Jaipuria Institute of Management - SELF ASSESSMENT REPORT … · 2020. 1. 21. · Jaipuria...

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SELF ASSESSMENT REPORT (SAR) FORMAT POSTGRADUATE MANAGEMENT PROGRAMS

(PGDM/MBA)

NBCC Place, 4th Floor East Tower, Bhisham Pitamah Marg,

Pragati Vihar New Delhi 110003

P: +91(11)24360620-22, 24360654

Fax: +91(11) 24360682

E-mail: [email protected]

Website: www.nbaind.org

(July, 2017)

http://www.nbaind.org/http://www.nbaind.org/

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Pre-visit Qualifiers

1. At least 3 batches of Management programs should have graduated.

2. At least 20% of the faculty associated with the management program should have Ph.D. Degree averaged for previous two academic years including Current Academic Year.

3. Admissions in the program has been more than 60% of the sanctioned intake (averaged for previous three academic years including the current academic year)

4. The institution shall have two Professor(s) or one Professor and one Associate Professor with Ph.D. qualification (on a full-time/regular basis) for each Management Program being offered by the department/ institution for previous two academic years including current academic year.

5. Placement ratio (Placement + higher studies + Entrepreneurship) is greater than 60% (average of the previous

three assessment years)

6. Whether student faculty ratio in the programs under consideration is better than or equal to 1:25 averaged over the previous three academic years including current academic year.

Note: Academic year is defined as July to June.

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SAR Contents

Section Item Page No.

PART A Institutional Information 4

PART B Criteria Summary 7

1 Vision, Mission & Program Educational Objectives 8

2 Governance, Leadership & Financial Resources 22

3 Program Outcomes & Course Outcomes 76

4 Curriculum & Learning Process 94

5 Student Quality and Performance 121

6 Faculty Attributes and Contributions 138

7 Industry & International Connect 174

8 Infrastructure 218

9 Alumni Performance and Connect 226

10 Continuous Improvement 232

PART C Declaration by the Institution 254

Annexure - I Program Outcomes(POs) 255

Annexure – II Details of faculty for the period of assessment 256

Annexures-1-18 Annexures to SAR 273

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PART A: Institutional Information

1. Name and Address of the Institution: Jaipuria Institute of Management, Jaipur, 1, Bambala Institutional Area, Pratap Nagar, Sanganer, Jaipur 302033 (Rajasthan)

2. Name and Address of the Affiliating University, if applicable: Not Applicable

3. Year of establishment of the Institution: 2006

4. Type of the Institution:

Institute of National Importance

University

Deemed University

Autonomous

Affiliated Institution

AICTE Approved PGDM Institutions

Any other (Please specify)

Provide Details:

Note: In case of Autonomous and Deemed University, mention the year of grant of status by the authority

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5. Ownership Status: Central Government

State Government

Government Aided

Self-financing

Trust

Society

Section 8 Company

Any Other (Please specify) Provide Details:

6. Vision of the Institution: To be an educational institution of choice for all stakeholders which promotes human wellbeing through continuous learning

7. Mission of the Institution: To provide learner-centric quality education for stakeholders’ wellbeing

8. Details of all the programs offered by the institution:

S. No. Program

Name

Year

Of

Start

Intake

at the

start of

the

program

Increase in

intake, if

any(from

the start)

Year of

increase

AICTE

Approval

Accreditation

Status*

1 Post Graduate Diploma in

Management

2006 60 30 2009 PG/PGDBM/RaJ/2006/05 dated 10 July

2009

Granted provisional accreditation for two years for the period 1 July 2016 to 30 June

2018

Granted provisional accreditation for one year extension for the period 1 July 2018 to

30 June 2019

30 2013 North-West/1-1434942141/2013/EO

A dated 19 March 2013

60 2017 North-West/1-3327126084/2017/EOA dated 10 April 2017

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S. No. Program

Name

Year

Of

Start

Intake

at the

start of

the

program

Increase in

intake, if

any(from

the start)

Year of

increase

AICTE

Approval

Accreditation

Status*

2 Post Graduate Diploma in Service

Management

2018 60 0 N/A North-West/1-3512864521/2018/EOA dated 10 April 2018

Not eligible for accreditation

3 Fellowship Programme In Management

2019 10 0 N/A F.No. North-West/1-4260967474/2019/EOA Date: 29-Apr-2019

Not eligible for accreditation

* Write applicable one:

• Applying first time • Granted provisional accreditation for two/three years for the period(specify period) • Granted accreditation for 5/6 years for the period (specify period) • Not accredited (specify visit dates, year) • Withdrawn (specify visit dates, year) • Not eligible for accreditation • Eligible but not applied

Note: Add rows as needed

9. Programs to be considered for Accreditation vide this application

S. No. Program Name Current Year Sanctioned

Intake

Current year admitted nos.

1 Post Graduate Diploma in Management 180 180

10. Contact Information of the Head of the Institution and NBA coordinator, if designated:

i. Name : Dr. Prabhat Pankaj

Designation: Director Mobile No : 9799771222

Email id : [email protected]

ii. NBA coordinator, if designated Name: Dr. Prashant Gupta

Designation: Professor Mobile No: 9818687840

Email id: [email protected]

mailto:[email protected]

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Criteria Summary

Name of the Program: Post Graduate Diploma in Management

Criteria No. Criteria Mark/Weightage

1 Vision, Mission & Program Educational Objectives 50

2 Governance, Leadership & Financial Resources 100

3 Program Outcomes & Course Outcomes 100

4 Curriculum & Learning Process 125

5 Student Quality and Performance 100

6 Faculty Attributes and Contributions 220

7 Industry & International Connect 130

8 Infrastructure 75

9 Alumni Performance and Connect 50

10 Continuous Improvement 50

Total 1000

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CRITERION 1 Vision, Mission & Program Educational Objectives 50

1.1. Vision and Mission statements (5)

Historical Perspective and Founder’s Vision

The vision and mission of the institute have a historical genesis and they have come out of the long legacy Jaipuria Group carried forward and as a natural evolution to the founder’s vision. Jaipuria Institute of Management, Jaipur is a part of Jaipuria group of institutions established under the Integral Education Society. The Jaipuria group has a long heritage of providing educational excellence to the youth of India since the establishment of Seth Anandram Jaipuria College in Calcutta (now Kolkata) in 1945. The first Management Institute of Jaipuria was established in the year 1995 in Lucknow, followed by Noida (2004), Jaipur (2006), and Indore (2010).

With a long legacy of more than 7 decades as an early breed of dedicated educators, and more than 2 decades into management education, the founder’s vision of education transcended beyond a mere degree provider to a vision, where learners get their due and become self-reliant and not only take their own life forward but also contribute to family, society and nation. With this overarching vision of education, Jaipuria embraced ‘learning’ as the sole credo and motive for its existence. The founder’s idea of learning based education system can be aptly summarized in the following quote of a great propagator of women’s rights and an educator Madam Abigail Adam--“Learning is not attained by chance, it must be sought for with ardour and attended to with diligence.”

Jaipuria embraced learning as the sole motive for student engagement. It is towards this cherished goal, the mission and the vision of the institute have been re-christened to include ‘continuous learning’ as the core value and ‘promoting human well-being’ as the core purpose. With the ultimate goal of creating values for all our stakeholders, Jaipuria envisions that the yardstick of quality education is where students are active participants in learning process, they make independent decisions on what and how to learn, and get necessary environment to gain new knowledge and skills. This also envisions collaborative learning, global exposure, and developing ability for ‘learning to learn’.

Vision: To be an educational institution of choice for all stakeholders which promotes human wellbeing through continuous learning

While developing the Vision Statement, Discussion focused on answering two key questions-What is our core ideology or enduring character of Jaipuria Institutes (core value and core purpose) and how do we envision our future?

1. Core value: A basic and an essential tenet on which the organization operates and which is independent of the current and future state of the environment, immutable and can stand the test of time. “Continuous Learning” is about expanding one’s ability to learn by regularly upgrading one’s skills and increasing one’s knowledge. It is also about viewing one’s experiences as potential learning and re- examining assumptions, values, methods, policies, and practices. Strong continuous learning skills are required to successfully adapt to changing work and life demands.

2. Core Purpose: Core Purpose is a deeper reason or a clear sense of purpose for an organization’s being which reflects idealistic motivations for doing its work. A clear sense of purpose makes work meaningful and this helps organizations to attract, motivate and retain outstanding people.

“Promote Human Well-being” through value-based education that encourages individuals to trust one another and devotes time and resources for others, develops respect for human values to achieve a fair economy and long-term harmony, strives to serve underprivileged section of society and be aware of and strongly believes that unbridled material-growth is detrimental to well-being of everyone on the planet, and purses the ultimate cause of enhancing happiness for all.

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3. Envisioned Future: A component of a good vision statement that states an audacious goal and what it takes to achieve the goal. It conveys the dreams, hopes and aspirations of people working in an organization and is not an imaginary intent but concrete-something visible, vivid and real.

“To be an educational institution of choice for all stakeholders” by providing education that conforms to high standards of quality and catering to the educational needs of all its stakeholders including students, people from corporate bodies, government and non-government organizations and members of community at large.

Mission: To provide learner-centric quality education for stakeholders’ wellbeing

While preparing the Mission Statement, the discussion sought to address three questions- For whom we would like to do (verb/action), whom are we targeting (target audience) and finally what should be the expected outcomes of the action or intervention?

M1: Learner-Centric or Learner-Centered Approach: In Learner-Centric approach, students are active participants in their learning; make decisions themselves what and how they learn; gain new knowledge and skills; collaborate with others and monitor their own learning.

M2: Quality Education: A broad definition of quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to upliftment of society and underprivileged section. M3: Stakeholders’ Well-Being: Individuals develop a sense of purpose and feel that they will be able to achieve important personal goals and participate in development of society.

1.2. PEOs Statements (5)

Programme Educational Objectives (PEOs) – Jaipuria Institute of Management, Jaipur

Programme Educational Objectives (PEOs) are broad statements that describe the career and professional accomplishments that the programme is preparing graduates to achieve. The PEOs of Jaipuria Institute of Management, Jaipur is as follows: The graduates of the PGDM program of the institute in three to five years after their graduation shall be able to:

1. Attain managerial positions in their organizations. 2. Provide innovative and sustainable solutions to complex problems. 3. Demonstrate emotional intelligence in socially and culturally diverse teams and settings. 4. Engage in life-long learning to stay relevant in a dynamic business environment. 5. Display entrepreneurial mindset. 6. Effectively leverage technologies. 7. Demonstrate ethical behavior.

1.3. Dissemination among stakeholders (10)

Table 1.1 below provides various channels for dissemination of vision and mission statements and PEOs to different stakeholders of the institute.

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Table 1.1: Channels for Dissemination of Vision and Mission

Stakeholders Channels for Dissemination

Website Brochures Placement /Admission/ Conference/ MDPs/ Student Handbook.

Display in Institute Premises

Institute Advertisements

Courses Surveys/ Reports to Regulatory Agencies/ Published Articles

Students X X X X X X

Parents X X X

Management X X X X X

Faculty and staff X X X X X X

Recruiters/ Employers

X X X X

Academic Collaborators

X X X X

Alumni X X X X

Funding Agencies X X X

Industry X X X X X

Visiting Faculty/IQAC External Auditors

X X X

Regulators X X X X

The process of dissemination of the vision, mission and PEOs to internal stakeholders include:

1. Informing students during induction programs, orientation programs, Re-orientation and rejuvenation programs mentioning in all the course outlines, in one module of strategic management course, social internship programs and prominently displaying these statements in various channels of communication and student WhatsApp groups.

2. The vision and the mission statements are operationalized and internalized through certain unique activities such as:

Jaipuria Code of Conduct

Five Habits of Jaipuria-Jaipur

Citizenship Pledge

3. The parents are made aware of the statements during the interactions with them during student induction programs, Annual Parent Meet, etc., and through various other channels mentioned above.

4. Faculty members are constantly striving to achieve the vision and mission and PEOs by designing and delivering the courses, which are, clearly aligned to these statements though meticulous implementation of Outcome Based Education (OBE) process. For all activities such as MDPs, conferences, workshops, seminars, etc., these statements form the guiding principles and are strongly imbibed and embeded in the culture and ethos of the institute.

5. The institute attempts to consistently communicate the vision, mission and PEOs to various stakeholders on various occasions through interactions and the various modes of communication mentioned above to all the external stakeholders.

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1.4. Formulation process (15)

Process of Formulating Vision and Mission

Jaipuria Institute of Management, Jaipuria revisited the vision and mission statements since the business environment and particularly the Indian Business School scenario has undergone some rapid changes in past two decades in terms of the competitive scenario of business schools, demands for new skillsets for managers, technological upheavals impacting businesses, and change in mindsets and approaches required to manage organizations to also address ethical and sustainability issues confronting them.

Mindful of these changes and the need to respond effectively to these changes, the management of Jaipuria Institute of Management, Jaipuria initiated the process of revisiting the then existing vision and mission statements and to fine-tune and if required, change the statements. The process followed for this activity was as follows:

1. Identification of important stakeholders to gather their perspectives: It was felt that as a starting point, the perspectives of all the important stakeholders should be gathered to develop holistic vision and mission statements, which can capture the philosophy of the Jaipuria founders who have established one of the most vibrant and reputed schools with idea of contributing to the country’s progress by providing quality school education which was also the guiding philosophy for the Jaipuria Institute of Management, Jaipur. Members representing industry, alumni, management, faculty and staff, faculty members from other Jaipuria campuses and academia were identified and informal meetings and discussions were held. The members were briefed on core values and core purpose of the institute and relevant questions that need to addressed while articulating appropriate and coherent vision and mission statements. The comments and suggestions provided by the members based on the inputs provided were gathered and a two-day intensive exercise was carried to develop new vision and mission statements for the institute.

2. Developing and articulating Vision and Mission statement: The comments and observations of select members of important stakeholders indicated that the existing vision and mission statements of the institute mentioned below, need to be changed to reflect the current needs and realities of the Indian business schools and to also capture and reflect the core values and core purpose of the institute.

The previously existing Vision and Mission Statements of Jaipuria Institute of Management are as follows:

Vision: To promote human well-being through effective management education

Mission: To continuously upgrade and upscale the quality and spread of our educational endeavor

An intensive two-day workshop to revisit and articulate the new vision and mission statements was conducted on 22-23 December, 2017 with Vice-Chairman of the Jaipuria Group, Directors, Deans, Professors from Jaipur and other campuses and senior members of the administration from the corporate office as participants. Discussion on Vision Statement focused on answering two key questions-

What is the core ideology or enduring character of Jaipuria Institutes (core value and core purpose), and

How do we envision our future?

While preparing the Mission Statement the discussion sought to address three questions- For whom we would like to do (verb/action), whom are we targeting (target audience) and finally what should be the expected outcomes of the action or intervention? After two days of intensive deliberations and discussions, the participants arrived at the draft version of the vision and mission statements.

3. Seeking wider consensus: The vision and mission statements developed during the workshop were circulated among the faculty and senior staff members inviting their comments and suggestions and a second round of discussion to fine-tune and finalize the vision and mission statements was held on February 20-21 January 2018. The final version of these statements is given below:

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Final adoption of New Vision and Mission Statements

The Vision and Mission as amended through the process of deliberations and consensus were finally adopted in the Board of Governors Meeting held on 2nd February 2018. A comparison of the previously existing vision and mission and the new statements as finalized is provided hereunder in Table 1.2:

Table 1.2: Vision and Mission of the institute (previously existing and newly amended)

Previously existing New (as finalized after deliberations and consensus)

Vision To promote human well-being through effective management education

To be an educational institution of choice for all stakeholders which promotes human wellbeing through continuous learning

Mission To continuously upgrade and upscale the quality and spread of our educational endeavor

To provide learner-centric quality education for stakeholders’ wellbeing

The change in the vision and mission statements not only signifies adaptation to new realities of market, society and the world but it in a way, also represents a paradigm shift towards service-centricity and inclusivity. The new vision and mission statements rest on three elements—1. Learner-centricity; 2. Quality education; and 3. Stakeholders’ wellbeing.

Process of Developing PEOs

One of the main requirements to acquire accreditation from NBA for any management program is the implementation of Outcome-Based Education (OBE). One of the first elements that are required to be developed in implementation of OBE is the Program Educational Objectives (PEO). PEOs are a set of goals or targets that describes expected achievement of the graduates in the career a few years after graduation. These goals must be consistent with the vision and mission of the academic institution, and take into consideration the need of relevant stakeholders to the program. Development of a degree program and in this case, OBE implementation usually starts with the development of PEOs. This is when the college or faculty envisage what graduates should achieve in their career life some (3-5 years) after graduation from Jaipuria Institute of Management, Jaipur. There are several approaches proposed in developing the PEOs. Common elements would include the acquirement of stakeholder inputs, forming a team to evaluate the requirement and formulating the statements and targets. For PEO assessment, the most common method is through survey.

Developing PEO statement is part of PEO planning, the outer-most cycle in OBE implementation. The process of developing PEOs started with informal discussions with various stakeholders to know their perspectives on the primary objectives that the PGDM program should aim to achieve. Several suggestions were received from both internal and external stakeholders including alumni, employers, faculty, management team, etc. These suggestions were taken into consideration along with original objectives enunciated during the inception of the program. The entire process took more than one year to decide the final list of PEOs.

The sequence and timeline followed in developing PEOs is provided hereunder in Table 1.3:

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Table 1.3: The process and stages followed for finalizing PEOs

Stage Tasks performed Level at which deliberations undertaken

Stakeholders involved

Timeline

1 Indirect compilation of opinions of industry, alumni and students through analysis of exit-interview feedback, student feedback for courses and satisfaction survey, student council feedback, alumni feedback

Study of prominent reports and market analysis; practices followed at prominent B schools and Universities

Exercise undertaken at each Academic Area Level

Area faculty January-March 2017

2 The analysis and feedback were shared with Area Advisory Council (AAC)

Area Academic Council (AAC)

Area faculty, alumni, industry professionals, subject experts

March-May 2017

3 The minutes and findings of discussions at AAC shared in Faculty Council Meetings

Proposed list of PEOs framed

Faculty Council All faculty and Director

July- September 2017

4 The proposed list of PEOs discussed and finalized in a larger group discussion chaired by Vice-Chairman of Jaipuria Institute of Management

Jaipuria group level discussion

Faculty group, Directors of all Jaipuria campuses, external experts, Vice-Chairman

October-December 2017

5 The proposed PEOs shared with BoG Board of Governors (BoG)

BoG members February 2018

As result of the entire process, carried out in a time period of more than a year, there were 7 PEOs decided. The PEOs are as followed:

The graduates of the program in three to five years since graduation shall be able to:

1. Attain managerial positions in their organizations: One of the program educational objectives is that the program prepares the students to move from the role of individual contributor (or managing their own activity) to managing small teams (managing others) in 3 to 5 years after graduation. The PGDM curriculum was designed to achieve this objective among others.

2. Provide innovative and sustainable solutions to complex problems: Actively and skilfully conceptualize, apply, analyze, synthesize, and evaluate information gathered from, or generated by, observation, experience, reflection, reasoning, or communication to solve problems using innovative solutions, which are sustainable. They should be able to innovate and be predisposed to engage in creativity and coming up with new ideas.

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3. Demonstrate emotional intelligence in socially and culturally diverse teams and settings: Students will be able to demonstrate high level of emotional intelligence especially in teams and in business settings, which have a high level of social and cultural diversity.

4. Engage in life-long learning to stay relevant in a dynamic business environment: Students should be able to think, act and pursue and acquire knowledge independently on a continuous basis and in a life-long learning mode in order to sustain and succeed in a VUCA world.

5. Display entrepreneurial mindset: Students should be forward looking and should proactively seek new opportunities. They should be ready to take calculated risks, accept, and cope with changes and uncertainty in the environment.

6. Effectively leverage technologies: With rapid changes in technology and availability of new technological tools, students should be competent to understand, adopt and use emerging technologies/tools to improve individual and organization’s performance.

7. Demonstrate ethical behavior: Develop an approach to business decisions, actions, and personal conduct that upholds high ethical standards for the greater good of the society.

Opinion Survey of Alumni and Industry/Recruiters on Relevance and Importance of PEOs

Further, for the revalidation of PEOs, the structure survey of industry/recruiters and alumni was conducted. The respondents were asked to rate the PEOs on 5-point Likert-type scale, ranging from 1 (not very important), 2 (not important), 3 (neutral), 4 (important) and 5 (very important). The descriptive results of same are reported in following Table 1.4.

The combined results (both alumni and industry/recruiter survey)

A survey of 80 respondents were conducted out of which 48 were alumni of the institute and rest 32 were industry/recruiters. The overall combined response (alumni and industry/recruiters together) indicates that proposed PEOs were perceived either important or very important. Table 1.4 and Figure 1.1 suggest that average combined perceived score of all the PEOs are more than 4 and mostly more than 4.25. This gave us a big reassurance that the PEOs finalized are well in order and widely acceptable.

Table 1.4: Combined Average Perceived Score of PEOs Importance as expressed by Alumni and Recruiters (Number of respondents = 80; Alumni respondent—48 and Industry/Recruiter respondent—32)

Program Educational

Outcomes (PEOs)

Not Very Important

(1)

Not Important

(2)

Neutral (Neither

important nor unimportant)

(3)

Important (4)

Very Important

(5)

Average Score

(Scale 1-5)

PEO1: Attain Managerial positions in their

Organizations

0 0 3 x 3 = 9 39 x 4 =

156 38 x 5 = 190

355/80 = 4.44

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Program Educational

Outcomes (PEOs)

Not Very Important

(1)

Not Important

(2)

Neutral (Neither


(3)

Important (4)

Very Important

(5)

Average Score

(Scale 1-5)

PEO2: Provide Innovative

and Sustainable solutions to

complex problems

0 0 0 42 x 4 =

168 38 x 5 = 190

358/80 = 4.48

PEO3: Demonstrate

Emotional Intelligence in

Socially and Culturally diverse

teams and settings

0 0 17 x 3 = 51 44 x 4 =

176 19 x 5 = 95

322/80 = 4.03

PEO4: Engage in life-long

learning to stay relevant in a

Dynamic Business Environment

0 0 6 x 3 = 18 30 x 4 =

120 44 x 5 = 220

358/80 = 4.48

PEO5 Display

Entrepreneurial Mindset

0 0 16 x 3 = 48 41 x 4 =

164 23 x 5 = 115

327/80 = 4.09

PEO6: Effectively Leverage

Technologies

0 2 x 2 = 4 9 x 3 = 27 36 x 4 =

144 33 x 5 = 165

340/80 = 4.25

PEO7: Demonstrate

Ethical Behaviour 0 0 11 x 3 = 33

34 x 4 = 136

35 x 5 = 175 344/80 =

4.30

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Figure: 1.1: Average combined score of alumni and industry/recruiter on importance of PEOs (on scale 1-5)

Combined response on individual PEOs

Further, the responses were put into three categories i.e. High, Medium and Low. The responses falling in the range of 1 to 2 were termed as Low, 3 as medium and 4 & 5 as high. The distribution of responses is given in following Figure 1.2. A perusal of the distribution of responses indicate that all PEOs are perceived ‘High’ in significance. Individually, PEO 1, 2, and 4 are voted more than 90% as ‘High’ in significance while PEOs 6 and 7 voted more than 80% as ‘High’ in significance. The two PEOs numbering 3 and 5, respondants voted in the range of 75 to 79 per cent as ‘High’ in significance while for these two PEOs there are about 10-14 per cent respondants who preferred to be neutral.

Figure 1.2: Distribution opinion on PEOs (combined data, in percentage) on a scale 1-5

4.444.48

4.03

4.48

4.09

4.254.30

PEO1 PEO2 PEO3 PEO4 PEO5 PEO6 PEO7

Average Score of Signficance of PEOs

Average Score on Scale of 1 to 5

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Results of Alumni Survey

The survey of alumni included 48 respondents. The results of the opinion survey are provided in Table 1.5. Overall, about 89% of alumni opined that PEOs are either important or very important. About 10% of them were neutral. The average of alumni responses for all the PEOs overall is 4.24 which is significantly above being perceived as important. For PEO 1, PEO 2, PEO 5, and PEO 7, more than 90% alumni opined that they are either important or very important. Especially with respect to PEO 2, this response was 100%. For PEO 3, about 19% of alumni reported their perception as neutral. Almost similar result was seen with respect to PEO 6 where 19% of alumni expressed views as neutral.

Table 1.5: Average score of perceived importance of PEOs by Alumni on a Scale 1-5

Program Educational

Outcomes (PEOs)

Not Very Important

(1)

Not Important

(2)

Neutral (Neither


(3)

Important (4)

Very Important

(5)

Average Score

(scale 1-5)


Organizations

0 0 3 x 3 = 9 27 x 4 =

108 18 x 5 = 90

207/48 = 4.313


and Sustainable solutions to

complex problems

0 0 0 30 x 4 =

120 18 x 5 = 90

210/48= 4.375

PEO3: Demonstrate



teams and settings

0 0 9 x 3 = 27 28 x 4 =

112 11 x 5 = 55

194/48= 4.042


learning to stay relevant in a

Dynamic Business Environment

0 0 6 x 3 = 18 22 x 4 =

88 20 x 5 =

100 206/48=

4.292

PEO5: Display


0 0 4 x 3 = 12 29 x 4 =

116 15 x 5 = 75

203/48= 4.229


Technologies

0 2 x 2 = 4 9 x 3 = 27 24 x 4 =

96 13 x 5 = 65

192/48= 4.000

PEO7: Demonstrate

Ethical Behaviour 0 0 3 x 3 = 9

22 x 4 = 88

23 x 5 115 212/48=

4.417

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Results of Industry/Recruiter Survey

The survey of industry/recruiter included 32 respondents. The results of the opinion survey are provided in Table 1.6. Overall about 87.5% of the recruiters considered the PEOs as important or very important. None of them opined that the PEOs are not important, about 12.5% of them were neutral in their opinion. The overall average on the scale of 1-5 turns out to be 4.11 which is above the perception that PEOs are important. Almost 100% of respondent from industry/recruiters opined that PEO 1, PEO 2, PEO 4, and PEO 6 are either important or very important. In case of PEO 3, PEO 5, and PEO 7 the response that they are either important or very important have been more than 90%.

Table 1.6: Average score of perceived importance of PEOs by Recruiters/Industry on a scale 1-5

Program Educational Outcomes (PEOs)

Not Very Important

(1)

Not Important

(2)

Neutral (Neither

important nor

unimportant) (3)

Important (4)

Very Important

(5)

Average Score

(scale 1-5)


Organizations

0 0 0 12 x 4 = 48 20 x 5 = 100

148/32 = 4.625


and Sustainable solutions to complex

problems

0 0 0 12 x 4 = 48 20 x 5 = 100

148/32 = 4.625

PEO3: Demonstrate



teams and settings

0 0 8 x 3 = 24 16 x 4 = 64 8 x 5 = 40

128/32 = 4.000


learning to stay relevant in a Dynamic

Business Environment

0 0 0 8 x 4 = 32 24 x 5 = 120

152/32 = 4.75

PEO5 Display


0 0 12 x 3 = 36 12 x 4 = 48 8 x 5 = 40

124/32 = 3.875


Technologies 0 0 0 12 x 4 = 48 20 x 5 = 100

148/32 = 4.625

PEO7: Demonstrate Ethical

Behaviour 0 0 8 x 3 = 24 12 x 4 = 48 12 x 5 = 60

132/32 = 4.125

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1.5. Consistency of PEOs with the Mission (15)

Mission: To provide learner-centric quality education for stakeholders’ well-being

While preparing the Mission Statement, the discussion sought to address three questions- For whom we would like to do (verb/action), whom are we targeting (target audience) and finally what should be the expected outcomes of the action or intervention? The three key elements of the mission statement along with explanation of each of three elements are given below:

M1: Learner-Centric Approach: In this approach, students are active participants in their learning; make decisions themselves what and how they learn; construct new knowledge and skills; collaborate with others and monitor their own learning.

M2: Quality Education: A broad definition of quality education is one that provides all learners with capabilities they require to become economically pro-active develop sustainable livelihoods, contribute to upliftment of society and underprivileged section.

M3: Stakeholders’ Wellbeing: Individuals develop a sense of purpose and feel that they will be able to achieve important personal goals and participate in society.

The Program Educational Objectives mentioned earlier were prepared keeping in view the need to align them with the Jaipuria’s mission statement. After careful examination, a matrix of the correlation of elements of the mission statement with the PEOs in terms of L: Slight (Low); M: Moderate (Medium); H: Substantial (High) have prepared which is given below as Table 1.7.

Table 1.7: Mapping of PEOs with Mission Elements (L = Low; M = Medium; H = High)

M1: Learner- Centered Approach

M2: Quality Education M3: Stakeholders’ Well-Being

PEO1: Attain managerial positions in their organizations.

M H M

PEO2: Provide innovative and sustainable solutions to complex problems.

H M L

PEO3: Demonstrate emotional intelligence in socially and culturally diverse teams and settings.

H L M

PEO4: Engage in life-long learning to stay relevant in a dynamic business environment.

H M M

PEO5: Display entrepreneurial mindset.

H H M

PEO6: Effectively leverage technologies.

H L M

PEO7: Demonstrate ethical behavior.

M H H

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Outlining Graduate Attributes for life-long-learning

The institute has also developed a set of Graduate Attributes (GAs) towards promoting life-long-learning of students. The Graduate Attributes (GAs) are set to define the outcome in terms of what a student would develop in terms of knowledge-skill-attitude (KSA). These competencies transcend beyond the program and tend to inculcate life-long-learning in students. The GAs at Jaipuria are as follows:

Self-Initiative: Students become self-motivated, independent learner, and develop confidence in their learning and abilities.

Deep discipline knowledge: Students are committed to the pursuit of learning and take learning in its full details. They are also able to apply knowledge to manage practical aspects of business. This goes beyond memorization and leads to self-actualization.

Critical thinking and problem solving: Students do follow analytical and evaluative approach to problem solving. Students inculcate scientific, research based and impartial approach.

Humility, team-building and leadership skills: Students are grounded and empathetic without being arrogant towards people and society. They develop ability and resilience to work in team and develop the attributes of gratefulness and empathy.

Open and clear communication: Students develop open, honest and transparent communication and also make sense of what they communicate.

Global outlook: Students develop global understanding and mind-set.

Ethical competency and sustainable mind-set: Students develop and follow professional ethics in life as well as in workplace. They do consider environmental and social impact for the greater good of the society and planet.

Entrepreneurial and innovative: Students do engage in creative pursuit and develop entrepreneurial traits, which may also lead to real start-ups.

The graduate attributes are also an assurance to prospective employer about what they can expect from our graduates. This is also a mapping for what Jaipuria as a responsible institute is contributing to the life of students in the pursuit of well-being of family, society, and nation. The graduate attributes are brought down and assimilated into what is called Program Level Outcomes (PLOs). This provides a larger picture about the objective of the program and what the program is expected to achieve. This also provides guideline for curriculum design, delivery and assessment of student learning. These are presented in the measurable format and get measured as part of ‘assurance of learning’ exercise. In a top down approach, the outcome based education at Jaipuria is summarized in following Flow Diagram 1.1:

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Flow Diagram 1.1: Flow of Alignment of Graduate Attributes to Leaning Outcomes

AoL Committee & Assurance of Learning

Assurance of Learning (AoL) is the soul of outcome based education. Here students’ achievements of learning expectations are measured and demonstrated. It takes into account both module-based learning as well as non-module based learning. The Assurance of Learning Committee (The AoL Committee) has been formed which looks into the measurement of attainment of PLOs, identifies the learning gaps and action plan is worked out accordingly to close the loop.

The AoL committee focuses on curriculum alignment to learning experiences which enables students to develop desired knowledge, skills, and attitude. This, in turn, enhances employability. This is seen that even after faculty putting in their best, some students fail to develop competencies which they thought they would develop otherwise. The AoL process allows focus to be retained and students do tend to learn. In this way, AoL enhances students learning and quality of educational outcome. The existing AoL Committee of the institute is comprised of the following:

Members of AoL Committee

Dr Prabhat Pankaj, Director, Jaipuria Institute of Management, Jaipur—Chairman

Dr Anurag Singh, Dean (Academics)—Member

Dr Prashant Gupta, Professor—Member

Dr Somayajulu Garimella, Former Professor, IMT-Ghaziabad and Member, Academic Council—External Member

Vision & Mission

PEOs / PLOs

Graduate

Attributes

Course Level

Outcomes (CLOs)

Assessment

Assurance of Learning

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CRITERION 2 Governance, Leadership & Financial Resources 100

2.1 Governance and Leadership (60)

2.1.1. Governance Structure and Policies (25)

2.1.1.1. Governing Structure (10)

(List the governing, senate, and all other academic and administrative bodies; their memberships, functions, and responsibilities; frequency of the meetings; and attendance therein, details of monitoring of performance done by the BoG. A few sample minutes of the meetings and action-taken reports should be annexed)

The governing structure of the institute is based on the principle of ‘collective leadership’ and ‘inclusiveness of decision making’. The collective leadership is ensured through participation of all the important stakeholders’ in the decision making process at various levels. The inclusiveness of decision-making is about ensuring that decisions at various levels are made through consensus to the maximum possible. The stakeholder-based decision-making is achieved by co-opting members of alumni body, industry professionals, recruiters, and academic experts in all major decision making bodies. Faculty of the institute is fairly represented and they act as a seat-anchor for providing inputs for decision making as well as voicing out their views in decision-making bodies. Flow Diagram 2.1 provides the institute’s structure of governance and feedback flow which ensures that upward communication is smoothly held and downward communication is appropriately disseminated for action and closing of the loop.

Flow Diagram 2.1: Flow chart of Governance and Feedback

Note: Bold lines in the above flow chart represent reporting system, while dotted lines represent two-way flow of communication and views sharing.

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Board of Governors: The Board of Governors (BoG) is the highest decision making body of the institute. The BoG is comprised of eminent personalities from academia, industry and different national and international organizations of repute. They are personalities with rich experience who are accomplished thought leaders and well respected in their field for their contributions. The Board of Governors meets once in each quarter. The schedule of the meetings for the entire year is announced at the beginning of the year. The BoG discusses and takes decisions on all issues related to the institute.

The BoG has a participative decision making process involving different stakeholders. The Director, who is one of the members of BoG, regularly meets parents, students, alumni, industry experts etc., discusses relevant developments, and seeks their opinion for further improvement. Director presents “Institute’s Update” incorporating action taken report to BoG in each quarterly meeting, which is taken note of by the BoG. Further suggestions are brought back, communicated, and implemented at the institute’s level and the same is reported back to the BoG in the form of next action taken report.

The list of BoG members is provided in Table 2.1:

Table 2.1: List of members of BOARD OF GOVERNORS

Name of the Board Members Designation in Board

Shri Sharad Jaipuria Chairman & Managing Director, Ginni International Ltd.

Chairman

Shri Shreevats Jaipuria Executive Director, Ginni International Ltd.

Vice-Chairman

Shri Anurag Dalmia Vice Chairman, Dalmia Bros. (P) Ltd.

Member

Shri Ashutosh Garg Chairman and MD, Guardian Lifecare

Member

Shri Ravi Jhunjhunwala Chairman, LNJ Bhilwara Group

Member

Shri Salil Bhandari Corporate Consultant

Member

Dr. Kamal Gupta Corporate Consultant, Former Technical Director, ICAI

Member

Shri Mahesh Gupta Chairman, Kent RO Systems

Member

Dr. Rajan Sexena Vice Chancellor, NMIMS University

Member

Sudhir Jalan Co. – Chairperson, Rieter India (P) Ltd.

Member

Dr. Dayanand Pandey Director, Jaipuria Institute of Management, Noida

Member

Dr. Harshvardhan Halve Director, Jaipuria Institute of Management, Indore

Member

Dr. Kavita Pathak Director, Jaipuria Institute of Management, Lucknow

Member

Dr. Prabhat Pankaj Director, Jaipuria Institute of Management, Jaipur

Member

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The BoG members are torchbearers who bring in their collective pool of knowledge and insight for the institute’s academic and institutional growth. They review periodically and shape our academic policies and procedures in the light of future requirements of employability skills and innovative practices.

Members of BoG are academicians of repute, Dr Rajen Saxena is Vice-Chancellor of Narsee Monjee Institute of Management Studies (NMIMS), Dr. Kamal Gupta is a doctorate and a famous management consultant, Shri Ashutosh Garg is an author and published a best seller from Collins publisher, and Shri Salil Bhandari is an accomplished management consultant and member of BoG, IIM, Indore.

Brief profile of the BoG members is attached as Annexure-1

The minutes of the meetings are prepared and are systematically maintained. The average attendance of the BoG members in last three meetings is 63%.

Contributions of BoG in the institute’s development

A lot of focus of the BoG discussion is strategic in nature wherein analysis is done and future course of action is suggested. For example, Table 2.2 provides strategic discussions made in the last three BoG meetings and based on the suggestions, actions taken up at the institute level:

Table 2.2: Action Taken Report based on BoG Suggestions

Date of BoG Meeting

Strategic area of discussion and analysis done

Suggestions and Action Taken Report

Attendance of the Members in BoG meeting

11th January, 2019

The BoG members discussed challenges and opportunities in management development programmes

Jaipur being a close nit society, it is suggested that the institute prepares management and leadership development programmes for the government officials. Following the suggestion, the institute launched Summer School 2019.

Attended: 9

Absent: 7

% of members present: 56

26th October, 2018

The BoG members discussed admission quality improvement

The suggestion was to expand the scholarship base for attracting meritorious students. Following the suggestion, institute expanded the scholarship base and the institute’s alumni body instituted special scholarship based on merit and means.

Attended: 10

Absent: 6


21st July, 2018

The BoG members discussed placement challenges and opportunity

The competitiveness of the institute was discussed and suggestions were given on how to

It was suggested that the institute focuses on international placement opportunities and improve conversion rate in companies like Deloitte. The institute pursued on the suggestions and was able to achieve international placement for students as well as a marked

Attended: 11

Absent: 5


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Date of BoG Meeting

Strategic area of discussion and analysis done


Attendance of the Members in BoG meeting

improve the rankings of the institute

improvement in conversion rate.

Based on the detailed comparative analysis of NIRF and other rankings, priority areas have been identified in medium term planning for the institute.

The BoG members facilitate visits of faculty and students to their manufacturing plants and visit the institute for deliberations, leadership meet, seminars, conferences etc. to share their knowledge and experience with faculty and students.

Impact of BoG suggestions on Institute’s ranking and profile

Some of the suggestions emanating from BoG have been transformative and helped the institute attain the next level in quality and performance. One such suggestion by the BoG has been about how to improve external branding and positioning of the institute. The suggestion was to aim at achieving number 1 position in the state and create good branding and word-of-mouth publicity. Following the suggestion, we increased the budget on external branding and started focusing on creating on-campus student-experience. We also started focusing on parents as an important stakeholder and established good communications with them through different channels, including creating of whatsapp group. The institute also tied up with Times of India for publication of institute’s student magazine, Jaipurian’s World and used it as a tool to disseminate activities and works of the institute to various stakeholders. As a result of these changes, the institute is able to improve its ranking and rating in surveys conducted by various agencies and started figuring in top 50 institutions in the country. The following table provide ranking status of the institute in last 4 years:

Survey Agency Rankings in the Years 2015-2019

2018-19 2017-18 2016-17 2015-16

NIRF (Ministry of HRD, Govt of India)

71st Rank In 51-75 Band Did not participate Did not participate

GHRDC (CSR)

3rd Rank (Top B- Schools of Eminence) 2nd Rank (Top B-Schools in Rajasthan)

13th Rank( Top B-Schools of Super Eminence) 2nd Rank (Top B-Schools in Rajasthan)

3rd in India’s top outstanding B-Schools of Excellence

14th Rank in India’s top outstanding B-Schools of Excellence

NHRDN

45th Rank (Top- B-Schools)



Best Emerging B-School

Great Place to Work Certification

On the suggestion from the BoG members, institute participated in Great Place to Work survey conducted by the Great Place to Work Institute. The institute received certification of Great Place to Work in small/medium category of organization for 2018-19, with highest score on factors such as transparency and trust.

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Most Preferred B-School of the Year Jaipuria Institute of Management has been awarded the "Most Preferred B-School of the Year—in North India" at 12th ASSOCHAM National Education Summit 2019.

Sample of Minutes of BoG Meeting is attached as Annexure-2

Academic Council: The Academic Council (AC) is an advisory body responsible for advising on all academic matters e.g. framing of academic policy, providing advice and inputs on Institute’s vision and strategic direction; provide feedback and advice on programmes, curriculum, syllabi and related matters; provide advice and guidance for institution of new programmes, modifications of existing programmes and dropping off existing programme(s); make recommendations to BOG for award of PG Diploma, medals and honours to students on their successful completion of the requirements; provide approval of courses, regulations and syllabi, etc. The AC involves faculty at all levels and also experts from outside, including representatives from the academia and the government. The Director of the institute is the chairperson of Academic Council.

The Academic Council is comprised of the known experts in the field of management from within or outside the State, alumni member, and industry/recruiters. The term of appointment of the AC members is two year, which can be extended with the consent of the Director.

The Academic Council meets twice in the academic year. The minutes of the meetings along with action taken report is recorded and kept as a separate file. List of the Academic Council members is provided in Table 2.3:

Table 2.3: List of Members of Academic Council

S No. Members Detail Representation Area

1. Dr Devi Singh, Former Director, IIM-Lucknow Academics

2. Dr. R. L. Raina, Vice-Chancellor, J.K. Lakshmipat University, Jaipur Academics

3. Shri Rajendra Bhanawat, (Rtd. I.A.S.), Former Managing Director, RIICO, Jaipur

Government/Industry

4. Shri Pankaj Dobhal, Vice President - Finance & Accounting, Genpact, Jaipur

Industry/Recruiter

5. Dr. Kamal Singh, Executive Director of UN Global Compact Network India

Academics/International Organization

6. Dr. Somayajulu Garimella, Former Dean, IMT, Ghaziabad, currently an Independent Management Consultant

Academics/Consultant

7. Brig (Dr.) S. S. Pabla, President, Bharatiya Skill Development University, Jaipur

Academics/Skill Expert

8. Dr. V P Singh, Former Advisor, Patanjali Industry

9. Dr. UdayKumar R Yaragatti, Director, Malviya National Institute of Technology (MNIT), Jaipur

Academic

10. Dr. Ashok Bapna, Former President, NHRDN-Jaipur Chapter & Former Member, State Planning Board, Government of Rajasthan

Government/Academics

11. Mr Nitin Srivastava, HR Manager , Mahindra Finance, Rajasthan Industry/Recruiter

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S No. Members Detail Representation Area

12. Mr. R. Anand, Senior Vice President-HR, HCL Technologies, Noida Industry/Recruiter

13. Mr. Atul Khandelwal, CEO,, Anoop Arcade, Khandelwal Associates, Jaipur

Alumni/Entrepreneur

14. Dr. Anil Mehta, Former Professor, Department of Business Administration, University of Rajasthan, Jaipur

Academic

15. Dr. N. D. Mathur, Former Professor, Department of Business Administration, University of Rajasthan

Academic

16. Dr. Kavita Pathak, Director, Jaipuria Institute of Management, Lucknow

Academic

17. Dr. D. N. Pandey , Director, Jaipuria Institute of Management, Noida

Academic

18. Dr. Harshvardhan Halve, Director, Jaipuria Institute of Management, Indore

Academic

19. Dr. Prabhat Pankaj, Director, Jaipuria Institute of Management, Jaipur

Director/Academic

20. Dr. Prashant Gupta, Professor, Jaipuria Institute of Management, Jaipur

Internal Faculty Representative/Academic

21. Dr. Anurag Singh, Dean Academics, Jaipuria Institute of Management, Jaipur

Internal Faculty Representative/Academic

The Academic Council is comprised of internal as well as external members, constituting renowned experts, recruiters, alumni and industry professionals. There are 10 members out of total 21 from academics with 6 external members. Eminent experts such as Dr. Devi Singh, former Director, IIM-Lucknow and Vice Chancellor, FLAME University; Dr. R. L. Raina, former Dean, IIM-Lucknow, and Dr Somayajulu Garimella, former Dean, IMT-Ghaziabad are members of Academic Council. There is a fair representation of industry, recruiters, and alumni in the AC. As many as 8 members are from industry, recruiters and alumni. The AC also has members representing skill expertise, entrepreneur, PSU experts and government representative. This makes the AC broad based and comprehensive.

Brief profile of the Academic Council members are attached as Annexure-3

Contributions of Academic Council in the institute’s development

Table 2.4 below provides records of action taken report following suggestions of the Academic Council:

Table 2.4: Action Taken Report on the Suggestions given by the Academic Council

Date of AC Meeting

Strategic area of discussion and analysis

done


Attendance of the Members in AC meeting

29th November, 2018

The AC suggested inclusion of newer technology development like artificial intelligence, analytics in the

As a result of this suggestion, the course on Business Analytics has been added as full elective with 5-6 courses and offered to students.

Attended: 12 Absent: 8 % of members present: 60

Page No. 28

Date of AC Meeting

Strategic area of discussion and analysis

done


Attendance of the Members in AC meeting

curriculum

26th April, 2018

The AC suggested to work on international summer program and international placement

The institute started working on internationalization and as a result more than 40 students visited in countries such as South Africa, Singapore, France, Dubai, Bhutan etc and undertook summer programs, internship, and study programs. Students have also been placed internationally for full summer internship as well as final placement has been secured for them.

Attended: 11 Absent: 9


11th May, 2017

The AC strongly recommended for social engagement programs and exposure for students in the form of project / work.

The institute launched a systematic program called Winter Internship for Societal Happiness (WISH) wherein MoUs have been signed with 16 NGOs. Students have been placed in these NGOs where they put in 40 hrs to 100 hrs of work over a period of 4-5 months and prepared a formal report for presentation.

Attended: 12 Absent: 8


Impact of AC’s suggestions on Institute’s development

Many of the AC members directly helped the institute in many activities and planning. Some of the best examples of their direct guidance and involvement is as follows:

Dr Somayajulu Garimella: Guided the process of Outcome Based Education (OBE) in the institute. He anchored the entire process and handhold faculty for designing and implementing learning outcomes and its measurement.

Dr V. P. Singh: Conducted ‘Mentoring the Mentors’ sessions for faculty wherein psychometric profiling has been created. This facilitated the preparation of ‘Individual Development Plan’ for the faculty and writing of ‘My Teaching Philosophy’ by the faculty.

Dr Devi Singh and Dr R. L. Raina: Conducted several rounds of faculty development sessions on topics such as research and publications, case development and teaching, and specific subject orientation in the area of business communication and finance.

Dr Prateem Tamboli: Facilitated the singing of MoU with Fortis Hospital under which a course names ‘Hospital Management’ has been launched.

Atul Khandelwal: As member of the institute’s alumni committee, launched scholarship scheme for students. There are two types of scholarships launched—1. Merit-cum-Means Scholarship, 2. Startup Scholarship (subsistence support if a student opt for starting own venture)

R. Anand: As an expert in happiness at workplace, R. Anand is helping as resource person in Summer Boot Camp Program on ‘Happiness & Wellbeing’ for corporates.

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Many of the AC members regularly engage sessions in management development programs conducted for corporate and industry employee in the institute.

Area Advisory Committees: The Area Advisory Committee (AAC) is constituted as the body to discuss, deliberate, and finalize course curriculum. The scope of AAC is not only confined to curriculum revision but it also acts a guide, mentor, and facilitator for faculty in the area in all major pursuits of academics such as research, faculty development, and teaching methods. The curriculum review process at Jaipuria Institute of Management, Jaipur has two-fold objectives:

1. To benchmark curriculum with the best practices in India and abroad.

2. To make curriculum relevant and practical oriented in order to bring it closer to the real world of work and business.

The first objective necessitates that best of business schools in India and abroad are looked at and benchmark the institute’s curriculum against them in terms of courses, syllabi, and teaching pedagogy. The second objective underlies that the curriculum and its delivery is discussed with major stakeholders and feedback is taken from them to make it relevant and practical oriented. Three major stakeholders need to be consulted—Domain Expert, Industry Professional, and Alumni of the institute.

Tenure of the AAC members is for a minimum of 2 years, which can be revised further as per suggestion from the area and as approved by the Director.

The process of calling the meeting of AAC shall be as follows:

The Academic Area Chair in consultation with members of the area proposes a list of External Members comprised of domain expert, industry professional, and alumni of the institute to the Director with proposed date(s) of the meeting.

Director of the institute approves External Experts from the list proposed by the Academic Area Chair.

Letter of appointment/invitation as External Expert Member of AAC is issued from the Director’s office to concerned experts.

The Academic Area Chair coordinates with the appointed members and facilitate the conduction of the meeting.

The minutes of the meetings are recorded and kept in a designated file.

Sample of AC meeting’s minutes attached as Annexure-4

Curriculum Revision Process

The area faculty benchmarks courses and curricula against the globally renowned B-schools. The faculty develops comprehensive course outlines citing learning outcomes and its mapping with program level outcomes and program educational outcomes, modules, session plan, evaluation, references, books, readings, cases, caselets. Special emphasis will be laid on aligning session learning outcomes with course learning outcomes. Learning outcomes are mapped with session outcome.

The review of programme and the courses are done through the established mechanism of developing faculty teams within Academic Areas and inviting suggestions of all the major stakeholders. The outcomes are validated by industry professional who joins eminent academician during the academic area meeting of the course annually. The final approval is granted by the Academic Council, comprised of external members of industry, and eminent academicians. The area faculty take lead in revision exercise of curriculum by taking suggestions from stakeholders and deliberate within the area.

Stage 1: Deliberation in Area Advisory Committee (AAC) which is comprised of duly appointed members of alumni, industry professional, and academic expert.

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Stage 2: Presentation to the Faculty Council where it is examined from the point of view of conformity with vision and mission and overall integration.

Stage 3: Finally ratified by the Academic Council, comprised of eminent academicians and industry professionals.

Feedback generated during guest talks and placement sessions by the training & placement department of the

institute also forms an input for review and revision. Calendar for curriculum design and course review process is

as follows:

Calendar for Curriculum Design and Course Review Process

December – January Area planning for curriculum Architecture.

Area planning for course review for next academic year based on inputs from industry & academicians from time to time.

February - April Course outline discussion and validation by AAC, inviting designated external members--alumni, industry, and academic.

May - June Approval by Faculty Council & Academic Council.

Course outlines are sent to programme office for circulation.

Sample of AAC meeting’s minutes is attached as Annexure-5

Faculty Council: The Faculty Council is the apex decision making body at the institute level. The Faculty Council meets at least once in a given term, while at practical level it may meet as many times as the need arises. Some of the common agenda items of the Faculty Council is as follows:

Ratification of results

Admission policy

Placement policy

Program policy

Examination policy

New initiatives

Plan of action on mission and goals

The details of the number of Faculty Council Meetings (FCMs) held in the last 3 terms are presented below as Table 2.5 along with the illustrative agenda items taken up in the meetings.

Table 2.5: Record of Faculty Council Meeting held and agenda discussed

Term Number of FCMs Agenda

Term III (Jan-March

2019)

5

Academic, Committees and

Activities/Events review.

Review of the preparation for the

forthcoming International Youth

Conference.

Review of the preparation for the

forthcoming Annual Seminar on

Rajasthan 2030

Area Academic Meeting

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Term Number of FCMs Agenda

Curriculum Review

Briefing about convocation dates and

preparation

Review of Alumni sponsored

Scholarship.

Briefing about Summer School

Term II ( Oct-Dec 2018) 2 Starting the process of curriculum

review and preparing for Area Advisory

Committee Meetings

Measurement of CLOs and PEOs

Term I ( July-Sept 2018) 3 Adoption and signing of citizenship

pledge.

Briefing about orientation programme.

Review meeting about the progress of

courses in Term I and Term IV

Briefing about placement.

Review of progress of youth conference

scheduled on 15th and 16th Feb 2019

Sample of FCM meeting’s minutes is attached as Annexure-6

Academic and Administrative Committees: At the operational level, institute works through various academic and administrative committees. All such committees are announced at the beginning of the year through a notification from the Director’s office. The members of various committees are decided by the Director who in turn takes opinions from Deans and Program Directors and also speak to the faculty concerned for the kind of role they would like to have in next year.

The list of various committees and members for the year 2018-19 is attached as Annexure 7.

2.1.1.2. Service Rules (5)

(Service rules should be published, employees should be made aware and its compliance)

The institute has a well-designed Service Rules and it is incorporated in the document called “Handbook of Service Rules 2018-19” (Revised). The Handbook of Service Rules are reviewed every year. Service rules book broadly cover following:

Recruitment and selection process

Work timings and working days

Salary and benefits

TA/DA rules

Holidays

Leave rules

Accountability and performance appraisal policy and process

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Career advancement scheme

Policies related to involvement in MDP, Consultancy, Research & Publications, and faculty development scheme

General rules and Code of conduct

Anti-sexual harassment policy

The institute shares the service rules with all its employee in following manners:

The institute uses HRIS system for leave and other purposes, to be used by all our employees. The “Handbook of Service Rules” is uploaded on the HIRS system, which can be accessed and downloaded by all the employees.

On the day of joining of the employee, a soft copy of the “Handbook of Service Rules” is sent to them in their email. The joining protocol has been created which includes—1. Welcoming by the Director, HR, and Departmental Head with a ‘Green Certificate” (Note: Green Certificate is part of the institute’s policy of supporting green environment wherein a tree is planted in the name of the person to whom a certificate to this effect is issued).

A printed version of the “Handbook of Service Rules” is kept with HR department, Director’s office, and also with the respective department heads which is easily accessible to employees as and when demanded.

2.1.1.3. Policies (5)

(There should be well-defined and implemented policies of governance with stakeholders participating in the development of these policies. Also, state the extent of awareness among the faculty and students)

The institute has well defined process of policy making which is based on—1. Learning from past process, 2. Seeking opinion of the stakeholders, and 3. Suggestions from the faculty group. All major areas of governance and operations are guided by pre-designed policies. Review of the policies are made periodically on annual basis to accommodate learnings and experiences from the past. Some of the major areas which is governed by the policies are as follows:

Admission Policy: Admission Policy outlines the admission process, selection criteria, scholarship policy and criteria, and process for conducting CAPI (Case Analysis and Personal Interview). The admission policy review is initiated by the Admission Committee and it is discussed in the Faculty Council Meeting for finalization. The admission committee is comprised of faculty chair, admission staff members, and student members of Student Council who are part of the admission committee. After discussion in the faculty council, the policy is ratified by the Director. Admission Policy is well communicated, shared to faculty through faculty council minutes. Students are communicated the part of the policy related to scholarship details through Dean’s letter as well as part of admission counseling.

Placement Policy: Placement Policy outlines the placement process, criteria, and guidelines for students training. The placement policy review is initiated by the Placement Committee and it is brought to the Faculty Council for discussion and finalization. The placement committee is comprised of faculty chair, placement staff members, and student members of Student Council who are part of the placement committee. After discussion in the faculty council, the policy is ratified by the Director. The Placement Policy is well communicated, shared with faculty through faculty council minutes. Students are communicated the entire policy document by sharing the text through email and also a copy is signed by the students as part of its acceptance.

Research Policy: Research Policy outlines incentives scheme for publications in journals. The institute has adopted ABDC List of journals and devised different incentives for publications in the listed journals. The policy also provides policy on consultancy revenue sharing with faculty and leave provisions, which a faculty can avail

Page No. 33

to do consultancy work. The faculty development program opportunity and policy on attending national and international conference and stipulated provision of financial assistance is also a part of the research policy. The policy also brief about the provision and the process of Minor Research Grant to faculty. The research policy is reviewed annually by the Director, Dean (Academics), and Faculty Chair of Research Committee and the same is presented in BoG Meeting for ratification. The Research Policy is well communicated to all faculty through email and also it is incorporated into the “Handbook of Service Rules”.

Examination Policy: The Examination Policy lays down the effective assessment procedure, confidentiality and conduct of the examinations. The policy is implemented through an Examination Committee which is headed by Controller of Examinations and other members as appointed by the Director of the institute. The Examination Policy is well communicated to the students at the time of joining the institute. There is a provision of separate session on examination policy, rules and regulations during Orientation Programme for new batch of students. It is also provided to students in written form through email as part of the Student Handbook. The policy is made available to students through MOODLE as well which a student can see and download at his/her convenience. The examinations conduct is also communicated before each major examination through mail and it is pasted on the entry door of the examination hall.

HR Policy: The HR Policy outlines accountability and performance appraisal of faculty and staff of the institute, including performance planning process, quarterly performance review, and annual performance appraisal processes. The HR Policy also contains general rules for defining work hours and work environment and conduct of employees. The HR Policy is in vogue right from the start of the campus and it is revisited at the beginning of the academic year and amended added to the policy as per need. The policy changes are proposed by the Director to BoG for ratification after a due deliberation in the faculty council. The HR Policy is well communicated to the employee at the time of joining. The policy is shared through email to the new employee. A print copy of the policy is kept with the HR department and the departmental heads for ready reference and accessible to all employee. The HR Policy is also incorporated in the “Handbook of Service Rules” and it is uploaded on the internal HRIS system.

Health and Fitness Policy: The institute has implemented Health and Fitness Policy for its employee called “BeFit (Be Fit; Be Active; Be Healthy)” in the year 2018-19. The objective of this policy is to create fitness awareness among employees and thereby contribute to the national cause of “Hum-fit-to-India-fit”. Under this policy, a 5% weightage in the annual appraisal will be given for completing the target of 120,000 steps per month (i.e about 30000 steps per week). The policy allows the employees to spend 30 minutes, thrice a week, towards fitness activities. This will be based on self-reporting of the employees on regular basis to HR without any formal verification system. However, if employee so wishes, can measure steps with the help of app/band. Apart from making fitness as part of policy, the institute has also put in following two measures:

There is a provision of ‘hum-fit-to-India-fit’ slot in the formal time table (once a week) wherein everyone

stops working and come out of their cabins and take part in yoga, sports, gym, cycling etc. There is a “Citizenship Pledge” signed by all (including faculty, staff, student) which has clause which reads

“That, I will take utmost care of my own personal health and hygiene. I fully understand that a healthy & productive mind lives in a healthy body”.

Administrative Rules and Policies: The institute has a “System Manual of Jaipuria Institute of Management” which aims to standardize accounting, purchase, store, administrative approvals and other associated processes. The larger objective of system manual is to improve the efficiency and exercise better administrative control. The system manual has been designed considering present organizational structure, authority and delegation level and “Tally’ accounting package being used. The system manual is book is printed and it is available with all major administrative departments.

Anti-sexual Harassment Policy: The institute embodies the concept of equality and prohibits all kind of discrimination on the grounds of religion, race, caste, sex or place of birth or any of them. Institute values the

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right of all employees to be treated with dignity and sexual harassment within the institute/office premises or outside, involving its employees/students/vendors/customers/any other persons who in any form deals with the institute. The anti-sexual harassment policy is made according to the government rulings and it is well communicated, both in print format as well as through email. The composition of the committee and rulings are displayed at various places in the campus.

2.1.1.4. Strategic Plan (5)

(Availability and implementation)

The institute has Strategic Plan 2016-20. It is presented in a document with 4 major chapters. The chapters are related to macro scenario analysis, industry analysis, institutional analysis and strategic goals etc. Based on the goals set in the Strategic Plan 2016-20, plan of action has been initiated. The following Table 2.6 provides plan of action and resulted implementation report on various goals and targets fixed:

Table 2.6: Plan of Action based on Strategic Plan 2016-20

Goal Plan of Action Timeline Implementation/Gap

To enhance student reach, participation, and achievement

Student Reach

High media exposure

More emphasis on Digital Marketing

Personality Development & Career Planning Program in UG Colleges

Quizzes, Contests (Online / Offline) for UG students

Participation / Sponsorship in popular public events

Participation / Collaboration in professional events

Merit based Scholarship Scheme

Registration for CAT

Continuous Process

CAT 2016

The institute has made a good progress on all counts and there is no implementation gap on this goal.

*Jaipuria is now present in all media forms, print as well as online. There has been marked improvement in social media presence.

*As many as 4000 students have been reached out for conducting personality development and career planning workshops in government UG colleges. The institute has also signed MoU with Higher Education Department, Government of Rajasthan.

*Jaipuria Quiz League (JQL) is now established as a much sought after event for UG students. Each year, institute is able to involve about 5000 students across the state.

*The number of merit-based scholarship has been increased. New scholarship schemes have been announced by the Alumni Body.

*The institute has registered for CAT.

Student Participation

Curricular Activities

Co – Curricular Activities

There has been tremendous improvement in the quantity as well as quality of curricular, co-curricular and extra-curricular activities for students. A

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Extra – Curricular Activities

Continuous Process

detailed list of activities attached as Annexure-8

There is a separate office of Dean (Student Affairs) which prepares Annual Event Calendar (The last three years Event Calendar is attached as Annexure-9) at the beginning of the year and participants of students from various institutions from Rajasthan and outside state is ensured. The institute has established following student events as signature events for curricular, co-curricular and extra-curricular activities:

1. Annual International Youth Conference

2. Annual Sports Meet 3. Abhyuday Student Fest

These three events witness participation of more than 1000 students, delegates from India and abroad, youth icon and youth celebrities, alumni, scholars, educators, and industry professionals. The events are largely organized by the institute’s Student Council wherein students lead from the front and actively organize events.

The institute has come up with a policy of sending students to top institutions in the country such as IIMs and IITs for participation and in last 3 years there has been tremendous increase in the number of students participating in external events. A list of student participation in external event is provided as Annexure-10

Student Achievement

Mentorship Program

Employability Skill Enhancement

Research Grant / Fellowship

Student Exchange Program with National / International Institutes

Continuous Process

The institute has strengthened the process of mentoring by assigning industry professional / alumni as off-campus mentor for the student. The external mentor has helped in improving the Individual Development Plan (IDP) and strengthening the process in a big way.

There has been further refinement of employability skill enhancement

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program undertaken with a renewed emphasis on ‘increasing the success ratio’ of student in a placement interview. The biggest example of this effort is selection in Deloitte which has increased to 14 in 2019 from 7 students in 2018. For the first time in 2019, 2 students have been selected in Amazon and 1 in international company Indica. The model of employability skill enhancement and placement preparation is provided as Annexure-11

A provision of Jaipuria Research Studentship (JRF) has been made and students worked with faculty under Minor Research Grant policy of the institute. Students also worked with faculty on consultancy and research project granted to faculty by external funding agencies such as Airport Authority of India (AAI), and Indian Council of Philosophical Research (ICPR), New Delhi. Several students prepared research papers under the guidance of faculty and presented at national and international conferences, including IIMs and IITs.

The institute has made significant progress on student mobility and exchange program. More than 50 students have visited abroad in last 3 years while under a long term exchange agreement, 6 students from Rennes Business School, France studied full trimester in the institute with credit transfer agreement. As a reciprocal agreement, 6 of Jaipuria students are scheduled to visit France for full semester exchange with credit transfer at Rennes Business School.

To create knowledge and dissemination through research, training, and consultancy

Research & Publication Policy

Liberal Sponsorship Policy for faculty & staff members

Policies already in vogue – need to be suitably modified to make them more attractive

A revision in the Research & Publication Policy has been undertaken. The incentive scheme for ABDC and Scopus publication has been revised.

The incentive for A+ and A category publication increased to Rs 1.5 lakhs and

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1 lakh respectively and for B category it has been increased to Rs 50 thousand. A new incentive of Rs 25 thousand has been added for Scopus publication.

In yet another reform, incentive scheme has been made available for library staff as well in case they publish and qualify as per the policy.

A separate budget has been kept for faculty development program, organized internally and faculty being sent outside. A liberal grant for attending national and international conferences have been provisioned for. The grant policy takes applies not only to faculty but also to staff for their continuous improvement and skill enhancement.

Faculty Development Programs

Staff Development Programs

National & International Faculty Exchange

Greater interface with industry, academia, and Government bodies

Continuous Process

The institute has made good progress on all these counts. The number as well as quality of faculty development programs improved considerably. Staff development programs organized from time-to-time and staff members have been deputed to attend external programs.

The number of faculty visiting abroad increased considerably in the last 3 years. Faculty visited Singapore, Dubai, France, Philippines, Bhutan and many other countries for academic programs and exchanges.

The width and depth of faculty interaction with industry, academic world, and government have seen a big surge in last 3 years. It is evident from the faculty’s engagement in delivering management development program for industry professionals, consultancy and research project undertaken and applied for.

The institute has signed MoU with the Higher Education Department, Government of Rajasthan and undertaken quality improvement

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programs for colleges. Training programs have been organized for principals, faculty and students. The institute has been able to reach out more than 3000 students and 100+ faculty from government colleges.

To achieve recognition through rankings, and accreditation

Benchmarking and Identification of criterion wise gaps and bridging the gaps to achieve the following:

NBA Accreditation

Year 2016 – 17

Achieved NBA accreditation for 4 years till 30th June 2019

SAQS Accreditation

Year 2018 -19

In the annual review of strategic plan, the goal of SAQS accreditation was dropped and it was decided to concentrate focus on AACSB/AMBA/EQUIS accreditation.

International accreditation – AACSB / AMBA

Year 2020 -21

The preparation for international accreditation is going on. As part of the capacity building towards international accreditation process, the Director of the institute attended AACSB’s Assurance of Learning (AoL) Seminar at SKEMA Business School, Lille, France on 20-21 November, 2018.

To improve the Institute’s Ranking to:

- No. 1 Private B-School in State

- No. 1 Private B-School in Region

- In Top 20 Private B- Schools in the Country

- In the Top 30 B – Schools in the Country

Year 2018-19

Year 2019-20

Year 2020-21

Year 2021-22

The biggest achievement of the institute in terms of ranking is that it has made it to the MHRDN’s NIRF ranking list. The institute has been ranked in the band 51-75 in the management list. This makes Jaipuria as the only private institute to enter NIRF list in the state of Rajasthan and second in the overall list after IIM-Udaipur.

In most of the other rankings, the institute has made big stride and mostly fall in top 5

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