ANALYSIS AND INTERPRETATION OF DATAshodhganga.inflibnet.ac.in/bitstream/10603/36767/11/11... ·...
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CHAPTER IV
ANALYSIS AND INTERPRETATION OF DATA
4.1 INTRODUCTION
The present study aimed at one of the most important issues in
higher education – quality assurance – to deal with three challenges –
expansion, equity and excellence. This is to address to the demand of
enhanced level of human development index in the era of expanding
market economy and global economic order along with issues
concerning social and economic aspects of developing economy of the
nation. The concept of quality assurance in higher education – need of
the hour – has been focus of educational planners and administrators
since long but more markedly for the last 2 decades. It was mainly
conceived in the National Policy of Education (1986) to establish bodies
such as National Assessment and Accreditation Council (NAAC) to
evolve a mechanism for continuous monitoring and evaluation of higher
education institutions – dealing with graduate and post-graduate
programmes along with researchers and extension programmes.
4.2 ASSESSMENT AND ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS: NAAC OBSERVATIONS
The documentary analysis of evaluation reports of NAAC with
regard to assessment and accreditation of degree colleges and
universities has brought forward some significant observations
regarding the strengths, weaknesses and opportunities of these
institutions. An account of such observations has been given below:
4.2.1 Strengths of University System
1. A wide range of programme options in varied disciplines
including Languages, Humanities and Social Sciences, Fine Arts,
Basic Sciences, Professional Programmes (Engineering,
Pharmacy, Physiotherapy, Management, Law, Education), among
others along with continuing with the special thrust on the
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promotion of studies and research on language, literature,
religion, culture and heritage.
2. Taking the higher education programmes to the doorsteps of the
rural/backward regions through establishment of several
neighbourhood and satellite campuses, and also efforts to provide
professional education with subsidized fee structure for the
benefit of the poorest in the rural area.
3. Special efforts towards resource mobilization of resources, NRIs,
alumni and others; sizeable revenue generation through self-
financing professional programmes and from distance education
courses.
4. Quite an enterprising managerial initiative in getting several
structures/schemes sponsored and supported by
UGC/Government/NGOs; some buildings/facilities have also
come up thanks to magnificent contributions of donors.
5. Besides strong academic profile of a good number of Departments
of Studies and Research (especially in Science faculties), a
commendable and sustained record of accomplishments in
sports.
4.2.2 Strengths of Affiliated Colleges
1. Good academic ambience and work culture existing among
faculty.
2. Teachers are committed and sincere.
3. The performance of the students in the final examination and
active participation in sports and extension activities.
4. Proactive management and good scope for further expansion of
the infrastructure facilities.
5. Modern and Traditional based teaching-learning method.
4.2.3 Weaknesses of University Systems
1. A good number of faculty positions lying vacant; leaving some of
the Departments under-staffed or managed by adhoc faculty.
2. Despite a large number of programmes being offered in multiple
disciplines, there is little horizontal mobility for the students to
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choose across the disciplines. The curricular reform such as
choice-based credit system is yet to be attempted.
3. While there are some pockets of individual excellence in research,
the over-all strength in terms of research projects and quality
publications in refereed/high-impact-factor journals. Many of the
publications happen to be the books published by the university
publication bureau and a good number of articles in house
journals, particularly in humanities and social sciences.
4. A considerable amount of duplication/overlapping of activities by
a number of differently christened departments/chairs on
account of funding factors. Lack of co-ordination/interaction
among the related departments, for want of any umbrella
structure called school.
5. The functioning of student support-structures (placement cell,
grievance redressal cell and others) and conditions of hostels,
and of learning resources (particularly in access time, and
opportunity and ambience) deserve to be improved to ensure
better levels of student satisfaction of the campus.
4.2.4 Institutional Opportunities
1. Scope for developing some autonomous schools/centers of
excellence taking some strong departments as nodal points
(Biological Sciences, Physical Sciences).
2. A good opportunity for this multi-faculty University offering over
50 PG programmes in the campus, for giving adequate
freedom/flexibility for the students in the choice of credit-based
soft core courses across the disciplines.
3. Scope for improving career-focus of the programmes by imparting
soft-skills including communication skills in English and by
offering skill-based add-on certificates/diplomas on a concurrent
basis.
4. Opportunity for improving consultancy and extension thrust, for
dissemination of research findings relevant for application,
through better university-industry linkages, by creating a
separate catalytic structure for the purpose.
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5. Scope for improving the quality of the professional and other
programmes: for instance, longer time- span of integrated six-
year Engineering programme (plus two and BE together)
providing ample scope for enriching the curricula, more industry-
oriented and with internship.
4.2.5 Institutional Challenges
1. Location of the University in a region with low industry/urban
concentration and hence challenge of industry – interaction
(hence the visiting faculty, industry visit found to be minimal).
2. Having been established as a Punjabi (language) University with
the special goal of promoting Punjabi language, literature and
culture, the continuing challenge of striking a judicious balance
between the special thrust and other general role of a university.
3. Challenge of finding quality faculty/resources for expanding and
sustaining the quality of programmes in the so many
satellite/neighbourhood campuses (around 18 of them); the
pressures from other areas are also likely to mount.
4. Challenge of affiliation-related burdens and diversions generally
associated with an affiliating university: challenge of managing
large number of non-teaching staff.
5. At the macro level, emerging challenge of several central/national
universities which are likely to drain out good faculty and
resources from the general pool; posing a greater challenge of
competition to the state universities.
4.2.6 Recommendations for Quality Enhancement
1. Taking due advantage of the wide-ranging programme option
available on the campus, a flexible choice- based credit system
could be adopted for the advantage of the students and for better
and cross- border utilization of the faculty/facilities.
2. A number of Departments/Chairs doing very similar/related
programmes leading to inevitable overlapping/redundancies be
avoided. Grouping and integrating these smaller sub-units into
optimally sized schools may help better effective delivery of
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inter— disciplinary programs also. (Statutory concept of Faculty
may need to be readdressed in this regard). In contrast with the
existing sub-optimal Departments, the purposed Schools would
qualify for better funding support- under SAP/DSA of UGC and
other bodies.
3. Autonomous Centers of Excellence (leading to National Facilities)
be established on the strength of the research accomplishments
of the three Fellow Scientists in their fields of specialization.
Autonomy be extended to other deserving departments and
affiliated colleges.
4. Campus infra-structure needs to be expanded/toned up (eg.
Faculty cubicles/separate rooms, more of hostels to ease out the
current congestion in occupancy, making the entire campus with
wi-fl facility, more and free internet facility in the library, e-
teaching/learning gadgets to all the Departments including the
Departments of Fine and Performing Arts, generator facility for
all. the vital segments such as Library and others).
5. Central Instrumentation Facility by pooling the costly!
sophisticated equipments may be explored to ensure effective
utilization and maintenance.
6. Career-focused short-term add-on Diploma/certificates be offered
on a concurrent basis in most of the departments for the purpose
of enriching the skill-sets of students. Fees for such courses be
cross-subsidized from the revenue generated from self-financing
professional programmes.
7. A hassle-free structure/procedure be evolved to enable the Pis of
the sponsored research projects execute their projects without
wasting their time/energy on bureaucratic machinery. Whe
commending the incentive system recently introduced for the
Project Fellows (2% of the Project cost as incentive), a
comprehensive incentive system for better performers could be
explored.
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8. Student evaluation of teachers be extended to all the
departments. Eventually, a ‗three hundred sixty degree‘
comprehensive evaluation could be introduced to ensure an all-
round sensitization and involvement of all stakeholders on
quality parameters. IQAC be strengthened as an effective
proactive body.
9. Student support-structures and services be strengthened for
better career guidance and placement, and grievance redressal.
Training in soft skills including English communication skill and
computer literacy/training for the students (also for all the non-
teaching staff) be provided at free! subsidized cost. Establishment
of language lab and outsourcing of professional expertise may be
useful in this regard.
10. E-Governance in all branches of administration and networking
with the affiliated colleges and all the Departments! satellite and
neighborhood campuses, ensuring better transparency and
dissemination of information could be pursued in a systematic
manner.
11. NSS wing be made more active.
12. Students be given more opportunities and coaching to participate
in state and national level events.
13. The institute continues to bring about enhancement in teaching
quality by periodically including seminars, lectures and talks in
the various departments.
14. Establishing new faculty development centres.
15. Student mobility.
16. Evaluation of teachers by students and peer assessment,
17. Levergaging technolor for curriculum models, course-ware
development and participatory teaching-learning.
18. Reforming the self-financed teaching programme.
19. Seminar hail to be provided in each department.
20. Some more reference books, need to be added in the
departmental libraries.
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21. Full computerization of library management.
22. Promotion of research culture.
23. Modernization of various laboratories.
24. Continuous faculty improvement programmes.
25. Sports facilities may be strengthened.
26. University should be able to appoint some more fully qualified
permanent teachers for quality sustenance.
27. University may start more short term vocational and add on
courses based on expertise available in the departments.
28. University needs to organize more seminars, conferences etc. to
give exposure to its faculty and students.
29. The university faculty may try to get more major research
projects from outside funding agencies.
30. University should encourage the students to actively participate
in sports and co-curricular activities to enhance achievements in
these areas.
31. University may improve the functioning of student oriented and
other services like health centre, employment cell etc.
32. Alumni association has to be made more active and participative
in Institution development.
33. The parent teacher association and Alumni association need to
gear up in raising funds for welfare of university.
34. University may provide better hostel facilities for students
specially in case of girls.
35. University career counseling and guidance cell need to be
established.
36. The vacant teaching and non-teaching posts need to be filled up
for effective and efficient functioning.
4.2.7 Suggestions for Quality Enhancement
1. The university should create more residential facilities for faculty
and staff within the campus.
2. The university should focus on Testing and Consultancy services.
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3. The university should make special efforts to make differently
abled students, specially physically and visually challenged
students, at ease in the surroundings.
4. Anti-ragging posters need to be displayed in visible places in the
campus as well as hostels.
5. More efforts need to made for research publications by the
teachers.
4.3 VIEWS AND PERCEPTIONS OF TEACHERS ABOUT
QUALITY ASSURANCE IN HIGHER EDUCATION
A sample of 175 college and university teachers varying across
qualification, age and discipline was purposively chosen to get their
views and perceptions with regard to core quality issues on higher
education. These core issues were selected on the basis of NAAC's
criteria for the process of assessment and accreditation of higher
education institutions comprising of the following parameters:
1. Curricular Aspects
2. Teaching Learning and Evaluation
3. Research, Consultancy and Extension
4. Infrastructure and Learning Resources
5. Student Support and Progression
6. Governance and Leadership
7. Innovative Practices
The responses of teachers (on three points rating scale) regarding
various quality issues pertaining to the above parameters have been
analysed through percentage analysis. The results of this analysis have
been given under following headings:
4.3.1 Curricular Aspects
The observations of teachers regarding the quality issues related
to curricular aspects at higher education have been given in Table 4.1.
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Table 4.1 Teachers’ Perceptions about Quality of Curricular Aspects (N=175)
Sr.
No.
Aspects Response
Yes No No Response
N % N % N %
1. The syllabus of different courses is
reviewed and updated regularly in the
university in order to incorporate latest
knowledge.
135 77.14 27 15.43 13 7.43
2. The present syllabi of different courses
are equipping students with sufficient
knowledge and skills in accordance with
the emerging demands of the
employment market.
48 27.43 122 69.71 05 2.86
3. The syllabus nowadays is being
revised/designed to promote research
and develop analytical thinking among
students.
117 66.86 47 26.86 11 6.29
4. Any revision/designing of syllabus is
always a rigorous exercise taking
substantial time and involving serious
and intensive discussion among
members of the Board of Studies.
72 41.14 85 48.57 18 10.29
5. By consulting different stakeholders like
alumni, parents, industry and social
organizations while developing the
curriculum would improve its quality.
133 76.00 29 16.57 13 7.43
6. Introduction of a mechanism of student
feedback after revision of the course
content would improve the quality of
curriculum.
130 74.29 41 23.49 04 2.29
7. The move from the annual to the
semester system and from award of
marks to award of credits would
contribute towards improving the
quality of education.
164 93.71 0 0 11 6.29
As many as 77.14 per cent teachers responded in affirmative to
the statement that ‗the syllabus of different courses is reviewed and
updated regularly in the university in order to incorporate latest
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knowledge‘. Nearly equal number of respondents i.e. 76 per cent agreed
that ‗by consulting different stakeholders like alumni, parents, industry
and social organizations while developing the curriculum would
improve its quality‘. Further, 74.28 per cent per cent of the responding
teachers endorsed the view that ‗Introduction of a mechanism of
student feedback after revision of the course content would improve the
quality of curriculum‘.
Nearly two third of teachers (66.85%) were of the view that ‗the
syllabus now – a – days is being revised/designed to promote research
and develop analytical thinking among students‘. It may also be noted
that ‗the move from the annual to the semester system and from award
of marks to award of credits would contribute towards improving the
quality of education‘ was endorsed by almost all the teachers (98.71%).
However, there were only 41.14 per cent teachers who agreed with the
statement that ‗the present syllabi of different courses are equipping
students with sufficient knowledge and skills in accordance with the
emerging demands of the employment market‘, whereas 48.57 per cent
of the teachers expressed their disagreement with this statement.
Moreover, more than two third (69.71%) teachers disagreed with the
statement that ‗the present syllabi of different courses are equipping
students with sufficient knowledge and skills in accordance with the
emerging demands of the employment market‘.
However, there were a number of teachers who did not give a
specific response to different questions pertaining to quality of
curricular aspects. The number of such teachers varied from 4 (2.29%)
to 18 (10.29%).
4.3.2 Teaching-Learning and Evaluation
The views of teachers working in higher education institutions
about certain issues related to the quality of teaching-learning and
evaluation practices in higher education have been analysed and
presented in Table 4.2.
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Table 4.2 Teachers’ Perceptions about Quality of Teaching-Learning and
Evaluation (N=175)
Sr.
No.
Aspects Response
Yes No No Response
N % N % N %
1. Admission to all the courses in the
university is made on the basis of merit
at the qualifying examination or merit at
the entrance test.
175 100 00 00 00 00
2. The University ensures equality in
access through transparency and
adherence to rules during admission
process.
168 96 00 00 07 4.00
3. The university ensures the proper
implementation of the reservation policy
of the government for admissions at all
levels in order to ensure access to
students from marginalised sections of
the society.
175 100 00 00 00 00
4. The systematic planning in the form of
academic calendar is done by the
university which contributes towards
proper organization and implementation
of teaching, learning and evaluation
processes.
123 70.29 33 18.86 19 10.86
5. University teachers are effectively
employing such participatory activities
as seminars, assignments, projects and
fields studies for making the learning
process more student-centred.
109 62.29 44 25.14 22 12.57
6. Generally, the teachers make concerted
efforts to keep themselves and their
students abreast with the recent
developments in their subjects.
158 90.29 00 00 17 9.71
7. The modern teaching aids like LCD
projector, OHP, CD-ROMs and computer
systems in classroom instruction are
contributing towards making teaching-
learning process more effective.
72 41.14 85 48.57 18 10.29
8. The mechanism being adopted for
monitoring academic progress of
students by the university is quite
appropriate and effective.
79 45.14 93 53.14 03 1.71
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It is clear from the table that all the teachers agreed that
‗admission to all the courses in the university is made on the basis of
merit at the qualifying examination or merit at the entrance test‘ and
also that ‗The university ensures the proper implementation of the
reservation policy of the government for admissions at all levels in order
to ensure access to students from marginalised sections of the society‘.
Similarly, nearly all of respodents (96%) were of the view that ‗The
University ensures equality in access through transparency and
adherence to rules during admission process‘.
Further, a good majority of teachers (70.29%) were in agreement
with the statement that ‗the systematic planning in the form of
academic calendar is done by the university which contributes towards
proper organization and implementation of teaching-learning and
evaluation processes‘.
Regarding the quality of classroom teaching and learning,
90.29% of the respondents agreed that ‗generally, the teachers make
concerted efforts to keep themselves and their students abreast with
the recent developments in their subjects‘. Similarly, 62.28 per cent of
the responding teachers were of the opinion that ‗university teachers
are effectively employing such participatory activities as seminars,
assignments, projects and fields studies for making the learning
process more student-centred‘.
However, there is a division of opinion among teachers on the
issue that ‗the modern teaching aids like LCD projector, OHP, CD-
ROMs and computer systems in classroom instruction are contributing
towards making teaching-learning process more effective‘, with 41.14
per cent respondents expressing their agreement as compared to 48.57
per cent expressing disagreement. Similarly, contrasting perceptions
among teachers were also noted with regard to the statement that ‗the
mechanism being adopted for monitoring academic progress of
students by the university is quite appropriate and effective‘. To this
statement, 53.14 per cent teachers showed their disagreement whereas
45.14 per cent of them were having agreement with this statement.
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However, a number of teachers (upto 12.57%) did not give any
response to certain issues regarding quality of teaching-learning and
evaluation in higher education.
4.3.3 Research, Consultancy and Extension Activities
The teachers' views on various aspects of quality of research,
consultancy and extension activites have been analysed through
percentage analysis and have been presented in Table 4.3.
While responding to the question pertaining to the research
activity in universities, 62.29 per cent of the teacher respondents were
in agreement with the statement that different departments ‗in
university are undertaking significant and good quality research‘.
Regarding the quality of research in universities, most of the these
respondents (89%) agreed that their respective universities are
‗providing excellent research facilities in the form of laboratory facilities,
library facilities, softwares for statistical analysis etc. for promoting
research work in all the departments‘. Besides, a majority of teachers
(73.7%) were of the view that ‗university promotes research activities
among teachers and students by organizing research development
programmmes and workshops‘.
However, regarding the issue of significant achievements of the
university faculty ‗in terms of research awards, patents, research
projects and publications of research papers and books‘, the opinions
of the responding teachers were divided with 41.71 per cent of them
responding in affirmative, whereas 48.57 per cent of them responding
in negative.
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Table 4.3 Teachers’ Perceptions about Quality of Research, Consultancy and
Extension Activities (N=175)
Sr.
No.
Aspects Response
Yes No No Response
N % N % N %
1. In the university, different departments
are undertaking significant and good
quality research.
109 62.29 37 21.14 29 16.57
2. The university is providing excellent
research facilities in the form of
laboratory facilities, library facilities,
softwares for statistical analysis etc. for
promoting research work in all the
departments.
156 89.14 00 00 19 10.86
3. University promotes research activities
among teachers and students by
organizing research development
programmmes and workshops.
129 73.71 28 16.00 18 10.29
4. Significant achievements have been
made by the university faculty in terms
of research awards, patents, research
projects and publications of research
papers and books.
73 41.71 85 48.57 17 9.72
5. The departments of the university have
national and international
collaborations in the field of research
expertise, exchange and use of
infrastructure and other facilities.
64 36.57 111 63.43 00 00
6. The collaboration of university with
industry and N.G.Os. would contribute
in making research more meaningful for
society.
90 51.43 85 48.57 00 00
7. The university is making significant
contribution to community development
programmes through extension
activities.
44 25.14 109 62.29 22 12.57
8. The university promotes the
particpation of faculty and students
in extension activities through such
programmes as NSS, NCC etc.
152 86.86 00 00 23 13.14
9. The research, consultancy and
extension activities of the university
have an orientation to ensure and
promote social justice and
empowerment of the disadvantageous
sections of the society.
72 41.14 85 48.57 18 10.29
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Further, a significant proportion of teachers (63.43%) responded
in negative to the statement that ‗the departments of the university
have national and international collaborations in the field of research
expertise, exchange and use of infrastructure and other facilities‘.
However, 36.57 per cent of the respondents responded in positive to
this statement.
Furthermore, nearly half of the respondents (51.43%) were in
agreement with the statement that ‗The collaboration of university with
industry and N.G.Os. would contribute in making research more
meaningful for society‘. However, 48.57 per cent of the repondents
disagreed with this statement.
Regarding the role of universities in providing extension services,
only 25.14 per cent of the respondents among teachers were of the
opinion that ‗the university is making significant contribution to
community development programmes through extension activities‘.
Therefore, a significant proportion of respondents (62.29%) did not
perceive any significant role of universities in extension services.
However, 86.86 per cent of the teachers agreed to the statement
that ‗the university promotes the particpation of faculty and students in
extension activities through such programmes as NSS, NCC etc.‘
While responding to the statement that ‗the research,
consultancy and extension activities of the university have an
orientation to ensure and promote social justice and empowerment of
the disadvantageous sections of the society‘, only 41.14 per cent of the
respondents replied in affirmative, whereas 48.57 per cent of them
responded in negative.
However, a small proportion of teachers (maximum 16.57%) did
not respond to a number of questions on the quality of research,
consultancy and extension activities as shown in the Table 4.3.
4.3.4 Infrastructure & Learning Resources
The teachers' perceptions on various aspects of the quality of
infrastructural facilities and learning resources have been analysed and
presented in Table 4.4.
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Table 4.4 Teachers’ Perceptions about Quality of Infrastructure and Learning
Resources (N=175)
Sr.
No.
Aspects Response
Yes No No Response
N % N % N %
1. The university has excellent
infrastructural facilities for different
curricular and co-curricular activities.
146 83.43 00 00 29 16.57
2. The university has excellent
infrastructural facilities for different
sports activities.
175 100 00 00 00 00
3. The infrastructural facilities in the
university are properly maintained and
are augmented from time to time.
129 73.71 33 18.86 13 7.43
4. Adequate budget allocation is made by
the university for the maintenance of
buildings, furniture, equipments etc.
72 41.14 103 58.86 00 00
5. The library facilities available in the
university are satisfactory in terms of
regular book addition and subscription
of reputed journals.
156 89.14 00 00 19 10.86
6. The availability of online and internet
services in the library and INFLIBNET/
DELNET/IUC facilities in the university
is beneficial to a greater extent for the
faculty and the students.
152 86.86 00 00 23 13.14
7. The university is providing good hostel
facility to the students. 27 15.43 148 84.57 00 00
8. The university has made available well-
equipped health centre facility for all in
the campus.
153 87.43 00 00 22 12.57
Regarding the quality of infrastructural facilities in the
universities, 83.43 per cent of the teachers responded that their
‗university has excellent infrastructural facilities for different curricular
and co-curricular activities‘. Further, all the teachers agreed that ‗the
university has excellent infrastructural facilities for different sports
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activities‘. A significant proportion of respondents (73.71%) also held
the view that ‗the infrastructural facilities in the university are properly
maintained and are augmented from time to time‘. However, regarding
the adequacy of budget allocation by the university for the maintenance
of buildings, furniture, equipments etc., less than half of the
respondents (41.14%) responded in affirmative.
Further, while responding to the statement viz. ‗The library
facilities available in the university are satisfactory in terms of regular
book addition and subscription of reputed journals‘, 89.14 per cent of
the respondents expressed their agreement with the statement.
Furthermore, 86.86 per cent of the responding teachers had the
perception that ‗the availability of online and internet services in the
library and INFLIBNET/ DELNET/IUC facilities in the university is
beneficial to a greater extent for the faculty and the students‘.
It is also noteworthy to point out almost all the teachers (84%) showed
disagreement with regard to availability of adequate hostel facilities for
students.
However, as far as the quality of hostel facility for students is
concerned only a small proportion of respondents (15.43%) were of the
opinion that ‗the university is providing good hostel facility to the
students, whereas 84.57 per cent of the respondents expressed their
dissatisfaction with the hostel facilities available to the students.
But, while responding to the statement that ‗the university has
made available well-equipped health centre facility for all in the
campus‘ a large proportion of the responding teachers (87.43%)
responded in affirmative.
4.3.5 Student Support and Progression
An account of teachers' perceptions on various aspects of student
support services in higher education have been presented in Table 4.5.
While responding to the statement that ‗the university has
evolved an effective mechanism of providing financial aid (scholarships/
freeships) in order to ensure equitable participation of students from
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the socio-economically weaker sections of the society‘, more than three-
forth of the respondents among teachers (79.43%) replied in affirmative.
Besides, a large majority of teachers (81.14%) were in agreement with
the statement that ‗Effective support services are in place in the
university for differently-abled students‘.
Table 4.5
Teachers’ Perceptions about Student Support and Progression (N=175)
Sr.
No.
Aspects Response
Yes No No Response
N % N % N %
1. The university has evolved an effective
mechanism of providing financial aid
(scholarships/freeships) in order to
ensure equitable participation of
students from the socio-economically
weaker sections of the society.
139 79.43 00 00 36 20.57
2. The University has been successfully
adopting some specific strategies to meet
the specific needs of advanced learners
as well as of slow learners.
77 44 85 48.57 13 7.43
3. Effective support services are in place in
the university for differently-abled
students.
142 81.14 14 8.00 19 10.86
4. The dropout rate for the different years
after admission in the university has
been negligible.
175 100 00 00 00 00
5. The placement record of the students
passing out from the university in recent
years has been very impressive.
53 30.29 106 60.57 16 9.14
6. The performance of the students passing
out from the university in Competitive
Examinations (UGC-CSIR-NET, SLET,
IAS, GATE/CAT/GRE/TOFEL/GMAT/
Central/State services) in recent years
has been quite impressive.
110 62.86 62 35.43 03 1.71
7. The university is effectively providing
placement and counseling services to
students.
37 21.14 138 78.86 10 5.71
8. The university has put into place an
effective students‘ grievance redressal
mechanism.
44 25.14 109 62.29 22 12.57
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But, 48.14 per cent of the teachers expressed their disagreement
with the statement that ‗the University has been successfully adopting
some specific strategies to meet the specific needs of advanced learners
as well as of slow learners‘. However 44% of the respondents agreed
with this statement.
Further, all the responding teachers agreed that ‗the dropout rate
for the different years after admission in the university has been
negligible‘.
A good majority of them (62.86%) were of the view that ‗the
performance of the students passing out from the university in
Competitive Examinations (UGC-CSIR-NET, SLET, IAS,
GATE/CAT/GRE/TOFEL/GMAT/Central/ State services) in recent
years has been quite impressive‘. But, on the other hand, less than
one-third of the respondents (30.29%) were in agreement with the
statement that ‗the placement record of the students passing out from
the university in recent years has been very impressive‘.
Further, a large majority of teachers (78.86%) disagreed with the
statement that ‗the university is effectively providing placement and
counseling services to students‘. Similarly, only one-fourth of the
respondents (25.14%) endorsed the view that ‗the university has put
into place an effective students‘ grievance redressal mechanism‘
It may also be noted that a good number of teachers (maximum
20.17%) have given no response on certain issues.
4.3.6 Governance and Leadership
The teachers' views about different quality issues in governance
and leadership in institutions of higher education have been presented
in Table 4.6.
While responding to the issues pertaining to governance and
leadership different response patterns emerged. Nearly half of the
respondents among teachers (56%) were in agreement with the
statement that ‗the university has outlined specific goals reflecting
108
quality in its prospective plan for institutional development‘, whereas
37.71 per cent of them disagreed with the statement.
Table 4.6 Teachers’ Perceptions about Governance and Leadership (N=175)
Sr.
No.
Aspects Response
Yes No No Response
N % N % N %
1. The university has outlined specific
goals reflecting quality in its prospective
plan for institutional development.
98 56.00 66 37.71 11 6.29
2. The faculty is involved in decision-
making regarding the functioning of the
university.
81 46.29 67 38.29 27 15.43
3. The university has been successful to a
considerable extent in effective quality
control in the affiliated colleges.
45 25.71 109 62.29 21 12
4. The university has in place an effective
mechanism to appraise the performance
of the teaching staff.
160 91.43 00 00 15 8.57
5. The university has in place an effective
mechanism to appraise the performance
of the non-teaching staff.
160 91.43 00 00 15 8.57
6. The university regularly conducts staff
development programmes for the
teaching and non-teaching staff.
143 81.71 00 00 33 18.86
7. The university has adequate funds at its
disposal for its smooth functioning. 14 8.00 152 86.86 09 5.14
8. The university is making concerted
efforts for resource mobilization from
non-governmental sector.
142 81.14 00 00 33 18.86
9. The fee being charged from the students
constitutes significant proportion of the
total cost of education in the university.
23 13.14 152 86.86 00 00
10. The faculty of the university has been
successful in mobilising considerable
financial resources by means of projects,
collaborations and sponsorships.
94 53.71 68 38.86 13 7.43
109
In response to the statement that ‗the faculty is involved in
decision-making regarding the functioning of the university‘ 46.29 per
cent of the respondents replied in affirmative, while 38.29 per cent of
them responded in negative.
Regarding the statement viz. ‗the university has been successful
to a considerable extent in effective quality control in the affiliated
colleges‘, only one-fouth of the respondents expressed their agreement,
whereas significant proportion of them (62.29%) disagreed with the
statement.
However, nearly all the teachers (91.42%) agreed with the
statement that ‗the university has in place an effective mechanism to
appraise the performance of the teaching and the non-teaching staff‘.
Similarly, a large majority of them (81.71%) were in agreement with the
statement that ‗the university regularly conducts staff development
programmes for the teaching and non-teaching staff‘.
However, to the question that whether ‗the university has
adequate funds at its disposal for its smooth functioning‘ only 8 per
cent of the teachers responded in affirmative, whereas 86.86 per cent of
them responded in negative. A large proportion of the respondents
(81.14%) agred that ‗the university is making concerted efforts for
resource mobilization from non-governmental sector‘.
Further, only 13.14 per cent of teachers responded in positive to
the statement that ‗the fee being charged from the students constitutes
significant proportion of the total cost of education in the university‘
Furthermore, with regard to the statement that ‗the faculty of the
university has been successful in mobilising considerable financial
resources by means of projects, collaborations and sponsorships‘,
53.71 per cent respondents expressed their agreement while 38.86 per
cent of them expressed their disagreement.
4.3.7 Innovative Practices as Quality Parameter
An account of teachers' perceptions about innovative practices
being introduced by faculty and institutions of higher education has
been given in Table 4.7.
110
Table 4.7 Teachers’ Perceptions about Innovative Practices (N=175)
Sr.
No.
Aspects Response
Yes No No Response
N % N % N %
1. The university has an internal quality
assurance mechanism and is effective to
a considerable extent in ensuring
quality of education.
156 89.14 00 00 19 10.86
2. Attempts are being regularly made by
Internal Quality Assurance Cell (IQAC)
of the university to institutionalize the
best practices and to develop academic
bench marks.
121 69.14 32 18.29 22 12.57
3. The university has evolved practices to
involve its different stakeholders in
planning, implementation and
evaluation of the academic programmes.
27 15.43 148 84.57 00 00
4. The university has evolved an effective
complaint management mechanism for
better stakeholder-relationship.
129 73.71 34 19.43 12 6.86
5. The university regularly organizes such
activities which promote a sense of social
responsibility and good citizenship
among the students.
133 76.00 26 14.86 16 9.14
While responding to the statement that ‗the university has an
internal quality assurance mechanism and is effective to a considerable
extent in ensuring quality of education‘ 89.14 per cent of the
respondents expressed their agreement. However, 69.14 per cent of the
teachers agreed with the statement that ‗attempts are being regularly
made by Internal Quality Assurance Cell (IQAC) of the university to
institutionalize the best practices and to develop academic bench
marks‘.
However, only a small proportion of respondents (15.43%)
responded in affirmative to the statement that ‗the university has
evolved practices to involve its different stakeholders in planning,
111
implementation and evaluation of the academic programmes‘. But,
73.71 per cent of the responding teachers agreed that ‗the university
has evolved an effective complaint management mechanism for better
stakeholder-relationship‘
Further, nearly three-fourth of the respondents (76%) were in
agreement with the statement that ‗the university regularly organizes
such activities which promote a sense of social responsibility and good
citizenship among the students‘.
4.3.8 Problems in Quality Assurance in Higher Education
On the basis of the views and perceptions of teachers, as
described on various aspects of quality issues in higher education two
kinds of threats or ‗dissent opinion‘ have been identified: one dealing
with certain contentious issues showing bipolarity among teaching
faculty; showing division of teachers' views on certain issues and
second showing disagreement or dissatisfaction on certain issues large
majority or high percentage showing dissatisfaction. These may be
listed as below:
i) Issue of Bipolarity in Views and Perceptions
The teachers have given divergent views on certain issues
concerning quality in higher education as listed hereunder.
Curricular Aspect
1. Any revision/designing of syllabus is always a rigorous exercise
taking substantial time and involving serious and intensive
discussion among members of the Board of Studies.
Teaching, Learning and Evaluation
2. The modern teaching aids like LCD projector, OHP, CD-ROMs
and computer systems in classroom instruction are contributing
towards making teaching-learning process more effective.
3. The mechanism being adopted for monitoring academic progress
of students by the university is quite appropriate and effective.
Research, Consultancy and Extension
4. Significant achievements have been made by the university
112
faculty in terms of research awards, patents, research projects
and publications of research papers and books.
5. The collaboration of university with industry and N.G.Os. would
contribute in making research more meaningful for society.
6. The research, consultancy and extension activities of the
university have an orientation to ensure and promote social
justice and empowerment of the disadvantageous sections of the
society.
Infrastructure and Learning Resources
7. Adequate budget allocation is made by the university for the
maintenance of buildings, furniture, equipments etc.
Student Support and Progression
8. The University has been successfully adopting some specific
strategies to meet the specific needs of advanced learners as well
as of slow learners.
Governance and Leadership
9. The teaching faculty is involved in decision-making regarding the
functioning of the university.
10. The teaching faculty of the university has been successful in
mobilising considerable financial resources by means of projects,
collaborations and sponsorships.
Thus it may be stated that teaching faculty has
difference in their views on ten important indicators across all the
seven parameters (except innovative practices) – as identified by
NAAC – being used for assessment – and accreditation of higher
education institutions.
ii) Threats to Quality Assurance in Higher Education
Following are the issues concerning quality in higher education
institutions on which teachers have shown dissatisfaction.
Curricular Aspect
1. The present syllabi of different courses are not equipping
students with sufficient knowledge and skills in accordance with
the emerging demands of the employment market.
113
Research, Consultancy and Extension
2. The departments of the university have limited number of
national and international collaborations in the field of research
expertise, exchange and use of infrastructure and other facilities.
3. The university system is not making significant contribution to
community development programmes through extension
activities.
Infrastructure and Learning Resources
4. The university is not able to provide good hostel facility to the
students.
Student Support and Progression
5. The placement record of the students passing-out from the
university in recent years has not been very impressive.
6. The university system is unable to provide placement and
counseling services to students in effective manner.
7. The university has not been able to put into place an effective
students‘ grievance redressal mechanism specially with regard
problem of girls, schedule caste students and students from
other parts of the country and outside the country.
Governance and Leadership
8. The university system has not been successful to a considerable
extent in effective quality control in the affiliated/degree colleges.
9. The fee being charged from the students constitutes only a small
proportion of the total cost of education in the university system
and it cannot be the reason for poor quality of services in the
system.
Innovative Practices
10. The university system has not been able to evolve practices to
involve its different stakeholders in planning, implementation
and evaluation of the academic programmes rather their system
is growing more and more in manner to socio-cultural economic
aspects of human existence in the society.
114
From these findings, it may be sum up that teaching faculty is
appreciative of system of higher education to quality measures in
higher education on a large number of issues. At the same time, they
have expressed on a number of issues either in bipolarity having
equally divergent view points on certain issues pertaining to Curricular
Aspect; Teaching Learning and Evaluation; Research, Consultancy and
Extension; Infrastructure and Learning Resources; Student Support
and Progression and Governance and Leadership or in terms of
dissatisfaction on another set of issues concerning certain issues on
the aspect of Curricular Aspect; Research, Consultancy and Extension;
Infrastructure and Learning Resources; Student Support and
Progression; Governance and Leadership and Innovative Practices. It is
indicative of the fact that teachers have a high concern over certain
aspects to ensure quality assurance in higher education. These findings
have an impirical support from some studies (Kaur, 2006; Singh,
2009).
4.4 VIEWS AND PERCEPTIONS OF UNIVERSITY STUDENTS
The Issue-wise responses of the students for total group were
analyzed in terms of seven aspects, namely,
1. Mode of admission criteria
2. Quality of curriculum
3. Quality of teaching-learning process
4. Infrastructural and learning resources
5. Examination and evaluation practices
6. Student support and progression
7. Research, Consultancy and Extension
The percentage responses in 'Yes', 'No' and 'Not Sure' for each
issue in these select areas were worked out.
In order to understand the views and perception of students
about quality assurance, on the basis of the percentage analysis are
given here under.
4.4.1 Mode of Admission Criteria
The students' views and perceptions regarding various aspects of
admission in institutions of higher education have been presented in
Table 4.8.
115
Table 4.8 Students' Perceptions about Admission Criteria
S.
No.
Aspect Response
Yes No Not Sure
N % N % N %
1. There is need of entrance
examination
368 73.60 102 20.40 30 06.00
2. Entrance examination should be
by external subject experts.
339 67.80 97 19.40 64 12.80
3. Entrance examination should be
objective type
325 65.00 124 24.80 51 10.20
4. Entrance examination should be a
combination of objective and
subjective type questions
271 54.20 143 28.60 86 17.20
5. There is provision of entrance
examination in university.
169 33.80 329 65.80 02 00.40
While expessing their opinions regarding the admission criteria
73.60 per cent students were in the favour of entrance examination;
67.80 per cent students were in the favour of entrance examination by
external subject experts; 65 per cent students were in the favour of
objective type tests; whereas 54.20 per cent students supported an
examination based on combination of objective and subjective type
questions. Further, 33.80 per cent students told that they were
admitted through entrance examination, while 65.80 per cent of them
were admitted on merit basis. The results show that students largely
favoured the entrance examination as preferable admission criteria.
The students expressed need for having external subject experts for
conducting entrance examination. Besides, majority of the students
favoured that entrance examination should be based on objective type
questions. However, a significant proportion of students were in favour
of test based on both descriptive and objective type questions.
116
4.4.2 Curricular Aspects
The views and perceptions of students regarding quality of
various curriculum related aspects have been percentage analysed and
have been presented in Table 4.9.
Table 4.9
Students’ Perceptions about Quality of Curricular Aspects
S.
No.
Aspects Response
Yes No Not Sure
N % N % N %
1. I am satisfied with
curriculum/course work
337 67.40 123 24.60 40 08.0
2. Curriculum is too theoretical 263 52.60 203 40.60 34 06.80
3. There is provision of project work
in curriculum
378 75.60 122 24.40 45 09.00
4. There is place of co-curricular
activities in curriculum
302 60.40 130 26.00 68 13.60
5. There is place of Physical
education in curriculum
253 50.60 222 44.40 25 05.00
6. Laboratory work in curriculum is
elaborate
325 65.00 148 29.60 27 05.40
7. There is need of laboratory field
work in curriculum
415 83.00 73 14.60 12 02.40
8. There is need of computer
application in the course
402 80.4 77 15.40 21 04.20
9. There is need of
change/improvement in
curriculum
301 60.20 170 34.00 29 05.80
Table 4.9 reveals that 67.4 per cent students were satisfied with
existing curriculum/course work, however in the view of 52.6 per cent
students the curriculum is too theoretical. Project work found
appropriate place in their curriculum as responded by 75.6 per cent of
students. 60.4 per cent and 50.6 per cent of the students respectively
117
demanded an appropriate place of co-curricular activities and physical
education in the curriculum. 80.4 per cent students demanded for
computer application and 83 per cent students demanded for need of
laboratory field work in the curriculum. Further, 60.20 per cent
students demanded for an improvement in the present curriculum,
whereas 34 per cent students did not find any need for any change in
the present curriculum. Thus, although the students were largely
satisfied with their present curriculum yet they desired to make it more
relevant by incorporating practical activities and co-curricular
activities.
4.4.3 Quality of Teaching-Learning Process
The students' perceptions regarding the quality of teaching-
learning process have been presented in Table 4.10.
Table 4.10 Students’ Perceptions about Quality of Teaching-Learning Process
S.
No.
Aspects Response
Yes No Not Sure
N % N % N %
1. I am satisfied with methods used
in class room teaching in campus
237 47.40 185 37.00 78 15.60
2. There is class room interaction by
teachers in most of the classes
246 49.20 193 38.60 61 12.20
3. I am satisfied with subject
competency of teachers
332 66.40 122 24.40 46 09.20
4. I am satisfied with timely
completion of courses in each
semester
329 65.80 134 26.80 37 07.40
5. There is regularity and punctuality
of teachers during academic
session
341 68.20 137 27.40 22 04.40
6. There is use of audio visual aids in
teaching-learning process
185 37.00 237 47.40 78 15.60
7. I am satisfied with use of ICTs in
teaching-learning process
179 35.80 253 50.60 68 13.60
118
It may be seen from Table 4.10 that only half of the responding
students (47.40%) expressed their satisfication with the methods of
teaching being employed in classroom teaching in the university. 49 per
cent of the students were satisfied with classroom interactions. 66.40
per cent students were satisfied with subject competency of their
teachers. Teachers were regular and they completed the courses timely
were the responsesof 65.80 per cent and 68.20 per cent respondents
respectively. 37 per cent of the respondents confirmed the use of audio-
visual aids in teaching while 35.80 per cent of them expressed
satifaction towards the use of information and communication
technology in teaching-learning process. These results indicate that
majority of university students are satisfied with ‗subject competency of
teachers', 'regularity and punctuality of teachers' and 'timely
completion of course'. However, there is division of opinion among
students regarding their satisfaction with 'methods of teaching' and
'classroom interaction by teachers'. The students‘ perceptions with
regard to use of 'audio visual aids' and 'ICT' in teaching-learning
process are not favouable.
4.4.4 Infrastructure and Learning Resources
The students' views on various aspects of infrastructural facilities
and learning resources have been presented in Table 4.11.
The Table 4.11 reveals that while responding to the questions
pertaining to the availability of requisite infrastructural facilities and
learning resources in the university, the students have articulated their
opinions differently on different issues. 84.2 per cent of the responding
students told that they were satisfied with the reading room and library
facilities available in the university. 60.8 per cent of the students were
satisfied with the availability of books and journals in library. However,
62.50 per cent students articulated that there was a need to improve
library services.
119
Table 4.11 Students’ Perceptions about Infrastructural and Learning Facilities
S.
No.
Aspects Response
Yes No Not Sure
N % N % N %
1. I am satisfied with availability of
library and reading room facilities
421 84.20 68 13.60 11 02.20
2. I am satisfied with availability of
books and journals in library
304 60.80 155 31.00 41 08.20
3. There is need of
improvement/reform in library
services
313 62.50 161 32.20 26 05.20
4. I am satisfied with hostel facility 154 30.80 317 63.40 29 05.80
5. I am satisfied with availability of
sports facilities
294 58.80 169 33.80 37 07.40
6. I am satisfied with laboratory
facility
272 54.40 171 34.20 57 11.40
7. I am satisfied with computer and
internet facilities
243 48.60 223 44.60 34 06.80
8. I am satisfied with medical facility 142 28.40 329 65.80 29 05.80
Further, only 30.80 per cent of the students were satisfied with
hostel facilities in the university. Thus, a significant proportion of
studnets (63.40%) were not satisfied with hostel facilities in the
university. 58.8 per cent students were satisfied with the available
sports facilities in the campus, whereas 33.80 per cent students were
not satisfied with these facilities. 54.40 per cent students expressed
satisfication with the available laboratory facilities. Only half of the
students (48.60%) were satisfied with computer and internet facilities
provided by the university, whereas 44.60 per cent students were not
satisfied with these facilities. Regarding the condition of medical facility
in the campus, only 28.40 per cent students expressed their
satisfaction, whereas 65.80 per cent students were not satisfied with
120
the available medical facility in the university campus. It may therefore
be summed up that majority of students have shown satisfaction with
regard to various aspects of infrastructural facilities and available
learning resources in the university. However, a majority of students
has not been satisfied with hostel facilities, sports facilities, medical
facilities and internet facilities.
4.4.5 Examination and Evaluation Practices
An account of students' views and perceptions regarding
examination and evaluation related practices has been given in Table
4.12.
Table 4.12
Students’ Perceptions about Examination and Evaluation Practices
S.
No.
Aspects Response
Yes No Not Sure
N % N % N %
1. There should be provision of
semester system of examination
361 72.20 103 20.60 36 09.00
2. Examinations should be based on
both descriptive and objective type
questions
353 70.60 107 21.40 40 08.00
3. I am satisfied with existing
evaluation system.
274 54.80 179 35.80 47 09.40
Table 4.12 shows that 72.20 per cent of the responding students
were in favour of semester system of examination. Regarding the
pattern of paper in examinations, 70.60 per cent students supported
that examination should be a combination of descriptive and objective
type questions. Further, only 54.80 per cent students were satisfied
with present evaluation system. It may be said that students have
mixed perceptions about the quality of exisiting examination and
evaluation system. A large proportion of students favoured semester
system of examination and introduction of 'descriptive-cum-objective'
type examination.
121
4.4.6 Student Support and Progression
The students' views on various aspects of student support
services have been presented in Table 4.13.
Table 4.13
Students’ perception about Student Support and Progression
S.
No.
Aspects Response
Yes No Not Sure
N % N % N %
1. There is availability of placement
cell for all graduates/post
graduates.
147 29.40 291 58.20 62 12.40
2. I am satisfied with functioning of
placement cell.
127 25.40 293 58.60 80 16.00
3. I am aware of availability of
Internal Quality Assurance Cell
(IQAC) in Campus.
136 27.20 287 57.40 77 15.40
4. Co-curricular activities are
promoted for inculcating pro-
social behaviour among
students.
272 54.40 187 37.40 41 08.20
5. I am aware of facility of remedial
teaching for academically weak
and backward students
163 32.60 289 57.80 48 09.60
6. I am satisfied with remedial
teaching facilities
198 39.60 265 53.00 37 07.40
The Table 4.13 shows that only 29.40 per cent student responded
in affirmative to the question regarding the availablity of placement cell
in the university, while 25.40 per cent of them were satisfied with its
functioning. Only 27.20 student respondents confirmed the availability
of Internal Quality Assessment Cell (IQAC) in the university, whereas
57.40 per cent students were not sure about its availability. Further,
122
54.40 per cent of the students agreed that co-curricular activities were
promoted in the university and these were contributing in the
development of pro-social behavour among the students. Only 32.60
per cent students told that there was a facility of remedial teaching for
academically weak and backward students, however 53 per cent of the
students were not satisfied with remedial teaching facilities. It may be
stated that the availability and quality of student support services in
the university was not satifactory. It was reported by majority of
students that the necessary conditions for study environment and
follow up were not adequate.
4.4.7 Research, Consultancy and Extension
The students' views on various aspects of research, consultancy
and extension are presented in Table 4.14.
It may be observed from Table 4.14 that 57.40 per cent
responding students agreed that the availability of research facilities
(such as computer, internet, journals and magazines/documents) were
encouraging. However, only 16.40 students responded in affirmative to
the question of availability of separate rooms in hostel for scholars
doing research work in the university. Further, 34.40 per cent students
were satisfied with research supervisor and faculty members available
in the university. Only 31.20 per cent students perceived the conditions
of community programme arranged by university as a regular feature,
while 56.60 per cent of the students expressed their ignorance about
the conduct of any such programme by the University. It may be
observed from Table 4.14 that 57.40 per cent responding students
agreed that the availability of research facilities (such as computer,
internet, journals and magazines/documents) were encouraging.
However, only 16.40 students responded in affirmative to the question
of availability of separate rooms in hostel for scholars doing research
work in the university. Further, 34.40 per cent students were satisfied
with research supervisor and faculty members available in the
university.
123
Table 4.14 Students’ Perceptions about Research, Consultancy and Extension
S.
No.
Aspects Response
Yes No Not
Sure
N % N % N %
1. Research facilities are encouraging in
University
287 57.40 187 37.40 36 07.20
2. There is provision of separate room
for scholars in hostel for research
work
82 16.40 324 64.80 94 18.80
3. The research scholars are usually
satisfied with their research
supervisors and faculty
172 34.40 249 49.80 79 15.80
4. Community programmes (e.g.
awareness/campaigns on social
issues) by University faculty are a
regular feature in the campus
156 31.20 283 56.60 61 12.20
5. The university has liaison and
collaboration with national and
international institutions for different
courses and research work
213 42.60 192 38.40 95 19.00
6. There is good sharing among fellow
scholars
132 26.40 345 69.00 23 04.60
Only 31.20 per cent students perceived the conditions of
community programme arranged by university as a regular feature,
while 56.60 per cent of the students expressed their ignorance about
the conduct of any such programme by the University. Furthermore,
42.60 per cent students told that their university had research
collaboration with other national/international institutions, whereas
38.40 per cent students responded in negative to this question and
124
another 19 per cent were not sure about any such
liaison/collaboration. Only 26.40 per cent students responded that
they were having good sharing with fellow scholars, while 69 per cent of
them did not responded favourably. Thus, the condition of research,
consultancy and extension activities in the university has been
perceived to be not comletely satisfactory.
The analysis and interpretation of views and perceptions of
students (the recipients) about certain quality related issues in their
education is indication of the fact that:
• The University students, by and large, are quite well aware of the issues in the quality of teaching-learning process and its evaluation.
• However, there are a good number of students who have not responded (ranging from 1% to 45%). It is a matter of worry that
some students are totally unaware of the educational process and its problems.
The quality concerns as being seen in market
context (in the era of liberalization, privatization and globalization) have
not been well received. The social and cultural concerns in society (as a
result of education) are not being catered to.
4.4.8 Suggestions by Students Regarding Quality Issues in Higher
Education
The students were requested to give their suggestions which may
lead to improvement in quality of higher education. Suggestions given
by them were content analysed and have been summarised as under:
• Each faculty member should be provided with separate room
where she/he prepares for class and interacts with students
during con sultancy hours. Each faculty member should also be
provided with a computer in his room for browsing internet far
academic matters, doing research and preparing for teaching etc..
• Infrastructural facilities in the university should not be limited
only to classrooms, library and laboratories. Sufficient
infrastructural facilities should be provided for sports, hobby
clubs etc. University should organize vents such as technology
125
festival, sports competition and cultural festivals.
• The academic structure should be flexible enough to meet the
expectations of different types of students.
• Feedback mechanism should include collecting feedback through
questionnaire, personal interaction with students and voluntary
feedback from students.
• Faculty members should engage the classes as per schedule with
passion and commitment. They must exhibit themselves as role
model in terms of punctuality, discipline and commitment, Both
the teachers and the taught should enjoy the teaching.. learning:
process.
4.5 DISCUSSION OF RESULTS
Thus, the National Assessment and Accreditation Council (NAAC)
entrusted with the role of sustaining and enhancing quality in Indian
higher education has evolved an assessment and accreditation
mechanism for ensuring quality of higher education. Its accreditation
mechanism is based on the assessment of strengths and weaknesses of
higher educational institutions in order to provide a direction to the
future development of these institutions. It undertakes a sort of quality
audit of higher education institutions. The criteria for assessment and
accreditation of higher education institutions developed by NAAC
provide a framework within which the higher education institutions
could strive to improve the quality of education. It sensitizes the
institutions to bring their levels in terms of infrastructural facilities,
quality of teachers, laboratory facilities, experimental learning to such a
level which ensures quality.
However, despite the efforts of NAAC since its inception in 1994,
an important fact remains that NAAC could not assess and accreditate
a significant proportion of higher educational institutions. Further, the
quality of higher education in the country is also far from satisfactory.
No Indian university figured amongst the top 200 universities in the
Times Higher Education (THE) Rankings. The Twelfth Five Year Plan
126
recognises that except at a few top-level institutions, quality is serious
concern (GOI, 2013: 106). It further laments that it is disappointing to
note that even the country‘s top universities remain largely teaching-
focused with limited research and doctoral education (Ibid.: 112).
Furthermore, in recent years, the rapid growth of private higher
educational institutions, most of which are basically oriented to profit-
making, has also posed a serious challenge not only to the quality of
higher education but also to‘ the working of quality assurance agencies.
The poor quality of Indian higher has also been recently highlighted by
the National Employability Report 2013, which states that 47% Indian
graduates are not employable in any sector of the knowledge economy.
Such a situation of quality of higher education in our country also
impedes the country‘s prospects to compete in the globalised world. In
this regards, Philip G. Altbach remarks that the situation in higher
education is even more problematic for Indian participation in the
global knowledge economy. The overall quality of the higher education
system is well below global standards and it has shown no significant
sign of improving. High-tech employers complaint that a large majority
of engineering and other graduates are inadequately trained and must
be ―re-educated‖ (Altbach, 2010:94).
While recognising the seriousness of the situation, the
Government of India through the Twelfth Plan document asserts that a
major goal of the Plan is, therefore, to improve the overall quality of
higher education in the country by improving the quality of the
‗average‘ institution in the system (GOI, 2013:106). To this effect the
Plan envisages that accreditation will play a central role in the
regulatory arrangements for higher education under the Twelfth Plan.
Accreditation will be mandatory with clear incentives and
consequences. In order to handle large-volume accreditation, multiple
accreditation bodies (in addition to NAAC for institutional accreditation
and NBA for programme accreditation) would be established. A new
accreditation law that provides for accreditation by independent
nonprofit agencies registered with a national accreditation authority is
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currently under consideration. While, the proper institutional structure
would only emerge once the new law is enacted, capacities of existing
agencies, NAAC and NBA should be enhanced in the interim. Indian
institutions would also be encouraged to obtain programmatic
accreditation from a select group of credible international accrediting
bodies (ibid.: 111). It would be worthwhile to quote Grewal (2013):
Assuring and improving quality are fundamental to the strength
and effectiveness of any regulatory mechanism. However, due care has
to be taken to pay heed to factors like the local environment, social
inequities and geographic diversity while formulating a regulatory
process. What may have worked in the West may not work in India.
Our conditions and environment are different. A debate involving all
stakeholders and transparency in decision-making process are vital, if
we have to arrive at workable solutions.
The real and the largest challenge that Indian higher education
system is facing is a dearth of devoted bureaucrats who guide its
destiny. However, they need to develop a penchant for learning and
grasp the nuances of the higher education sector. Their willingness to
comprehend the requirements and their capability to frame and
implement pragmatic policies can help India emerge as a knowledge
power.
In the days to come the quality of higher education would remain
a significant dimension of educational debates in our country and the
role of quality assuring mechanism would definitely of greater
significance in ensuring quality of higher education system.