgradation, computer literacy,
journals to be purchased and other related information. ERP software training was organized
through SKYPE
Details of weeding out of books and other materials – Every year 5 % of books and other
materials in total are removed from the library due to damage.
4.2.6 Give details of the specialized services provided by the library
Manuscripts – Not Applicable in a professional course like MBA
Reference – Specialized dictionaries, Dictionaries focusing on particular subjects like Business,
Computers, Ecology, Law , Marketing, Psychology , Finance & Banking. Cambridge, Grammar,
French dictionaries. Encyclopedias, Atlases, Faculty research papers, Journal Bound volumes,
Periodicals and magazines, Year Books, Grand projects , Summer Internship projects, Global
country reports are available
Reprography – The library provides printing, photocopy & scanning facilities in its premises.
Cost per page for photocopy – 0.50 paise, printing cost per page – Rs 2, and scanning facility is
provided for free to the students
Download – All 8 PCs have internet connection. Faculties and students can download the relevant
information as and when required.
Printing – Printing facilities are provided to students on a chargeable basis
Reading list / Bibliography compilation – Library prepares a quarterly reading list where all new
arrivals or important books, important articles of certain magazines are mentioned. The same is
displayed every quarter
In house / remote access to e – resources –
o All 8 PCs have internet connection. Faculties and students can download the relevant
information as and when required.
User orientation and awareness – Proper assistance is provided to students for searching
books and other related data base. The ways to search the books are explained. Related
cupboards and shelves are shown. The procedure for issue and returns of books is explained
in detail. Rules and regulations regarding library discipline are displayed and the same is
explained personally as and when required
Assistance in searching data bases – Institute has not subscribed to any database.
INFLIBNET / IUC facilities – INFLIBNET is used for searching classification number of
books
4.2.7 Enumerate on the support provided by the library staff to the students and teachers of the
college
Proper assistance is provided for searching books and other related data
The ways to search the books are explained.
Related cupboards and shelves are shown.
The procedure for issue and returns of books is explained in detail.
Rules and regulations regarding library discipline are displayed to the students and the same
is explained personally as and when required
In case, a faculty wants a book which is not available at the library, he/she is provided a
requisition form to order that particular book and the same is ordered for the concerned
faculty after approval from the Director.
4.2.8 What are the special facilities offered by the library to the visually / physically challenged
persons? Give details. –
There has been no visually challenged student in the institute since its inception.
However, the physically challenged students are provided special seating arrangements, and
personalized assistance by the library staff in respect of all library services like book
issue/return, catalogue searching etc.
4.2.9 Does the library get the feedback from its users? If yes , how is it analyzed and used for
improving the library services. (What strategies are deployed by the library to collect feedback
from users? How is the feedback analyzed and used for further improvement of the library
services? )
The institute has a formal feedback system designed for its students. Feedback is taken from the students
in the classrooms at the end of each semester through feedback forms. The grey areas or inadequacies are
studied and improvements on the same are made after a thorough check is made in terms of a timeline for
the changes or improvement.
4.3 IT Infrastructure
4.3.1 Give details on the computing facility available (hardware and software) at the Institution:
Number of computers: 293
Configuration: Pentium 4, Core to Dual processors, upto 3 GB RAM and upto 500 GB hard disk.
Computer student ratio: 1:2
Standalone facility: YES
LAN facility: YES
Wifi facility: YES
Licensed software: YES
Number of nodes/ computers with Internet facility: All computers have Internet facility
4.3.2 Details of the computer and the internet facility made available to the faculty and students on
the campus and off-campus?
Dedicated computers are made available to every faculty with internet connection on the campus.
For students there are six computer labs with internet facility.
- No internet facility is available off campus.
4.3.3 What are the institutional plans and strategies for deploying and upgrading the IT
Infrastructure and associated facilities?
Since the Institute has the Intake of 360 students / year, keeping in view the requirement of IT skills for
prospective graduates, state of art computer labs are designed with latest configuration, the systems are
constantly upgraded in terms of hardware and software in order to be in tune with the changing times.
High end LCD projectors are installed with the computer systems in the classes to give enhanced learning
experience to the students.
The institute intends to increase the internet speed to facilitate better functioning for the students and the
faculty members.
4.3.4 Provide details on the provision made in the annual budget for procurement, upgradation,
deployment and maintenance of the computers and their accessories in the institution ( year wise
for last four years)
YEAR PROVISION IN BUDGET (Rupees)
2014-15 70,000
2013-14 8,00,000
2012-13
2011-12
40,00,000
4.3.5 How does the institute facilitate extensive use of ICT resources including development and use
of computer-aided teaching / learning material by its staff and students?
The institute procures the computer systems through the central purchase system by LJ Trust.
The institute identifies the requirement of the software based on the subjects, projects and
research work undertaken at the institute.
Students use e-resources for doing their assignments and projects.
Faculties also use these resources for their research work.
4.3.6 Elaborate giving suitable examples on how the learning activities and technologies deployed
(access to on-line teaching –resources, independent learning, ICT enabled classrooms/learning
spaces, etc.) by the institution place the student at the center of teaching – learning process and
render the role of facilitator for the teacher.
The list of software used:
M S Office 2007
Tally
SPSS
AMOS
SYSTAT
Java
Notepad ++
MS Visual studio 2010
Oracle 9 i
Tom Cat Apache
Deep Freeze
Symantec A/V
These software are used by the students in research projects during their two year MBA programme.
For e.g. the students have Comprehensive Projects, Summer Internship Project, Global Country
Report and subject project reports. Students are given assignments which require the software and
system use. Faculties are also using these facilities for their research work.
4.3.7 Does the Institution avail of the National Knowledge Network connectivity directly or through
the affiliating university? If so what are the services availed of?
No
4.4 Maintenance and Campus facilities
4.4.1 How does the Institution ensure optimal allocation and utilization of the available financial
resources for maintenance and upkeep for the following facilities (substantiate your statements by
providing details of budget allocated during last four years?)
a. Building
b. Furniture
c. Equipment
d. Computers
e. Vehicles
f. Any other
The Institution ensures that there is an optimal utilization of the available financial resources for
maintenance and upkeep of facilities like Building, Furniture and equipment etc. The provisions made in
the budget for the maintenance of different facilities are as follows:
Particulars 2014-15 (Amount
in Rs)
2013-14 (Amount
in Rs)
2012-13 (Amount
in Rs)
2011-12 (Amount
in Rs)
a. Building
b. Furniture
c. Equipment
d. Computers
e. Vehicles
f. Any other
70,00,000
55,00,000
70,00,000
30,00,000
4.4.2 What are the institutional mechanisms for maintenance and upkeep of the infrastructure,
facilities and equipment of the college?
For maintenance and upkeep of the infrastructure the Institute has appointed some personnel as
Maintenance officers.
The maintenance and upkeep of building is a centralized process through the Trust office. The
Administrative office of the Institute receives all queries regarding the maintenance and upkeep of the
equipment; the queries are instantly passed on to the central maintenance office. These queries are
recorded in a Query Register and respective personnel are notified. There are separate personnel
appointed for Infrastructure, Facilities and Equipment.
The personnel are required to respond to queries within 24 hours and prepare a report on the type of query
received and the response made.
4.4.3 How and with what frequency does the institute take up calibration and other precision
measures for the equipment/ instruments?
Not applicable
4.4.4 What are the major steps taken for location, upkeep and maintenance of sensitive equipment
(voltage fluctuations, constant supply of water etc.)?
Though the Institute is located well within the municipal limits, it is not covered by the local power
supplier that provides uninterrupted power in the city. Therefore to ensure uninterrupted supply of Power;
the Institute has installed two generators, 62 KVA and130 KVA. To solve the problem of voltage
fluctuation which affects the sensitive equipment’s like LCD projectors UPS has been installed in the computer labs.
Water supply: To ensure continuous supply of water the Institute has its own underground bore well, for
drinking water the Institute has water filters in its premises.
CRITERION - 5: STUDENT SUPPORT AND PROGRESSION
5.1 Student Mentoring and Support
5.1.1 Does institution publish its updated prospectus/handbook annually? If ‘yes’, what is the information provided to students through these documents and how does the institute ensure its
commitment and accountability?
Yes, the institution prepares its updated prospectus before the commencement of every academic year
providing information to students about location, contact details, courses, intake, timings, vision, mission,
Quality Policy, approval status, academic systems and processes, co-curricular and extra-curricular
activities, student welfare measures, placement activity, alumni, faculty details, faculty development
programme, research and extension activities, innovations and initiatives, fee structure, infrastructure
facilities, computer laboratories, library resources, sports facilities, medical and healthcare facilities,
conferencing facilities, canteen, Women Development Cell, Grievance Redressal mechanism, Feedback
Mechanism, institutional achievements etc. However, since admissions to all institutions offering
professional programmes in Gujarat state are finalized centrally, and online, by the Admission Committee
for Professional Courses (ACPC), the institutional information is published on the website of the ACPC
for benefit of prospective students. The information is also published on the website of the Directorate of
Technical Education, Govt. of Gujarat, on their website under the KYC (Know Your College) scheme.
The information is also published on the website of the institute.
The institution ensures its commitment and accountability to the information provided by seeing to it that
all infrastructure facilities are in place, that the allocation of responsibilities for academic, co-curricular
and extra-curricular activities is completed well in advance, that library and laboratory resources are duly
augmented, that the plans of all activities are reflected in the academic calendar prepared for distribution
to the new batch.
5.1.2 Specify the type, number and amount of institutional scholarships/freeships given to the
students during the last four years and whether the financial aid was available and disbursed on
time?
The institute is instrumental in supporting students for financial assistance in three ways:
One, the institute is an intermediary for the state government scholarships provided to students from SC,
ST, OBC and minority communities. These scholarships are channelized through the institution. The
institution creates awareness among students, facilitates and provides all administrative assistance to the
eligible students.
Two, many students take an education loan to finance the cost of education. The institute provides all
administrative support required by the banks to process the loans.
Three, LJ Kendra has supported needy but deserving students by providing fee concessions and/or by
giving an option of paying fees in easy installments and/or by providing infrastructural facility at
concession rate. Such students are identified from personal interactions with the Director/Dean or faculty
members. The case is then recommended to the trust. For example, Ankit Narsinghani (2011-13 Batch)
contacted the director to discuss his inability to pay fees due to untimely demise of his father, the case
was forwarded to the trust immediately. The trust facilitated him to pay fees in easy instalments and
waived his hostel accommodation fees.
The Lok Jagruti Kendra has mooted a scheme to provide full freeships to meritorious students from
economically weaker background with bright academic records - ‘Alp Sadhan Tejasvi Vidyarthi maate Protsahan Yojana’ by LJK is in the pipeline.
5.1.3 What percentage of students receive financial assistance from state government, central
government and other national agencies?
The following table provides details of the number students enrolled in different categories that receive
scholarship either from State government, Central government or other national agencies. Eligibility of
students for scholarship is evaluated after the application. Only the deserving students from economically
weaker backgrounds are awarded scholarship. The administrative assistance required to complete the
procedure is provided by the institute.
YEAR CATEGORY % OF STUDENTS
RECEIVING
SCHOLARSHIP
2012-13 SC
ST
SEBC
MINORITY (JAIN AND
MUSLIM)
11
NIL
12
1
2013-14 SC
ST
SEBC
MINORITY (JAIN AND
MUSLIM)
12
NIL
20
5
2014-15 SC
ST
SEBC
MINORITY (JAIN AND
MUSLIM)
12
1
17
10
MCA
YEAR
CATEGORY
% OF STUDENTS RECEIVING
SCHOLARSHIP
2012-
13
SC
ST
SEBC
MINORITY (JAIN AND MUSLIM
12
NIL
NIL
2013-
14
SC
ST
SEBC
MINORITY (JAIN AND MUSLIM
5
NIL
1
1
2014-
15
SC
ST
SEBC
MINORITY (JAIN AND MUSLIM
10
NIL
5
1
5.1.4 What are the specific support services/ facilities available for-
(a) Students from SC/ST, OBC and economically weaker sections?
A Special SC-ST Cell has been set up with students’ representative from the respective category along with members from the faculty, administrative staff and
civil society to address their special needs and grievances, if any.
Students are provided necessary counsellingsupport for obtaining financial assistance
from the State Government under the scholarship schemes for SC /ST/ OBC and
economically backward students.
Special bridge courses are offered to such students to bring them at par with other
students.
A provision has been made for issuing one extra book from the library to the students
belonging to SC/ST, OBC and economically weaker sections of the society.
(b) Students with physical disability?
Since its inception in 2001, the institute had only two students with physical disabilities so far.
Varun Desai (2008-10) - running his own flourishing business in Kheralu
town of North Gujarat.
Uday Kachhadia (2011-13) – gainfully employed in an organization at
Ankleshwar in South Gujarat
Creating awareness among the faculty about disability related issues and sensitizing them about
special needs of the disabled persons.
Providing barrier free environment.
Providing health and academic counseling.
Giving concessions in leave rules on health grounds.
(c) Overseas students
No overseas students have enrolled with the institute so far. Nevertheless the institute has a facilitating
mechanism in place in the form of the L. J. Centre of International Affairs which has been created with a
futuristic vision of creating an international presence.
(d) Students to participate in various competitions/ National and International?
The institute always motivates, promotes and supports students to participate in various academic/non-
academic competitions at national and international levels such as case study competitions, SIP report
presentations, co-curricular and extra-curricular activities at university level, inter college level and state
level.
The institute supports students participating in various competitions in the following ways:
Provides transportation facility
Hires experts to provide mentorship and training to prepare students for competitions e.g.
engaging choreographers for various forms of dancing.
Pays rent for costumes required for drama, dances or mime.
Makes necessary equipments, instruments and properties available for cultural activities, art
activities as well as sports.
Provides adequate academic and administrative compensation to students participating in various
events/competitions, e.g. submission deadlines are extended where necessary.
(e) Medical assistance to students: health center, health insurance etc.
There is a Health Centre in the institute for providing medical and health care services to
students, faculty and other staff. There is a qualified doctor to take care of the Health Centre. It
has all basic equipments and important medicines for providing first aid services. Services of the
Health Centre are available to students, faculties and the entire staff of other institutes on the
campus.
For diagnostic purposes the institute has a tie-up with a pathological laboratory at subsidized
rates.
Emergency cases are referred to hospitals with the help of the 108 services, with a staff member
who waits there till parents/relatives of the patient take charge of their ward.
(f) Organizing coaching classes for competitive exams
Generally the students pursuing MBA do not target competitive examinations. However, the institution
equips students for placement by training them for various companies as well as public sector banks for
their recruitment. The institution provides them training towards enhancing computing skills, quantitative
skills, English proficiency and General Knowledge which are useful in competitive examinations.
(g) Skill Development (spoken English, Computer literacy, etc.)
Diagnostic tests are conducted for the students to identify their proficiency level in the English
language. This test is conducted within a month of their joining the institute so as to identify areas
where the students would need extra inputs to improve their skills. Then specially designed
training programmes are conducted to improve their communication skills.
Classes are conducted to impart basic computer knowledge to students. The exercise is
conducted under a well designed programme called ‘Executive Personality Development Programme’ (EPDP) which covers communication skill, interview skill, resume writing,
grooming, mock interviews, and group discussions. The programme is useful in developing the
overall personality of students and enhancing their soft skills.
(h) Support for ‘slow learners’
Continuous student monitoring, counsellingwith the mentor and conducting diagnostics tests play a very
crucial part in identifying the slow learners. Besides EPDP and ‘English Language Learning’ programmes, remedial classes and extra tutorials are conducted for slow learners to enable them to
overcome their limitations. The focus is on improving the respective subject knowledge, personality
development, personal grooming, communication skills etc.
(i) Exposures of students to other institutions of higher learning/corporate/business house etc.
The institute has put in place the following systems/channels to provide the students exposure to
industries/corporate houses/institutions of higher learning:
EXPLORE (Excellence in Practical Learning Over Real Encounter): Under this industrial visits
are conducted to expose students to the dynamics of the corporate world, making them
understand various business processes through direct interaction with personnel in the Industry.
Students visit various manufacturing firms in groups of fifteen along with a faculty. Visits at
different industries ranging from small industrial units at GIDC to large corporate houses like
Adani port, Coca Cola, Mother Dairy etc. have been arranged during the last few years. Now, the
institute is focusing on Small and Medium Scale industries, where students are able to interact
directly with the owner. They learn production process, quality control, time management, supply
chain and distribution etc.
Summer Internship Programme (SIP): Summer Internship is a part of university curriculum. It
is mandatory for each student to undergo an internship of 6 to 8 weeks at the end of the first year.
Placement for the internship is done through the campus. This activity provides students an
opportunity to work directly with the corporate and gives them an exposure to real time corporate
world. They also get an idea of their own strengths and weaknesses to work with corporate and
can focus on developing their personal capabilities.
Prashikshan – the Managerial Skills Development Programme: The best way to gain good
quality learning is to align with the corporate world through a job-training programme. This
programme aims at providing the students with the opportunity of consolidating and applying
theory through field experience. A part time role for a short duration of one to two weeks helps
them to build confidence and make useful employer contacts which may even lead to a permanent
job placement.
Vikalp - The Case Study Forum: This involves visits to identified industries, data collection,
data analysis and case writing by students of the first year divided in groups of 12 to 15 each
under the guidance of a faculty member. This activity develops students’ insight and understanding of the functioning in the corporate world.
Students are exposed to various institutions of higher learning mainly through participation in
various academic, co-curricular and extra-curricular programmes and competitions. They become
familiar with different institutional cultures and also get an opportunity to mingle with their peers
from other institutions.
The students get a firsthand exposure to the expertise available in other institutions of higher
learning as well industries in various programmes organized by the institute where eminent
experts are invited. Programmes such as MAX, FINEX, HRX, CRADLE, and Expert Lecture
Series are conducted where faculties from institutions such as IIM-A, EDI and MICA are invited.
(j) Publication of student magazine
‘KSHITIJ’ is the wall magazine of students of LJMBA. A notice board is allotted for the magazine. A
committee of students under the guidance of faculty work towards publishing an issue monthly. In a year
about 6-7 issues are displayed. Contributions are invited from students. Students come up with a variety
of contributions in the form of an essay, assembly of news, poems, paintings, photographs, cartoons,
sketches etc. The team of faculty and students filter the best and the relevant contributions for the display.
Each issue can display about 10 to 15 contributions in the allotted space.
5.1.5 Describe the efforts made by the institution to facilitate entrepreneurial skills, among the
students and the impact of the efforts
Teaching a Course of Entrepreneurship
The institute offers an elective course in Entrepreneurial Development, designed by the University. The
course is a blend of theoretical and practical aspects. The institute has designed its own delivery strategy
under which students are asked to identify a prospective area to carry out business and they are guided to
prepare a business plan for the same. Students have to undertake a market survey as well as prepare
financial projections. More than 500 students have opted for this course in last three years
Students are also encouraged to take up preparing a business plan for their Comprehensive Project.
Promoting Entrepreneurship among Students
Every year the institute organizes Archetype, the Management Model Competition which is compulsory
for all students of the first year. In this competition, students in a group of 6 to 7 are guided by the faculty
and supported by the institution to prepare a business plan and a prototype. They are required to present
their business plan before all students and the faculty. Evaluation is done by experts from industries.
Guest Lectures
The institute has initiated a guest lecture series under a programme named CRADLE (Capacity
Recognition And Development Lessons in Entrepreneurship) with the primary objective of inculcating
entrepreneurial spirit among students. Under this series, successful first generation entrepreneurs are
invited to share their experiences with students. This unique initiative of the institute has achieved
“Pedagogical Innovation Award 2013” by the Gujarat Technological University.
The Business Incubator
In order to boost the entrepreneurial spirit among the students, Lok Jagruti Kendra (LJK) has set up
“ANTRAPRENEUR - the Business Incubator” for translating entrepreneurial ideas into reality. Its Chief
Operating Officer ( COO) is Dr. Abhijeet Singh- a faculty of LJIMS. The setting up of the business
incubator is a part of LJK’s vision to attain excellence in imparting quality education. The mission of
ANTRAPRENEUR is to develop institutional support mechanism for prospective entrepreneurs so as to
foster the growth of entrepreneurship amongst the students, faculty and the society at large as well as to
promote entrepreneurship and self-employment amongst students as an attractive and viable career
option. ANTRAPRENEUR began with a start-up week from 23rd
to 29th September 2013 with the aim to
help students to set up their business venture. The event witnessed more than 10,000 students from across
LJ campus being sensitized, 463 business ideas generated, 20 best ideas filtered by the judges that were
sent to Antrapreneur for incubation. At present there are 9 projects under incubation.
Impact of the efforts:
Due to constant exposure to activities mentioned above and the overall environment conducive to growth
of entrepreneurship, many students of MBA have chosen to start their business venture.
5.1.6 Enumerate the policies and strategies of the institution which promote participation of
students in extracurricular and co-curricular activities such as sports, games, quiz competitions,
debate and discussions, cultural activities etc.
(a) Policies:
To organize co-curricular and extra-curricular activities for ensuring the overall development of
students during an academic year.
To involve all faculty members and students, in a systematic way, in planning and organization of
all activities.
To encourage students to participate in youth festival and sports meet organized by the university
as well as cultural festivals/technical events and other academic programmes organized by other
B Schools of the country.
To provide incentives, relaxations and support to students for participation as well to give special
awards to those who excel at the University/inter-university/national level.
To provide academic support by organizing special sessions for students who may have missed
their studies due to participation in activities at the university/inter-university level.
(b) Strategies:
All activities, as planned by the institution in its academic calendar, are organized and
coordinated by faculty members with active involvement of students.
In the beginning of the year various activities are allocated to different faculty coordinators (and
the team) and they are required to prepare and submit respective activity plans along with the
probable dates to the Director.
The plans are further coordinated by a senior faculty who later prepares the institutional calendar.
Faculty coordinators of activities make different committees of students. Students are encouraged
to plan and organize activities.
After the completion of each activity/event, the faculty coordinators have to submit a report
which is uploaded on the institute website.
Some activities are class-specific, others are specialization-specific and still others are general. So
they are conducted accordingly, and with active involvement of student coordinators which
ensures wider participation.
5.1.7 Enumerate on the support and guidance provided to the students in preparing for the
competitive exams, give details on the number of students appeared and qualified in various
competitive exams such as UGC-CSIR-NET, UGC-NET, SLET,
ATE/CAT/GRE/TOFFEL/GMAT/Central/ State services, Defense, Civil Services, etc.
L. J. Institute of Management Studies offers a PG programme in management. It is a professional course.
Students opting for this course are enrolled with the aim of having a career in the corporate world, so they
do not target other competitive examinations.
5.1.8 What type of counselling services are made available to the students (academic, personal,
career, psycho-social etc.)
Section Head Mechanism and Counselling: Student counselling is done at several levels. In
order to provide counselling and mentoring by maintaining one-to-one interaction with students,
the institute has designed a unique Section Head mechanism wherein each senior faculty member
is assigned one class of 60 students. The Section Head is a contact point for students who
regularly interacts with the students. They provide personal and academic counselling, monitor
attendance, overall progress, and help them overcome challenges (if any).
Career Counselling: Students are given career counselling in various ways.
It starts with the induction of first year students where diagnostic test and mock interviews
are conducted to determine their IQ, communication skills, group discussion, resume
building, interview skill and other soft skills. Based on the findings of the test and the mock
interviews, students are groomed likewise.
Students are counselled for the Summer Internship Project (SIP) at the end of their first year.
This is their first corporate immersion experience. They are oriented about corporate
professionalism, etiquettes, punctuality and ethics. Their interest and aptitude for the subject
is checked and accordingly they are counselled to opt for a particular specialization.
For the final placement, the Placement Team conducts mock interviews (video recorded) at
the beginning of the third semester and guides students about relevant job profiles and career
options. The alumni also actively participate in counseling students about the market
scenario. Placement Team also trains the students in resume writing, facing interviews,
making presentation, selection of industry and salary negotiation.
5.1.9 Does the institution have a structured mechanism for career guidance and placement of its
students? If ‘yes’, detail on the services provided to help students identify job opportunities and
prepare themselves for interview and the percentage of students selected during campus interviews
by different employers (list the employers and the programmes)
Yes, the career guidance and placement service to the students are provided by the placement team in two
stages, one during Summer Internship Programme and second during Final Placement.
Summer Internship
Student counselling focuses on two aspects first, training students for soft skills and second, guiding them
for undergoing internship. For the first, various diagnostic exercises are conducted during the first
semester such as aptitude test, pros test, group discussion, micro presentations and mock interviews in
order to identify areas of weakness. Students are given training for communication skills, GDs and
interview skills during 2nd
semester.
Student orientation sessions for summer internship begin during the 2nd
semester. Students are introduced
to various possible specializations in the initial sessions. The subject faculty gives them an outline of the
subject. These orientation sessions focus on skills required and possible job profiles. In addition,
experienced professionals from corporate are also invited to interact with students.
There is a summer internship placement team comprising of faculty and students who coordinate with
companies for placement and also finds summer placement opportunities for students.
The institute has a structured mechanism for auditing performance of students during their summer
internship. Faculties are allocated different companies for visit. During the visit, faculty interacts with the
company guide for student’s performance.
Final Placement
The institute has a well-established placement cell working to provide services to help students identify
job opportunities. The cell works at two fronts- first, strengthening performance of candidates and second,
as platform for promoting corporate and student interaction. Following are major services provided by the
cell
a) Mock interviews: A mock interview is conducted for all the students where they are assessed on
various parameters like dressing, etiquette, presentation, confidence level and assertiveness.
b) Resume building exercises: Special workshops are conducted with the students to teach them
effective resume writing. They are taught to design their resume as per the job description of the
company and how to highlight their positive points in order to create a positive impression
through the resume.
c) Executive Personality Development Programme: It is a semester long programme where students
are prepared in the following areas:
a. Personality Analysis: As a part of the EPDP, all students are subjected to personality
questionnaires to understand their personality traits and their mindset for the career
they aspire to make. The personality questionnaires used are:
a. Left Brain and Right Brain type.
b. MBTI – Myer Briggs type personality indicators.
c. Type of ego states – Transactional analysis.
d. Locus of control.
Once the student undertakes the questionnaire, he/she is oriented on choosing a career that suits
his/her personality.
d) Immersion: Based on the current scenario and industry trends, the institute decided to focus on
the training and development of its students. The programme was initiated in 2013-14 with an
objective to train students in communication skills, facing interviews, confidence building,
subject content, etc. The programme was scheduled for 7 days, each day focusing on
development of various skills. Approximately 230 students participated and benefited from the
immersion programme. Faculty shared their expertise in this programme through various practical
exercises.
These activities were conducted on individual and basis. The students are rated by expert faculties on
scale of 1 to 10 on the basis of their performance wherein 1-3 = Excellent Performance, 4-6 = Average
Performance / Needs Improvement and 7-10 = Poor Performance / Full Intervention. This activity was
conducted with the help of Professors listed below.
Date Programme / Activity
26/2/2014 Presentation on random topics
28/2/2014 Presentation on self with Question & Answer.
1/3/2014 Speech on “Turning point of my life”
3/3/2014 Role Play
4/3/2014 Comprehension writing
5/3/2014 Group Discussion
6/3/2014 Mock Interview
Sr. no. Name of the Professor
e) P
r
e
p
a
r
i
ng
SStudents are also given specific specialized training as per the requirement of company. For
example following training programmes were organized to suit specific requirements of the
company:
TCS – Aptitude, Soft skills, General Awareness
XL Dynamics- Aptitude, Soft skills, General Awareness
SNL Financial – Basic Computer, Soft skills
Vodafone – Students had to visit store to experience live work environment, and also they had to
give presentation on the same.
Woodland - Students had to visit store to experience live work environment, and also they had to
give presentation on the same.
VIP – General Awareness and Accounting.
Following table provides statistical analysis of placement achievement of last four years.
Year No. Of students
needing
placement
No. of students
opted for self
placement
No of
students
placed in
private
sector
No. Of students
placed in Govt.
Sector
% of
placement
achieved
2014-2015 281 19 229 10 85
2013-2014 264 36 219 5 85
2012-2013 262 38 202 8 80
2011-2012 260 40 202 3 79
5.1.10 Does the institution have a student grievance redressal cell? If ‘yes’, list (if any) the grievances reported and redressed during the last four years.
Yes, the institution has a properly constituted Grievance Redressal Cell (GRC) addressing the grievances
of both students as well as staff. The institute conducts the process of handling the grievances in a fair
1 Dr. Siddarth Singh Bist
2 Dr. Abhinava Singh
3 Dr. Anitha Sunil
4 Dr. Manisha Jalla Dhar
5 Prof. Sushma Jacob
6 Prof. Raji Bhavsar
7 Prof. Kiran Khatri
8 Prof. Himani Sheth
9 Prof. Nidhi Srivastava
10 Prof. Dhrupa Trivedi
11 Prof. Ramzan Sama
manner by ensuring that the grievances are handled with transparency and consistency. However,
grievances redressal mechanism for students operates at two levels: (a) at the level of Section Head, and
(b), through the Grievance Redressal Cell. The institute proactively takes care to see that students face no
problems. So students have very few grievances to report to the GRC. Few grievances got reported during
the last four years, and they were resolved promptly. An indicative list of grievances reported and
redressed during the last four years is as follows:
Sr.
No
Grievance Date and Time of
Reporting
Date on which Issue
was resolved
1 The LCD in room no 302, Section-A Sem-1
is not functioning
15th September 2013
2.00pm
17th September 2013
2 Complaints were received about cases of
theft in the class room
CCTV camera are installed in all class
rooms
September 2013 November 2013
3 Students complained about unavailability of
textbooks during exam time.
More Text books were made available in
the library. Each student is issued two
textbooks at the beginning of the semester,
which he/she can keep for the entire
semester.
April 2013 August 2013
4 Theft of Laptop from rack placed outside
the library
3rd
Sept 2014 10th Sept
5 Poor cleanliness in wash rooms
Immediately contractor was summoned and
more frequent rounds of cleaning wash
rooms was ensured
December 2014 December 2014
5.1.11 What are the institutional provisions for resolving issues pertaining to sexual harassment?
The Institute established a Collegiate Women’s Development Cell (CWDC) in 2008 for (i) creating awareness and (ii) for resolving problems of women. The members of CWDC go to each
class to explain the objectives, activities and names of representatives of CWDC. Names and
contact details of the faculty-in-charge are displayed on the notice boards. The CWDC conducts
various activities every year in the direction of awareness creation that includes guest lectures and
workshops.
Due to the overall environment on the campus and the proactive approach of the management no
incident of sexual harassment has occurred in the institute so far. However, the institute has put in
place a strategy to deal with incidents of sexual harassment as and when reported: the CWDC
team would investigate the case, verify the facts and take necessary actions against the culprit
depending on the magnitude of the problem. The institute has installed CCTV cameras at various
places in the campus and activities on the campus are constantly monitored that helps to avoid
any untoward incident.
LJ has nurtured the rich tradition of ensuring discipline on the campus right from the date of
commencement of the institute. There is policy of zero tolerance to indiscipline and this tradition
has helped making the LJ campus a ‘Safe Campus’.
5.1.12 Is there an anti-ragging committee? How many instances (if any) have been reported
during the last four years and what actions have been taken on these?
Yes, there is an Anti-ragging Committee, centrally operated for the campus, with representatives drawn
from all institutes. However, not a single case of ragging of any type has taken place since the inception
of any of the institutes.
5.1.13 Enumerate the welfare schemes made available to students by the institution.
The institute undertakes various welfare programmes for students:
Students are issued text books of two subjects from the library for the entire semester. This is
over and above the books that students can borrow from the library.
The institute has a health center attended by a qualified doctor. It provides all first-aids and basic
medicines to students.
The institute supports the students participating and winning in state/national level sports events.
5.1.14 Does the institution have a registered Alumni Association? If ‘yes’, what are its activities and major contribution for institutional, academic and infrastructure development?
Yes, the institute has an Alumni Association, “Antarang”, which was established in 2008. Its registration
is under process.
The notable activities/contribution of the Alumni is as follows:
Getting approvals for industrial visits to;
Generating effective leads for Summer as well as Final Placements;
Interacting with students for career guidance and sharing corporate experiences
Giving services as mentors or judges in various students’ projects like the management model competition etc;
Participating as resource persons in various pre-placements training programmes including mock
interviews and Executive Personality Development Programme;
Helping the institute conduct internal viva for the Comprehensive Project and the Global Country
Study Report project;
Organizing an alumni meet every year as a part of the annual event of the institution
Publishing ‘Antarang’ and circulating it to all alumni.
The matter of contribution to the infrastructure development of the institute is under active
consideration of the alumni.
5.2 Student Progression
5.2.1 Provide the percentage of students progressing to higher education or employment (for the
last four batches) highlight the trends observed
As the institute is conducting professional higher education programme of postgraduate level, the students
pursuing MBA/MCA generally target employment or self-employment rather than further higher
education.
MBA
Year No. Of students
need placement
No. of students
opted for self
placement
No of
students
placed in
private
sector
No. Of students
placed in Govt.
Sector
% of
placement
achieved
2014-2015 281 19 229 10 85
2013-2014 264 36 219 5 85
2012-2013 262 38 202 8 80
2011-2012 260 40 202 3 79
MCA
Year No. of students
needing
placement
No. of students
opted for self
placement
No of
students
placed in
private
sector
No. Of students
placed in Govt.
Sector
% of
placement
achieved
2014-2015 32 5 13 Nil 40
2013-2014 31 10 13 Nil 43
2012-2013 32 11 14 Nil 41
2011-2012 20 5 7 Nil 32
5.2.2 Provide details of the programme wise pass percentage and completion rate for the last four
years (cohort wise/batch wise as stipulated by the university)? Furnish programme-wise details on
comparison with that of the previous performance of the same institution and that of the colleges of
the affiliating university within the city / district.
Following table provides batch wise results of students for each semester and a comparison with
university results.
Batch 2010-12
Semester Name of Institute Total Students
Appeared Pass Fail Percentage
Passing %
of Uni.
I
LJIMS 120 64 56 53.33
LJIMS Second
Shift 117 42 75 35.90
II
LJIMS 117 82 35 70.09
60.97 LJIMS Second
Shift 115 56 59 48.70
III LJIMS 116 59 57 50.86
57.30
LJIMS Second
Shift 114 60 54 52.63
IV LJIMS 117 79 38 67.52
65.22
LJIMS Second
Shift 113 75 38 66.37
Batch 2011-13
Semester Name of Institute Total Students
Appeared Pass Fail Percentage
Passing %
of Uni.
I
LJIMS 177 74 103 41.80
39.79 LJIMS Second
Shift 111 63 48 56.68
II
LJIMS 177 44 133 24.86
32.87 LJIMS Second
Shift 113 33 80 29.2
III
LJIMS 166 95 71 57.23
54.47 LJIMS Second
Shift 115 53 62 46.09
IV
LJIMS 166 114 52 68.67
58.64 LJIMS Second
Shift 110 69 41 62.73
Batch 2012-14
Semester Name of Institute Total Students
Appeared Pass Fail Percentage
Passing %
of Uni.
I
LJIMS 177 47 130 26.55
27.21 LJIMS Second
Shift 119 39 80 32.77
II
LJIMS 173 34 139 19.65
24.01 LJIMS Second
Shift 113 25 88 22.12
III
LJIMS 172 86 86 50 49.53
LJIMS Second
Shift 111 53 58 47.75
IV
LJIMS 169 106 63 62.72
62.17 LJIMS Second
Shift 111 63 48 56.76
Batch 2013-15
Semester Name of Institute Total Students
Appeared Pass Fail Percentage
Passing %
of Uni.
I LJIMS 179 57 122 31.84 26.57
LJIMS Second
Shift 119 31 88 26.05
II LJIMS 171 44 127 25.73 34.72
LJIMS Second
Shift 113 44 69 38.93
III LJIMS 163 80 83 49.08 61.46
LJIMS Second
Shift 107 48 59 44.86
IV LJIMS 161 99 62 61.49 72.69
LJIMS Second
Shift 101 56 45 55.45
5.2.3 How does the institution facilitate student progression to higher level of education and/ or
towards employment?
The institution has taken various initiatives and created mechanisms to facilitate student progression
towards employment or self-employment. There is an Industry Interaction and Placement Cell (IIPC),
and a separate dedicated Placement Cell for LJMBA to plan and execute pre-placement and placement
services and provide all necessary support to students. Various programmes are conducted in a planned
way to ensure students’ effective progression to their desired goal. Mock Interviews are conducted at the beginning of semester -1 to identify strengths, weaknesses
and the skills of students,. This one-to- one interaction helps the institute understand students’ aptitude and suitability for specific profiles. Then training programmes in respective areas are
designed and conducted for students.
Executive Personality Development Programme (EPDP): It is a semester long programme
focused at personality development of students. It begins with personality analysis to understand
their personality traits as explained in 5.1.9.
On the basis of the analysis of the test, students are oriented regarding their personality and
guided towards choosing the possible career option.
Resume preparation: Special workshops are conducted with the students to teach them effective
resume writing. They were taught how to design their resume as per the job description of the
company and how to highlight their positive points.
Students are provided exposure to professionals, invited under MAX, FINEX and HRX, from
the corporate world who share their experience with students. This motivates and helps them in
improving their performance.
The institute organizes Industrial Visits to give students practical exposure of corporate work
culture that helps to motivate and help students shape their future goals.
VIKALP – The case study forum: This involves visits to identified industries, data collection,
data analysis and case writing by students of the first year divided in groups of 12 to 15 each
under the guidance of a faculty member. This activity develops students’ insight into and understanding of the functioning of the corporate world.
Archetype: Every year the institute organizes, Archetype, the Management Model Competition
which is compulsory for all students of the first year. In this competition, students are
encouraged, guided and supported by the institution to prepare a business plan.
Prashikshan: Prashikshan-The Managerial Skills Development Programme is envisaged to
impart both theoretical and practical knowledge to the students to make them confident and
effective managers in the future. This is a job-training programme, which provides a platform to
students taking up a short time assignment.
CRADLE: (Capacity Recognition And Development Lessons in Entrepreneurship) As a part of
our strategy to promote Entrepreneurship skills amongst students, LJMBA has created CRADLE,
under which successful entrepreneurs are invited to share their experiences and interact with
students and faculty members.
Antrapreneur: The Business Incubator : The mission of ANTRAPRENEUR is to develop
institutional support mechanism for prospective entrepreneurs so as to foster the growth of
entrepreneurship amongst the students, faculty and the society at large as well as to promote
entrepreneurship and self-employment amongst students as an attractive and viable career option.
5.2.4 Enumerate the special support provided to students who are at risk of failure and
drop out?
Academically weak students are identified in the process of continuous evaluation.
Faculty members conduct remedial classes for their respective subjects as and when required.
These classes are additional inputs including subject revision for the academically weak students.
Faculty members and/or the dean boost morale of weak students by giving counselling with the
main objective to help them cope up with their studies. On several occasions the parents are also
called in to understand various aspects that affect students’ performance in order to boost improvement.
Students failing in internal evaluation are offered remedial exams so as to help them to improve
their score as required by the university.
A special study material is created for students who are weak and need academic support.
5.3 Student Participation and Activities
5.3.1 List the range of sports, games, cultural and other extracurricular activities available to
students. Provide details of participation and programme calendar.
Students are offered a wide range of co-curricular and extra-curricular activities to participate. They get
opportunities to participate in various events at university/inter-institute events as well as internal events.
Following is the list of sports, cultural, extra-curricular and co-curricular activities available to students:
Sports Cultural Co-Curricular/Extra-
Curricular
Cricket Drama Quiz
Volley ball Dance Ad making
Basket Ball Garba Night Poster making
Table Tennis Music Elocution
Chess Mimicry Debate (VIMARSH)
Mime Film viewing and reviewing
(XCEL)
Rangoli Seminars (including MAX,
FINEX, HRX, CRADLE)
Poster Making Case Study discussion
(VIKALP)
Collage Workshops
Cartooning Industrial visits
Fashion Show Theme based celebration of
days
Wall paper magazine
Social work
National Seminar on
Entrepreneurship
National Day Celebration at
GTU
For sports and cultural activities, the institute organizes two annual festivals- Khel Sangram for sports and
Adventure for cultural activities. The co-curricular and extra-curricular activities are carried out
throughout the year. There is a separate time slot allotted for these activities thrice a week.
Following table provides details Of Student Participation during last four years in various activities:
Cultural Activities:
External Activity Internal activity No of students
participated
Year
Teachers day
celebration
All students Sept. 2011
Fresher’s party All Students Sept. 2011
GTU Youth Festival 52 LJIMS Students in
competition ,50
Students in
Organisaiton
Oct. 2011
LJ no Sanedo Garba
Night
More than 100 students
have participated
Oct. 2011
Kite flying
competition
More than 50 students
have participated
Jan. 2012
Days celebration All students have
participated
Feb. 2012
Adventure Singing 13 students March 2012
Adventure solo dance 12 Students March 2012
Adventure Group
dance
80 Students March 2012
Management games 60 students March 2012
Rock concert 15 students March 2012
Alumni meet 35 students in
organisation
March 2012
Farewell Party All students March 2012
Cultural Festival at
B.K
10 students Feb 2012
Cultural festival at
SLIMS
8 students Feb 2012
Aagman All students Aug 2012
Teachers day All students Sept ,2012
Freshers Party All students Sept ,2012
GTU Youth Festival 49 Students from
LJIMS, 30 students in
Organization
Oct,2012
LJ No Sanedo Garba
Night
More than 200 students Oct 2012
Days celebration All students Jan,2013
Adventure Dancing 85 Students march,2013
Adventure Fashion
show &Management
Games
100 students March 2013
International Visit To
Malaysia
34 Students March 2013
Farewell Party All students March,2013
Aagman All students 11 Aug,2014
Independence Day All Students 15 Aug,2014
Teachers Day All Students 5 Sept,2014
GTU Youth Festival 45 Students 18 Sept to 20
Sept,2014
LJ no Sanedo- Garba
Night
More than 150 Students 26,27 Sept 2014
Fresher’s Party All Students 23 Sept,2014
Sports Activity
External Internal Participation of
students
Month and Year
Khel Sangram Sports
week
208 Jan,2011
GTU Cricket
Tournament
15 Jan ,2011
GTU valley ball
Tournament
15 Jan,2011
Khel Sangram Sports
week
260 Feb,2012
GTU Cricket
Tournament
15 Jan ,2012
GTU valley ball
Tournament
15 Jan,2012
Gujarat Cricket 15 FEB ,2012
Championship By
PDPU
Khel Sangram 280 Jan,2013
LJ Cup 50 Feb,2013
GTU Cricket
Tournament
15 Jan ,2013
GTU valley ball
Tournament
15 Jan,2013
Gujarat Cricket
Championship By
PDPU
15 FEB ,2013
Khel Sangram 280 Jan,2014
LJ Cup 50 Feb,2014
GTU Cricket
Tournament
15 Jan ,2014
GTU valley ball
Tournament
15 Jan,2014
Management Activities
External Internal Participation Of
students
Month, Year
Seminar 100 March,2011
Archetype All First year Students Feb,2011
Envisage All First year students Feb,2011
Participated at
Ganapat University in
business Plan
8
March 2011
Participated at Changa
Institute For
Management activities
10 March,2011
MAX 107 Sept,2012
FINEX 200 Sept,2012
VIKALP All Students Throughout the year
VIMARSH All Students Throughout the year
XCEL All Students Throughout the year
Mindstein All Students Throughout the year
CRADLE –Interactive
sessions
All Students Throughout the year
Start up week All Final year Students Sept,2012
Participated at
Ganapat Unversity
For Summer project
presentation
10 Oct,2012
Archetype All First year Students Feb,2012
Envisage All First year students Feb,2012
Participated at
Ganapat University in
business Plan
8
March 2012
Participated at Changa 10 March,2012
Institute For
Management activities
MAX 107 Sept,2013
FINEX 200 Sept,2013
VIKALP All Students Throughout the year
VIMARSH All Students Throughout the year
XCEL All Students Throughout the year
Mindstein All Students Throughout the year
CRADLE –Interactive
sessions
All Students Throughout the year
LJK Start up week All Final year Students Sept,2013
Participated at
Ganapat Unversity
For Summer project
presentation
10 Oct,2013
Archetype All First year Students Feb,2013
Envisage All First year students Feb,2013
Participated at
Ganapat University in
business Plan
8
March 2013
Participated at Changa
Institute For
Management activities
10 March,2013
MAX 107 Sept,2013
FINEX 200 Sept,2013
VIKALP All Students Throughout the year
VIMARSH All Students Throughout the year
XCEL All Students Throughout the year
Mindstein All Students Throughout the year
CRADLE –Interactive
sessions
All Students Throughout the year
Participated at
Ganapat Unversity
For Summer project
presentation
8 Oct,2014
Archetype-Business
Model Development
All First Year Students Sept,2014
Following is the calendar for Adventure 2014, showing details of activities that were organized in this
programme.
Samarth a Cause 1st Mar 2014 9:00 Onwards
Box Cricket 1st Mar 12:00 Onwards
Cultural Festival 1st Mar 5:30 Onwards
Ahmedabad Hunt 2nd Mar 9:30 Onwards
Box Cricket 2nd Mar 12:00 Onwards
Mindstein 2nd Mar 1:00 Onwards
Ad Mania 2nd Mar 3:30 Onwards
One minute Game 2nd Mar 1:00 Onwards
LAN Games 2nd Mar 9:30 Onwards
Cultural Festival 2nd Mar 5:30 Onwards
Business Baazigar 3rd Mar 9:30 Onwards
Fun Mania 3rd Mar 10:30 Onwards
LAN Games 3rd Mar 9:30 Onwards
Box Cricket 3rd Mar 12:00 Onwards
Prize Distribution 3rd Mar 4:30 Onwards
Alumni Meet 3rd Mar 6:30 onwards
Students Activity Calendar for the Year 2014-15:
Co curricular Activity Extra Curricular Activity Dates
Aagman 2014,Induction
Programme
11/08/14
Independence day celebration 15/08/14
Teachers Day Celebration 5/09/14
CRADLE Session 11/09/14
GTU Youth Festival 18/09/14 to 20/09/14
Archetype –Business model
Presentation
22/09/14 and 23/09/14
Fresher’s Party 23/09/14
‘LJ no Sanedo’ Navaratri celebration
26/09/14 and 27/09/14
VIKALP –case study
Discussion
29/09/14 and 30/09/14
VIMARSH 8/10/14 and 9/10/14
Xcel -1 10/10/14
Mind stein 13/10/14 and 14/10/14
KSHITIJ -Inauguration of
wall magazine
16/10/14
Expert Lecture 20/10/14
Inauguration of Pardesh
gallery
21/10/14
Reincarnation 22/10/14
Alumni meeting 13/01/15
VIKALP Visits 10/01/15 to 24/01/15
Khel Sangram 19/01/15 to 24/01/15
Theatre Work Shop 27/01/15 to 31/01/15
FINEX/MAX/HRX 1/02/15 to 7/02/15
VIMARSH 9/02/15
Mindstein 10/02/15
VIKALP Case writing
workshops
18/02/15 and 19/02/15
Days celebration 18/02/15 and 19/02/15
Envisage 18/02/15
Adventure day 1 and day 2 20/02/15 and 21/02/15
CEO Series 1st week of March
Guest lecture on women
empowerment
5/03/15
Campus walk –CWDC
Activity
7/03/15
Cultural Activities (MCA)
External
Activity Internal activity No of students participated Year
Blood Donation 7 2015
Enthusia -2015- Dance 2 2015
Enthusia-2015- Fashion
Show 3 2015
Dayspring 2015 15 2015
Dayspring 2014 10 2014
Picnic 20 2013
Enthusia-2012 18 2012
CHESS 5 2015
100 METER RUNNING 11 2015
XITIJ- 2015-
CRICKET 16 2015
XITIJ- 2015-
BOXING 1 2015
XITIJ- 2015-
SWIMMING 1 2015
XITIJ- 2014-
CRICKET 16 2014
XITIJ- 2014-
CHESS 2 2014
XITIJ- 2014-
FOOTBALL 16 2014
SPIRIT-2013-
ATHLETICS 1 2013
SPIRIT-2013-
CRICKET 16 2013
SPIRIT-2012-
BADMINTON 5 2012
5.3.2 Furnish the details of major student achievements in co-curricular, extracurricular and
cultural activities at different levels: University/ State/ Zonal/ National/ International etc. for the
previous four years.
Students participate in various events taking place across the university and have won many prizes also.
Following is the list of Winners of Youth festivals in different categories zonal and Inter zonal:
Name of Student Activity Year
Ishan Surani and Group Second Prize in Mime at GTU
Youth Festival
2011
Rutvik Karnik Second Prize Solo singing
western song at GTU Youth
Festival
2011
Rutvik and group First prize for Group singing
at GTU Youth Festival
2012
Ishan Surani and Group First Prize in Mime At GTU
Youth festival
2012
Karishma Gavai Clay modeling at GTU Youth
Festival
2012
Karishma Gavai Poster making at GTU Youth
Festival
2012
Maaz Saiyed And Tirth Patel First Prize at
Summer Project Presentation
called ‘PRATIBHA’ at Ganapat university
2014
Dilip Pandey Second Prize in Cross country
marathon, at state level, Surat
First Prize in Cross country
marathon at Cochin,
Organised by AIU
2014
Arohi Second runner up at fresh face
2013 at state level Organized
by Clean and Clear Face wash
2013
Dhruvee Bhatta First Prize at
Summer Project Presentation
called ‘PRATIBHA’ Organized Ganapat university
2014
Jignesh Vidani Second Prize at Business Plan
Competition
2012
Tirth Patel Second Prize in Photography
contest at Gujarat university
2013
Ujjaval Rajput and LJIMS
Cricket Team
All Gujarat Cricket champion
at state level Organized by
2013
P.D.P.U
Viral Brahmbhatta First Prize at Singing
Competition organized by JG
Institute of Fine Arts.
2010
Viral Brahmbhatta First Prize at Singing
Competition organized by JG
Institute of Fine Arts.
2011
Ravi Patel Second Prize at Singing
Competition organized by JG
Institute of Fine Arts.
2010
Ravi Patel Third Prize at Singing
Competition organized by JG
Institute of Fine Arts
2011
Maaz Saiyed First prize at Pharma model
Organized by LM Pharma
2014
LJIMS Team Second Prize at fashion Show
Organized by SLIMS
2011
5.3.3 How does the college seek and use data and feedback from its graduates and employers, to
improve the performance and quality of the institutional provisions?
The institute has an established mechanism to gets feedbacks from different stakeholders, mainly
students, employers and alumni. The feedback is used for improving institutional performance and
quality.
Students’ Feedback
Students provide feedback at the end of every semester about one, teaching of each subject faculty and
two, infrastructure and facilities provided by the institution. Students are given a well-designed feedback
covering parameters like communication, involvement of student, examples used in class, attitude
towards students, syllabus coverage, control over class and efficient use of the lecture hour. Students give
rank to each subject faculty on the scale of 1 to 5. Only the students having more than 60 percent
attendance record are allowed to give their feedback.
The feedback from students is used to improve the teaching performance of faculty members. The
director of the institute personally share students’ feedback with each faculty and discusses the ways to improvement.
The feedback related facility and infrastructure of institute is utilized to make better provision to students
and other stakeholders.
Employers’ Feedback
The institute has evolved a mechanism to obtain feedback from employers of students for summer
internship. The summer internship is audited by faculty members. They personally visit the organisation
where students are placed and interact with their mentors. A structured questionnaire is filled by the
faculty at the time of their visit. Students’ performance is evaluated on the scale of 1 to 5 on parameters
like subject knowledge, willingness to learn new things, participation level, professionalism, soft skills,
communication skills, etc.
This feedback is utilised to design skill enhancement programmes like offered to students during third and
fourth semester EPDP (for soft skill development), MAX, FINEX, HRX (for enhancing professional
skills), and Immersion (for soft skills and presentation skills).
The institute has developed a databank of companies providing summer internship and final placement to
the students. The data bank contains information on various aspects of the company like their growth and
future plans, types of departments the company has, as well as the recruitment in near future. These data
help in carrying out placement process. Also institute invites company personnel as a guest lecture to
interact with students.
Alumni Feedback
Feedback from alumni is taken on different parameters like networking, placement efforts of institute,
career counselling, etc. This feedback is utilized for better networking with alumni, improve the
placement efforts, enhance infrastructural facility, etc.
5.3.4 How does the college involve and encourage students to publish materials like catalogues,
wall magazines, college magazines, and other material? List the publications/ material brought out
by the students during previous four academic sessions.
Students contribute in terms of collection of data to facilitate a faculty members in case
writing under ‘’VIKALP’ programme
Students prepare a quarterly e-newsletter “ANTRANG” which is circulated to alumni and
corporate highlighting academic achievement and activities that run round the year.
There is no formal list of publications by the students. However students are encouraged to
contribute towards ‘Kshitij’ – the wall paper magazine.
Students compile information for the placement brochure each year.
Faculty also involves academically bright students in writing research papers.
5.3.5 Does the college have a Student council or any similar body? Give details on its selection,
constitution, activities and funding.
Though there is no formal Student Council in the institute, there is no activity of the institute that is
carried out without student volunteers. At the time of the announcement of any activity, names of
volunteers are invited. All the volunteers are assigned the task that they have to execute. Students of the
institute are actively involved in all the activities through the mechanism of Class Representatives who
are responsible for generating active participation of students in every activity. In addition to this there are
student coordinators responsible for different activities like MAX, FINEX, HRX, Cultural events,
Adventure, CRADLE. Students are also given an opportunity to interact directly with the corporate.
Activities which are conducted by students are mentioned under 5.3.1 above.
Funding for conduct of these activities comes from two main sources. First, LJK allocates a fund to each
institute to carry out student activities. Second, students are also encouraged to get sponsorship from
business houses to finance various students activities.
5.3.6 Give details of various academic and administrative bodies that have student
representatives on them.
There is no activity at the LJIMS that is been carried out without support of students’ representative. Following are various Academic and Administrative bodies that have student representatives
Sr. No. Name of Academic &
Administrative Bodies Description
1 Class Representatives
Every class has two student representatives who reports
to the section heads and other faculty members of the
institute. He/ She is a one point contact between students
and the faculty. They communicate any problem faced by
the class that is obstructing their learning to the section
head or the dean.
2 Summer placement co-
coordinators
A group of students are selected as a part of summer
placement team. They are the representative of all
students. They help the faculty in-charge in coordinating
internship placements.
3 Final placement coordinator
A team of few selected students is formed for
coordinating final placement activities. All the activities
starting from making of the placement broacher,
distribution of the same to various companies, inviting
corporate for campus and conducting campus drives are
managed by placement coordinators.
4 Media cell
Here a team of students is formed who takes care of all
the affairs related to media and advertisement of major
events taking place in the institute. It’s their responsibility to communicate with media and report all
the institutional activities to receive appropriate coverage.
5 Cultural committee
As a part of cultural committee, students coordinate
various cultural activities of the institute like: Adventure,
Khel Sangram, Garba night, Youth festival competition,
etc. Students’ committee decides the activities to be
included in each festival, framing of their rules and
regulations, registration of participating students,
arranging for all necessary equipment etc.
6 Seminar and conferences
committee
Series of conferences and seminars MAX, FINEX, HRX,
CRADLE, etc. take place in the institute which are again
managed by the students committee under the faculty
guidance.
7 Grievance redressal
committee
Grievance redressal committee selects few students as
their representatives to communicate grievances to the
faculty and seek appropriate resolution of the issue.
8 CWDC committee
Collegiate Women’s Development Cell is established to create awareness & resolve problems related to sexual
harassment. Two representatives from each class are
invited. Their role is to bring any harassment related
issue to the notice of the committee, participate in
institutional efforts towards awareness creation and
coordinate activities initiated by CWDC.
9 Khshitij committee
KSHITIJ is a wall paper magazine run by students. The
students representatives of Kshitij collects all
contribution from students, help the coordinating faculty
is finalizing the good contribution, display the
contributions decoratively on regular basis.
10 Vikalp - case study
committee
A case study forum is established to help students write
and solve the case study effectively. For the smooth
implementation of this forum, student representatives are
selected to coordinate the activity for their respective
classes.
11 Antarang - Alumni
committee
The student representatives of Antarang – Alumni
committee works for the networking and collaboration of
the alumni of the institute.
12 QAC – Quality assurance
Cell
Students from from 1st year and 2
nd Year are selected as
student representatives of the committee looking after
quality assurance.
5.3.7 How does the institution network and collaborate with the Alumni and former faculty of the
institution.
Alumni and former faculties of the institution remain in constant touch through social networking sites,
alumni meets.
The networking and collaboration of the Alumni and former faculty is in the following manner:
Alumni helps the institute in getting approvals for industrial and other educational visits to
industries;
Alumni generate effective leads for Summer Placements as well as for the final placements;
The institute invites Alumni and former faculties as guest in various events and also as experts for
conducting guest lecturers in series such as MAX, FINEX, HRX, CRADLE where they share
their knowledge, experience and expertise in their field and motivate the students to build
successful careers.
Alumni also give their services as mentors or judges in various students projects like the
management model competition etc;
Alumni participate as resource persons in various pre-placements training programmes including
mock interviews and Executive Personality Development Programme;
Help the institute conduct internal viva for the Comprehensive Project and the Global Country
Study Report project;
The institute organizes an alumni meet every year as a part of the annual event of the institution
with wholehearted participation of the alumni;
An e-magazine, ‘Antarang’ is published and circulated to all alumni providing information
updates about the alumni as well the institute.
Former faculties and Alumni visit our institute to interact with students for career guidance and
for sharing experiences in respective specialization areas
Former faculties are invited for guest lectures, faculty development programme and they are
members of different academic and administrative activities like:
Sr. No. Name of Former
Faculty Contribution towards institute
1 Dr. Ashvin Dave Member of advisory committee for institute journal
2 Prof. Shubhra Anand Guest sessions
3 Prof. Ankit Sanghvi Guest sessions
CRITERION 6: GOVERNANCE, LEADERSHIP AND MANAGEMENT
6.1 Institutional Vision and Leadership
6.1.1 State the vision and mission of the Institution and enumerate on how the mission statement
defines the institution’s distinctive characteristics in terms of addressing the needs of the society, the students it seeks to serve, institution’s traditions and value orientations, vision for the future, etc.?
Lok Jagruti Kendra (LJK):
Lok Jagruti Kendra, the Trust which established the Institute, has a rich history of nurturing educational
institutes. It has achieved its mission mainly due to the visionary leadership provided by its founders -
Prof. B. M. Peerzada, eminent educationist and former Dean, Commerce faculty, Gujarat University,
Padma Bhushan Lord Meghnad Desai, internationally renowned academician and former Professor at the
London School of Economics, Prof. Gautam Appa, former Professor at the London School of Economics,
Late Prof. M. S. Trivedi, former Vice Chancellor, Veer Narmad South Gujarat University, Surat, the
renowned jurist Shri Girish C. Patel and Shri Subodh Shah.
The Vision and Mission of LJK are as follows:
Vision
Lok Jagruti Kendra will be a key player in education and social development by promoting and nurturing
creativity, scholarship, innovation and excellence through a chain of quality institutes.
Mission
To establish and manage institutions with an environment in which new ideas, delivery strategies and
scholarship flourish and from where leaders and innovators of tomorrow shall emerge.
The Vision and Mission of LJIMS emanate from the vision and mission of LJK.
Vision: L. J. Institute of Management Studies will be a key player in management education and
corporate development by promoting creativity, scholarship, innovation and excellence.
Mission: L. J. Institute of Management Studies will endeavour to create dynamic professionals equipped
with conceptual clarity, practical knowledge, effective soft skills, self confidence, innovativeness and
ethical concern.
Distinctive Characteristics of the Institute:
The distinctive characteristics of the Institute spring from three main premises.
1. Innovation 2. Intellectual Capability 3. Societal Concern
Innovation: Innovation is a prime driver for excellence. The Institute firmly believes that an approach of
innovation in all institutional activities shall inculcate superior values and skills amongst students and
faculty members.
Enhancing Intellectual Capability
The Institute wants to meet the educational needs of students at various levels and support faculty
members to enhance their intellectual capacity through teaching, research, and interactions with the
society. The Institute takes initiative for students to encourage intellectual curiosity and knowledge
transmission.
Societal Concern: Preparing Students for Corporate & Social Responsibility
The institute ventures to provide students with quality education and launch them as well equipped
management professionals in the corporate world and society as reflected in the mission and objectives.
The degree of management provides a platform for acquiring expertise in functional areas to fulfill the
requirements of the corporate world. Sincere encouragement and quality education enhances the students’ knowledge and outlook and even prepares student pursuing further education at foreign universities.
6.1.2 What is the role of top management, Principal and Faculty in design and implementation of its
quality policy and plans?
a. The Role in design of the quality policy:
The idea of the Quality Policy was initially mooted by the top management and the Director of the
institute and the first design of the Quality Policy was worked out. The first draft was discussed in a
meeting with the faculty and was finalised with inputs from them.
b. The role in implementation of the quality policy:
The role of the Trust, Director, Dean and the faculty members is to continuously work in line with and
never lose track of the tenets of the Quality Policy to posterity.
B.1. Role of the Top Management:
The top management works closely and in consultation with the Director and faculty members to
allocate resources and infrastructure for successful implementation of the quality policy.
B.2. Role of the Director:
The Director’s role is pivotal in implementation of the quality policy and plans. He operates at the strategic level.
B.2.1 The Director ensures that the new entrants (faculty and students) are made aware of the quality
policy and its implications are adequately explained to them at appropriate time.
B.2.2 The Director implements the quality policy in a manner that meets the myriad requirements of
different stakeholders ranging from students, faculty, employers and top management to achieve
academic excellence.
B.2.3 The Director arranges necessary infrastructure facilities and sub-systems, including library and IT
resources necessary for proper implementation of different provisions of the quality policy.
B.2.4. Motivates faculty members to impart quality education by encouraging them to use innovative
pedagogical techniques while using the quality policy as a permanent point of reference.
B.2.5 In course of regular interactions with faculty members and students, the Director constantly focuses
on discipline, integrity, espousal of moral values, social issues and academic excellence.
B.3 Role of Faculty members:
The faculty operates at a tactical level to implement the quality policy.
B.3.1 To explore and exploit the potential of students by rigorous and innovative pedagogical methods to
facilitate better learning.
B.3.2 To create and maintain quality in the teaching-learning process through innovative and
experimental pedagogical tools and systems followed by rigorous monitoring.
B.3.3 To inculcate values of discipline, integrity and academic excellence among students.
B.3.4 To provide feedback to the Director on issues related to quality in all spheres of activities including
teaching, research, infrastructure and IT facilities, student activities and library.
6.1.3 What is the involvement of the leadership in ensuring:
• The policy statements and action plans for fulfilment of the stated mission
• Formulation of action plans for all operations and incorporation of the same into the institutional
strategic plan
• Interaction with stakeholders
• Proper support for policy and planning through need analysis, research inputs and consultations with the stakeholders
• Reinforcing the culture of excellence
• Champion organizational change
The leadership which consists of trustees and Director design the policy statement and detailed actions
plans for fulfilment of the mission of the Institute.
There is a conscious effort made by the leaders to interact regularly with all key stakeholders including
teachers, students and their parents, alumni, key persons from the industry, social organizations, eminent
individuals, government officials and regulators ensuring that students and teachers continue to excel in
all their endeavours. This exercise of consultation with stakeholders enables undertaking needs analysis
and getting appropriate research inputs.
The President of the trust Prof. B.M Peerzada wanted to set up a system that shall not merely be an
institute but function as a centre for excellence. It was with this aim for achieving educational excellence
that the trust was established.
6.1.4 What are the procedures adopted by the institution to monitor and evaluate policies and plans
of the institution for effective implementation and improvement from time to time?
Several procedures are adopted to monitor and evaluate policies and plans of the institute.
At the beginning of each academic session, an activity allocation exercise is carried out and shared with
all faculty members. Based on the activities allocated to them, different faculty members prepare their
action plan (along with tentative dates) for the entire academic year. These action plans are then
submitted to the Director for scrutiny and approval.
During the beginning of the academic year and as part of student induction an Academic calendar
(specifying the tentative dates for all academic, curricular, co-curricular and extra-curricular activities) is
distributed among all the students. The academic calendar gives a snapshot of the number of working
days available and the schedule of all the activities planned for the entire academic year.
As and when the activities get completed the faculty members submit their report to the Director. The
Director evaluates the activity report based on the action plans submitted. After approval these reports are
then published on the institutional website. In case of any discrepancy, appropriate feedback and
suggestions are given to the concerned faculty members. A formal feedback is also given at the time of
the review exercise which is conducted every semester.
Apart from the above procedures, there are other mechanisms that are used to evaluate the policies and
plans of the institute. These include the formal feedback mechanism and performance appraisal system.
The feedback mechanism includes- Student feedback, Library feedback and Summer Internship Program
feedback. The performance appraisal system is a self-appraisal process of the faculty. Further as a part of
the Mentorship program; Mentor-Mentee feedback is also obtained to gather the information regarding
the effectiveness of the mentorship program.
Both these mechanisms of the feedback and performance appraisal help in gathering information
regarding the performance and impact of faculty, library facilities, training facilities in the institute and
the overall teaching and learning process.
Information is also collected from mechanisms other than the ones mentioned above. Information is also
gathered from institute-industry interactions and the alumni for improvement of the institute. The
information acquired is analyzed and necessary measures are taken from time to time.
6.1.5 Give details of the academic leadership provided to the faculty by the top management?
No stones have been unturned in providing opportunities of academic leadership to the faculty. Several
systems and committees consisting of faculty members have been introduced to handle and take lead in
the institutional activities.
One such system is the Academic Review Process. As a part of this process the faculty submits their
detailed session plan, information regarding components of the continuous evaluation, teaching material
and any other information pertaining to their respective subjects being taught. Discussions are later held
with the Director and changes (if any) are incorporated in the subject files. During the discussions with
the Director if any unique practice adopted by any faculty member is found, they are shared with other
colleagues. This leads to sharing of best practices.
Other such system is EPDP (Executive Personality Development Program) for improving the soft skills of
students. EPDP is primarily an institutional provision for providing industry specific training to the
students. Faculties play a pivotal role in providing customized training to students by assessing the
industry needs and accordingly training the students.
Apart from these systems there are several other committees that provide opportunities to faculty to
develop academic leadership.
The Committees are as under:
Academic Committees; Student Activity Committees; Project Committees – CP, GCSR, SIP; Initiatives
Committees – CRADLE, MAX, FINEX, HRX, Vikalpa, Antarang etc; Media Cell; Research &
Publication Committee; Library Development Committee; Discipline Committee; Faculty Seminar
Committee; EPDP Committee; Anti-Ragging Committee; Women Development Cell; Grievance
Redressal Committee; Feedback Mechanism Committee; and the Parivartan-Prayas Committee.
Faculty members are assigned responsibility and given autonomy to manage the functioning of their
respective committees within the institute’s policy. The management also encourages faculty members to take up or lead activities that are outside the institute. For example, faculty and Dean of the institute
coordinate with the directives and activities of the GTU. Another faculty is the COO of Antrapreneur, an
entrepreneurship development initiative.
6.1.6 How does the college groom leadership at various levels?
As a part of the activity allocation exercise, different committees are formed for various co-curricular and
extra-curricular activities. Initially each committee consists of a senior faculty member who acts as the
coordinator and is responsible for the overall performance of the committee. The coordinator assists and
guides other members of the committee and subsequently, a new person from the committee becomes
fully trained to take up the responsibility of the coordinator.
The coordinators act in a controlled environment where they are given independent responsibility for their
assigned academic, administrative and extra-curricular activity.
Mentorship programme is an institutional mechanism for grooming new faculty members. It is another
initiative that enables inculcating leadership qualities among faculty members. After the mentor-mentee
feedback is obtained, concern areas (if any) are discussed by the Director on one-to one basis.
6.1.7 How does the college delegate authority and provide operational autonomy to the departments
/ units of the institution and work towards decentralized governance system?
In view of the academic activities and operations, the governance of the institute is decentralized. The
academic operations of the institute are divided into the following specialized areas: marketing, finance,
human resources and general management. Complete authority is delegated to each specialized area to
work out their independent pedagogical system. While preparing their subject files and specific session
plans, faculty members are free to choose any component to be included in the comprehensive list of
internal evaluation components.
Based on the academic results and placements interviews, a gap analysis exercise is conducted for each
specialized area. To fill these gaps, specific programs namely MAX, FINEX and HRX have been
introduced. The details of these programs have been mentioned later in the SSR.
Faculty members are also given the responsibility to prepare schedules, activities, and calendar for the
smooth functioning of the institute. For instance, the time tables are prepared by a faculty who heads the
scheduling of the sessions, section heads (senior faculties) look after the attendance record and guide
students through counselling and mentoring.
6.1.8 Does the college promote a culture of participative management? If ‘yes’, indicate the levels of participative management.
Yes, participative culture is promoted where faculty members are involved in decision-making process
and their views are invited for various functions of the institute management.
Participative management gets reflected at the following levels:
Decision making and Policy Planning
Implementation of the plans
Monitoring
Evaluation
The activities allocation to different faculty members during a particular academic year is
done after consultation with respective faculty and taking into consideration their
interests. Once activities have been allocated to different faculty groups, a detailed action
plan is decided in advance by the entire group and submitted for approval to the Director.
Any changes to the plan are done only after holding discussions with the concerned
group.
Also senior faculty members were invited to suggest relevant codes of discipline for the students and
staff. All faculty members collectively decide on issues regarding student attendance and regularity. In
faculty meeting, decisions were taken with regard to academic facilities concerning faculty needs like
LCD monitors, faculty notice boards etc.
6.2 Strategy Development and Deployment
6.2.1 Does the Institution have a formally stated quality policy? How is it developed, driven,
deployed and reviewed?
Yes, the institution has a formally stated Quality Policy. The Quality Policy is as follows.
“Recognising the limitations of individuals and the institution, LJIMS will continuously strive to
create and maintain quality in all spheres of activities including teaching, research, consultancy,
infrastructure, equipments, selection and development of staff, student activities and library to achieve
perfection within limits by exploiting the individual potential of each student through planned academic
and co-curricular activities and technology intervention and with the help of library resources and
competent and committed faculty and thereby providing the society in general and the corporate world in
particular dynamic and forward looking managers driven by values of discipline, integrity, merit,
academic freedom and excellence.”
It was developed after a series of interactions with the members of Trust and the teaching fraternity for
continuous improvement of the institute in all aspects of the field.
The Institute strives to translate quality to its various administrative and academic activities and thereby
convert its vision into reality.
In order to reinforce and create a permanent reminder to the espousal of the Quality Policy, the same has
been framed and displayed at various places in the institute.
The quality policy has been uploaded on the website and printed in the brochure. It is explained by the
Director to all the students every year during the induction meeting of the new batch. Further, new faculty
member are given orientation to the quality policy by the Director.
The quality policy may be reviewed if warranted by changes in the future.
6.2.2 Does the Institute have a perspective plan for development? If so, give the aspects considered
for inclusion in the plan.
Yes. The institute does have a perspective plan for institutional development.
Initially the infrastructure of the institute was located in Vastrapur campus. Later in 2003, the institute
was shifted to its present campus. At the beginning, the program enrolment was 40 students. The institute,
in its plan specified that it shall make efforts to get increase in intake and try to get it to the maximum
limit. In 2006, the intake increased to 180. The plan also specified institute’s intention of applying for MBA in other institutes which were proposed to be established. That is how MBA program started at L.J
Institute of Computer Applications in 2007 and L.J Institute of Engineering and Technology in 2008.
Further, as part of the plan, 2nd
shift in LJIMS commenced from 2010. Correspondingly, number of
faculty rooms increased from 1 to 3 and the institute building was further constructed to include more
floors. The building that initially started as a single floor now operates as a 4 storey building (ground + 3).
As part of library aspect, the plan specified removing the cupboards and using the complete wall space for
maximum utilization.
As far as research development is concerned the institute has clearly specified in its plans that it shall
completely support any research initiative undertaken by the faculty.
As far as technology upgradation is concerned, the perspective plan made provisions for increasing the
number of computer labs, acquiring new and latest software, increasing the broadband from 1 Mbps to 2
Mbps and replacing the bulky desktop monitors by LCDs.
Finally there have been provisions to expand the institute’s international presence by signing MOUs with International Universities.
6.2.3 Describe the internal organizational structure and decision making processes
The organizational structure of the Institute consists of the President at the top followed by the Vice
President and then the Director and Dean. The institute follows a functional organizational structure
wherein there are 4 major departments: Marketing, Finance, Human Resources and General Management.
Each of these departments is headed by a Head of Department (HOD) who directly reports to the
Director. The operations of the institute are divided into two wings -Academic and Administrative. The
academic wing includes faculty and library and the administrative wing includes office and computer
laboratory.
The decision making process at the institute is quite amicable. There are certain decisions that are jointly
taken by senior faculty members, Director and Trust. For certain other decisions, all the faculty members
are involved. For issues concerning infrastructure, Trust and Director collectively take decisions. Issues
pertaining to the teaching and non-teaching staff are discussed and decisions are taken considering the
suggestions of the staff. Decisions regarding the issues where the staff is not directly affected are taken at
the top-level management.
6.2.4 Give a broad description of the quality improvement strategies of the institution for each of
the following:
Teaching & Learning
All faculties conduct an academic planning exercise at the beginning of every semester. Based on the
academic plan, an academic review is conducted at the end of the semester. The review is conducted by
the Director wherein discussions with the faculty are held regarding the adherence to the academic plan.
Gaps (if any) are identified and remedial measures are suggested to the faculty. These measures are later
implemented.
Research & Development
For the improvement of quality and development of faculty, following initiatives have been taken by the
institute: Faculty Mentorship Program, Faculty Development Program, Faculty Seminars. Faculty are
encouraged to undertake research in form of publications, conferences and seminar participation, for
which institute provides complete financial and administrative support.
Community Engagement
The Institute is very keen and acknowledges its duty towards the community/society and has conducted
workshops for development of women through the Collegiate Women Development Cell (CWDC). The
institute has arranged a blood donation camp where the faculty members, students and the non-teaching
staff have participated actively. The Parivartan-Prayas Committee is working to uplift the under-
privileged and poor children by giving them a better opportunity to develop and progress in life.
Human resource management
The Institute cares for its staff. It provides food coupons to the non-teaching staff and provides free
medical services to its teaching and non-teaching staff. Dr. Sweta Patel is the Medical Officer taking care
of the health centre at L. J. Institute.
Industry interaction
The Institute organizes number of programs for students’ exposure to the corporate world with programs
like the Marketing Excellence Series (MAX), Finance Excellence Series (FINEX), HR Excellence Series
(HRX), CRADLE (Capability Recognition and Development Lessons for Entrepreneurship), National
seminars and visits to the industries. The students get full support from the Institute during their summer
internship placements and final placements.
6.2.5 How does the Head of the institution ensure that adequate information (from feedback and
personal contacts etc.) is available for the top management and the stakeholders, to review the
activities of the institution?
Information is made available to the top management and the stakeholders by the Head of the institution
through the feedback and appraisal mechanisms besides the collection of relevant information for various
areas of the institution.
In order to obtain feedback from the students, questionnaires are circulated amongst them to measure
effectiveness of various teaching methods adopted by the faculty members. This helps the management
and the faculty members to improve themselves. The result of the feedback is discussed with every
faculty on one to one basis. Overall information obtained from the feedback is also shared with the Trust.
For acquiring information of the library, there is a library feedback system to understand the needs and
improvement of the same for development. There is also an Institution performance feedback system
undertaken by the students. The purpose of this system is for the improvement of the institute on a
continuous basis. The report generated from the library feedback is discussed with the trust.
As far as the self appraisal system is concerned, faculty members are required to appraise themselves at
the end of every academic year and submit the same at the designated date. Also the students' feedback is
taken from the companies where they go for summer internships. This helps in further developing the
students’ overall performance.
These mechanisms aim to gather information regarding the performance and impact of faculty, library
facilities, training facilities et al in the institute and the overall teaching and learning process. Information,
other than the mechanisms mentioned above, is also gathered from various areas like library procedures,
exams, co-curricular activities, institute-industry interactions and the alumni for improvement of the
institute.
6.2.6 How does the management encourage and support involvement of the staff in improving the
effectiveness and efficiency of the institutional processes?
Involvement of staff in improving the effectiveness and efficiency of the institutional processes is done by
providing all necessary support by the Institute. Apart from being actively involved in classroom teaching
activity, the teaching staff is invited to participate in the various functional activities like MAX, FINEX,
HRX, etc and their suggestions are always accepted by the management for further improvement. The
institute staff also supports the students in their entrepreneurial ventures through the Business Incubator -
Antrapreneur.
6.2.7 Enumerate the resolutions made by the Management Council in the last year and the status of
implementation of such resolutions.
Important resolutions made by the Management Council with regard to LJIMS in the last few years and
status of implementation thereof are as under:
Installation of CCTV cameras across the institute for better vigilance and security. Also as a
means to improve the use of audio-video aids, LCD projectors were installed in every classroom.
The management council also took the decision to expand the building and construct more floors
in the building.
Council decided to undertake library expansion wherein the cupboards were removed and entire
wall was utilized for accommodating more material. Some members of the Management Council
who are also part of the Library Advisory Committee, resolved to enhance the library’s efficiency by systematically categorizing various substantial student reports, besides the installation of more
computers and security systems.
• The Placement Committee under the aegis of the Management Council had resolved to target and invite more companies to the campus for recruitment of students. During the year 2013-14, the
institute secured the presence of Vodafone, TCS, ICICI Securities to name a few in the campus
for recruitment of students.
• The Management Council resolved to make aware and guide students about various competitive events related to inter-college competitions and GTU initiated sports and youth festivals.
• The Management Council resolved to organize industrial visits every year and last year the institute
organized visits under the aegis of EXPLORE to 28 companies.
• The Management Council resolved to give the students an opportunity to come up with pioneering business ideas and exhibit their managerial and communication skills through the LJK's Business
Incubator known as the Antrapreneur – an entrepreneurship development initiative started in 2014.
The council resolved to give total support to entrepreneurial start ups.
Another resolution made by the management council was to organize national level seminars on
contemporary issues and provide necessary administrative and financial support needed for such
purpose
To support research management has resolved to publish its own journal. The trust will be coming out
with L.J. Journal of Research and Studies (LJJRS) which would be a peer-reviewed bi-annual inter-
disciplinary journal with a ‘double blind’ review process. It would invite the contribution of original papers (conceptual, empirical, experience-based, cases, interview papers, notes and commentaries) from
researchers, scholars, academicians, entrepreneurs and the industry. The first issue of the journal is in the
final stages of editing for publishing.
6.2.8 Does the affiliating university make a provision for according the status of autonomy
to an affiliated institution? If ‘yes’, what are the efforts made by the institution in obtaining
autonomy?
No. The affiliating university does not make a provision for according the status of autonomy to an
affiliated institution.
6.2.9 How does the Institution ensure that grievances / complaints are promptly attended to and
resolved effectively? Is there a mechanism to analyse the nature of grievances for promoting better
stakeholder relationship?
A Grievance Redressal Cell has been set up for the whole fraternity of students, faculty and members of
staff, so as to give everyone a chance to raise genuine grievances.
LJIMS is committed to establish and maintain a harmonious and supportive environment conducive to
study and personal development. The institute strives to ensure that students/staff are not subjected to
discrimination or harassment. The cell shall ensure that grievances are responded to promptly, with minimum stress and maximum protection for all concerned.
The grievance policy and set of procedures apply to all students (currently enrolled), faculty and other
staff members. It provides a mechanism for addressing grievances arising out of any kind of situation or
process affecting the student (both academic and non-academic) and staff. Fairness demands that these
and other concerns be responded to promptly and handled in a consistent and transparent manner
The committee proactively keeps track of general conduct of students and staff so the situation of
grievance rarely exists.
6.2.10 During the last four years, had there been any instances of court cases filed by and against
the institute? Provide details on the issues and decisions of the courts on these?
No. The institute has not faced any court cases.
6.2.11 Does the Institution have a mechanism for analyzing student feedback on institutional
performance? If ‘yes’, what was the outcome and response of the institution to such an effort?
Yes, the Institution has a mechanism for student feedback on institutional performance. There was a need
to understand and analyze what the students felt about the performance of the Institution.
The feedback committee is headed by a senior faculty member who obtains feedback online from
students. The online feedback is analyzed through a program developed by a faculty of our sister institute
LJ Institute of Computer Application.
The findings and outcome of the analysis are then discussed with the Director who takes appropriate
measures for improvement in consultation with the management.
The feedbacks indicated general satisfaction, but certain areas of the institution needed attention for
which the matter was looked into promptly.
6.3 Faculty Empowerment Strategies
6.3.1 What are the efforts made by the institution to enhance the professional development of its
teaching and non teaching staff?
There is continuous encouragement by the top management including the Director for the teaching and
non-teaching staff to enhance their qualification and skills. For achieving this, the institute has taken
several initiatives like organizing FDPs, having provision for Faculty Mentorship Program, organizing
regular faculty seminars, encouraging faculty for pursuing PhD. At present almost all faculty members
have either completed their PhD or are pursuing it.
The institute also provides all necessary financial and administrative support for attending conferences
and seminars. Incentives are provided to faculty for presenting their papers in such events.
The institute also conducts mentorship programs for the newly joined faculties up to 2 years for
development of academic candidature. Library resources of the institute are very rich and play a vital role
in the professional development of its teaching and non-teaching staff.
6.3.2 What are the strategies adopted by the institution for faculty empowerment through training,
retraining and motivating the employees for the roles and responsibility they perform?
The institute adopts several strategies for empowering the faculties. Some of which include Faculty
Mentorship Program and several co – curricular activities like EXCEL, MAX, FINEX, HRX and
CRADLE.
The faculty mentorship program started with the objective of inducting and mentoring the new faculty
into the system. Its scope has now been widened. The senior faculty not only mentors and guides the new
faculty but the mentor and the mentee are also now involved in collaborative research, academic
guidance, developing teaching material and deciding on the delivery strategies. All this leads to faculty
empowerment.
As far as the co-curricular activities is concerned the faculty coordinating the activities not only envisage,
visualize, plan and execute the activity but also network with resource persons from industry and
academia. After the successful completion of the program the faculties are required to prepare activity
reports which are later uploaded on the institutional website. The faculties take complete ownership of
these activities.
In order to enhance knowledge and quality imparting of the same in the classroom, the Institute is also
encouraging the faculty members to join additional courses, thus creating motivation for improvement in
their educational qualifications.
The institute also arranges FDPs for academic learning and enhancement of the faculty’s teaching skills.
6.3.3 Provide details on the performance appraisal system of the staff to evaluate and ensure that
information on multiple activities is appropriately captured and considered for better appraisal.
The institute has a formal performance appraisal system in place. The performance appraisal system is
conceived as an essential component of faculty development. This system is based on the data provided
by the faculty members themselves on the tasks and functions performed by them and their own
assessment of their performance. The appraisal data is kept confidential. Blank appraisal forms are
provided to each faculty who after filling up all the details submit the same to the Director.
The Director then conducts one to one discussion with each faculty on different criteria of assessment.
In case of non-teaching staff, reports of daily work-done in form of Log Books are regularly maintained
to keep the record of increments, higher scales selection grades, leaves taken and additional work done.
Based on this, an informal system for appraising the performance of the non-teaching staff is in practice.
6.3.4 What is the outcome of the review of the performance appraisal reports by the management
and the major decisions taken? How are they communicated to the appropriate stakeholders?
The feedback is personally discussed with faculty and based on it decision is taken by management to
assign greater responsibility to faculty member. Further, necessary suggestions are communicated to the
concerned faculties for improvement if required. The Director discusses the outcome of the review with
the faculties on a one to one basis. And if improvement is required support is provided by the
management to that effect.
6.3.5 What are the welfare schemes available for teaching and non teaching staff? What percentage
of staff have availed the benefit of such schemes in the last four years?
While the Institute expanded in terms of its infrastructure and number of students, there was a need to
introduce welfare schemes for the staff. Hence, formal welfare schemes are on the cards and are being
worked out for the teaching and non-teaching staff. The institute has provided the following assistance /
schemes.
Laptops are provided by the institute with the subsidized rate to the teaching staff.
Support provided to the non-teaching staff for purchase of food grains and other commodities
Mediclaim insurance premium paid by the institute for non-teaching staff.
Financial aid in form of interest free loans have been given to the non-teaching staff for housing
facilities or as a vehicle loan
It may be noted as per the above all the staff have availed the assistance given by the Trust.
6.3.6 What are the measures taken by the Institution for attracting and retaining eminent faculty?
Faculties are appointed as per the UGC norms. At present, all faculty members have full time and
permanent status in the institute.
Absolute academic freedom is given to all faculty members and the institute practices a culture of non-
interference in day to day functions. The institute has strived to create an overall environment conducive
for academic and research work.
Faculties are motivated to join further courses of academic renewal, learning, and advancement. Faculties
are also encouraged to participate in conferences/seminars/workshops by attending and presenting papers.
For that, all support within the norms prescribed, is provided by the management.
As a token of appreciation as well as incentive, the management gives one extra increment to a faculty
member on award of a Ph. D. Degree.
“Director’s Award of Academic Excellence” is given to the faculty members registering consistently
excellent academic performance based on semester-wise student feedback on “The Quality of Teaching”.
These measures are communicated through notices and messages sent by email where all faculty
members have internet connection. The institute provides proper ambience to the faculties for their
academic work preparations and updating for academic excellence.
All the above measures adopted by the institute have led to a very low attrition rate.
6.4 Financial Management and Resource Mobilization
6.4.1 What is the institutional mechanism to monitor effective and efficient use of available
financial resources?
The institute is self financed and hence the funds are availed from the Trust. The surplus funds are
utilized for the development of the institution. e.g. New classes were built on the top floor and
technological facilities were also provided for the same.
6.4.2 What are the institutional mechanisms for internal and external audit? When was the last
audit done and what are the major audit objections? Provide the details on compliance.
The institute has a mechanism for internal and external audit. Internal audit is carried out by the institute's
qualified employees and external audit is done by an outsourced agency. Audited reports are submitted to
AICTE and the university. The last audit done was on March 31, 2015. There were no audit objections in
the audit conducted during the last period.
6.4.3 What are the major sources of institutional receipts/funding and how is the deficit managed?
Provide audited income and expenditure statement of academic and administrative activities of the
previous four years and the reserve fund/corpus available with institutions, if any.
Major sources of institutional receipts are through the Fees and miscellaneous income as indicated in the
balance sheet. Any deficit of the funds is borne by the Trust.
6.4.4 Give details on the efforts made by the institution in securing additional funding and the
utilization of the same (if any).
National seminar on ‘Entrepreneurship’ was conducted by the institute and the sponsorship for the same was received from the AICTE and GUJCOST. Annual cultural event known as “ADVENTURE” is also
conducted by the institute and its sponsors for t were as follows:
Year Name of the sponsors
2011-12 SBI, IOB, Prathama, IDBI, ADC, Midnight cake, Sharp, Gold spa, Ahmedabad
plus, Subway, Aircel, Lemon Eye, AEOM, Perfect Tours and Travels, Concept
3D
2012-13 IOB, Necked Jeans, God Father, Bank of Baroda, Khalista, Channel Y, Amore
design institute, Midnight cake, Monte Carlo, Ashwariya, Cipher media works
2013-14 God Father, Channel Y, Z-Blue, Khalista, Lemon Eye, Aishwarya, VTV,
Midnight cake
2014-15 Elem Events, Radio Mirchi, MAX (Lifestyle), God Father, Channel Y
6.5 Internal Quality Assurance System (IQAS)
6.5.1 Internal Quality Assurance Cell (IQAC)
a. Has the institution established an Internal Quality Assurance Cell (IQAC)? If ‘yes’, what is the institutional policy with regard to quality assurance and how has it contributed in
institutionalizing the quality assurance processes?
No. Since establishment of an Internal Quality Assurance Cell (IQAC) is a post-accreditation
quality sustenance measure and the institute is applying for first cycle of accreditation, IQAC is
yet to be established.
b. How many decisions of the IQAC have been approved by the management / authorities for
implementation and how many of them were actually implemented?
Not Applicable
c. Does the IQAC have external members on its committee? If so, mention any significant
contribution made by them.
Not Applicable
d. How do students and alumni contribute to the effective functioning of the IQAC?
Not Applicable
e. How does the IQAC communicate and engage staff from different constituents of the institution?
Not Applicable
6.5.2 Does the institution have an integrated framework for Quality assurance of the academic and
administrative activities? If ‘yes’, give details on its operationalisation.
In pursuance of the Quality Policy framed by the institute has taken proactive steps in ensuring quality
assurance of all institutional activities (both academic and administrative). An internal Quality Assurance
Committee has been constituted for developing a system for consistent improvement in the overall
performance of the institute.
The institute has strategically integrated framework for quality assurance at different levels of academic
and administrative activities too. The prime objective has been to develop mechanisms for ensuring
quality enhancement of institutional functioning.
In academics, formal feedback system is developed for faculty that is taken from students’ perspective. The faculty also submits their formal performance appraisal forms (developed by institute) annually.
Research and Publication cell is set up to provide necessary augment to the faculties for contributing
quality papers in seminars/conferences and publishing their research work. It also provides technical
assistance to the faculties doing their Ph.D. The information on upcoming
workshops/seminars/conferences etc. is also disseminated to the faculties through this research cell.
Besides, the faculty is involved in the case writing exercise also through our endeavor called VIKALP,
which emerges from EXPLORE, the industrial visit of the students.
The new system of the Director’s Appraisal is also in pipeline whereby the monitoring will be done by the top management.
The administrative staff is required to fill the Log Book on daily basis to keep a quality check on the
assigned tasks. The log book is examined by the head of the institute on regular basis in order to
determine its accuracy and quality.
There are specially craved activities for the students to nourish quality management professionals in the
institute. The foundation stone of such KSA (Knowledge, Skill & Aptitude) based pursuit is a well
developed Summer Internship Feedback system to understand the company expectations from the
management students. In the process, we have a well designed Executive Personality Development
Programme (EPDP) wherein the focus remains on polishing their basic communication skills and subject
specialization knowledge. It involves activities to fine tune their GD (group discussion) and interview
skills and overall grooming of a student’s personality. The mock interviews are recorded for the interviewer to conduct a feedback session where the recorded video is replayed. Linked with EPDP, there
is another one week programme named “Immersion” to concentrate on the special company requirements
that need to be catered on the basis of feedback from the companies during campus placement drive. The
students are also made to gain good quality learning by aligning with corporate world through a job-
training programme under the initiative ‘Prashikshan’. Through networking, the companies which need
project-based assistance for their business are identified and the students take up part-time assignment
under ‘Prashikshan’ for one-two weeks. The students are evaluated on the basis of their report which is
treated as project work.
The system of Library Feedback System has also been developed to make the resource more productive
and useful for the students. A separate library committee is also shaped to have constant eye on the library
requirements and development.
Besides, there are several formal committees formed for various functional areas like - Academic
excellence, Examination, Extracurricular activities, Time Table, Educational/Industrial visit, Women
Empowerment cell, Summer training and Placement Cell, Anti ragging etc. The work for the same is
assigned with due responsibility and authority. All committees comprise of teaching and non-teaching
staff as per the nature of tasks involved.
To oversee any grievances, there is also a Grievance Redressal Cell headed by the Dean of the institute.
6.5.3 Does the institution provide training to its staff for effective implementation of the Quality
assurance procedures? If ‘yes’, give details enumerating its impact.
Yes, guidance is given from time to time as and when required to the concerned faculty (s) by organizing
FDPs and Faculty Seminars. For instance, the institute had organized a FDP on SPSS (a software package
used for statistical analysis). The resource persons were internal, having in-depth knowledge and practical
experience in handling data and applying statistical tools for research purposes.
The faculties also share their research experiences and results in “Faculty Seminars”. This practice gives
valuable inputs to the researchers for their research work and provides clarity in conceptualization. More
importantly, it improves the interaction level among the faculties on academic front.
At different times, the administrative staff also gets the guidance on the operational aspects from the Dean
and Director of the institute.
6.5.4 Does the institution undertake Academic Audit or other external review of the academic
provisions? If ‘yes’, how are the outcomes used to improve the institutional activities?
Yes, the institution undertakes Academic Audit. The ARP (Academic Review Process) is constituted in
the institute to undertake the Academic audit. The panel constitutes the Director and Academic Dean of
the Institute and a Professor Emeritus. The review is taken and the recommendations on the submissions
are made on individual basis to the faculty by the panel.
The outcome of the Academic Audit comes broadly in the areas of student attendance and pedagogical
tools used by faculties in their respective subjects. As a result, a disciplinary committee is formed which
is monitoring students’ attendance on regular basis. The faculties also came out with new pedagogy in certain subjects like cue cards, flash cards and subject quizzes etc.
Other functional committees have a coordinator that remains in touch with the Director and implements
all the plans and ensures their effectiveness.
6.5.5 How is the internal quality assurance mechanisms aligned with the requirements of the
relevant external quality assurance agencies/regulatory authorities?
To ensure that the internal quality assurance mechanisms are aligned with requirements of the external
quality assurance agencies, the institute conducts quality audits at institutional level and develops
performance indicators for various academic and administrative activities of the institute. Relevant quality
benchmarks and parameters are applied for assessment of institutional activities.
6.5.6 What institutional mechanisms are in place to continuously review the teaching learning
process? Give details of its structure, methodologies of operations and outcome?
In order to review the teaching learning process, the institute has formulated a mechanism called
Academic Review Process (ARP). A committee comprising of senior faculty members evaluates the
academic plan and give suggestions wherever required to improve the teaching learning process. During
the semester, the committee monitors the status of each and every subject covered by the respective
faculty members. It also gives suggestions for improving the means and methods adopted to teach the
subject. Towards end of the semester, an audit is done by the committee followed by an expert committee.
A qualitative analysis of how the syllabus has been communicated to the students, activities in which
students were involved as per the syllabus requirement and other such related matters are discussed.
There is also a qualitative feedback mechanism where the senior faculty members take feedback of the
faculty from a group of students. They identify what are the strength and the weakness of the faculty
member and how can the teaching learning process be improved. There is also a Student Feedback
Mechanism, at the end of every semester, where all students are required to rate the faculty on various
dimensions related to effective teaching. A feedback is also taken from parents on the quality of teaching,
infrastructure of the institute and the learning processes at the institute. The institute also takes measures
in order to improve the educational processes based upon the student and parent feedback. This
mechanism has brought about remarkable improvement in the quality of teaching learning.
6.5.7 How does the institution communicate its quality assurance policies, mechanisms and
outcomes to the various internal and external stakeholders?
Quality assurance policies, mechanisms and outcomes are communicated internally through the Quality
Policy framed by the institute that applies to all spheres of activities including teaching, research,
consultancy, infrastructure and development of students and staff as well. The institute puts special
emphasis on documentation and report writing. All the coordinators of different activities (both academic
and administrative) are required to submit activity completion reports for their respective activities. The
outcomes are disseminated to the team through coordinators and further to the Dean and Director of the
institute to make improvements, if any and take necessary action. If required, one to one meeting with the
concerned faculty/staff is also arranged for discussion. To communicate with the external stakeholders,
the institute has embraced technology. All the important alerts, information, creativity, achievements and
outputs are disseminated to the various stakeholders through the LJ website and LJIMS blog. The
facility of email and print media is also utilized for the purpose, whenever and wherever required.
CRITERION 7: INNOVATIONS AND BEST PRACTICES
Environment Consciousness
The institute has engaged itself in various environmental management initiatives that have
improved its environmental performance and has also led to other benefits like financial savings
and reduced risk of liability. These environmental management initiatives or “Green Initiatives”
as we call them primarily seek to deepen students’ understanding of today’s environmental challenges and assist them in developing effective solutions.
7.1.1 Does the Institute conduct Green Audit of its campus and facilities?
Green Audit is the process of accessing the environmental impact of an organization process,
project, product etc. The institute arranged Green audit inspection on 5th
June, 2014 with the help
of more than 20 students and 2 faculty members. Professionals were hired who focused on three
types of audit covered under Green Audit as mentioned below.
1. Plant audit: where plant mapping of whole plantation in the campus was done. This data
can be utilized to meet the standards of green campus.
2. Water audit: where the council will audit the requirement of water per student. It will also
assess the need and lay down standards pertaining to that.
3. Energy audit: where total no. of fans, lights and other equipments/apparatus of whole
campus, run on electricity to be calculated and the actual need as well as the issue of
wastage, if happens, can be addressed.
Students collected data of entire plantation. More than 900 plants in campus were surveyed by
students and information such as their botanical names, medicinal uses and their height, radius
and age were calculated. From the data compiled, the actual number of plants to be grown was
also calculated.
7.1.2 What are the initiatives taken by the college to make the campus Eco-Friendly?
Energy Conservation
It has been the dictum of the LJK trust that “Energy saved is as important as energy
produced.”
The college building is designed and constructed in a manner that there is
sufficient light and ventilation in almost all classes resulting into minimal use of
electricity.
All the students and staff members are expected to switch off lights and fans
before leaving the classes.
For effective utilization of electricity, Institute is planning to shift to CFL lights.
Electricity cut off problem is minimal in Ahmedabad. Back up energy usage is
kept minimal. Only in cases of emergency like examination and important events
the backup is used
LCD monitors are used that consume less energy. Most of the computer
peripherals are modernized and updated.
Students and staff members use one side printed paper for taking trial print out.
Stationery material wastage, torn and worn out books and discarded papers is sent
for recycle process.
Further to save consumption of papers, to protect environment and to reduce
deforestation of forest at micro level, all official communication is made to
students and faculties through online media.
There is optimal use of water in whole premises. Grey water is treated and the
same is used for gardening.
To reduce excess volume of water usage and save energy, sprinklers are used for
irrigating gardens and lawns.
Use of Renewable Energy Institute has a huge campus of 2.5 acres and it strongly believes in sustainable
development. In Ahmedabad, there is enough sunlight throughout the year the institute is
therefore planning to use solar energy for street lights which is non-polluting energy
source. By this the non-renewable sources of energy can be preserved for future
generation and more focus can be given to renewable sources of energy.
Solid Waste Management Effective solid waste management system has been introduced. Objective of waste
management system is reduction and management of waste. Segregation of waste is done
at source by putting five different coloured dustbins indicating its use at different places
within the campus.
Blue: Plastic Waste
Red: Food Wrappers and other waste
Yellow: Paper Waste
Green: Garden and Food Waste
Metallic Grey: Recyclable Waste
Food waste, garden waste which are collected from green dustbins are sent to compost
tank and sometime animal droppings, saw dust and crumbled papers are used for
composting. Every month Institute gets approximate 200Kg compost which is used in
gardening.
Percolation Well A percolation well is used to manage storm water runoff, prevent flooding and
downstream erosion, and improve water quality in an adjacent river, stream, lake. It is a
shallow excavated trench filled with gravel or crushed stone that is designed to infiltrate
storm water through permeable soils into the ground water aquifer. Surface run-off and
roof top water is diverted to four percolation wells which have been developed within
campus. Water accumulating in the well percolates in the solid to augment the ground
water.
There are 10 percolation wells
Efforts for Carbon Neutrality The institute has taken steps for creating a non-polluting environment so as to achieve
carbon neutrality. Burning of wastage emitting smoke is strictly prohibited in and outside
college premises. The institute recommends pooling of vehicles for students and staff
members and encourages use of public transport. Even instruction has been given in
canteen that no coal and smoke emitting fuel is to be used for cooking by institute.
Institute does not use back up energy except in case of emergency such as examination
and important events.
Plantation
The institute not only insists for tree plantation but also advocates nurturing and
conserving vegetation on the campus. Students have actively participated in Plantation
Day celebration organized in the past. This type of event motivates students to participate
actively for such a noble cause.
Hazardous waste management
Institute does not generate hazardous waste.
7.2 Innovations
Give details of innovations introduced during the last four years which have created a
positive impact on the functioning of the college.
The innovative initiatives introduced by the institute during the last four years are as
follows:
7.2.1 Executive Personality Development Programme (EPDP)
After a day-long brainstorming by the faculty, the institute had launched a programme
‘Personality Development Drive’ (PDD) in 2006 with the objective of developing soft skills among students. It was delivered in the first week of the academic year (6 hours a day for 7 days)
to the students of MBA II year. It was made compulsory for students to be eligible for the
placement. The programme, which was designed and conducted by the entire in-house faculty,
increased employability of students so much so that even during the recession year 2007, the
institute recorded100% placement. In the year 2010, the programme was reviewed, its scope was
extended to include students of first year also, new areas were added and it was re-launched as
Executive Personality Development Programme (EPDP).
Objectives:
To enhance the skills , abilities and overall personality development of the students so
that they will be better equipped for placement and ready to face the challenges of the
corporate world
To impart and develop career related skills like communication skills, soft skills,
analytical skills, reasoning and verbal aptitude
Duration: 2 weeks
Areas covered:
For a week students are exposed to following different areas:
Choice of Specialization
Choice of Electives
General Awareness
Knowing Oneself
Personality Etiquettes and grooming
Conflict Handling
Speed Reading and Comprehension
Time Management & Negotiation skills
Stress management
GD and PI
Management Games
SIP Related Interviews
Mind Games
Introduction to Business Idea
Developing Emotional Quotient
Aptitude and Verbal skills
a. Arithmetic training
b. Verbal training
c. Fundamentals of project management
d. Entrepreneurship Basics
e. Johari Window
f. Workplace culture
`
o Pedagogy:
To ensure an understanding of the above listed areas and development of
these skills in students and prepare them for their final placement mixed
methodology and teaching techniques are used to conduct EPDP. The
learning process involves a blend of classroom teaching and self learning
exercise. This includes class room lectures, case analysis, simulation
exercises, role plays, individual and group tasks.
o Feedback
On completion of a 2 week long EPDP, a detailed feedback is obtained
from student stakeholders about the entire programme. Students are
encouraged to give a fair and honest feedback on the following areas:
Learning from EPDP
Relevance of EPDP
Areas in which students feel they would require
further intervention
Suggestions pertaining to overall improvement of
the programme
Over and above the process of obtaining the feedback from students an elaborate attendance
analysis exercise is undertaken. A list of students and number of sessions attended is prepared.
From this list, attendance percentage is calculated. Separate meetings and discussions are later
held with those students who had severe shortfall in their attendance. The discussion pertains to
not only finding out reasons for absenteeism but also working out solutions to any specific
problems they encounter which may be preventing them for attending the EPDP sessions
regularly.
Follow up
Once the feedback is obtained from students a detailed area wise/criterion wise analysis of
the feedback form is undertaken. The major outcome of such an exercise is the list of areas
which students feel requires further inputs and intense practice on their part. The list of areas
then becomes an important input to the subsequent EPDP. The comprehensive schedule
along with the tracks for the next EPDP incorporates most of those where students require
more practice.
Further all unique and feasible suggestions given by students are also incorporated in
upcoming EPDP sessions.
Impact of the programme EPDP has played a crucial role in guiding and orienting students to become effective
communicators, nurture and develop winning personalities, become more aware of their
personality shortcomings and improve on those areas. Overall the programme has enabled
students in developing communication and leadership skills which helps them perform better
in job interviews and prepares them to face the challenges of the dynamic corporate world.
Students believed that the programme was particularly very useful in removing their
inhibitions and improving their confidence while communicating with others or in public.
A new initiative under EPDP- Placement Immersion Programme
Based on the current scenario and industry trends, the institute decided to take a
leap into Training and Development of its students. The programme was
structurally designed so as to train students to enhance their communication skills,
confidence level, interviews, subject content, etc. The programme was scheduled
for 7 days, each day focusing on development of various skills. There were
approximately 230 students who took part in the immersion programme. Associate
Professors shared their expertise in this programme through various practical
exercises. These activities were conducted on group as well as individual basis.
The students were rated by expert faculties on scale of 1 to 10 on the basis of their
performance wherein 1-3 = Excellent Performance, 4-6 = Average Performance /
Needs Improvement and 7-10 = Poor Performance / Full Intervention.
The students benefited enormously from it. They learnt what is the corporate culture
how to behave and what are the skills one has to develop to be successful MBA
professional.
EPDP has enhanced the employability of the students.
7.2.2 Capability Recognition And Development Lessons for Entrepreneurship (CRADLE)
With the increase in competition and rapidly changing industry dynamics and to
encourage and support entrepreneurship among students, the institute designed and
launched in the year 2011, the innovative programme CRADLE. This initiative of
LJIMS has active inputs from the trust Lok Jagruti Kendra, where participants learn
about entrepreneurship from entrepreneurs who successfully run small and medium
enterprises and dream really big.
OBJECTIVES:
To recognize the entrepreneurship capabilities of students and create opportunities for
development of entrepreneurship skills.
To build long-term mutually beneficial relationships with the SMEs and provide
opportunities for experiential learning to students.
ACTIVITES:
Interactive Sessions
Interactive sessions with the Chief Executive Officers/ Promoters of highly reputed Small
and Medium Enterprises will be organized regularly to promote entrepreneurship among
students. Such sessions will not be in the form of formal lectures, but more as informal
interactions in which the CEO/Promoter will share his/her experiences, especially at the
initial stages of the enterprise, familiarize students with the Company through a PPT, and
also respond to queries of the students.
Workshop (Under Process)
Three types of workshops will be conducted under CRADLE:
Workshop for development of entrepreneurship skills for students as well as faculties
will be conducted with the help of resource persons drawn from academic as well
industrial fields.
Need based Bridge Workshops could be conducted for the students of MBA to
bridge the gap between university syllabus and the actual industry requirements in
collaboration with SME units.
MDP workshops could be conducted to address SME needs in specific areas, either at
LJMBA or at the premises of a particular SME.
Best SME Award (under process)
Small and Medium Enterprises are rapidly growing with the development of
entrepreneurship in Gujarat. Systemic research will be conducted about the SMEs
operating in different sectors, parameters will be developed for evaluation of their
performance, and the Best SME Award will be given in one sector every year by the Lok
Jagruti Kendra under the CRADLE. The details of the Award Scheme and the mechanism
for its operationalization will be worked separately.
Industrial Visits
Industrial Visit for LJMBA students are regularly organized to different SMEs to provide
students an opportunity for experiential learning and research.
Summer/Final Placements
Regular linkages with different SMEs facilitate summer placements of the large number
of students of the first year MBA. It is also of great help in obtaining final placements for
students wanting to get placed in Gujarat only.
Projects
CRADLE facilitates students in their Global Country Study Report (GCSR) Project as
well as the Comprehensive Project (CP) which are compulsory components of the second
year MBA. Faculty members could also take up research projects which could be of use
to SMEs, and the interested SMEs could also commission research projects to LJMBA
faculty as per their specific needs.
7.2.3 Employability Enhancement Programme (EEP):
In order to bridge the gap between the academic learning through pre designed course
curriculum and corporate expectations which arises due to time and resources constraints,
LJMBA launched Employability Enhancement Programme (EEP) in 2009-10. The
Employability Enhancement Programme is designed to assist students to invest in
improving their career prospects. It shows them how to assess your values, business
cultural preferences, skills and interests so that they can make positive and realistic steps
towards subsequent career changes. EEP with suggestions, connections and networking
opportunities help them to achieve vital goals.
The key components of the EEP
• A special session is conducted with all the students where all of them are
thoroughly interviewed and student mapping happens where students are classified as per
their knowledge, skills and aptitude. It helps them understand their strengths and areas of
improvement
Classroom sessions (including guest speakers), sector skills and current information
• Practical sessions for skills development
• One-to-one career discussions with an adviser
• Networking – including events with employers, alumni
• Resources
After a review in 2011, MAX, FINEX and HRX were conceived and launched in 2012 to
provide specialization specific focus on gaps.
7.2.3.1 Marketing Excellence Series (MAX)
MAX stands for Marketing Excellence Series and represents a platform for meaningful
interactions between industry/ academia professionals and LJMBA students.
(a) Objectives:
To sensitize the participants of LJMBA with the realities of the marketing work
place
To assist them in adopting and performing to the best of their potential in the
industry/ work place.
(b) Areas to be covered:
As a part of our efforts to promote marketing skills at work place among our students,
LJMBA created MAX, under which a series of interactions have been undertaken
(2012 and 2013) with successful marketing professionals from the industry and
academia who shared their experiences of marketing successes and failures. The
speakers shared their experiences related to several marketing areas like;
New Launches
Product and Brand Management
Marketing strategies and programmes
IMC strategies
Branding Strategies
Sales and Distribution Management
Positioning Strategies
CRM Strategies
Marketing Research
(c ) Activities
i) INTERACTIVE SESSIONS: Interactive sessions with the experts of highly
reputed enterprises of the industry will be organized. Such sessions will not be in
the form of formal lectures, but more as informal interactions in which the experts
will share his/her experiences, familiarize students with the concept, and also
respond to queries of the students.
ii) WORKSHOP (under process)
Need based Bridge Workshops could be conducted for the students of MBA to bridge the
gap between university syllabus and the actual industry requirements.
iii) SUMMER/FINAL PLACEMENTS
Regular linkages with different experts of industry as outlined above facilitate summer
placements of the large number of students of the first year MBA. It is also of great help
in obtaining final placements for students wanting to get placed.
7.2.3.2 Finance Excellence Series (FINEX)
The institute conceived the idea of organizing FINEX series in order to bridge the gap
between the academic learning through pre designed course curriculum and corporate
expectations which arises due to time and resources constraints. In order to strengthen the
domain knowledge of finance and to expose the students to practices in the arena of
financial markets and services, LJMBA has initiated an innovative programme the
“Finance Excellence Series” (FINEX).
FINEX is a structured lecture series, designed to include interactive sessions delivered by
industry experts, spread over a few days catering to Corporate Finance, Banking,
Insurance and Capital Market respectively.
(a) Objectives
To provide a platform for the holistic development of budding financial managers.
To give an exposure to the finance students of financial market and different finance
industries.
To create a platform for interaction between students and experts from the different areas
of finance.
(b) Areas covered
The speakers shared their experiences related to several marketing areas like;
Universal Banking
Equity Market
Debt Market
Life-Insurance
Non-Banking finances
Personal Finance
Behavioural Finance
International finance
Re- Insurance
Equity research and analysis
Merger and Acquisition
(c ) Activities
i) Interactive Sessions: Interactive sessions with the experts of highly reputed
enterprises of the industry will be organized. Such sessions will not be in the form
of formal lectures, but more as informal interactions in which the experts will
share his/her experiences, familiarize students with the concept, and also respond
to queries of the students.
ii) Workshop (under process)
Need based Bridge Workshops could be conducted for the students of MBA to bridge the
gap between university syllabus and the actual industry requirements.
iii) Summer/Final Placements
Regular linkages with different experts of industry as outlined above facilitate summer
placements of the large number of students of the first year MBA. It is also of great help
in obtaining final placements for students wanting to get placed.
7.2.3.3 HR EXCELLENCE SERIES (HRX)
With the rapidly changing technological, socio- economic and politico – legal environment and
the trend towards globalization of business and industry, effective management of human
resources has become a very challenging job. The fact cannot be denied that human element is at
the centre stage in all economic activities. No organization can think of viability of operations
and effectiveness without the efficient utilization of Human Resources. This requires the present
day managers to be deeply concerned with the performance of human resource management
functions.
The organizations need to have a human capital advantage as well as human process advantage
to distinguish itself in this competitive world.
(a) Objective :
To expose students towards the dynamics of HR field
To help them understand and strengthen various concepts of HR through direct
interaction with HR experts.
(b) Areas covered
The speakers shared their experiences related to several marketing areas like;
Recruitment
HR policies and practices
Labour laws and labour protection rights
HR skills and abilities
HR strategies
(c ) Activities
i) Interactive Sessions: Interactive sessions with the experts of highly reputed
enterprises of the industry will be organized. Such sessions will not be in the form
of formal lectures, but more as informal interactions in which the experts will
share his/her experiences, familiarize students with the concept, and also respond
to queries of the students.
ii) Workshop (under process)
Need based Bridge Workshops could be conducted for the students of MBA to bridge the
gap between university syllabus and the actual industry requirements.
iii) Summer/Final Placements
Regular linkages with different experts of industry facilitate summer placements of the
large number of students of the first year MBA. It is also of great help in obtaining final
placements for students wanting to get placed.
7.2.6 ARCHETYPE – the Management Model Competition
“ARCHETYPE” is the unique activity, which is an integral part of LJMBA. The initiative was
taken in 2005 to identify the creativity and business acumen among the students, since then
“ARCHETYPE” has become the key feature of first semester curriculum. The ARCHETYPE
was started as a simple classroom activity as a management model competition to showcase the
theoretical management concept in the form of physical models, almost 10 years back. It shaped
up and upgraded consequently in the better versions over a span of time. The professionalism
and the depth of research had been to next level every year. The informal presentations of model
have been transformed to very professional and research based formal audio-visual form in the
state of the art auditorium of the institute. The model based on simple theoretical concepts is now
evolved in the real business situations and business ideas. The participants come up with the
innovative business ideas, they are subject to strict scrutiny before the approval. The presentation
is supported by the Business Model Canvas(BMC) and Product Model Canvas(PMC) and
prototypes.
The feasible business ideas are further taken to the “Antraprenar – The Business Incubator” of
Lok Jagruti Kendra for further fine tuning and funding opportunities.
THE FORMAT:
Each class is divided into a group of 6 members each.
Each group explores and submits their business idea in prescribed format.
The preliminary screening is done by faculty panels for each idea.
The inputs and suggestions are given to the groups by the faculty panels in preliminary
presentation of the business idea.
Each group is required to prepare a Model, which describe their business idea. A detailed
presentation regarding the feasibility analysis is also the prerequisite of the competition.
On the day of competition, the groups present their models and analysis in front of
eminent jury members from corporate and academic world.
The models are kept for public display and for the interactive session.
The models are thoroughly examined on prescribed criteria and top 5 models are
awarded.
The awarded models further goes for very fine scrutiny in the business incubator cell of
LJK, where the deserving models are facilitated for funding.
7.2.7 Vikalp – the Case Study Forum
Vikalp was initiated with the goal of challenging management students to relate and
make connections with academic studies and practical management situations. It
functions as a simulator for real-world problem management where students will be
exposed to cope with taking on roles in the boardroom or crisis team of a major
corporation.
Vikalp – the case study forum was formed in the year 2009. While it’s Phase I activity of ‘identification, analysis and discussion’ of cases in respective classes/subjects has been going on since 2009, its Phase II, involving ‘Research and Case Writing’, was introduced in the year 2013. For this all students of the 1
st year of MBA are divided into groups of 12
to 15, and each group is assigned a faculty guide. Each group identifies an industry, visits
it to do a comprehensive study of its strategies, products, processes and functions. Each
group collects data of the industry relating to the parameters decided by the institution.
After data analysis and extensive research the faculty guide of each group does the case
writing with active involvement of students.
7.3 Elaborate on any two Best Practices which have contributed to the achievement of the
institutional objectives and/or contributed to the quality improvement of the core activities
of the college.
Best practices are those strategies or specific activities that have shown to be effective over time
and often at multiples sites/places where they are implemented. The institute has many such
activities whose effectiveness have been proven over time. Based on inputs sought from
different stakeholders these best practices were identified. From the list two of the top best
practices were chosen. These practices enable the institute in evolving, competing and
succeeding in a highly competitive market of business schools. They also ensure accountability
and promote quality consciousness. The two best practices are as follows:
I. Summer Internship Programme Audit
1. Title of the Project : Summer Internship Programme Audit
2. Goal
To increase the rigor of summer internship programme by ensuring that the
projects that students pursue are valuable and lead to knowledge and skill
enhancement.
To evaluate the performance of the students by obtaining first-hand information
regarding their progress, learning and problems encountered (if any).
To network with the company, understand their requirement in terms of skills and
knowledge from the students and provide an opportunity for final placement.
3. The Context
In the past summer internships it was found that there were difficulties to company and
students both in terms of projects that were provided and the way students worked on it.
Also the projects that students did were not found to be value additional in terms of their
knowledge enhancement and skills imparted..Hence, to overcome these challenges, SIP
Audit mechanism was designed to add spark to the programme. The SIP audit was also
significant in the light of the fact that in the past it was found that there were final
placements generated from summer internship. A deeper understanding of final
placement requirements and developing a strong network with the company provided a
relevant context for the design of audit mechanism by institute.
4. The Practice
Summer Internship Programme Audit: A Unique Initiative
Faculty members are allocated different companies by the SIP team for conducting
personal visits to obtain the feedback from the employers about the students’ progress and general conduct during the entire internship period of 6-8 weeks. The feedback is
taken on various aspects of knowledge and skill development in the students have
obtained and exhibited during the tenure of their internship. Further the project mentors
of company are also asked to suggest areas of improvement for each of the students they
have guided. The feedback is obtained both through a written feedback form and also
through verbal conversations. The idea is to gather as much detailed information as
possible regarding the students learning and scope for further improvement.
Over and above this, two other separate feedback forms are designed; one that gathers
detailed information about the company and its future expansion/growth plans and other
is the students’ feedback form where students give details of the project undertaken and feedback about the company. This helps in ensuring whether the SIP objectives of
practical learning and industry exposure have been met.
After the feedback is obtained from the company report is submitted by each faculty
which is consolidated and uploaded on the website.
5. Evidence of Success
The practice has generated a highly positive response from all its stakeholders including
employers, parents and students in particular.
Employers have appreciated and welcomed this practice saying that it ensures
transparency in the students’ performance and a general attitude of seriousness in work. Employers are of the view that such practice also improves the employability of the
students when they finally prepare themselves for final placements. They believe that
such a practice should be replicated by all B-schools.
Parents believe that such a practice reflects personal interest on the part of the institute in
ensuring and monitoring the progress of each student. Students themselves have felt that
such audits make them more sincere and regular in their internship. Companies like
Sharp Electronics, Havmor, IMRB International, Central mall, Vadilal, Croma, Cargo
Energy, Azilen Technology, Wish tree Technology, Aditya Birla FinanceLtd.,etc have
revisited the institute for further taking students for SIP.
There are many companies who have offered stipend to the students, Wish Tree
Technology, SBI and Synersoft technology who offered highest stipend of Rs. 8000 per
months. Moser Baer offered Rs. 4000 as allowances. Havmoras such has no policy of
offering stipends to interns but based on exceptional performance they offered a token of
appreciation through a stipend of Rs. 2100.
Because of SIP audit students work sincerely in the respective companies which in turn
has helped students for getting the final placements.
6. Problems Encountered and Resources Required
There have been instances where during the audit it was found that students were not
regular in their projects and were not visiting the company at all in certain cases. There
were problem with students’ communication skills, attitude towards work and professionalism exhibited by them. Such issues have a negative influence on institutes’ relationship and rapport with certain organization. Employers felt dissatisfied with
institute and refused to revisit the institute for further recruitments.
Resources required:
Human: Faculty members’ time (since they have to personally visit the company) Funds for meeting expenses towards conveyance are reimbursed by the
management
Other: Cost of Memento. Project mentors from the company are given memento
as a token of regard from the institute.
7. Contact Details
Name of the Director: Dr P.K Mehta
Name of the institution: L.J Institute of Management Studies
City: Ahmedabad
Accredited Status: Applying for the first time
Work phone: 29096840
Website: www.ljinstitutes.org
II. Developing an Entrepreneurial Ecosystem
1. Title of the Practice : Developing an Entrepreneurial Ecosystem
2. Goal
The goal of LJIMS is to "develop institutional mechanism to create entrepreneurial culture
among the stakeholders and to foster growth entrepreneurship amongst the students, faculty and
the society at large”. The aim of the activities is expected to act as a tool to promote
entrepreneurship and self-employment amongst management students as an attractive and viable
career option and changing their mindset from becoming job creators rather than job seekers.
3. The Context:
LJIMS over the years has launched many entrepreneurial activities over the years with an aim
that management students should become job creators rather than job seekers. annual
entrepreneurial event Archetype The Management Model Competition in 2005,
CRADLE(Capability Recognition And Development Lessons for Entrepreneurship) in 2012,
National Level Seminar for Developing Entrepreneurial Ecosystem in the campus in 2014,
Antrapreneur The Business Incubator in 2014.
The activities are mandatory for all students to participate and have been invariably implemented
for Semester 1 students. Also Gujarat state been know as the, ‘land of entrepreneurs’ the activities assist many management students who are having their own family business.
The activities have been introduced to address and help students assess their entrepreneurial
potential and develop the confidence to venture into challenging career of entrepreneurship. One
of the prominent features of the activities is the management students visiting the startups and
understanding the entire process of business formation, challenges faced and operational
strategies. This addresses the development of mindset of students to frame and develop start up
strategies, understand issues and problem pertaining to growth stage including delegation,
formalization of system and HR issues. It also helps them understand and appreciate challenges
of starting and managing new ventures. With the implementation of the entrepreneurial activities
like Archetype it helps the management students on how to prepare a bankable business plan
which can be considered prerequisite for starting and obtaining finance particularly from venture
finance, public issue etc. and start their own venture.
4. The Practice
Over the years the management model competition introduced in 2005 was later renamed as
Archetype The Management model competition which proved to be a successful initiative where
it became a source of starting a new venture for LJIMS management students. In 2010 we
thought there was a need to integrate learning’s and make this a more robust and feasible
mechanism to start a new venture. We introduced market research, customer validation, visit to
startups to understand their business processes, interaction with first generation entrepreneurs,
workshops, progress reports checkpoints, mock presentations in front of faculty members and
alumni’s, presentations in front of VCs and integrated it as part of the practical module of academics.
Our success in the activities was very much recognized by our management Lok Jagruti Kendra
and sister concern institutions and with an aim in inculcating the entrepreneurial mindset across,
LJIMS with the help of other institutions and HODs sensitized more than 10,000 students and
300 faculty members across the campus and 463 business ideas was submitted by the students.
The management was so much enthused by the response that they launched Antrapreneur The
Business Incubator to create and support entrepreneurial ecosystem in the campus which is
housed in the premises of LJIMS and a faculty member of LJIMS, Dr. Abhijeet Singh is the
COO of the Business Incubator.
In 2014 with an aim of creating entrepreneurial ecosystem in conceptual and practical context we
conducted a National Level seminar partly sponsored by AICTE, DST and GUJCOST. To
address the conceptual concerns eminent academicians from Indian Institute of Management-
Ahmedabad (IIMA), Entrepreneurship Development Institute (EDI), Mudra Institute of
Communication and Advertising (MICA), Pandit DeenDayal Petroleum University (PDPU) were
invited. And for practical context government institutions like Industries commisionerate, Centre
for Entrepreneurship Development, MSME and successful practitioners likes of Mumbai
Dabbawalas, CEO of International corporations like Connectica, dropbox were invited.
We have many eminent academicians, industrialist, and government officials in our team with
competencies in various areas like sensitization, ideation, IPR, research, acceleration, and
commercialization. Our management team brings in huge experience from industry, R&D and
practical experience of working with young student start-ups.
We have made series efforts to convert student and faculty research to products and services
which can serve some real life purpose. We with help of local industry, design experts from
industry, subject experts are validating these proofs of concepts and converting proof of values
and later on products. In half a dozen cases we have bootstrapped with various stakeholders and
help the faculty members and students setting up start-ups around them. We believe in the motto
of Mind to Market / Research to Revenue to sustain and scale further efforts.
5. Evidence of Success
LJIMS through Antrapreneur The Business Incubator funds the student ideas to make prototype
at initial stage. We have sensitized more than 3000 management students and 15000 students
across different institutes of LJK till date. More than 35 business ventures have come out of
LJIMS in last 10 years with the advent of the entrepreneurial activities. Since last 5 years, from
500 student projects till date we are making efforts to see that nearly 50 projects get converted
into 50 productive solutions. In next 10 years we will equally emphasize on skill development
and student start-ups. LJIMS in next 10 years aims to create nearly 300 student start-ups from its
campus, which will create 15,000 direct and indirect jobs for the state and country. Currently 3
projects of students of LJIMS is incubated in Antrapreneur The Business Incubator. Prominent
startups like Mokshshil which has got national recognition by national media across has nation
addressing the Social concerns of the society has come out of LJIMS.
6. Problems Encountered and Resources required
To implement our practices for developing entrepreneurial ecosystem in the campus there was a
need for inviting corporate speakers, changing the mindset of students and faculty members, seed
capital, infrastructure, labs, mentoring services, acceleration, and well connected network. LJK
management has been supporting by providing seed capital to feasible business ideas and
launched Antrapreneur The Business Incubator in 2014 with an aim to foster entrepreneurship
for generation of wealth and employment by addressing the challenges mentioned above.
Antrapreneur by means of investment and training provides the necessary resources to the ones
are passionate enough to follow their dreams and carve a niche of their own in a world full of
people who are willing to mingle with the crowd because of their inability to take risks.
Antrapreneur brings together students, faculty of across universities, academic institutions which
will consists of alumni, budding entrepreneurs, industrialists and mentors from across sectors,
who are dedicated to the cause of endorsing the zest of entrepreneurship amongst individuals.
Notes
Other prominent entrepreneurial activities we have implemented as the best practices in our
institution
CRADLE: This initiative is a unique of its kind through which CEOs of reputed industries and
start-ups are invited to interact with LJ campus students. This triggers the aspiration of young
students who want to initiative new projects and skill based start-ups by our MBA and other
professional students.
Antrapreneur The Business Incubator
LJIMS has launched Antrapreneur The Business Incubator as part of our vision towards
excellence in imparting quality education which aims at institutionalizing mechanism, which
could act as support system for entrepreneurs. The Incubator set up is expected to act as a tool to
promote entrepreneurship and self-employment amongst technical students as an attractive and
viable career option with support of seed capital, mentoring services, Antar Laab-Accelerator,
Antar Drishti Demo Day.
Antrapreneur The Business Incubator is now an official nodal institution under
STARTUP/INNOVATION SCHEME GOVERNMENT OF GUJARAT Government Resolution
No. MIS-102014-924909-I, Dt 27-01-2015 with an aim to support upcoming entrepreneurs.
LJ Innovation Village: This is largest innovation/project prototype exhibition in the state in our
campus. LJ innovation village brings together all student innovations annually and showcase
them to all students, faculty members, industry experts and local start-ups.
Startup Week 24x7: Startup 24x7 was a week-long hands-on experience training program
where student entrepreneurs as well as aspiring student entrepreneurs put their entrepreneurial
skills to test and launch their startups.
This program helped students to set up and prepare their venture within a week.
A team focuses on:
Idea improvisation,
Business Model Canvas Development
Product development and testing,
Customer validation,
Practicing LEAN Startup Methodologies and
Building a minimal viable product with help from mentors belonging to diverse
background.
"Project to Product” initiative: LJIMS has systematically developed innovation processes
through which all of the management students are working on real life challenges from market,
industry and society in the market. Each project is monitored by expert faculty and
best projects in every department are given prototyping fund through college.
Contact Details
Name of Principal: Dr. PK Mehta
Name of Institution: LJ Institute of Management Studies
City: Ahmedabad
Pin Code: 382210
Accredited Status:
Work Phone: 079-29096840
Website: www.ljinstitutes.org
Email: [email protected]
Mobile: +919426511132
3.Evaluative
Reports of the
Departments
3. Evaluative Report of the Departments
1. Name of the department: MANAGEMENT
2. Year of Establishment: 2001
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated
Masters; Integrated Ph.D., etc.)
PG: MBA
DUAL DEGREE: MAM
7. Names of Interdisciplinary courses and the departments/units involved
1. MASTER OF BUSINESS ADMINISTRATION
2. .BACHELOR OF APPLIED MANAGEMENT , MASTER OF APPLIED MANAGEMENT
5. Annual/ semester/choice based credit system (programme wise)
All courses are based on semester system.
6. Participation of the department in the courses offered by other departments
Faculty from each department are invited to other departments for guest sessions and
faculty development programs.
7. Courses in collaboration with other universities, industries, foreign institutions, etc.:
The Management department conducts short terms programs like Marketing Excellence
Series, Finance Excellence Series and HR Excellence Series in collaboration with
corporate wherein sessions, practical training and field visits are conducted.
8. Details of courses/programmes discontinued (if any) with reasons:
Not applicable
9. Number of Teaching posts
Sanctioned
Filled
Professors
2 3
Associate Professors
7 7
Asst. Professors
28 25
10. Faculty profile with name, qualification, designation, specialization, (D.Sc./D.Litt.
/Ph.D. / M. Phil. etc.,)
Name
Qualificati
on
Designation
Specialization
No. of Years
of
Experience
No. of Ph.D.
Students guided for the
last 4 years
Dr P.K Mehta PhD Director Business
communication
40+ 0
Prof Dhawal
Mehta
Post
Graduate
Professor
emeritus
Economics,
Strategy
40+ 2
Dr Mithani PhD Professor
emeritus
Economics 40+ 2
Dr Siddarth Bist PhD Dean Marketing, Strategy 15 1
Dr Siddharth Das PhD Associate
Professor
25+ 4
Dr Neha Shah PhD Associate
Professor
Economics 25+ 0
Dr Manisha Jalla PhD Associate
Professor
Strategy,
International
Business
15 0
Dr Abhinava
Singh
PhD Associate
Professor
Marketing, Strategy 15 0
Dr Priyanka
Pathak
PhD Associate
Professor
Finance 13 4
Dr Anitha Sunil PhD Associate
Professor
Marketing,
Statistics
13
Dr Bilva Desai PhD Assistant
Professor
Marketing 9
Dr Abhijeet Singh PhD Assistant
Professor
Marketing,
Information
Technology
8
Dr Sweta Patel PhD Assistant
Professor
HRM 7
Dr Sushant
Nagpal
PhD Assistant
Professor
Finance 13
Dr Archan Mehta PhD Assistant
Professor
HRM 10
Ranjana Dureja PG Assistant
Professor
HRM 9
Mehul Yogi PG Assistant
Professor
Marketing 10
Monica Kapoor PG Assistant
Professor
Finance 10
Kiran Khatri PG Assistant
Professor
Finance 9
Neha Mehta PG Assistant
Professor
Marketing 6
Kumar
Ramchandani
PG Assistant
Professor
Finance 9
Meetali Saxena PG Assistant
Professor
Information
Technology
7
Apurva Bhagat PG
Assistant
Professor
Marketing 2
Rutuja
Bhramabhatt
PG Assistant
Professor
Marketing 5.5
Preeti Pillai PG Assistant
Professor
Marketing 5
Indra Meghrajani
PG Assistant
Professor
Marketing 7
Dhrupa Trivedi PG Assistant
Professor
HRM
3
Ravi Thakkar PG Assistant
Professor
Finance 9
Reshma Pillai PG Assistant
Professor
Finance 6
Akshit Gandhi
PG Assistant
Professor
Finance 7
Garima Sharda PG Assistant
Professor
Marketing 8
Rinal Shah PG Assistant
Professor
Marketing 8
Rajni Shah PG Assistant
Professor
Finance, Statistics 6
Sweety Shah PG Assistant
Professor
Finance 10
Ramzan Sama PG Assistant
Professor
Marketing, HRM 9
11. List of senior visiting faculty
NONE
12. Percentage of lectures delivered and practical classes handled(programme wise)
by temporary faculty
All sessions are conducted by full time faculty
13. Student -Teacher Ratio (programme wise)
MBA 1:15
MAM 1:18
14. Number of academic support staff (technical) and administrative staff; sanctioned and filled
Technical support staff : 1
Administrative staff: 14
15. Number of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil / PG.
PhD: 13
PG: 22
16. Number of faculty with ongoing projects from a) National b) International funding agencies and
grants received
NONE
17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR, etc. and total grants received
NONE
18. Research Centre /facility recognized by the University
NONE
19. Publications:
∗ Publication per faculty Average 2 publications/faculty member
∗ Number of papers published in peer reviewed journals (national /
international) by faculty and students
Over 90 papers
∗ Number of publications listed in International Database (For Eg: Web of Science,
Scopus, Humanities International Complete, Dare Database - International Social
Sciences Directory, EBSCO host, etc.)
LJMBA faculties have published over 90 research papers out of which more than 10 papers are
listed in Ulrich’s Periodicals Directory, 5 papers are listed in International ISSN directory, 3
papers are listed in EBSCO host Database and 2 Papers are listed in Pro Quest Database.
∗ Monographs
∗ Chapter in Books
Chapter in Books Authored and Published by LJMBA Faculty
Books Edited
None
Books with ISBN/ ISSN numbers with details of publishers
Books Authored and Published by LJMBA Faculty
Sr.
No.
Name of
faculty Book Published Total
`
Name of Book Publication
1 Dr.
Abhinava
S. Singh
A Study of the Indian Pharmaceutical
Industry in the New Patent Regime:
Untangling Sources of Competitive
Advantage in Unpredictable
Environments
LAP Lambert Academic
Publishing, Germany,
ISBN: 978-3-8494-9693-8 2
A Study of Modern Blood Banking in
India: Creating a Cause for Donating
Blood
LAP Lambert Academic
Publishing, Germany,
ISBN: 978-3-659-20029-8
2 Dr.
Siddharth
G. Das
A Study of Modern Blood Banking in
India: Creating a Cause for Donating
Blood (Co-authored)
LAP Lambert Academic
Publishing, Germany,
ISBN: 978-3-659-20029-8 2
Elements of Banking & Insurance Sri Gajanan Publications,
Surat 1997
3 Dr.
Priyanka
Pathak
Global India and World Trade
Organization; Effects and Issues on
Indian Agribusiness Industry
Everest Publication House,
Pune, April 2007. 1
Sr.
No.
Name of
faculty Book Published Total
Name of Book Chapter Name in Book
1 Dr. Neha
Shah
An Edited Book - "Tribal
Development in Western India" by
Amita Shah and Jharna Pathak,
Routledge, New Delhi, ISBN - 978-0-
415-71006-0
Health Status of the Tribal
Population
2
An Edited Book - "Growth or
development - which way is Gujarat
going", Oxford university Press,
India, ISBN 13: 978-0-19-945118-0)
Political Economy of
Subsidies and Incentives to
Industries in Gujarat-Sun
Issues
4 Dr.
Sushant
Nagpal
Psychology of Investments and
Investor’s Preferences
Regal Publications, New
Delhi; 2007 edition, ISBN:
81-89915-63-0
1
5 Ms.
Meetali
Saxena
ICT in Rural India: e-Governance IUP, ISBN - 978-81-314-
20782 1
Citation Index
Over 30 citations have been observed through google scholar for research papers by the institute
faculty members.
SNIP
None
SJR
None
Impact factor
h-index
Over 2 h –index have been observed through google scholar for research papers by the institute
faculty members.
20. Areas of consultancy and income generated
The broad areas identified by LJMBA for consultancy and training are based on the area of
specialization/ interest of the faculty. They include Marketing, Finance, HR, General
Management & IT, Managerial Communication, Business Law & Ethics, Strategic Management
and Economics. The institute is involved in consultancy and training for a number of companies
since 2014.
Maksteel Wire Healds Pvt. Ltd, Baroda (August 2014 – Present): We are working on
an assignment to help Maksteel expand/ improve in terms of market, production
capacity, R&D and design. The management wishes to become a leading player in
Jacquard harness parts in the world (from current position of No. 2 in the world). The
institute conducted a 1 day staff training programme for the managers and supervisors of
Maksteel in Baroda on the 19th September, 2015. The trainer team included the Director,
Dean, Professor Emeritus and Associate Professor from LJIMS. The details of the
programme are mentioned below:
Mighty Group of Companies, Mumbai (October 2014 – Present): The task was to help
Mighty group in framing their vision, mission, values, strategic positioning and strategic
intent. Mighty group wanted to move from current 1-2 projects to 5-50 projects in 1-3 years
timeline.
Shubham Buildmart Pvt. Ltd (November 2015 to present):
A leading distributor and retailer of steel, cement, paint, and other building materials has
engaged us to create system & structure for their HO and retail outlets so as to help them
achieve their 2020 target/ objective.
CareTree Wellness (December 2014 to present):
We are consulting them for marketing of ayurvedic/ herbal brands in the online arena.
The brands have been exclusively launched and are available at Amazon, India and one
of the brands became the no.1 best seller in its category.
Ofzone Digital Marketing, Ahmedabad (December 2014 – April 2015): We provided
marketing and strategy related advise to Ofzone, a digital marketing company planning
to launch a mobile application which would provide businesses with an alternative
medium for marketing (targeted advertising)
The institute is also keen to take up more such assignments and it is in advanced stages of negotiations
with some of the well known industrial organizations in the state and country. No significant revenue has
been generated from the above assignments as in most cases; it has been undertaken as a gesture of
goodwill.
21. Faculty as members in
a) National committees b) International Committees c) Editorial
Boards…. 1. Dr. P.K. Mehta
2. Dr. D.M. Mithani
3. Prof. Dhawal Mehta
22. Student projects
a) Percentage of students who have done in-house projects including
inter departmental/programme
N.A.
b) Percentage of students placed for projects in organizations outside the
institution i.e.in Research laboratories/Industry/ other agencies
10%
23. Awards / Recognitions received by faculty and students
Dr. Siddarth Bist, Dean – LJIMS was conferred the Innovation-best pedagogy
award in recognition for the CRADLE initiative by GTU in 2013
Prof. Sweety Shah and Prof. Amola Bhatt contributed a research paper titled,
“Factors Affecting risk tolerance capacity of Investors: An Empirical study in
Ahmedabad” at National Conference- National Institute of Co-operative
Management (NICM), Gandhinagar in May 2013. Their paper won the 2nd
prize in the area of finance in the conference.
Prof. Sweety Shah contributed a research paper titled, “Financial Literacy: An
Outcome of Global Economic Crisis” at the International Conference by GTU
and Parul group of Institutes in January, 2013. Her paper won the 3rd
prize in
the finance category at the conference.
Prof. Rajani Shah won the 1st prize in general category in paper presentation
on “ Challenges and Opportunities faced by Higher Education System with
Special reference to management Institutions” (2nd
International conference on
Global markets by GTU & Parul Group of Institutes, Jan 2013, ISBN- 978-93-
82062-90-5).
Prof. Amola Bhatt was awarded best paper in the category of Ethics at the 3rd
International Conference on Business Ethics and Corporate Governance
organized by GTU in collaboration with CKSVIM, Baroda in February 2013
for the research paper “Factors influencing Budding Managers’ Perceptions on Ethics: An Empirical Study in Ahmedabad and Gandhinagar”.
Name of Student Activity Year
Ishan Surani and Group Second Prize in Mime at GTU
Youth Festival
2011
Rutvik Karnik Second Prize Solo singing
western song at GTU Youth
Festival
2011
Rutvik and group First prize for Group singing
at GTU Youth Festival
2012
Ishan Surani and Group First Prize in Mime At GTU
Youth festival
2012
Karishma Gawai Clay modeling at GTU Youth
Festival
2012
Karishma Gawai Poster making at GTU Youth
Festival
2012
Maaz Saiyed And Tirth Patel First Prize at
Summer Project Presentation
called ‘PRATIBHA’ at Ganapat university
2014
Dilip Pandey Second Prize in Cross country
marathon, at state level, Surat
First Prize in Cross country
marathon at Cochin,
Organised by AIU
2014
Arohi Second runner up at fresh face
2013 at state level Organized
by Clean and Clear Face wash
2013
Dhruvee Bhatta First Prize at
Summer Project Presentation
called ‘PRATIBHA’ Organized Ganapat university
2014
Jignesh Vidani Second Prize at Business Plan
Competition
2012
Tirth Patel Second Prize in Photography
contest at Gujarat university
2013
Ujjaval Rajput and LJIMS
Cricket Team
All Gujarat Cricket champion
at state level Organized by
P.D.P.U
2013
Viral Brahmbhatt First Prize at Singing
Competition organized by JG
Institute of Fine Arts.
2010
Viral Brahmbhatt First Prize at Singing 2011
Competition organized by JG
Institute of Fine Arts.
Ravi Patel Second Prize at Singing
Competition organized by JG
Institute of Fine Arts.
2010
Ravi Patel Third Prize at Singing
Competition organized by JG
Institute of Fine Arts
2011
Maaz Saiyed First prize at Pharma model
Organized by LM Pharma
2014
LJIMS Team Second Prize at fashion Show
Organized by SLIMS
2011
24. List of eminent academicians and scientists / visitors to the department
1. Lord Meghnad Desai, Professor
Emeritus, London School of
Economics
2. Dr Gautam Appa, Professor
Emeritus, London School of
Economics
3. Dr G S Gupta, Ex IIMA Professor
4. Dr Abraham Koshy, Professor,
IIMA
5. Mr Arvind Patwari, Director,
MSME-DI, Ahmedabad
6. Dr Chandan Chatterjee, Director,
Centre for Entrepreneurship DIC,
Govt. of Gujarat
7. Dr Arbind Sinha, Director
General, Shanti Business School,
Ex- Professor and HOD MICA
8. Mr Ajay Umat, Bennett, Coleman
and Co. Ltd.
9. Mr H D Shrimali, Additonal
Industries Commissioner, Govt. of
Gujarat
10. Dr Hemant Trivedi, Director-
Institute of Petroleum
Management, PDPU
11. Dr Rakesh Basant, Professor,
IIMA
12. Prof S B Sareen, Professor, EDI
13. Prof Pradyumna Vyas, Director,
NID
14. Mr Rajen Jaswa, CEO, Dyyno
Selectica, USA
15. Dr V G Patel, Chairman CERC,
Founder Director of EDI
16. Dr. Nagesh Rao, President &
Director, MICA
17. Dr Sunil Shukla, Director EDI
25. Seminars/ Conferences/Workshops organized & the source of funding a) National
1. National seminar on entrepreneurship conducted in 2014. The seminar was funded
by Lok Jagruti Kendra, AICTE and GUJCOST.
26. Student profile programme/course wise:
Name of the
Course/programme
(refer question no. 4)
Applications
received
Selected Enrolled
Pass
percentage *M *F
MBA 323 248 158 90 RESULT
AWAITED
MAM 62 48 29 19 RESULT
AWAITED
*M = Male *F = Female
27. Diversity of Students
Name of the
Course
% of
students
from the
same state
% of students
from other
States
% of
students
from
abroad
MBA 95 5 Nil
MAM 98 2 Nil
28. How many students have cleared national and state competitive examinations such as NET, SLET,
GATE, Civil services, Defense services, etc.?
22%
29. Student progression
Student progression
Against % enrolled
UG to PG NA
PG to M.Phil. 0
PG to Ph.D. 1
Ph.D. to Post-Doctoral 0
Employed
• Campus selection
• Other than campus recruitment
90
80
10
Entrepreneurship/Self-employment 10
30. Details of Infrastructural facilities
a) Library
The institute has a rich library containing over 20000 books, 35 magazines 69 journals and
659 CDs & DVDs. All these resources are effectively used by the faculties as well as students
for the teaching and learning process. The Library is maintained in a regular and prompt
manner. The Librarian guides the students to the relevant sections where books of different
subjects are kept. The College has formed a Library Development committee comprising
faculty members who regularly keep the library updated with the necessary resources. The
Committee actively monitors provision of services at the Library and enrichment of resources
by acquisition of new titles and subscription of required journals.
Total area of library ( in Sq. Mts. ) : 200 sq meters
Total seating capacity: 100
Working hours:
On working days: 8 AM to 9 PM
Before Examination days: 8 AM to 9 PM
During examination days: 9 AM to 8.30 PM
During vacation: 9 AM to 2 PM
On holidays: Generally remains closed
Layout: The library has comfortable seating arrangements for students and faculty with separate
space being provided for internet browsing, accessing e-resources and catalogue search.
b) Internet facilities for Staff & Students
Dedicated computers are made available to every faculty with internet connection on the
campus.
For students there are six computer labs with internet facility.
c) Class rooms with ICT facility
All classrooms have computers with internet connection and projectors for use by faculty
members and students helping in better student faculty interaction and knowledge
exchange. High end LCD projectors are installed with the computer systems in the classes
to give enhanced learning experience to the students.
d) Laboratories
The institution provides dedicated computer systems with latest configuration and un-
interrupted internet access. One computer lab out of the five labs is dedicated to internet access
by students to enumerate research activities involving computer systems. In order to make the
environment more conducive, Wi-Fi connectivity is provided. The students get access to
computing and internet facility through a computer lab which houses many computers.
31. Number of students receiving financial assistance from college, university,
government or other agencies
The following table provides details of the number students enrolled in different categories that
receive scholarship either from State government, Central government or other national agencies.
Eligibility of students for scholarship is evaluated after the application. Only the deserving
students from economically weaker backgrounds are awarded scholarship. The administrative
assistance required to complete the procedure is provided by the institute.
YEAR CATEGORY % OF STUDENTS
RECEIVING
SCHOLARSHIP
2012-13 SC
ST
SEBC
MINORITY (JAIN AND
MUSLIM)
11
NIL
12
1
2013-14 SC
ST
SEBC
12
NIL
20
MINORITY (JAIN AND
MUSLIM)
5
2014-15 SC
ST
SEBC
MINORITY (JAIN AND
MUSLIM)
12
1
17
10
32. Details on student enrichment programmes (special lectures / workshops /
seminar) with external experts
In order to provide an exposure of practical knowledge to the students, experts in different fields
are invited to the institute to share their experiences and views in respective areas. Faculty
members regularly attend and present research papers on varied subjects in seminars/conferences
at state, national and international level. The details of such activities and programmes conducted
at the institute are as follows:-
Marketing Excellence Series (MAX) The Institute wanted to promote marketing skills at work place among students, and as a part of
that initiative, the institute created MAX, under which, the institute planned a series of
interactions with successful marketing professionals from the industry and academia, sharing
their experiences of marketing successes and failures. The speakers shared their experiences in
the following areas: New Launches, Product and Brand Management, Marketing strategies and
programmes, IMC strategies, Branding Strategies,Sales and Distribution Management,
Positioning Strategies, CRM Strategies and Marketing Research.
Finance Excellence Series (FINEX) LJMBA conceived the idea of organizing FINEX series in order to bridge the gap between the
academic learning through pre designed course curriculum and corporate expectations which
arises due to time and resources constraints. In order to strengthen the domain knowledge of
finance and to expose the students to practices in the arena of financial markets and services,
LJMBA has initiated an innovative programme the “Finance Excellence Series” (FINEX).
Human Resource Management Excellence Series (HRX)
In order to give an experiential learning to the management students about common HR practices
as well as a proper knowhow on how the corporate world functions, LJMBA came up with the
idea of HRX in which various dignitaries holding a strong position in the HR department from
various companies are invited to share their experiences and knowledge with our students.
Capability Recognition and Development Lessons for Entrepreneurship (CRADLE)
It is an initiative where the participant learns about entrepreneurship from successful
industrialists. Its broad objectives are to recognize the entrepreneurship capabilities of students
and create opportunities for development of entrepreneurship skills besides building long-term
mutually beneficial relationships with the SMEs and provide opportunities for experiential
learning to students.
Seminars The institute understands the needs for advanced learning not only for students to shape them as
better professionals, but also for faculty members to make them well equipped with the latest
developments and knowledge in the field of management. As a result, the institute focuses on
organising such seminars that not only add value, but also necessary skills among students and
faculties for their growth.
The Institute conducted a National seminar on Entrepreneurship which was sponsored by All
India Council of Technical Education (AICTE), Gujarat Council for Science and Technology
(GUJCOST) and Department of Science and Technology (DST). The seminar consisted of
interesting themes like New Age Entrepreneurship, Successful Models in Entrepreneurship, Role
of Incubators in promoting Entrepreneurship, Role of Government Institutions in promoting
Entrepreneurship, Role of Academic Institutions in promoting entrepreneurship and Role of
Media in promoting Entrepreneurship. Experts from different institutions and streams had come
to share their views with the participants.
33. Teaching methods adopted to improve student learning
With the motive of making learning more student centric, the institute provides various hardware
& software resources to cater to various needs of students and faculties as well as a good
infrastructure that acts as a platform for interactive, collaborative and independent learning.
Besides the basic methods of class room teaching like delivering lectures, power point
presentations, case studies, group discussions and role plays, other interesting methods like live
projects for students and activities that give real time practical exposure to students are being
regularly conducted at the institute. This enables students to develop the interactive and
collaborative learning related skills. Students are also constantly motivated to read current articles
from various magazines/journals available in the rich college library as well as from other sources
and then make presentation in the class room. This caters to the independent learning skills.
34. Participation in Institutional Social Responsibility (ISR) and Extension activities
The institution understands its responsibility towards the society and in order to fulfill that it has
designed several extension activities with an objective to reach out to the community. The
Institute has created a platform through which it can inculcate a citizenship role in its students and
enable their overall development. For the holistic development of students, the institute
encourages students and teachers to participate in community welfare activities. Students are
guided to contribute to exhibit good citizenship behaviour, develop service orientation and
thereby enable overall development. The institute runs a programme, ‘Parivartan’ in which students under the guidance of a faculty member, teach the kids of the nearby locality and the
slum dwellings. In addition they also make visits to the Orphanage, Old Age home, Remand
Home Blind People’s Association, contributing to their welfare through services and sometimes financially also. They also participate in Blood Donation Camps organized every year. The
details of these activities are as under.
Parivartan
LJ Institute of Management Studies have started an initiative, ‘Parivartan’, for bringing about change in the lives of people of the disadvantaged sections living in its neighbouring areas.
Parivartan’s focus is to provide literacy and also generate awareness about various social, environmental, health and hygiene as well as political issues faced by them. Under this initiative,
25 children have been imparted basic education. The students of the institute even volunteer to
collect donation of stationary items, books, toys and clothes and distribute them among these
children.
Blood Donation Camp– As a mark of celebrating humanity, LJ Institute of Management Studies,
frequently organizes Blood Donation Camp with hand in hand with Prathama Blood Centre&
Red cross society, Ahmedabad . Seven such camps have been organized in which a total 502 units
of blood was donated. Both faculty and students have participated in large numbers in these
camps and supported the event.
Training Programmes –The institute collaborated with the Gujarat Chamber of Commerce and
Industries and the Ahmedabad Traffic Police for conducting a 10-day management training
programme for over 1500 personnel of the Ahmedabad Traffic Police in 2013 providing its
infrastructure facilities and expertise free of cost.
Plantation Drive –The students of the institute have conducted a plantation drive on 11-02-2010,
which was celebrated as ‘Go Green Day’ to increase the green cover in and around the campus
and make it more eco –friendly.
35. SWOC analysis of the department and Future plans
The SWOC analysis of the department is discussed as under
Management:
Strengths
Excellent infrastructure
Well qualified and experienced faculty members
Rich library and well equipped computer laboratories
2500 plus alumni base
Rigorous academic process that focuses on conceptual learning and skill development
Weakness
No control over quality of student intake as the admission process is controlled by ACPC (A
Committee of Professional Courses)
No autonomy of deciding syllabus as it is controlled by the affiliating University
Opportunity
To tie up with corporate and develop industry ready management graduates.
Establish international footprints by tie up with top foreign universities.
Challenges
Bridging the gap between management education and the ever changing and dynamic requirement
of the corporate world.
3. Evaluative Report of the Departments
1. Name of the department:Master in Computer Applications (MCA)
2. Year of Establishment:2007
3. Names of Programmes / Courses offered (UG, PG, M.Phil., Ph.D., Integrated
Masters; Integrated Ph.D.,etc.)
PG: Master in Computer Applications (MCA)
4. Names of Interdisciplinary courses and the departments/unitsinvolved
NIL
5. Annual/ semester/choice based credit system (programme wise)
MCA course is based on semestersystem.
6. Participation of the department in the courses offered by otherdepartments
Faculty members from each department are invited to other departments for guest sessions
and faculty development programs.
7. Courses in collaboration with other universities, industries, foreign institutions, etc.:
NIL
8. Details of courses/programmes discontinued (if any) with reasons:
NIL
9. Number of Teachingposts
Sanctioned
Filled
Professors 0 0
Associate Professors 2 2
Asst. Professors 3 3
10. Facultyprofilewithname,qualification,designation,specialization,(D.Sc./D.Litt.
/Ph.D. / M. Phil. etc.,)
Name
Qualification
Designation
Specialization
No. of Years
of
Experience
No. of Ph.D.
Students
guided for the
last 4 years
Dr. Bhavin Shah PhD, MCA Associate
Professor
Computer
application 12+
NIL (Recently
Completed PhD)
Dr. JigneshDoshi PhD, MCA Associate
Professor
Computer
application 23+
NIL (Recently
Completed PhD)
Monica Darji MCA, PhD
Pursing
Assistant
Professor
Computer
application 8
N.A.
Meetu Joshi PhD pursuing,
MCA
Assistant
Professor
Computer
application 7
N.A.
Sheenu Singh MCA Assistant
Professor
Computer
application 6
N.A.
11. List of senior visiting faculty
Prof. DiptiChudgar
Prof. AlokManke
Prof. Tejash Mehta
12. Percentage of lectures delivered and practical classes handled(programme wise) by
temporaryfaculty
All sessions are conducted by full time faculty only.
13. Student -Teacher Ratio (programme wise)
MCA1:15
14. Numberofacademicsupportstaff(technical)andadministrativestaff;sanctionedand filled
Technical support staff : 1
Administrative staff: 14
15. Number of teaching faculty with DSc/ D.Litt/ Ph.D/ MPhil / PG.
PhD:2
PG (MCA): 3
16. Numberoffacultywithongoingprojectsfroma)Nationalb)Internationalfunding agencies
and grantsreceived
NIL
17. Departmental projects funded by DST - FIST; UGC, DBT, ICSSR, etc. and total grants
received
NIL
18. Research Centre /facility recognized by the University
NIL
19. Publications: ∗ Publication per faculty Average6 publications/facultymember ∗ Number of paperspublished in peer reviewed journals (national/
international) by faculty andstudents
Over 30 papers
∗Number of publications listed in International Database (For Eg: Web
ofScience, Scopus,HumanitiesInternational Complete, Dare Database - International Social Sciences Directory, EBSCO host, etc.)
IEEE Xplore Digital Library : 11
Pro Quest : 1
DBLP: 4
Google Scholar: 27
∗ Monographs ∗ Chapter in Books
Chapter in Books Authored by MCA Faculty
Sr.
No.
Name of
faculty Book Published Total
Name of Books with ISBN/ ISSN
numbers
Chapter Name in Book
1 Dr.
JigneshDoshi
Fundamentals of Computers
IISBN#9789381265567
Introduction to HTML,
Web Page Development
Using HTML
2
Programming in C – I
IISBN#9789381265567
Control Statements,
Functions
BooksEdited
Books Edited By MCA Faculty
Sr.
No.
Name of
faculty Book Published Total
Name of Book Chapter Name in Book
NIL
Books with ISBN/ ISSN numbers with details ofpublishers
Books Authored and Published by MCA Faculty
Sr.
No.
Name of
faculty
Book Published
Total
`
Name of Book Publication
NIL
CitationIndex
Over 37citations have been observed through Google scholar for research papers by the
institute faculty members.
SNIP
SJR
Impactfactor
H-index
Sr. No. Name of faculty H-Index
1 Dr. Bhavin Shah 3
2 Dr. JigneshDoshi 1
20. Areas of consultancy and incomegenerated
NIL
21. Faculty as membersin
a) National committees b) International Committees c)EditorialBoards…. Dr. Bhavin Shah
1. Senior Member of IACSIT (International Association of Computer Science &
Information Technology), Singapore.
2. Member of CTES (Computer Theory and Engineering Society)
, Singapore.
3. Editor of International Journal IJCTE (International Journal of Computer Theory and
Engineering), (Bimonthly) ,ISSN Print : 1793-8201 ISSN Online: 1793-821X.
4. Editor of International Journal IJET (International Journal of Engineering and
Technology), (Bimonthly) ISSN Print : 1793-8236 ISSN Online: 1793-8244.
5. Editor of International Journal IJCEE (International Journal of Computer and
Electrical Engineering),(Bimonthly) ISSN Print : 1793-8163, ISSN Online: 1793-
8198.
6. Program Committee Chair of ICCEA 2010 (2nd International Conference on
Computer Engineering and Applications), Bali Island, Indonesia 26th-29th March,
2010.
7. Program Committee Member of ICKD 2010 (2nd International Conference on
Knowledge Discovery), Indonesia, March 26-29, 2010.
8. Program Committee Member of ICIII 2011 (International Conference on Industrial
and Intelligent Information), April 1-3, 2011, Bali Island, Indonesia Indonesia,
March 26-29, 2010.
9. Program Committee Member of FCCE 2009 (International Conference on Future
Computer and Communication Engineering), Chengdu, China, November 6-8, 2009.
10. Program Committee Member of ICTTA 2010 (2nd
International Conference on
Telecom Technology and Applications) ,Bali Island, Indonesia, March 26-29, 2010.
11. Chaired a Session of Database & Data Mining Track of the ICDEM-2008
(International Conference on Data Engineering and Management), organized by
Bishop Heber College, Tiruchirappalli.
22. Studentprojects
a) Percentage of students who have done in-house projects including
interdepartmental/programme
NIL
b) Percentage of students placed for projects in organizations outside the institution
i.e.in Research laboratories/Industry/ other agencies
100%
23. Awards / Recognitions received by faculty andstudents
Dr. Bhavin Shah
1. Patent Filed at India Patent Office. Application Number : 1794/MUM/2015.
Patent is in “Awaiting for Examination” stage.
2. 18 Research papers presented or published.
3. One of paper has 21 citations count.
4. H-Index=3
5. Machine Learning course completed from Stanford University (via coursera)
with 100% marks.
6. Excellent Reviewer award by IJCEE, international journal.
7. Outstanding Reviewer award by IJCEE, international journal for the 2010-11.
8. 2nd
Rank in CCNSP exam conducted by Elite Core Technologies, Ahmedabad.
9. Best Patent Award : Awarded “Best Patent Award” at patent presentation event,
organized by GTU.
10. Best Paper Award in IEEE conference ACCT-2015.
11. Best Paper Award in IEEE conference ICRDPET-2013.
12. Senior Member of IACSIT (International Association of Computer Science &
Information Technology), Singapore.
13. Member of CTES (Computer Theory and Engineering Society)
, Singapore.
14. Editor of International Journal IJCTE (International Journal of Computer Theory
and Engineering), (Bimonthly) ,ISSN Print : 1793-8201 ISSN Online: 1793-
821X.
15. Editor of International Journal IJET (International Journal of Engineering and
Technology), (Bimonthly) ISSN Print : 1793-8236 ISSN Online: 1793-8244.
16. Editor of International Journal IJCEE (International Journal of Computer and
Electrical Engineering),(Bimonthly) ISSN Print : 1793-8163, ISSN Online:
1793-8198.
17. Program Committee Chair of ICCEA 2010 (2nd International Conference on
Computer Engineering and Applications), Bali Island, Indonesia 26th-29th
March, 2010.
18. Program Committee Member of ICKD 2010 (2nd International Conference on
Knowledge Discovery), Indonesia, March 26-29, 2010.
19. Program Committee Member of ICIII 2011 (International Conference on
Industrial and Intelligent Information), April 1-3, 2011, Bali Island, Indonesia
Indonesia, March 26-29, 2010.
20. Program Committee Member of FCCE 2009 (International Conference on Future
Computer and Communication Engineering), Chengdu, China, November 6-8,
2009.
21. Program Committee Member of ICTTA 2010 (2nd
International Conference on
Telecom Technology and Applications) ,Bali Island, Indonesia, March 26-29,
2010.
22. Chaired a Session of Database & Data Mining Track of the ICDEM-2008
(International Conference on Data Engineering and Management), organized by
Bishop Heber College, Tiruchirappalli.
24. List of eminent academicians and scientists / visitors to the department
Sr. No. Expert
1 Lord Meghnad Desai,
Professor Emeritus,
London School of Economics
2 DrGautamAppa,
Professor Emeritus,
London School of Economics
3 Mr. Hemal Patel,
CEO,
Elite Core Technologies, Ahmedabad. 4 Mr. Varun Parikh,
Trainer,
Elite Core. 5 Mr. Ashikali M Hasan,
CEO,
CELNET. 6 Mr. Prajose John,
Head, Training Department,
EInfochips Ltd, Ahmedabad
7 Mr. SandeepVasant,
Assistant Professsor,
8 Mr. S.Jagadish
COO,
BSP Information Technology,
Technology, Alterian New Horizon Muscat, and many more…..
9 Mr. Prabhjot Singh Bakshi
Director,
BSP Information Technology,
Corporate Trainer of : Microsoft, Intel ,IBM, Accenture, Infosys, Wipro,
Cap Gemini, ICICI, and many more …
10 Mr.Sanket Shah
Director,
Fresh Breeze Software Consultancy Service.
Ranked in top 1000 Coders | MCA |PGDBA 11 DilipAngom
Physical Research Laboratory, Ahmedabad
12 Mr.Abhijit
Director,
Dzireworx
13 Mr. Pravin Jain
Director - Technical
Zen Softech Private Limited
25. Seminars/ Conferences/Workshops organized & the source of funding
1. Faculty Development Progamme on Data Mining
(AICTE Sponsored)
Abstract Data mining is also termed as knowledge discovery. Data mining is the garnering
of useful patterns and terms from data sources, such as texts, databases, and the
internet. Data mining is very important as various fields like science, business and
other areas deal with a humungous amount of data. As these data needs to be
converted into meaningful content; and that's where data mining come into the
picture. Many organizations all over have recognized the importance of data
mining and have been using it to add a splurge to their income. This staff
development program (SDP) was aimed to enhance the knowledge and capability
of faculty and staff participants.
Topics Data Mining
Knowledge Pattern
Data Mining Technique & Algorithm
Web Mining
Text Mining
Time series Data Mining
Application & Trends in Data Mining
Recent Trends in Research Direction
Number of
Participants
35 Participants from all over the Gujarat
Speaker 10 Experts from industry, research organization and academic institutes.
2. Faculty Interaction Programme : Einfochip
Aim To bridge the GAP between industry and academic.
Number of
Participants
15+
Specially Design for MCA Faculty Members
Industry
Expert
Mr. Prajose John,
Head, Training Department,
EInfochips Ltd, Ahmedabad
3. Faculty Interaction Programme : Elitecore, MCA
Aim To bridge the GAP between industry and academic.
Number of
Participants
15+
Specially organized for LJIET Faculty
Speaker Mr. Hemal Patel,
CEO, Elite Core Technologies, Ahmedabad.
4. Faculty Interaction Programme : Elitecore, LJIET
Aim To bridge the GAP between industry and academic.
Number of
Participants
40+
Specially organized for LJIET Faculty
Speaker Mr. Hemal Patel,
CEO, Elite Core Technologies, Ahmedabad.
5. Industrial Training
Aim To learn the current practice in the field of Computer Networks
Number of
Participants
4
Speaker Mr. Varun Parikh,
Trainer,
CEO, Elite Core.
26. Student profile programme/course wise:
Name of the
Course/programme
(refer question no. 4)
Applications
received
Selected Enrolled
Pass
percentage *M *F
MCA 7 7 4 3 RESULT
AWAITED
*M = Male *F = Female
27. Diversity ofStudents
Name of the
Course
% of
students
from the
samestate
% of
studentsfrom
other States
% of
studentsf
rom
abroad
MCA 98 2 Nil
28. HowmanystudentshaveclearednationalandstatecompetitiveexaminationssuchasNET, SLET,
GATE, Civil services, Defense services,etc.?
NIL
29. Studentprogression
Student progression Against % enrolled
UG to PG NA
PG to M.Phil. 0
PG to Ph.D. 0
Ph.D. to Post-Doctoral 0
Employed
• Campusselection
• Other than campus recruitment
178
148
Entrepreneurship/Self-employment 120
30. Details of Infrastructural facilities
a) Library
The institute has a rich library containing over 20000 books, 35 magazines 69 journals and
659 CDs & DVDs for MBA and MCA students. Apart from this, for MCA students, the
institute also have 600 titles with 2500 volumes, 4000 books. All these resources of MCA
and MBA are effectively used by the faculties as well as students for the teaching and
learning process. The Library is maintained in a regular and prompt manner. The Librarian
guides the students to the relevant sections where books of different subjects are kept. The
College has formed a Library Development committee comprising faculty members who
regularly keep the library updated with the necessary resources. The Committee actively
monitors provision of services at the Library and enrichment of resources by acquisition of
new titles and subscription of required journals.
Total area of library ( in Sq. Mts. ) : 200 Sq. Mts.
Total seating capacity:100
Workinghours:
Onworkingdays: 8 AM to 9PM
Before Examination days: 8 AM to 9PM
During examination days: 9 AM to 8.30PM
During vacation: 9 AM to 2PM
On holidays: Generally remainsclosed
Layout: The library has comfortable seating arrangements for students and faculty with separate
space being provided for internet browsing, accessing e-resources and catalogue search.
b) Internet facilities for Staff &Students
Dedicated computers are made available to every faculty with internet connection on the
campus.
For students there are six computer labs with internet facility.
c) Class rooms with ICTfacility
All classrooms have computers with internet connection and projectors for use by
faculty members and students helping in better student faculty interaction and
knowledge exchange. High end LCD projectors are installed with the computer systems
in the classes to give enhanced learning experience to the students.
d) Laboratories
The institution provides dedicated computer systems with latest configuration and un-
interrupted internet access. One computer lab is dedicated to internet access by students to
enumerate research activities involving computer systems. In order to make the environment
more conducive, Wi-Fi connectivity is provided. The students get access to computing and
internet facility through a computer lab which houses manycomputers.
31. Number of students receiving financial assistance from college, university, government or
otheragencies
The following table provides details of the number students enrolled in different categories that
receive scholarship either from State government, Central government or other national
agencies. Eligibility of students for scholarship is evaluated after the application. Only the
deserving students from economically weaker backgrounds are awarded scholarship. The
administrative assistance required to complete the procedure is provided by the institute.
YEAR CATEGORY % OF STUDENTS RECEIVING
SCHOLARSHIP
SC 12
2012- ST
NIL
13 SEBC
MINORITY(JAINAND
MUSLIM
NIL
2013-
14 SC 5
ST NIL
SEBC 1
MINORITY
MUSLIM
(JAIN AND 1
SC
10
2014- ST NIL
15 SEBC 5
MINORITY
MUSLIM
(JAIN AND 1
32. Details on student enrichment programmes (special lectures / workshops /
seminar) with externalexperts
1. Workshop on PHP
Topics Apache Web Server : Installation of WampSever, Configuration and
Deployment
PHP: Open Source Introduction,Need of Open Source, Designing using
DreamWeaver, Introduction to PHP, Programming using PHP, OOP
using PHP, Sending Emails Using PHP, Creating PDF File using PHP
MySql: Overview of MySql, Database connectivity from PHP Script
Case Study: PHP application Development using Industry Standards
Hands On: Mini Project Work
Number of Participants 230+ Participants from all over the Gujarat
Speaker Mr. SandeepVasant,
Assistant Professor,
Ahmedabad University.
2. Workshop on Android
Topics Android Framework
Dalvik Virtual Machine
Building Applications in Android using
Activities and Intents
Database
Content Providers
Services
Accessing Native Code (C or C++) from Java Application
Number of Participants 170+ Participants from all over the Gujarat
Speaker Mr. Prajose John,
Head, Training Department,
EInfochips Ltd, Ahmedabad
3. Seminar on Ethical Hacking
Topics What is Hacking, What is Ethical Hacking, Types of Hacking, Various tools of
hacking, How to secure your computers.
Number of Participants 150+
Specially Organized only for the L J Trust Students
Speaker Mr. Ashikali M Hasan,
CEO of CELNET.
4. Workshop on IPhone & Windows Phone 7
Topics Apple I phone and I pad
Introduction to Xcode
Creating a Simple iOS App in Xcode
Understanding Interface Builder
Storyboard
Animation
Compiling iOS Apps
Various controls in iOS
Running iOS Apps on the Simulator
Running iOS Apps on iOS Devices
Developing a Game in Iphone
Windows Phone 7
Understanding Windows Phone 7
Different Types of Application (xna or Silverlight)
Silverlight for Windows Mobile
Windows Phone Animation
Data Visualization
Storing and Synchronizing Data
Navigation
Debugging Tools
Deployment
Live Demos and Lab sessions for Hands on Experience
Number of Participants 150+
From all over the Gujarat.
Speaker Mr. S.Jagadish
COO, BSP Information Technology,
Corporate Trainer of : Accenture, HCL, Nokia, Ceridian-Mauritius, Tops
Technology, Alterian New Horizon Muscat, and many more…..
5. Lecture on “Best Coding Techniques”
Topics Improving Methods Execution
Hidden Constructors / Destructors Cost
Optimizing memory and execution in Statements Declaration
Optimizing Stream Character Output
Using bit-shifts for faster operations
Removing unnecessary calculations within loops
Rewriting mathematical expressions for performance
Passing objects by Parameters
Initialization vs Assignment
Return Value Optimization
Managing Local Variables
Prefer int over char and short
When to use if..else and when to use switch…case
Case values and order in switch…case
Optimizing Loops
Number of Participants 200+
Specially Organized for the MCA Students.
Speaker Mr.Sanket Shah
Director, Fresh Breeze Software Consultancy Service.
Ranked in top 1000 Coders | MCA |PGDBA
MCTS - .NET 2.0 Windows Applications
MCTS - .NET 2.0 Web Applications
BrainBench C# Certified
Google Apps .NET Developer and Integrator AutoTask API Implementer
PIDX Implementer
6. Workshop on Exploring Mobile Technologies
Topics Why and what are smart phones?
The Technologies, Architecture used by mobile phones.
What is Android, its development platform, developing applications,
shortcomings ,App hubs.
What is Iphone its development platform, developing applications ,short
comings, App hubs.
What is Windows Phone 7 its development platform, developing applications
,short comings, App hubs,
Live Game Development.
A brief intro on Windows 8.
Future Growth of the Mobile Technology
Number of Participants 150+
Students from all over the Gujarat has participated.
Speaker Mr. Prabhjot Singh Bakshi
Director, BSP Information Technology,
Corporate Trainer of : Microsoft, Intel ,IBM , Accenture, Infosys, Wipro,
Seimens, HCL, L&T, Patni, Polaris, ONGC,BPCL,HPCL, 3i Infotech, Cap
Gemini, ICICI, and many more …
Mr. S.Jagadish
COO, BSP Information Technology,
Corporate Trainer of : Accenture, HCL, Nokia, Ceridian-Mauritius, Tops
Technology, Alterian New Horizon Muscat, and many more…..
7. Expert Lecture: Power of Alignment
Abstract The presentation was about understanding the real meaning of the corporate
elements like Vision, Mission, Strategy, Goal, Metrics, Culture, Structure and
much more. If they are aligned together then how powerful it becomes to
make a successful corporation. Presentation covered deeply in to the role of
right strategy and culture in various types of businesses.
Number of Participants 200+ LJMBA Students
Specially Organized for LJ MBA Students
Speaker Mr. Hemal Patel,
CEO, Elite Core Technologies, Ahmedabad.
8. Expert Lecture on How to be Successful
Topics Reasons of Failure
How to overcome from the failure
How to avoid failure
Things to do for becoming successful
Case study
Number of Participants 330+
Specially Organized for LJ Engineering Students
Speaker Mr. Hemal Patel,
CEO, Elite Core Technologies, Ahmedabad.
9. Industry Visit : DivyaBhaskar Press
Objective To understand how the computes are used in the new paper industry.
Number of Participants 15 Students + 2 Faculty members
10. Industry Visit : Amul
Objective To understand how the computes are used in Amul.
Number of Participants 15 Students + 2 Faculty members
11. Industry Visit : ONGC
Objective To understand how the computes are used in ONGC
Number of Participants 15 Students + 2 Faculty members
12. Industry Visit : Vibrant Gujarat
Objective To elaborate the development in the area of the science, technology,
infrastructure, urban & rural sectors.
Number of Participants 35 Students & 5 faculty members
33. Teaching methods adopted to improve studentlearning
With the motive of making learning more students centric, the institute provides various
hardware & software resources to cater to various needs of students and faculties as well as a
good infrastructure that acts as a platform for interactive, collaborative and independent
learning.
Besides the basic methods of class room teaching like delivering lectures, power point
presentations, case studies, group discussions and role plays, other interesting methods like live
projects for students and activities that give real time practical exposure to students are being
regularly conducted at the institute. This enables students to develop the interactive and
collaborative learning related skills. Students are also constantly motivated to read current
articles from various magazines/journals available in the rich college library as well as from
other sources and then make presentation in the class room. This caters to the independent
learningskills.
For the improvements in the results, the department had implemented the On- Demand
Examination.
On-Demand Examination
Preamble:
As a part of MCA initiative to improve quality of continual learning and measurement of
student performance, series of On-Demand Examinations are conducted. The successive
sessions were focusing on discussing model answers of university question papers along with
teaching. The students were given liberty to choose the subject for appearing in examination
during the specified duration. The evaluated answer books along with local and global
comments for improvement were handed over to students within two days of conduct of
examination.
Implementation mechanism:
An on-demand examination system (ODE) has been implemented by the Institute in MCA
course that allow the students to appear for examination of various subjects on a date of their
preference within a stipulated duration. Three to four ODEs are conducted every semester.
Each ODE is conducted for two weeks and a gap of one week is maintained between two
consecutive ODEs. A committee comprising of faculty members has been formed in order to
coordinate various activities of on-demand examination. Faculty members and student
volunteers have designed and developed a software application for automating various tasks
related to on-demand examination.
Faculty members submit syllabus of their respective subjects a couple of weeks prior to the
scheduled duration of the each examination. Subject faculty members announce the syllabus
in the class and the ODE committee displays the same on the notice board. Students register
themselves along with their preferred dates for appearing in examination of each subject
using the software. The faculty members send six question paper sets to the ODE committee
at least one week prior to the scheduled examination period. Each question paper is of twenty
eight marks with time duration of fifty five minutes.
The examinations are conducted from 8:55 am to 9:50 am on the scheduled dates. After the
examinations, the ODE committee allocates the answer sheets to faculty members of
respective subjects for evaluation. The faculty members evaluate the answer sheets and return
them along with the mark sheets to administrative office within two working days of
allocation. At the end of each semester, the faculty members receive a remuneration of Rs.
2.5 from the Institute for evaluating each paper.
The marks are entered into the ODE software by the administrative staff and evaluated
answer sheets are returned to the students. In case of any discrepancy in the evaluated answer
sheets, the students contact the ODE committee, and the committee get those answer sheets
reevaluated by subject faculty members. Mark sheets are displayed on the notice board after
one week of completion of each examination.
34. Participation in Institutional Social Responsibility (ISR) and Extensionactivities
The institution understands its responsibility towards the society and in order to fulfill that it has
designed several extension activities with an objective to reach out to the community. The
Institute has created a platform through which it can inculcate a citizenship role in its students
and enable their overall development. For the holistic development of students, the institute
encourages students and teachers to participate in community welfare activities. Students are
guided to contribute to exhibit good citizenshipbehavior, develop service orientation and
thereby enable overall
development.Theinstituterunsaprogramme,‘Parivartan’inwhichstudentsunderthe guidance of a
faculty member, teach the kids of the nearby locality and the slum dwellings. In addition they
also make visits to the Orphanage, Old Age home, Remand Home Blind People’s Association, contributing to their welfare through services and sometimes financially also. They also
participate in Blood Donation Camps organized every year. The details of these activities are as
under.
Parivartan
LJ Institute of Management Studies have started an initiative, ‘Parivartan’, for bringing about change in the lives of people of the disadvantaged sections living in its neighbouring areas.
Parivartan’s focus is to provide literacy and also generate awareness about various social, environmental, health and hygiene as well as political issues faced by them. Under this
initiative, 25 children have been imparted basic education. The students of the institute even
volunteer to collect donation of stationary items, books, toys and clothes and distribute them
among these children.
Blood Donation Camp– As a mark of celebrating humanity, LJ Institute of Management
Studies, frequently organizes Blood Donation Camp with hand in hand with Prathama Blood
Centre& Red cross society, Ahmedabad . Seven such camps have been organized in which a
total 502 units of blood was donated. Both faculty and students have participated in large
numbers in these camps and supported the event.
Training Programmes –The institute collaborated with the Gujarat Chamber of Commerce
and Industries and the Ahmedabad Traffic Police for conducting a 10-day management training
programme for over 1500 personnel of the Ahmedabad Traffic Police in 2013 providing its
infrastructure facilities and expertise free of cost.
Plantation Drive –The students of the institute have conducted a plantation drive on 11- 02-
2010, which was celebrated as ‘Go Green Day’ to increase the green cover in and around the campus and make it more eco –friendly.
35. SWOC analysis of the department and Futureplans
The SWOC analysis of the department is discussed as under
Management:
Strengths
Excellentinfrastructure
Well qualified and experienced facultymembers
Rich library and well equipped computerlaboratories
500 plus alumnibase
Rigorous academic process that focuses on conceptual learning and skilldevelopment
Weakness
No control over quality of student intake as the admission process is controlled byACPC (A
Committee of ProfessionalCourses)
No autonomy of deciding syllabus as it is controlled by the affiliatingUniversity
Opportunity
To tie up with corporate and develop industry ready computer technocrats.
Establish international footprints by tie up with top foreignuniversities.
Challenges
Bridging the gap between technical education and the ever changing anddynamic
requirement of the corporateworld.
Future Plans:
The Institute has several future plans to make student learning process more rigorous and skill based
which are mentioned below
To develop industry ready computer technocrats through constant and dynamic interaction
withindustries.
To develop the spirit of entrepreneurship among students by training and mentoringthem
through the Institute’s business incubator. To set a corporate training and consultation cell to provide training and consultancy to the
corporateworld.
To set up an independent unit for regular conduct of faculty development programs, seminars
andconferences.
To constitute a “Best SME Award” wherein an award shall be given by the Institute to the best
small and medium enterprise on the basis of certain predeterminedparameters.
To development extension with the corporate world by arranging faculty sessions on
industrypremises.
To develop a center for Academic and Applied Research in order to promote research activities
amongst the students andacademia.
To develop innovative and rigorous teaching and evaluation processes to enhance learning and
skills amongst students.
To tie up with foreign universities for student and faculty exchange in order to generate
opportunities for better learning and exposure through the Institute’s center for
internationalaffairs.
To create centers for skill development in order to inculcate various skills (Analysis Skills,
Design Skills, Coding Skills, Testing Skills, Communication Skills etc) necessary to be a good
computer professional.